🧭

Lesson 6 - Orienteering & Map Skills

Trust & Team Navigation

•

Year 6

•

Outdoor Adventurous Activities

•

Big Question

How can we use problem-solving skills and teamwork to navigate challenges and find our way using maps?

Learning Objectives

To identify the location of controls using maps and coordinate with team members effectively
To develop navigation skills and orienteering techniques in outdoor environments
To demonstrate leadership, communication and problem-solving skills in team challenges

Key Outcomes

Students will successfully locate orienteering controls using map reading skills
Students will work collaboratively to solve physical challenges and navigate courses
Students will demonstrate improved confidence in outdoor adventure activities

Equipment & Resources Required

Maps

1 per group of 3 (10 maps)

Check maps are current and show all control locations clearly

Alternative: Hand-drawn maps, photocopied maps in plastic wallets

Whiteboard Pens

1 per group (10 pens)

Ensure pens work on laminated surfaces

Alternative: Chinagraph pencils, dry-wipe markers

Sun Markers

26 (A-Z alphabet)

Place strategically around school grounds before lesson

Alternative: Coloured cones with letters, laminated letter cards

Hoops

1 per group of 3 (10 hoops)

Ensure hoops are large enough for three students to hold comfortably

Alternative: Ropes, elastic bands for connection

Coloured Cones

4 different colours (16 total)

Set up in conclusion area for self-assessment activity

Alternative: Coloured hoops, marked areas on ground

Digital Cameras

Charged and ready for filming assessment evidence

Alternative: Smartphone for recording

Stopwatch

For timing activities and maintaining pace

Alternative: Phone timer, sports watch

Key Vocabulary

Orienteering

A sport where participants navigate between checkpoints using a map and compass

Control point

A specific location marked on a map that participants must find and visit

Navigation

The process of finding your way from one place to another using maps and landmarks

Bearing

The direction from one point to another, measured in degrees from north

Teamwork

Working together effectively to achieve a common goal

Problem-solving

Using thinking skills to find solutions to challenges or difficulties

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of maps and directions
Experience working in small teams
Familiarity with outdoor activity safety

Current Skills

Advanced map reading and orienteering techniques
Leadership and communication in challenging situations
Problem-solving under time pressure

Next Steps

Independent orienteering course design
Leading younger students in OAA activities
Advanced navigation using compass bearings

Milestone Indicators

Can read maps accurately without adult support

Takes initiative in leading team discussions

Demonstrates resilience when facing difficult challenges

Key Teaching Points

Emphasise teamwork over individual achievement throughout all activities
Model and encourage positive communication and mutual support
Connect map reading skills to real-world navigation and adventure activities
Celebrate persistence and problem-solving effort rather than just success
Use specific praise for good navigation decisions and strategic thinking
Ensure all students feel valued regardless of their confidence level
Build connections between this lesson and the complete OAA unit progression

Common Misconceptions

Thinking orienteering is just about running fast rather than accurate navigation - correct by emphasising map reading skills and strategic route planning
Believing teams should split up to cover more ground - reinforce safety rules and explain the value of working together
Assuming maps are too difficult to understand - break down map reading into simple steps and celebrate small successes
Thinking only 'sporty' students can succeed in OAA - highlight different types of intelligence needed including problem-solving and communication
Believing mistakes mean failure - reframe errors as learning opportunities and part of the adventure experience

SEN Adaptations

ADHD

Build in movement breaks, use shorter time segments for activities, provide clear boundaries and expectations

dyspraxia

Allow extra time for map reading, provide larger equipment for easier handling, pair with supportive teammate

autism spectrum

Provide clear structure and timing for activities, offer quiet breaks if overwhelmed, use visual schedule for lesson progression

visual impairment

Use high-contrast maps, provide verbal descriptions of control locations, pair with sighted buddy for navigation support

hearing impairment

Use visual signals and written instructions, ensure face-to-face communication, provide clear visual maps and symbols

physical disability

Adapt hoop connection for wheelchair users, provide alternative control locations if needed, focus on route planning skills

Cross-Curricular Links

English

Communication skills, giving clear instructions, descriptive language for locations and directions

Science

Understanding of forces and movement, discussion of energy and endurance, observation and recording skills

Geography

Map reading skills, understanding of scale and symbols, directional awareness and coordinates

PSHE

Teamwork and cooperation, resilience and perseverance, leadership skills and encouraging others

Teacher Guidance

Positioning

Move constantly between teams during activities, position centrally during instruction phases

Observation Focus

Watch for effective communication, accurate map reading, safe movement while connected, and positive team dynamics

Intervention Points

Step in if teams become lost, show signs of conflict, or venture into unsafe areas

Demonstration Notes

Show enthusiasm for orienteering, demonstrate map reading techniques clearly, model positive encouragement language

Verbal Cues

•'Remember to communicate and share ideas!'
•'Check your map carefully before moving!'
•'Stay connected and support each other!'
•'Look for landmarks to help with navigation!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school grounds access required, minimum 100m x 100m area, multiple terrain types

Surface Check

Check all routes for trip hazards, wet surfaces, and ensure boundaries are clearly established

Equipment Safety

Safety Checks

•Ensure hoops are intact with no sharp edges or cracks
•Check whiteboard pens are non-toxic and have secure caps
•Verify control points are securely positioned and clearly visible
•Confirm maps are laminated safely with no sharp edges

Risk Management

Key Risks

•Teams becoming separated or lost on school grounds
•Slips and falls while moving connected to hoops
•Collisions between teams moving at speed
•Students venturing into unsafe or prohibited areas

Risk Mitigation

•Mandatory hoop connection keeps teams together
•Clear boundaries established before activity begins
•Teacher mobile supervision throughout activity
•Emergency whistle system for immediate recall
•All control points positioned in safe, visible locations

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility across school grounds
•Move between teams regularly during activities
•Monitor high-risk areas like steps, slopes, and building edges
•Maintain communication with any additional supervising adults

Emergency Procedures

Use emergency whistle for immediate recall, establish clear meeting point, ensure mobile phone contact with school office