Lesson 6 - Orienteering & Map Skills
Trust & Team Navigation
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Check maps are current and show all control locations clearly
Alternative: Hand-drawn maps, photocopied maps in plastic wallets
Ensure pens work on laminated surfaces
Alternative: Chinagraph pencils, dry-wipe markers
Place strategically around school grounds before lesson
Alternative: Coloured cones with letters, laminated letter cards
Ensure hoops are large enough for three students to hold comfortably
Alternative: Ropes, elastic bands for connection
Set up in conclusion area for self-assessment activity
Alternative: Coloured hoops, marked areas on ground
Charged and ready for filming assessment evidence
Alternative: Smartphone for recording
For timing activities and maintaining pace
Alternative: Phone timer, sports watch
Key Vocabulary
A sport where participants navigate between checkpoints using a map and compass
A specific location marked on a map that participants must find and visit
The process of finding your way from one place to another using maps and landmarks
The direction from one point to another, measured in degrees from north
Working together effectively to achieve a common goal
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
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