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Lesson 5 - Advanced Map Navigation

Trust & Communication Skills

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Year 8

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Outdoor Adventurous Activities

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Big Question

Can you navigate accurately and make strategic decisions when working under competitive pressure?

Learning Objectives

Develop self-motivation and physical confidence whilst actively engaging in competitive orienteering situations
Work collaboratively with partners to locate multiple controls using map reading and navigation skills
Apply systematic approaches and time management strategies to work quickly and effectively against the clock

Key Outcomes

Students will demonstrate improved map reading accuracy and speed in locating controls
Students will work effectively in teams, showing clear communication and strategic planning under time pressure
Students will show resilience, self-motivation and competitive spirit whilst maintaining safety and sportsmanship

Equipment & Resources Required

Cards

1 master sheet with all control locations and codes

Distribute around perimeter of working area at eye level on cones or attached to walls/fences

Alternative: Printed map symbol sheets in plastic wallets, or digital displays if outdoor screen available

Photographs of School Features

12-15 different locations around school grounds

Take clear photos showing distinctive features students can identify (main entrance, PE store, specific trees, benches)

Alternative: Printed photos in plastic wallets, digital images on tablets

Laminated Pictures of Famous People

12-15 cards (one per photograph location)

Hide at exact locations where photographs were taken, attach securely or weight down to prevent wind displacement

Alternative: Sporting heroes, historical figures, or characters students will recognise

School Grounds Map with Marked Controls

1 per group (8 maps for class of 32)

Mark 8-10 control locations with letters A-J, ensure scale and key are clearly visible

Alternative: Simplified sketch maps if OS-style maps unavailable, laminated for reuse

Cones

9 controls (lettered or numbered)

Place at distinctive features matching map locations, display number/letter/symbol code clearly

Alternative: Laminated cards on cones, orange and white flagging tape tied to features, printed code cards

Clipboards

1 per team (8 clipboards)

Ensure pencils or pens are attached with string to prevent loss

Alternative: Hardback books, plastic wallets with cardboard backing

Whistles

2-3 for teacher/support staff

Establish whistle signals before lesson (one blast = stop, three blasts = return to teacher)

Alternative: Voice commands if group is small and area compact

Stopwatch

1 per group (8 timers) or teacher's phone

Ensure all timing devices are synchronised for competitive activities

Alternative: Sports watches, visible clock/timer display

Bibs

8 sets of 4 different colours (32 total)

Helps teacher identify groups from distance and adds safety visibility

Alternative: Coloured team bands, numbered bibs

Certificates

Enough for whole class recognition

Prepare rewards celebrating effort, improvement, teamwork and accurate navigation

Alternative: Verbal praise, house points, merit marks

Key Vocabulary

Orienteering

A competitive sport involving navigation using a map and compass to find control points in the fastest time possible

Controls

Marked checkpoints on an orienteering course that participants must visit, usually indicated by orange and white markers

Map symbols

Standardised Ordnance Survey symbols representing features like buildings, vegetation, water and terrain

Navigation

The process of planning and following a route from one location to another using map reading skills

Star orienteering

An orienteering format where all participants return to a central start point between visiting each control

Systematic approach

A logical, organised method of completing tasks efficiently, such as planning routes before running

Time management

The ability to use time effectively by balancing speed with accuracy and planning efficiently

Competitive pressure

The psychological stress experienced when performing under time constraints or against other competitors

Self-motivation

The internal drive to push yourself to achieve goals without external rewards or encouragement

Orienting the map

Turning the map so it matches the direction you're facing in the real world

Skill Progression Pathway

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

Prior Learning

Basic understanding of map symbols and cardinal directions from Year 7 OAA
Experience working in small groups during outdoor activities
Fundamental orienteering skills including control identification
Basic time management and organisational skills from previous lessons

Current Skills

Advanced map reading under time pressure and competitive conditions
Strategic route planning and decision-making in navigation
Effective partnership working with clear communication systems
Self-motivation and resilience when facing challenging navigation tasks
Time management strategies to balance speed with accuracy

Next Steps

Independent orienteering challenges with individual responsibility
Cross-country orienteering with more complex terrain and longer distances
Advanced navigation techniques including pacing and compass work
Competitive orienteering events requiring optimal route choice decisions

Milestone Indicators

Students can identify and locate at least 80% of controls accurately within time limits

Teams demonstrate clear strategic planning before beginning navigation tasks

Students maintain motivation and positive attitude even when facing difficult control locations

Partners communicate effectively using appropriate orienteering vocabulary

Students can explain their navigation choices and evaluate alternative routes

Key Teaching Points

Map orientation is fundamental: teach students to physically rotate map until it matches surroundings they can see. Reinforce this skill throughout every activity by asking: 'Is your map oriented?' Model this repeatedly.
Planning before moving prevents errors: establish 'think, plan, act' as the orienteering sequence. Insist teams stop to study map and discuss route before rushing off. Strategic thinking matters as much as speed.
Teamwork means all voices heard: actively monitor group dynamics to ensure all four team members contribute to navigation decisions. Intervene if one student dominating: 'What does the rest of your team think?'
Accuracy and speed must balance: help students understand rushing causes mistakes. Emphasise that locating controls correctly on first attempt is faster overall than rushing, making errors, and returning multiple times.
Resilience develops through challenge: normalise finding navigation difficult. Praise perseverance: 'You didn't give up even though that control was tricky to find - that's real resilience!'
Specific observable feedback improves learning: instead of 'good map reading', say: 'You oriented your map perfectly just then - I saw you rotate it to match the building.' Make learning explicit.
Self-motivation is cultivated through autonomy: give teams independence to navigate without constant teacher support. Resist urge to provide answers immediately - let them problem-solve first.

Common Misconceptions

Misconception: 'Orienteering is just running fast.' Reality: Orienteering requires map reading accuracy, strategic planning, and decision-making under pressure. Speed without accuracy leads to errors and wasted time. Correct by: emphasising thinking skills and rewarding teams with accurate navigation, not just fast running.
Misconception: 'The top of the map always points north.' Reality: While many maps are drawn with north at top, orienteering requires rotating maps to match surroundings. Correct by: explicitly teaching and practising map orientation throughout lesson.
Misconception: 'Working in teams means one person decides and others follow.' Reality: Effective teamwork involves all members contributing ideas, discussing options, and reaching consensus. Correct by: monitoring group dynamics and requiring evidence that all members contributed to decisions.
Misconception: 'If we can't find a control immediately, we should keep searching the same area.' Reality: If control not found after systematic searching, re-check map to verify location is correct. May be at wrong place entirely. Correct by: teaching error-checking strategy - 'If stuck for 2 minutes, go back and re-check your map.'
Misconception: 'You have to visit controls in the order they're numbered.' Reality: In Star Orienteering format used in this lesson, teacher allocates control order - may be different for each team. Correct by: clarifying that teacher tells them which control to seek next.
Misconception: 'If another team finds our control, we can't use it.' Reality: All teams can visit same controls - they're not 'owned' by any team. Correct by: explaining controls are shared resources and multiple teams may search same areas.

SEN Adaptations

ADHD

Break lesson into short activity bursts (5-7 minutes maximum per section) with clear endpoints. Provide very clear boundaries marked with cones or visual markers. Use frequent, specific praise and feedback: 'Brilliant focus just then, James!' Allow movement throughout - avoid long periods of sitting/standing still. Give one instruction at a time rather than multi-step directions. Use timers to create structure and urgency (motivating for ADHD students). Build in quick brain breaks between activities (30 seconds physical movement). Assign specific roles within team (navigator, map holder, recorder, timekeeper). Position near teacher during instruction time. Use visual supports and checklists to aid focus.

dyspraxia

Use larger, easier-to-manipulate equipment (large pencils, chunky grips, larger maps). Allow extra time for all activities as processing and movement may be slower. Simplify motor tasks (walking instead of running, no requirement for complex stretches). Provide step-by-step visual instructions with demonstrations. Pair with patient, supportive partner. Position controls in very obvious locations reducing complex spatial navigation. Break down multi-step instructions into single steps. Allow use of clipboard strap to secure equipment rather than carrying. Reduce balancing requirements (seated stretches). Provide extra practice time for map reading. Celebrate effort over precision.

autism spectrum

Provide visual schedule showing lesson structure and timings clearly displayed. Use now/next boards to show current and upcoming activities. Give clear, concrete instructions avoiding ambiguous language. Provide quiet zone where student can retreat if overwhelmed by noise/activity. Allow use of fidget tools during instruction time. Give advance warning of transitions: '5 minutes until we change activity'. Use visual supports for map symbols (picture cards). Allow student to preview orienteering course before lesson if possible. Reduce sensory overload by using quieter whistle or visual signals. Ensure routine and predictability where possible. Pair with understanding partner who can provide reassurance.

visual impairment

Use very high contrast maps with bold, clear symbols. Provide larger format maps (A3 instead of A4) for easier viewing. Pair with sighted partner who can describe features aloud. Use brightly coloured, large control markers easy to spot from distance. Provide tactile maps with raised features if available. Give verbal descriptions of routes and surroundings. Use large-print bingo cards and recording sheets. Allow extra time for map reading activities. Position controls in very distinctive locations identifiable by sound or touch (near humming electrical box, textured wall).

hearing impairment

Ensure student can see teacher's face clearly for all demonstrations and instructions (lip-reading). Use visual signals alongside whistle (raise hand high, wave flag). Provide written instruction cards with step-by-step pictures. Use British Sign Language (BSL) if student uses BSL - learn key signs like 'stop', 'go', 'good', 'help needed'. Pair with partner who can ensure student has understood all instructions. Position yourself where student can see you during activities. Use visual timer displays showing time remaining. Ensure good lighting if indoors for visibility.

physical disability

Modify to wheelchair-accessible routes only - ensure all controls positioned on smooth, accessible surfaces. Reduce distances between controls to match mobility capabilities. Allow walking pace rather than running. Provide adapted equipment (lightweight clipboard with strap, easy-grip pencils). Ensure team stays with student at their pace, not rushing ahead. Position controls at appropriate height for wheelchair access. Allow extra time for navigation. Consider using visual symbols instead of physical running between controls. Ensure pathways wide enough for wheelchair navigation. Pair with supportive teammates who understand adaptations needed.

Cross-Curricular Links

English

Following complex multi-step instructions during activities, explaining navigation strategies and decision-making using appropriate vocabulary, giving clear verbal directions to teammates, listening skills during team discussions and teacher instructions, technical vocabulary development (orienteering terminology)

Maths

Map scales and distances (measuring how far apart controls are), grid references and coordinates (linking to mapping skills), time calculations (working out pace and time taken for routes), angles and directions (understanding compass bearings and turns), estimation (estimating distances before checking measurements)

Science

Cardiovascular system during exercise (heart rate changes from warm-up through intense activity to cool-down), muscular system (muscles used in running and how they work), weather and climate (impact on outdoor activities), forces (friction between shoes and different surfaces), energy (how body uses energy during sustained physical activity)

Computing

Algorithms and logical thinking in route planning (sequence of steps to reach control), problem-solving strategies when navigation goes wrong, using digital mapping tools if incorporated (Google Maps, orienteering apps), understanding how GPS technology relates to navigation

Geography

Map skills including keys, symbols, scales and orientation, cardinal and intercardinal directions (north, northeast, etc.), understanding different types of maps (Ordnance Survey vs school sketch maps), spatial awareness and navigation in real environments, fieldwork skills conducting outdoor learning in local area

PSHE

Teamwork and communication skills working with partners and groups, resilience and perseverance when facing challenging controls, self-motivation and setting personal goals, managing emotions under competitive pressure, building self-confidence through achievement, fair play and sportsmanship, leadership skills when guiding teammates

Teacher Guidance

Positioning

During warm-up: Stand at perimeter edge with clear view of all teams circulating around symbol cards. During picture orienteering: Position at visible central 'base' point where teams return to report answers. During Star Orienteering: Remain at star point (unless visibility requires repositioning) to manage team returns and departures. During cool-down: Stand at front of group during stretches, then position to make eye contact during reflective discussion. General principle: maximise visibility of all students at all times.

Observation Focus

Watch for: 1) Map orientation - are students holding maps to match surroundings? 2) Teamwork quality - all members contributing or one dominating? 3) Navigation accuracy - first-attempt success vs repeated errors. 4) Safety awareness - heads up when moving, appropriate pace, respecting boundaries. 5) Time management - balancing speed with accuracy. 6) Physical confidence - purposeful movement vs hesitation. 7) Self-motivation - sustained effort vs giving up when challenged. 8) Communication - positive dialogue, sharing ideas, listening to teammates. 9) Resilience - response to mistakes or difficult controls.

Intervention Points

Intervene immediately if: safety rule broken (splitting up, running dangerously, entering restricted areas), student showing distress or injury, team completely lost/off-track for more than 3 minutes, any student left behind by team, overheating/exhaustion/medical concern, conflict between team members escalating, any student not participating. Provide support when: team repeatedly unable to find controls (graduated hints), teamwork breaking down (facilitate communication), one student dominating or being excluded (redistribute roles), time management poor (guidance about pacing and strategic choices).

Demonstration Notes

Demonstrate: Map orientation by physically rotating map until aligned with surroundings - exaggerate the turning action so students see clearly what to do. Show planning route by tracing finger from star point to control on map while verbalising thinking process: 'I need to go past the main building, turn left at the sports hall, and look near the fence.' Model 'heads up' running with exaggerated posture. Demonstrate systematic searching by checking around a feature methodically rather than randomly. Show team communication by role-playing discussion with volunteer students about route choices. Model resilience by describing a time you found navigation challenging but persevered.

Verbal Cues

•'Orient your map - turn it until it matches what you see!'
•'Plan your route before you run - think, then move!'
•'Heads up! Watch where you're going!'
•'Stay together as a team - don't split up!'
•'If you're stuck, re-check your map and look for distinctive features'
•'Balance speed with accuracy - rushing causes mistakes'
•'Brilliant teamwork - I love how you're all contributing ideas!'
•'Remember your boundaries - you should be able to see me from wherever you are'
•'Keep pushing - resilience is a skill we're building today!'
•'That's smart time management - you chose an achievable control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum outdoor space of 50m x 50m including school buildings, playground and accessible grounds for control placement. Indoor spaces (halls, corridors) may be incorporated if appropriate for school layout. Clear boundaries established beyond which students must not travel. All areas must be within visual range or supervision capability of teaching staff.

Surface Check

Before lesson, walk entire orienteering course checking for hazards: uneven ground, holes, standing water, ice (in cold weather), slippery surfaces, litter, broken glass, animal waste. Ensure playground/field surfaces are safe for running activities. Check indoor surfaces are dry if using indoor spaces. After adverse weather (heavy rain, snow, ice), reassess surface safety before proceeding with lesson.

Equipment Safety

Safety Checks

•Check all laminated cards (symbols, photos, famous people, maps) have no sharp edges from cutting
•Ensure clipboards have no damaged edges that could cause splinters or cuts
•Verify pens/pencils attached to clipboards are secure (prevent loss and tripping hazards)
•Check control markers are securely positioned and won't blow away or be knocked over causing trip hazards
•Ensure maps are laminated to prevent paper cuts and weather damage
•Check team bibs are appropriate size (not so large they cause tripping)

Risk Management

Key Risks

•Collisions between teams or individual students running at speed in open areas
•Slips, trips and falls on uneven ground, wet surfaces, or when students not watching where running
•Students becoming lost or disoriented if venturing beyond safe boundaries
•Exposure to adverse weather conditions (cold, heat, rain) during prolonged outdoor activity
•Students with medical conditions (asthma, diabetes, allergies) experiencing issues during physical activity
•Students entering restricted or dangerous areas (car parks, maintenance areas, construction zones)
•Overexertion or exhaustion from continuous physical activity over 60-minute lesson
•Students running with sharp objects (clipboards, pencils) causing potential injuries

Risk Mitigation

•Establish clear boundaries before lesson begins and remind students repeatedly - show on maps and point physically to boundary markers
•Enforce 'stay together as team of four' rule strictly throughout all activities (safety in numbers)
•Insist on 'heads up' running posture - looking where going, not down at maps/ground
•Designate 'walk zones' near buildings, classrooms, and other hazards - enforce consistently
•Use whistle signals for emergency stop (one blast) and recall to teacher (three blasts) - test before lesson starts
•Position controls only in areas verified safe and within supervision capability
•Check weather forecast - postpone/modify lesson if conditions unsafe (ice, thunderstorms, extreme heat)
•Ensure all students in appropriate PE kit including supportive footwear for running
•Brief students about what to do if they feel unwell, lost, or unsafe: stop immediately and call/signal teacher
•Stagger team starts slightly to reduce crowding at first control locations
•Have clear timings and enforce return times strictly so students don't exhaust themselves searching endlessly
•Ensure adequate water breaks, especially in warm weather - have water accessible throughout

Supervision & Emergency Procedures

Supervision Points

•Position yourself at 'star point' central location providing visibility of multiple areas during Star Orienteering
•Circulate regularly during warm-up and picture orienteering to maintain proximity to all groups
•Conduct head counts at start of lesson, before main activity, and at end of each section
•Maintain sight of all teams as much as possible - reposition if visibility compromised
•Use high-visibility clothing yourself if conducting lesson across large outdoor area
•Deploy support staff or teaching assistants at key monitoring points if available (opposite end of grounds, building entrances)
•Have mobile phone or walkie-talkie to maintain communication with school office
•Know where first aid kit located and how to access quickly
•Know exact location of all students' inhalers, medication and emergency contacts (check medical register before lesson)

Emergency Procedures

Emergency stop signal: One whistle blast = all students freeze immediately wherever they are. Three whistle blasts = all students return to teacher at star point/central location immediately, walking quickly but safely. If student injured: blow one whistle blast to stop all activity, assess injury severity, send responsible student to get first aider/office if needed, administer appropriate first aid, keep student calm and still, do not move if serious injury suspected. If student becomes lost: blow three whistles repeatedly, wait at central point, send support staff to search if available, alert school office after 2 minutes if student not returned. In severe weather emergency: three whistle blasts, move all students to nearest indoor shelter immediately, conduct head count. For medical emergencies: follow school emergency procedures, call for help immediately, administer first aid if trained, keep other students calm and supervised.