Grid and Compass Navigation

Overview

Students build on their month of map, contour and practical navigation work by learning to locate and communicate positions using four- and six-figure grid references, then orientate and navigate with a magnetic compass. The lesson moves from map-based accuracy to a short outdoor application in pairs.

Learning intentions

Students will:

• use the correct eastings-before-northings process to give grid references
• distinguish between four-figure and six-figure grid references
• orientate a topographic map using a compass
• use a bearing to plan and walk a short route safely
• communicate navigation decisions clearly to a partner

Success criteria

• I can give an accurate four-figure grid reference for a map square.
• I can give a six-figure grid reference for a precise feature.
• I can orientate my map and identify a bearing using a compass.
• I can follow and explain a short navigation route safely and accurately.

Curriculum links

• Apply drama techniques in a scripted context: selecting and controlling body, movement, voice and use of space to communicate an intention in a practical context.
• Use complex performance skills associated with a drama or theatre form or period: sustained physical awareness, purposeful movement and ensemble interaction during practical performance tasks.
• Perform a substantial acting role in a scripted production: prepare for, sustain and communicate a credible role, relationship and situation through cooperation and purposeful action.
• New Zealand Curriculum key competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (55 minutes)

1. 0–5 min · Navigation hook. Teacher displays a topographic map with a marked feature and asks, “How could you tell another group exactly where this is without pointing?” Open with the map-based hook and lesson overview. Students make a quick individual estimate of the feature’s location, then compare answers with a partner.

2. 5–15 min · Teach grid references. Teacher models the rule “read right, then up”, using a large map example to show a four-figure reference for a square and a six-figure reference for a specific feature; check each step aloud. Students annotate the grid reference and compass practice sheet and complete two guided examples, explaining why the easting is read first.

3. 15–24 min · Paired map challenge. Teacher gives each pair a practice map and calls out or displays six locations, gradually increasing difficulty; circulate, question accuracy and correct misplaced digits. Students locate each feature, record its four- or six-figure reference on the worksheet, and mark one location for their partner to solve.

4. 24–34 min · Compass demonstration and rehearsal. Teacher demonstrates identifying the direction of north, placing the compass on the map, orientating the map, taking a three-figure bearing and checking the direction of travel; emphasise keeping the compass level and following school outdoor safety procedures. Students practise in pairs on the marked area: one is the navigator and one checks the steps using the worksheet, then they swap roles.

5. 34–48 min · Outdoor navigation course. Teacher sets pairs a short route of three or four checkpoints around the school grounds, briefing boundaries, hazards, stop signals and the requirement to stay together; each checkpoint has a visible marker and a map location. Students use a grid reference to identify the next checkpoint, orientate their map, take a bearing and walk the route, recording the checkpoint reference, bearing and one decision made; partners swap navigator and checker roles halfway.

6. 48–55 min · Debrief and exit check. Teacher brings students together, revisits the key steps on the route instructions, discussion prompts and plenary and asks pairs to share one accuracy strategy and one safety consideration. Students complete the final worksheet questions: give a six-figure reference for a marked feature, state the first two steps for using a compass, and identify one error they will avoid next time.

Resources

• the navigation teaching and activity slide deck
• the grid reference and compass practice sheet
• Topographic or school-ground maps, one per pair
• Baseplate compasses, one per pair
• Four outdoor checkpoint markers
• Clipboards and pencils
• High-visibility vests or other agreed group identifiers
• First-aid kit, class roll and teacher phone/radio
• Cones or tape to mark boundaries and hazards

Assessment

• Questioning during modelling checks eastings-before-northings, the difference between four- and six-figure references, and compass orientation steps.
• During the outdoor course, observe whether each student can independently locate a position, orientate the map, take a bearing and communicate safely; record brief notes against accuracy, control and teamwork.
• Use the completed exit questions to identify students needing a follow-up mini-lesson on grid precision or compass procedure.

Differentiation

• Support students with a colour-coded map demonstration, a step-by-step compass checklist and partially completed examples on the worksheet. Pair students strategically and allow verbal explanations before written recording.
• For students needing additional support, reduce the course to two checkpoints, use clearly marked locations and provide a map with the initial north line highlighted.
• Extend confident students by requiring six-figure references at every checkpoint, adding a change of direction, or asking them to calculate and justify a back bearing.
• For EAL learners, pre-teach easting, northing, bearing, orientate, checkpoint and feature with visual examples. Students with mobility or sensory needs can complete the map-based route and act as route planner, checker or observer if the terrain is unsuitable.