Exploring Map Symbols

Overview

A sensory-rich lesson tailored for Year 1 students in a Special Learning Difficulties (SLD) setting. This session enables pupils to recognise and understand common map symbols through tactile exploration, closely following the National Curriculum for England – Geography (Key Stage 1). The lesson integrates life skills and sensory approaches to ensure accessibility and meaningful engagement.

National Curriculum Links

• Geography KS1:

  • Locate and identify features on simple maps
  • Use basic geographical vocabulary (e.g. town, village, building, road, path, tree)
  • Use world maps, atlases and globes to identify the United Kingdom and its countries
  • Recognise and use symbols in simple maps (NC Programme of Study, Geography, KS1)

• Personal, Social, Health and Economic Education (PSHE) & Communication:

  • Develop communication through sensory discussion and tactile learning
  • Foster collaborative and individual exploration skills

Learning Objective (LO)

• To understand and explore different types of maps by identifying and discussing simple symbols.
• To recognise similar map symbols across various formats through tactile, sensory interaction.

Success Criteria

• Pupils can touch and identify textured materials used as symbols on tactile maps.
• Pupils demonstrate understanding of map symbols by matching them to real-world objects or locations.
• Pupils participate in group discussions about symbols with sensory prompts.

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Lesson Details

Duration

60 minutes

Class Size

12 students

Environment

Classroom or outdoor space suitable for making tactile maps, with access to textured materials and sensory objects.

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Resources

• Large base board or sturdy cardboard sheet for tactile map base
• Textured materials to represent symbols:
  • Green felt or foam for trees
  • Sandpaper for paths
  • Bubble wrap or corrugated cardboard for buildings
  • Smooth fabric for water (if applicable, e.g., pond)
• Velcro or double-sided tape for attaching materials
• Real-life objects/photos of classroom or outdoor space features
• Picture cards with printed simple map symbols
• Simple map examples (large print, textured if possible) showing different formats
• Magnifying glasses or hand-held tactile symbol examples for close sensory investigation
• Audio description cue cards (optional for pupils with visual impairments)

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Lesson Structure

1. Introduction (10 minutes)

Greeting & Sensory Warm-Up

• Welcome pupils, briefly introduce the word “map”.
• Use large sensory symbol cards to pass around: invite touch and describe texture (e.g., “This is soft like a tree leaf”).
• Show simple, large format maps (pictorial symbols) and ask pupils to notice and explore the symbols using tactile models.

Link to NC: Introduce basic geographical vocabulary and symbols that pupils will explore further.

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2. Input & Demonstration (10 minutes)

Teacher Explains Common Map Symbols

• Explain and demonstrate 3-4 key map symbols found in the classroom or outdoor space (trees, paths, buildings, water).
• Use textured symbols alongside real objects or photos: encourage pupils to link texture with meaning.
• Show how symbols can look different on various maps but mean the same thing (e.g., trees on a paper map vs tactile map).

Adaptations: Use clear, slow speech; invite pupils to touch as you talk; use gesture and visual aids for comprehension.

Link to NC: Developing understanding of geographical vocabulary and recognising symbols in simple maps.

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3. Main Activity - Creating a Tactile Map (25 minutes)

Hands-on Group Work

• Divide pupils into small groups or pairs to gather textured materials.
• Guide each group to create a tactile map of the classroom or nearby outdoor area on a large board:
  • Mark trees with green felt pieces.
  • Represent paths using sandpaper strips.
  • Show buildings with bubble wrap patches.
  • Add other features if relevant.
• Encourage touching, feeling, and discussing each symbol as it is placed.
• Teacher circulates, prompts discussion by asking: “What do you think this symbol means?”, “Where is this place in our classroom?”

Differentiation:

• Provide physical assistance to pupils needing support.
• Use audio descriptions for visually impaired pupils.
• Allow choice of textures for personalised sensory engagement.

Link to NC: Applying skills to locate and represent features using map symbols, fostering spatial awareness.

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4. Exploration & Discussion (10 minutes)

Symbol Matching & Sharing

• Present simple symbol cards alongside the tactile map for pupils to match.
• Encourage each pupil to point or touch a symbol and say (or sign) what it represents.
• Facilitate a short group discussion about why these symbols are useful.

Extension: For more advanced learners, introduce simple directional vocabulary linked to map positions (e.g., left, right).

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5. Plenary & Assessment (5 minutes)

Sensory Quiz & Reflection

• Using tactile symbols, quiz pupils with yes/no or simple choice questions: “Is this symbol for a building?”
• Ask pupils to name one symbol they remember and where it is on the map.
• Praise participation and celebrate discoveries.

Assessment: Informal observational assessment of pupil engagement and ability to link texture with meaning, communicating understanding orally or through gesture.

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Cross-Curricular Links

• Art & Design: Creating textured representations and crafting skills.
• English: Vocabulary development through sensory description and communication.
• PSHE: Social skills and confidence-building through group activity and discussion.

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Teacher Notes

• Prior preparation of textures and symbols is crucial.
• Maintain a calm, sensory-friendly environment to support engagement.
• Reinforce vocabulary regularly and celebrate small achievements.
• Use repetition and consistent sensory cues to anchor learning.

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This lesson combines sensory exploration with national curriculum geography objectives, enabling SLD Year 1 pupils to engage with core concepts of maps and symbols in a meaningful, accessible way.