Mapping with Touch

Overview

In this 45-minute lesson, Year 2 pupils will explore their local environment through tactile map-making, engaging their sense of touch to identify and represent geographical features. This hands-on activity supports the National Curriculum for England by developing pupils' knowledge of local geography and basic mapping skills.

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National Curriculum Links

Geography – Key Stage 1

• Pupils should develop knowledge about the United Kingdom and their local area.
• Use simple compass directions and locational and directional language to describe the location of features and routes on a map.
• Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
• Devise a simple map; and use and construct basic symbols in a key.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify and describe key landmarks in their local area using tactile features.
• Construct a simple tactile map to represent geographical features and landmarks.
• Use appropriate materials to represent different elements of the local environment.
• Use directional language to explain the placement of features on their maps.

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Resources

• Large base boards (e.g., cardboard or thick paper)
• Various tactile materials: sandpaper, fabric scraps, cotton wool, string, felt, foil
• Glue sticks and scissors
• Simple outline map of the local area (print or hand-drawn)
• Pictures or flashcards of local landmarks (e.g., school, park, shops)
• Label cards and markers or stickers

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Lesson Structure

1. Starter Activity (5 minutes)

Engage & Recall

• Gather pupils in a circle. Begin by asking, “How do we use maps? What are some places we can find on a map of our local area?”
• Show a simple aerial photograph or plan of the local area. Encourage pupils to spot familiar landmarks such as the school, parks, or shops.
• Recap the sense of touch: “Today, we’ll explore how to feel our way around a map!”

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2. Introduction to Tactile Maps (7 minutes)

Explain & Demonstrate

• Introduce the concept of tactile maps: maps that you can touch to understand what places feel like.
• Show examples of materials and explain their symbolic use:
  • Sandpaper for roads (rough)
  • Fabric for grass or parks (soft)
  • String for rivers or boundaries (thin, bendy)
• Demonstrate by creating a small tactile section on the board representing, for example, the school and a nearby park.
• Use directional language to describe positions: “The park is to the north of the school.”

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3. Main Activity: Create a Tactile Map (25 minutes)

Hands-on Map-Making

• Distribute large base boards and materials to pairs or individuals.
• Provide the simple outline map of the local area as a reference.
• Pupils select materials to represent different geographical features on their tactile map. Encourage creativity but guide them to think about texture and recognisability.
• Circulate to assist and prompt pupils to use directional language and names of local features.
• Pupils label key features with cards or stickers.

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4. Sharing and Discussing (6 minutes)

Communicate & Reflect

• Invite pupils to present their tactile maps in small groups or as a class.
• Prompt them with questions: “Can you show me where the school is? What is next to the park?”
• Reinforce use of directional language: north, south, near, far, next to.
• Encourage pupils to describe the textures they used and why.

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Assessment and Feedback

• Observe pupil participation and ability to use directional language appropriately.
• Listen for correct identification of local landmarks.
• Assess pupils’ creativity in representing features tactilely and accurate placement on the map.
• Use informal questioning during sharing to check understanding.

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Differentiation

• Support: Provide pre-cut shapes and a partially outlined base map for pupils needing extra guidance. Use paired work to allow peer support.
• Challenge: Encourage pupils who grasp the activity quickly to add more detailed features (e.g., pathways, small shops) or to explain the importance of landmarks on their maps.

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Curriculum Competencies Developed

• Locational knowledge: Recognising local landmarks and their placement.
• Geographical skills: Using and creating maps with symbols and keys.
• Communication: Using geographical vocabulary and directional language confidently.
• Sensory engagement: Developing spatial awareness through tactile exploration.

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Reflection and Extension Ideas

• Following this lesson, pupils could use their tactile maps to navigate a simple route around the school or playground.
• Extend learning by introducing basic compass directions in the next lesson.
• Link with Literacy by writing simple descriptions or instructions based on their tactile maps.

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This lesson plan delivers an immersive multisensory experience, fostering deeper engagement and understanding of geography for Year 2 pupils in line with the National Curriculum requirements.