Treasure Hunt Journey

Overview

This is Lesson 3 of 7 in the unit "Mapping Our World" designed for Year 2 students (ages 6-7). The lesson will support pupils in developing their knowledge of maps, symbols, spatial awareness, and directional language through an engaging treasure hunt activity using a simple map and symbol key.

Curriculum Links

National Curriculum for England – Geography Key Stage 1

• Locational Knowledge:
  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the surrounding seas. (Link to previous lessons)
• Geographical Skills and Fieldwork:
  • Devise a simple map; and use and construct basic symbols in a key.
  • Use locational and directional language (e.g. near and far, left and right) to describe the location of features and routes on a map.

Learning Objectives

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

• Follow a simple map with a key to locate places marked with symbols and an ‘X’ for treasure.
• Use basic compass points and directional language (left, right, forward, backward) to describe their route.
• Understand the purpose of symbols and a key on a map.
• Describe their journey and sequence the locations visited during the treasure hunt.

Resources

• Pre-prepared treasure maps (one per pair), simple, showing classroom or playground layout with symbols and an ‘X’.
• Symbol key sheet (pictures representing landmarks: tree, bench, slide, door, etc.)
• Small ‘treasure’ prizes or stickers hidden at the ‘X’ locations.
• Clipboards, pencils.
• Directional language prompt cards (left, right, forwards, backwards).
• Large floor compass or direction mat to practise directions before hunt.
• Story starter for recount writing.

Lesson Structure

1. Starter (10 minutes)

• Recap prior knowledge of maps: Briefly review what maps are and their purpose. Show a simple classroom map and ask what symbols they see. Discuss what a key is and how it helps us.
• Introduce the compass points: N, E, S, W – Using the floor compass mat, demonstrate how to use these to describe directions. Have pupils practise using prompt cards for directions in small groups.
• Discuss the treasure hunt: Explain the task. Pupils will use a map with symbols and an ‘X’ to find hidden treasure around the room or playground.

2. Main Activity - Treasure Hunt (25 minutes)

• Organise pupils into pairs to promote teamwork and communication.
• Give each pair a map and a symbol key. Go through the symbols together to ensure clarity.
• Review the task briefly: follow the map, use the key, navigate to the ‘X’, and find the treasure. Use directional language to help guide their route.
• Pairs set off to follow their map, mark each symbol they visit, and collect their treasure.
• Teacher and support staff circulate to support, ask guiding questions (“Which way will you turn next?” “What symbol is near the treasure?”), and encourage use of directional language.

3. Plenary & Reflection (10 minutes)

• Gather students and invite a few pairs to describe their journey using directional language and symbols. E.g., “We went past the bench, turned left at the door, and found the treasure near the slide.”
• Discuss: How did the map help you? Why is the key important?
• Introduce a short writing or drawing activity for next lesson to recount the treasure hunt journey using simple directional words and symbols.

4. Assessment Opportunities

• Formative assessment through observation during the treasure hunt: ability to interpret maps, use keys, and directional vocabulary.
• Listening to students describe their journey during plenary.
• Use of language and understanding to be recorded in teacher notes to inform next lessons.

Differentiation

• Support: Provide simplified maps with fewer symbols for pupils needing extra help or with SEND.
• Challenge: Encourage more confident learners to use ordinal directions (e.g. northeast) or to create their own map segment for a partner.

Cross-Curricular Links

• English: Use of directional language supports spoken language skills. Follow-up recount writing task.
• PSHE: Teamwork and communication developed through paired work.
• Maths: Understanding of position and direction supports spatial awareness in geometry.

Extension Ideas

• Create a class treasure map together plotting classroom elements and areas outside.
• Use a compass app or physical compass to explore real compass directions in outside space.
• Integrate ICT by using simple digital mapping apps appropriate for age (with adult support).

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This lesson transforms map-reading into an active exploration, deepening pupils’ spatial awareness and confidence with basic geography skills while embedding key elements of the National Curriculum for England's Geography KS1 programme.