Mapping Our School Grounds

Active learning turns abstract map symbols into tangible objects children can touch, move, and label. By walking the school grounds and handling real symbols, students see how cartography simplifies the world around them into clear, usable tools.

• Year 2
• Geography
• 4 activities
• 20 min–50 min

Learning Objectives

1. Create a simple map of the school grounds, accurately representing at least three key physical features and three key human features.
2. Identify and label at least five human features and three physical features present on the school grounds using appropriate map symbols.
3. Compare their own map of the school grounds with a peer's map, articulating two similarities and two differences in their representations.
4. Use positional language, such as 'next to', 'behind', and 'in front of', to describe the location of features on their school map.

Experiential Learning

⏱ 40 min·Whole Class

Fieldwork Walk: Feature Hunt

Organise a class walk around the school grounds. Children use clipboards to sketch quick outlines and note five human and five physical features. Back indoors, they draw full maps with a key.

Prepare & details

Can you draw a simple map of the school and label the main areas?

Facilitation Tip: During the Fieldwork Walk, pause at each feature and ask children to name it aloud before they draw, reinforcing observation and vocabulary.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 25 min·Pairs

Pairs: Symbol Matching Game

Provide photos of school features and symbol cards. Pairs match symbols to photos, then add them to their personal maps. Discuss why simple shapes represent real objects.

Prepare & details

What are the human features made by people in your school grounds?

Facilitation Tip: For the Symbol Matching Game, model how to match one symbol at a time and encourage children to verbalise why a symbol fits a feature.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 50 min·Small Groups

Small Groups: Large Map Mural

Groups contribute drawn sections of the school grounds to a large shared map on mural paper. They negotiate placements and add a class key. Present to the whole class.

Prepare & details

How is your map the same as or different from your friend's map?

Facilitation Tip: When creating the Large Map Mural, assign each small group one colour for their section to avoid colour overload and confusion.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 20 min·Individual

Individual: Map Comparison

Children draw their map, then swap with a partner to spot differences. They add missing features and explain choices verbally.

Prepare & details

Can you draw a simple map of the school and label the main areas?

Facilitation Tip: During the Map Comparison task, ask children to rotate their maps physically to see how orientation changes perspective.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teachers should emphasise that maps are tools for solving problems, not perfect pictures. Use frequent opportunities for children to compare their work with others, as this reveals that maps are shaped by purpose and perspective. Avoid rushing to correct errors; instead, use peer discussion to uncover misunderstandings and guide students toward clearer representations.

What to Expect

Children will show they understand by correctly labelling human and physical features, using simple symbols, and explaining how their map represents the school. They will also demonstrate collaboration during group tasks and clear communication when giving feedback on peers' work.

Watch Out for These Misconceptions

Common Misconception

During the Fieldwork Walk, watch for children drawing detailed pictures of features instead of using simple shapes or symbols.

What to Teach Instead

Model how to draw a simplified symbol for each feature as you walk, such as a rectangle for a building or a curved line for a path, and ask children to practise these symbols on scrap paper before finalising their maps.

Common Misconception

During the Symbol Matching Game, watch for children assuming only buildings count as human features.

What to Teach Instead

Include symbols for paths, benches, goalposts, and bins in the matching cards. Ask children to sort the symbols into human and physical piles before matching them to features during the walk.

Common Misconception

During the Large Map Mural, watch for children insisting their map must face the same way as their partner’s map.

What to Teach Instead

Provide a small arrow cut-out for each group to attach to their section of the mural, showing the direction of north. Ask groups to rotate their sections to see how different orientations still represent the same space.

Assessment Ideas

Quick Check

During the Fieldwork Walk, circulate with a clipboard and ask each child to point to one physical feature on their map and name it, then do the same for a human feature and its symbol. Note which children need further reinforcement of feature categories.

Peer Assessment

After the Symbol Matching Game, have students swap maps with a partner and use sticky notes to write one thing they like about their partner’s map and one suggestion for clarity. Collect these notes to assess understanding of symbols and labelling.

Exit Ticket

After the Map Comparison task, provide each child with a small card. Ask them to draw one symbol for a feature they saw on the school grounds, write its name, and explain what it represents in the key. Use these to assess symbol recognition and communication of spatial information.

Extensions & Scaffolding

• Challenge: Ask students to add a compass rose and scale to their maps, explaining how these help users find locations.
• Scaffolding: Provide pre-printed symbols for children who need support in drawing or recognising features, or pair them with a confident peer during the mural activity.
• Deeper exploration: Introduce a legend with two categories—human and physical—and ask students to sort symbols into these groups before placing them on their maps.

Key Vocabulary

Map	A drawing of an area, such as a room or a school, showing where things are. Maps use symbols to represent real places.
Symbol	A small picture or shape used on a map to represent something else, like a tree, a building, or a path.
Key	A part of a map that explains what each symbol means. It helps you understand the map.
Physical features	Natural parts of the landscape, like trees, grass, or hills. These are things that were not made by people.
Human features	Things that have been built or made by people, such as buildings, paths, playgrounds, or fences.