Geography · Year 5

Active learning ideas

Creating Our Own Maps

Active learning works well for map creation because students connect abstract symbols to real places through hands-on tasks. When children design maps of familiar spaces, they see the immediate value of clear communication, which makes abstract geographical concepts concrete and memorable.

• National Curriculum Attainment Targets
• KS2: Geography - Geographical Skills and Fieldwork
• KS2: Geography - Map Skills

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 35 min · Pairs

Pairs: Symbol Design Challenge

Students in pairs list 8 features of the school playground and invent symbols for each. They draw a map using these symbols, add a key, and test by directing their partner to locations. Pairs refine based on navigation success.

Justify the use of symbols instead of words on a map.

Facilitation Tip

During the Symbol Design Challenge, circulate to ensure pairs agree on symbol definitions before moving to construction, intervening early if symbols are too abstract or similar.

What to look for

Students exchange their completed maps. Each student uses a checklist to evaluate their partner's map: Does the map include at least 5 original symbols? Is there a clear key? Are the symbols easy to understand without explanation? Students provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Collaborative Problem-Solving
• 45 min · Small Groups

Small Groups: Map Construction Relay

Each group member draws one section of a familiar place map with unique symbols. Symbols and partial keys pass along; the group assembles the full map and creates a unified key. They evaluate completeness and clarity together.

Construct a map of a familiar place using self-designed symbols and a key.

Facilitation Tip

For the Map Construction Relay, provide pre-cut materials so groups focus on symbol placement and key accuracy rather than cutting or drawing time.

What to look for

Provide students with a small, blank map of a simple park. Ask them to draw and label three specific features (e.g., a bench, a tree, a path) using symbols they design, and then write one sentence explaining why they chose those symbols instead of words.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 25 min · Whole Class

Whole Class: Clarity Critique Walk

Display all student maps on walls. Students circulate, noting effective and unclear symbols on sticky notes. Class tallies feedback and discusses improvements, compiling a class 'best symbols' guide.

Evaluate the clarity and effectiveness of different map symbols.

Facilitation Tip

In the Clarity Critique Walk, position yourself at the end of the route so you can observe which symbols caused hesitation or missteps.

What to look for

Display 3-4 different map symbols on the board, some well-designed and some ambiguous. Ask students to write down what each symbol represents and then vote on which symbol is the clearest for a specific feature, like a water fountain.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Collaborative Problem-Solving
• 20 min · Individual

Individual: Personal Map Refinement

Students create a solo map of home to school route with symbols. They self-assess using class criteria, then incorporate peer feedback from a shared folder to finalize.

Justify the use of symbols instead of words on a map.

What to look for

Students exchange their completed maps. Each student uses a checklist to evaluate their partner's map: Does the map include at least 5 original symbols? Is there a clear key? Are the symbols easy to understand without explanation? Students provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teachers should model the design process by creating a sample map with ambiguous symbols first, then revising it with student input to show how clarity improves. Avoid giving too many examples; instead, let students test their own symbols through peer tasks to discover the need for standards. Research shows that students learn spatial representation best when they experience the consequences of unclear communication firsthand.

Successful learning looks like students producing maps with original, recognizable symbols and labeled keys that others can use without explanation. They should confidently explain why symbols work and revise them when peers struggle to interpret them.

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Watch Out for These Misconceptions

• During Symbol Design Challenge, watch for students assuming their symbols only need to make sense to them.

  Have pairs test their symbols by giving one partner a simple navigation task using the map without explanation, then discuss why some symbols caused delays or errors.

• During Map Construction Relay, watch for groups treating the key as an afterthought.

  Require groups to submit their key alongside the map before receiving materials for the next feature, so they see the key as essential to the task.

• During Personal Map Refinement, watch for students using words instead of symbols to label features.

  Run a timed race where students must identify features on their maps using only symbols; if they rely on words, they must redesign their symbols for efficiency.

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Methods used in this brief

• Collaborative Problem-Solving