Nav Guide

Army Cadets
Navigation Instructor Guide
V1.0 (Oct 2021)

Release Date: Oct 2021 V 1.0
Preface
Army Cadets Navigation Instructor Guide lays down the content that must be covered for
Navigation training within the Army Cadets. It is designed to provide CFAVs with the
resources or signposting to resources to enable them to teach cadets about the Navigation
within the Army Cadets.
Training
The Instructor Guide follows the syllabus, which is in part progressive, teaching the Army
Cadets the beginnings of Navigation and how to use maps and compasses from Basic up
to Two Star level. At Three and Four Star level, cadets will be tasked with carrying more
in-depth navigation using ground features and bearings to navigate a route of a given
distance. At Two Star and Four Star level there is also the opportunity for the cadet to work
towards the NNAS Bronze and Silver Awards respectively.
Further advice and feedback - Contacts
The owner of this syllabus is Regional Command HQ, Cadets Branch, TDT, who are
responsible for ensuring that it is routinely updated. For further information on any aspect
of this guide, or questions not answered within the subsequent sections, or to provide
feedback on the content, contact:
Job Title/ E-Mail

RC-Cdts-CTC-TDT-0Mailbox@mod.gov.uk
This Instructor Guide supersedes AC 71462, Cadet Training Manual-Volume 1, v1.6, Jun
2001; Chapter 5-Use of map and compass.
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Contents
Preface i
Training i
Further advice and feedback - Contacts i
Contents ii
Glossary vii
Identifying maps and use and care of maps 1
1.1 Introduction 1
1.2 Types of maps 1
1.3 Care of maps, how to fold and keeping it waterproof 2
1.4 What is Marginal Information 4
Identify handrails and map orientation 5
2.1 Introduction 5
2.2 Introduce handrails and what they might consist of 5
2.3 Identify common handrail symbols 5
2.4 Orientate a map against a handrail (feature on the ground) 5
Demonstrate handrails and their use to maintain position on an
orientated map 7
3.1 Introduction 7
3.2 Use linear features e.g. paths, tracks, clear boundaries as handrails during a simple
navigation exercise 7
3.3 Use clearly identifiable features to confirm position along the route 7
3.4 Know and understand how features can be used as “catching features” to prevent
overshooting or a turning point. 7
Identify map symbols and features used to aid navigation 8
4.1 Introduction 8
4.2 Understanding the map symbols on a 1:25,000 and 1:50,000 OS map 8
4.3 Using map symbols that mark land formation and man-made features on the ground
9
Estimate distance using grid squares and show how to use 4 Figure Grid
References (GRs) 10
5.1 Introduction 10
5.2 Identify that grid squares can be used for quickly estimating the length of a route or
navigation leg on different scales of map 10
5.3 Using a 4 Figure Grid Reference to locate a position on the map. 11
5.4 Estimate the distance using a grid squares and use of 4-Figure Grid References 11
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Demonstrate how to use 6 Figure Grid References 13

6.1 Introduction 13
6.2 Revision on 4 Figure Grid References 13
6.3 Describe the purpose of 6 Figure Grid References and how they are worked out 13
6.4 Work out and use 6 Figure Grid References during a classroom exercise 14
Estimate distance on the ground 15
7.1 Introduction 15
7.2 Estimate distance using the eye 15
7.3 Estimate distance by pacing 15
7.4 Estimate distance by timing 16
Identify the shape of ground on maps 17
8.1 Introduction 17
8.2 Understanding how land formations are represented on a map with contour lines 17
8.3 Recognise uphill and downhill on a map 17
8.4 Relate prominent land formations e.g. large hills and valleys on a map 20
Identify prominent features on the ground using maps 22
9.1 Introduction 22
9.2 Revision of how shape of the ground is shown on maps 22
9.3 Recognise the contour patterns for prominent features i.e. Hills, valleys, cols, ridges,
spurs and re-entrants 22
9.4 Recognise the shape of the land when viewed from different angles on the ground 23
Orientate a map using prominent features on the ground 24
10.1 Introduction 24
10.2 Orientate the map by aligning it to prominent features on the ground 24
10.3 Use the alignment of the prominent features to predict your position on a map 25
10.4 Navigate over a short distance and recognise navigation error and correct it by
using the above skills 25
Orientate the map using a compass 26
11.2 Identify the baseplate, direction of travel arrow, degrees and the magnetic needle
on the compass 26
11.3 Explain true north, grid north and magnetic north and Magnetic Variation and how it
can affect orientating the map when using a compass 26
11.4 Orientating the map by using the compass 28
Demonstrate how to check the direction of handrails using map and
compass 29
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12.2 Check the direction of handrails using a compass with an orientated map 29
12.3 Check the direction of handrails using a compass 29
12.4 Apply simple relocation techniques using handrails and prominent features with the
map & compass 30
Identify Countryside access laws and responsibilities and where to find
them 31
13.2 Introduction to the 5 major principles of protecting our countryside and working with
landowners to preserve their land and livelihood 31
13.3 Background to our current access to the outdoors in the UK 31
13.4 Issues that might be experienced on Military Training Areas such as protected
wildlife areas and Sites of Special Scientific Interest (SSSI) 32
13.5 Potential conflict between the views of the visitor and that of the values of the local
communities 32
13.6 Knowledge of sources of current information regarding access to areas that will be
used for delivering navigation training and assessment courses 33
Plan a route and implement a route plan 34
14.2 Introduction to simple Route Plan/Card and the navigation strategies based on the
above skills learnt so far 34
14.3 Route - plans can be either a route plan or route trace or you can use digital
mapping software 34
14.4 Route plans and route cards allow others to know where your group should be so
they can be of assistance if things go wrong 35
Measure distances with reasonable accuracy by double pacing and
timing 37
15.2 Measure distance using pacing with reasonable accuracy 37
15.3 Measure distance using timing with reasonable accuracy 38
15.4 Understanding how different terrain under foot can affect pacing and timing 38
Set a compass bearing from map to ground 39
16.2 Introduction to taking a grid bearing on a map 39
16.3 Introduce magnetic variation and apply it to bearings taken using non-orienteering
maps 39
16.4 Setting the compass with a magnetic bearing ready to walk on that bearing
(Confirming the direction of travel) 40
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Use a compass to follow bearings accurately across open ground over

short legs 42
17.2 Be able to apply a compass bearing to the ground while walking a route 42
17.3 Be able to walk along a route following a compass bearing 42
17.4 Be able to reset the compass on route and change direction following a compass
bearing 42
Estimate the time needed for height gain 44
18.2 Intro to "Naismith's" rule and how to calculate the extra time you will need to add
when walking up hill 44
18.3 Introduce the calculation of: - Add 1 - minute to every 10 meters of height gained on
the ground 44
18.4 Different types of maps show contour lines at different intervals so the amount of
time to be added per contour line varies between maps 45
18.5 On very steep slopes the amount of time to be added may be less than that for a
relatively shallow slope 45
Navigation practices in the hours of day light and darkness 46
19.2 Practice using a compass to accurately follow a bearing in day light or poor visibility
such as darkness or bad weather 46
19.3 Practice estimating the time leg will take to travel on the ground 46
19.4 Practice pacing on the ground to ensure you are at the correct point on the ground
and not overshot your target 46
Use major landforms (Hills, Ridges, Spurs & Valleys) as a means of
navigation 47
20.2 Relate major landforms to their corresponding map contours: hills, ridges, spurs,
valleys and cols 47
20.3 Use prominent hills, ridges, spurs and valleys as means of navigation in good
visibility 47
20.4 Confirm your position by using land features 47
Identify smaller contour features on a map and ground, (re-entrants &
small hills) 48
21.2 Relate small contour features to their corresponding map contours: knolls (small hill
or ring-contour), small spurs, re-entrants and cols 48
21.3 Recognise dangerous or difficult terrain on the map 48
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21.4 Locate and confirm land features on the ground to those on the map as a means of
position finding 48
Use "aiming off" to reach a target on a linear feature 49
22.2 Use "aiming off" to reach a target on a linear feature 49
22.3 Locate a linear feature and take a bearing to that location either to the left or right of
your intended destination 50
22.4 Once you arrive at the linear feature navigate to the final destination by using pace,
timing and a compass bearing 50
Identify the most appropriate route where more than one option is
available 51
23.2 Identify possible routes to a target point and the advantages and disadvantages
associated with them 51
23.3 Be able to choose which route to follow having assessed the advantages and
disadvantages 51
23.4 Be able to relocate your position if you get lost 51
Use coarse navigation and collecting features to locate an attack point
53
24.2 Navigate without a compass, using handrails and collect features to maintain
location on a map 53
24.3 The use of time & pacing should be used during this process 54
24.4 Be able to predict the type of land in advance and make route adjustments 54
From an attack point use fine navigation to locate a target 56
25.2 Read micro-detail in the contours along the route to be followed 57
25.3 Demonstrate the use of attack points 57
25.4 Use catching features to prevent over-shooting the target location 57
Navigation practices in the hours of day light and darkness 59
26.2 Navigate a route either in poor visibility or at night 59
26.3 Be able to locate your position using land formations 59
26.4 Locate your position by using an orientated map and compass 59
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Glossary
Term Definition
ACS Army Cadet Syllabus
AONB Area of Outstanding Natural Beauty
APC Army Proficiency Certificate
CFAV Cadet Force Adult Volunteer
DofE Duke of Edinburgh’s Award
GR Grid Reference
HQ Headquarters
Km / h Kilometres per hour
OS Ordinance Survey
SSSI Site of Specific Scientific Interest
TOPL Training on Private Land
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Identifying maps and use and care of maps
1.1 Introduction
1.1.1 The aim of this section is to explain the different types of maps that are used and
available in the Army Cadets. How to use, fold and care for maps will also be covered in
this section.
1.2 Types of maps
1.2.1 What is a map? A map is simply a drawing or a picture (in 2D) of a landscape or area
of a country (in 3D). There are quite a few different types of maps that are available to be
used in the Army Cadets. These range from sketch maps (patrolling and recces), OS
maps (expeditions and DofE), orienteering maps to street maps depending on the type of
activity that is being carried out.
1.2.2 The maps have a different size scale on them dependant on the need of its use.
A section from a 1:25000 OS Map.
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Sketch Map
1.3 Care of maps, how to fold and keeping it waterproof
1.3.1 Cadets should learn and become familiar with how to care for maps. The lesson
should show the cadets how to care for maps properly as if they are mis-used they will
become unreadable. For this part of the lessons it is advisable to have an old tattered map
and new one to show the differences to the cadets.
1.3.2 Cadets should be shown the correct way to fold a map accurately. This is best
demonstrated with an old map for ease. (if using a new, previously unfolded map then
extra time may be required for this lesson). When carrying out the demonstration of folding
the map, explain that as you fold it is important to remember the area of the map you are
using and that you need to keep this uppermost.
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Folding a map 1
Folding a map 2
1.3.3 During this stage of the lesson the cadets will look at how to use various things to
waterproof the map. This can range from using sticky backed transparent plastic,
lamination or the purchasing of a map case. Explain that the map can now be annotated
with a non-permanent marker as it can be rubbed off and will not damage or permanently
deface the map.
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1.4 What is Marginal Information
1.4.1 Split the cadets down into small groups and get them to identify different types of
information they can find on the maps. Once they have had a chance to look in their
groups get them all together and go through symbols and markings such as towns, rivers,
roads and telephone boxes etc. Ensure that you cover the marginal information such as
the map legend, magnetic North deviation, scale and survey date etc.
Marginal Information on an OS Map
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Identify handrails and map orientation
2.1 Introduction
2.1.1 The aim of this section is to explain how to locate handrails, what they are and how
use them. How to orientate the map and keep it orientated will also be covered in this
section.
2.2 Introduce handrails and what they might consist of
2.2.1 During the initial phase of this lesson ask the cadets if they know or understand what
is meant by the term handrail or what they think they may be. Once you have conducted
that then use an appropriate landscape picture and ask the cadets if they can identify any
handrails on the picture. The list may be large. The group should be looking for fences,
tracks, paths, roads, field / crop boundaries, plantation edges, overhead power cables and
pylons, canals, rivers / streams, edge of lakes or reservoirs.
2.3 Identify common handrail symbols
2.3.1 Using the resources and the PowerPoint, match the map to the picture. Ask the
cadets “What do handrails look like on a map?”. The group should describe the look of the
feature both on the map and on the ground e.g. an unmetalled track - a pair of short
dashed lines running for some distance. This is a group activity and can be confirmed
using questioning and peer feedback.
2.4 Orientate a map against a handrail (feature on the ground)
2.4.1 This part of the lesson is carried out in two phases: one indoor phase and one
outdoor.
2.4.1.1 INDOORS: Turn the map to match the direction you are looking in the picture.
Explain that this is orientating the map. Using a sketch map of the classroom – “Are
there any handrails in this classroom?” The obvious ones are rows of desks, aisle
between desks, walls, windows, notice boards, overhead lights, rafters. Less obvious
will be diagonals. Ask the group in pairs to move around the classroom to different
locations in a random order. Whenever you move the map should be held in front of
you matched (orientated) to the desks, walls, etc.
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2.4.1.2 OUTDOORS: Using a sketch map of the drill hall / outdoor area – “Are there
any handrails in this area?” The obvious ones may be curb-stones, fences, the edge
of buildings, road markings, flowerbed borders, etc. Ask the group to move around
the area in pairs to different locations in a random order. Whenever you move the
map should be held in front of you matched (orientated) to the features on the
ground. Use selected students to act as checkers.
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Demonstrate handrails and their use to maintain position on an

orientated map
3.1 Introduction
3.1.1 The aim of this section is to give cadets an understanding of how handrails are used
and what the benefits of using them as maintain position are when map reading. It will also
introduce the cadet to “catching features” and how to use them.
3.2 Use linear features e.g. paths, tracks, clear boundaries as handrails during a
simple navigation exercise
3.2.1 Use this time to revise what a handrail is and then plan a simple route in the
classroom and Identify a visible handrail and use it to orientate the map. Follow a handrail
to a set location. Use a route that has several features.
3.3 Use clearly identifiable features to confirm position along the route
3.3.1 Begin the exercise outside and halfway along ask the group to show their partner
where they are. What information have you used to say where you are? The answer
should be that they can see features, e.g. road junctions, certain buildings, on the ground
and can identify them on the map. By judging their position in relation to these features it is
possible to say with good accuracy where they are. If they are wildly inaccurate it could be
that the map is not orientated correctly.
3.3.2 Explain that when on the move, keep the thumb placed on the map in your last
known position; this makes it much easier to find where you are when you have travelled
some distance from your last stop. Repeat this exercise using more challenging handrails
or a number of handrails that involve changes in direction.
3.4 Know and understand how features can be used as “catching features” to
prevent overshooting or a turning point.
3.4.1 Sometimes while walking on a route the features on the map don’t match the ones
you can see on the ground. You know that you are in the right area, but things just don’t
match up. This is called “overshot” and what is meant by this is simple that you have
walked past your indented location.
3.4.2 For example, I was asked by my Detachment Commander to meet him at the new
detachment hut. He gave me the map of the town and said to be there by 10.30 AM. I
walked into town and went to where I thought the hut was. I was told by a friend that it was
near the football ground. I walked past the football ground right to the end of the street, but
I didn’t see the hut anywhere. When I checked the map, I could see that I should have
turned down the side street on the left-hand side of the road about 100 metres before the
football ground. I should have looked at the map and used the football ground as a
catching feature to get my position correct.
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Identify map symbols and features used to aid navigation
4.1 Introduction
4.1.1 The aim of this section is to give cadets an awareness of how to identify map
symbols and know how to recognise them on a 1:25,000 and 1:50,000 scale OS map. The
map symbols are defined on the map, in the Marginal Information, which is located around
the edges of a map.
4.2 Understanding the map symbols on a 1:25,000 and 1:50,000 OS map
4.2.1 During the first part of the lesson, split the cadets into groups of 2-3. Issue one set of
symbol flashcards (1:25,000 and 1:50,000 symbols) and one set of name cards to each
group. (These are available in the resources folder).
4.2.2 In the second stage of the lesson the cadets are to use the flash cards to match the
symbols to the names. Ensure that the 1:25,000 and 1:50,000 map legend sheets are
issued and allow the cadets to mark their own results. Once this is completed, collect in
the cards and conduct a feedback session.
Map symbols
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4.3 Using map symbols that mark land formation and man-made features on the
ground
4.3.1 Ask the cadets to describe a journey by stating what features will be met or seen
along the way by identifying features from the map. Reminding them of the lesson on
catching features ensure that the cadets know and understand how features can be used
as catching features to prevent overshooting a turning point. To aid in this, display a map
extract on screen via a PC and show a route to be followed. If possible have the PC ready
loaded with photographs of the route that is to be followed. or Issue map extracts (ideally 1
per student, but at least one or more per group) and if possible have the PC ready loaded
with photographs of the route to be followed on the map.
4.3.2 Explain, ideally using a sketch drawing on a board/flip chart (e.g. the start of a piece
of forest or a bridge over a river), what is meant by a catching feature. Check that the
cadets have correctly identified the route to be followed and its start and finish points. Ask
the cadets to list, in order, all the features that they would expect to see if they walked
along the route and the Catching Features at route turning points. Confirm by questioning.
Repeat activity for a second route.
4.3.3 Ask each group to select their own route and list the features that they would expect
to meet. Groups to exchange their route and features list with another group. Ask each
group to check the other group’s route and list of features.
4.3.4 This lesson may have an alternative objective if the facility is available. In addition to
the above, position is maintained on the map by identifying the features as they are
passed and by “Thumbing the Map”. Issue map extracts (one or more per group). Check
that the cadets have correctly identified the route to be followed and its start and finish
points. Prior to departure ask the cadets to list, in order, all the features that they would
expect to see if they walked along the route and the Catching Features at route turning
points. Confirm by questioning. Follow the route ‘collecting features’ as they are reached
until the finish. As each feature is met the thumb should be placed on the map over the
symbol. Repeat activity for a second route if time permits.
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Estimate distance using grid squares and show how to use 4 Figure Grid
References (GRs)
5.1 Introduction
5.1.1 The aim of this section is to give the cadets the ability to estimate distance on a map
using grid squares and how to read and understand 4 Figure Grid Refences.
5.2 Identify that grid squares can be used for quickly estimating the length of a
route or navigation leg on different scales of map
5.2.1 At the beginning of this lesson have the PC ready loaded with the map of a route to
be followed showing labelled grid lines, or issue cadets with maps. Remind cadets that
one grid square is 1km square. On a 1:50,000 map the square has 2cm sides so 2cm on
the map equals 1km on the ground. A 1:25,000 map has grid squares with 4cm sides,
which still represents 1km.
How to use Grid Squares to estimate distances on a map.
5.2.2 Demonstrate how grid squares can be used to estimate the distance between two
points. (Select routes that lie close to grid lines to start with). Demonstrate the use of: Half-
and quarter- squares for half a km (or 500m) and 250m respectively; Fifths and tenths of
squares for 200 and 100 m respectively; Diagonals across grid squares (approx. 1.5 km is
good enough at this stage).
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5.3 Using a 4 Figure Grid Reference to locate a position on the map.
5.3.1 During this part of the lesson you are to explain how 4-figure grid references can be
used to indicate a location on the map. You may wish to introduce this by looking at a local
town plan or road map, where the grid squares are lettered and numbered, e.g. A1, G7
etc.
5.3.2 You are to explain how grid squares are identified on a 1:50,000 or 1:25,000 map by
2 2-digit numbers. You may wish to introduce the concept of going “in the door (or along
the corridor), then up the stairs” for remembering which way to work out a grid reference.
Four-figure Grid Reference
5.3.3 Ensure each cadet has a map or map extract, or put a map extract on a PowerPoint
slide, projected clearly with grid lines easily readable. Give a grid square and feature to
indicate both the start and finish of a route. Ask the cadets to identify the start and finish.
Check or use assisting instructors to check, that each has correctly identified the start and
finish. Describe a turning point or feature on the route and ask the cadets to identify the 4-
figure grid square that the feature is in. Repeat until the cadets have gained confidence in
working with 4 figure grid references. (It may be easier to select obvious features that
appear only once in the grid square at first).
5.4 Estimate the distance using a grid squares and use of 4-Figure Grid References
5.4.1 Issue map extracts (ideally one per cadet) and if possible, have the PC ready loaded
with the map of the routes to be followed. Check that the cadets have correctly identified
the route to be measured and its start and finish points. Ask the cadets to estimate the
length of the route using grid squares. Repeat the exercise, estimating the distances
between major features e.g. turning points.
5.4.2 Repeat activity for a second route. Ask each group to select their own route of an
appropriate/given distance and list the features that they would expect to meet, giving the
grid squares containing the start and finish points and the features identified. Groups to
exchange their route, grid squares and distance estimates with another group. Ask each
group to check the other group’s route and list of features.
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Estimating distance on a map
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Demonstrate how to use 6 Figure Grid References
6.1 Introduction
6.1.1 The aim of this section is to explain what a 6 Figure Grid Reference is and how to
use them. During this lesson the cadets will also conduct a classroom exercise as
confirmation of learning.
6.2 Revision on 4 Figure Grid References
6.2.1 If using a PC and screen, have the PC ready loaded with the map to be used. Split
into groups of 2 - 3. Ask the groups to go through in their group how to work out and use 4-
figure grid references and then to find the 4-figure grid reference for 2 or 3 features.
Reinforce any points where there is uncertainty to ensure that each person is confident
with 4-figure grids before moving on to 6-figure).
6.3 Describe the purpose of 6 Figure Grid References and how they are worked out
6.3.1 Explain and demonstrate how 4-figure grid square is divided up into 100m squares.
Use the transparency grid square and/or a PowerPoint slide to illustrate this. Explain that
the 1st, 2nd, 4th and 5th figures in a 6-figure grid reference are taken directly from the 4-
figure grid reference. The 3rd and 6th figures are estimated using a ‘grid square’
transparency, a Romer scale or by estimation.
Place of worship with Tower
GR 332613
Six-figure Grid Reference
6.3.2 Explain and demonstrate how a Romer is used by placing the corner of the Romer
on the feature to be identified and reading first to the left and then down (see references).
It should not be placed on the grid squares as the numbers will read backwards and may
cause confusion. Show how 6-figure grid references are found by working through 2 or 3
easy examples and ask the cadets to work through them with you using their maps/map
extracts. (Select obvious single features that appear only once in a grid square).
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Using a Roma to find a Six-figure Grid Reference
6.4 Work out and use 6 Figure Grid References during a classroom exercise
6.4.1 Issue a map or map extract to each cadet. Issue or display on the board or screen a
list of 6-figure grid references (10-15 locations) that refer to symbols or features on the
map extract. Ask the cadets to find the locations on the map and list the answers. Check
that the cadets have correctly identified the points. Ask each individual to select 5 of their
own symbols or features and write down in a list the correct 6-figure grid references.
Groups to exchange their lists with another group. Ask each group to find the correct
features to be found at the 6-figure grid references from the other group’s list.
6.4.2 On completion pass back to the originating group for marking. The instructor and any
assistant instructors are to work with individuals or groups who experience difficulty.
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Estimate distance on the ground
7.1 Introduction
7.1.1 The aim of this section is to explain the different methods that are used to estimate
distance during navigation and map reading exercises in the Army Cadets. How to use,
fold and care for maps will also be covered in this section.
7.2 Estimate distance using the eye
7.2.1 Stand the cadets at the edge of a piece of clear, relatively flat ground where the
visibility is 100 m or more. Remind the cadets about how they estimate distances when
using fire control orders. Break the distance down into recognisable chunks e.g. how many
football pitches between here and there – 1 pitch is 100m, ½ a pitch is 50m, etc. Ask the
group to estimate the distance to nearby features, writing the answers down in their
notebooks. These can be checked in the next section.
7.2.2 Remind cadets that during Fieldcraft lessons , a method of judging distance utilised a
body shape. The amount of visible detail on a human adult at various distances gives a
good indication of the distance they are away: examples at 100m all body features are
clear; at 200m most details and skin colour are identifiable; at 300m only body outline is
distinguishable.
7.3 Estimate distance by pacing
7.3.1 Remind the cadets that when on patrol they often have to use pacing to cover the
right distance to an objective. The most common form of pacing is ‘double pacing’ – teach
them how to double-pace count (“and[left]…one[right]…and[left]…two[right]…”). Over a
measured 100m ask the cadets to double-pace count and remember the figure. Explain
that:
7.3.1.1 They should walk normally without striding-out.
7.3.1.2 Pacing varies with the terrain, vegetation, mud or snow, fitness or injury.
7.3.1.3 There may be a ±10% variation and takes a lot of practice to become
consistent.
7.3.2 Check the pacing until it is consistent by repeating two or three times and, once
reasonably consistent, taking an average. Get the cadets to record their own averages in a
prominent place in or on the front of their notebook. Check the distance of some of the
features used in para 7.2.1, by getting the cadets to pace the distance and see how far it
actually is, comparing their paced distance with the estimated one they wrote down in their
notebook.
7.3.3 Ask the cadets to time themselves over one of the checks in preparation for the next
exercise. (Get them to write in their notebook how long it took to cover 100m).
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7.4 Estimate distance by timing
7.4.1 Explain to the group that most people average 4km-5km per hour when walking. At
5kph, then 1km takes 12 mins, 500m takes 6 mins, 250m takes 3 mins and 100m takes
just less than a minute. At 4kph it is 15 minutes, 7.5 minutes, 4 minutes and 1.5 minutes
respectively. From the check-pacing in para 7.3.3. above ask the cadets what times they
took over 100m. Practise timing with some further, longer legs. Like pacing, timing can be
inaccurate.
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Identify the shape of ground on maps
8.1 Introduction
8.1.1 This section will enable the cadet to be able to identify various features on the
ground and on a map. The cadets will gain an understanding of land formations and how
to recognise uphill and downhill on a map.
8.2 Understanding how land formations are represented on a map with contour lines
8.2.1 At the start of the lesson try to gain the level of knowledge of the cadets by asking
them what 3-dimensional ground (as opposed to man-made) features they might see out
on a walk. (e.g. hills, valleys, spurs, mountains, hollows, ridges, plateau).
8.2.2 Explain that a map is flat (2-dimensional), but that the ground is 3 dimensional. Ask if
the group knows how maps with their 2 dimensions can show 3 dimensional ground and
demonstrate how the shape of the ground is shown on maps:
8.2.2.1 Contours – OS maps, Harvey maps.
8.2.2.2 Layering (Altitude tint) – 1:40,000 Harvey Mountain Maps or some smaller
scale motoring maps.
8.2.2.3 Shading – tourist maps, some Harvey maps
8.2.2.4 Explain what is meant by Hachuring – manmade slopes e.g. cuttings,

embankments.
8.3 Recognise uphill and downhill on a map
8.3.1 Explain that a contour line joins places of equal height. Use the scum line around a
bath as an example. Explain and demonstrate using maps, map extracts or map
PowerPoint slide, that a groups of contour lines show uphill and downhill. The following are
useful to help us decide which:
8.3.1.1 Streams flow downhill and in valleys.
8.3.1.2 Numbered contours – the bigger the number the higher the contour.
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Contour Numbering
8.3.1.3 A numbered contour – the top of the number read in an upright position is
always uphill.
8.3.1.4 The top of a slope may be marked by a spot height with a number greater
than the contour lines around it.
8.3.2 Issue each group with a map or map extract showing the range of features to be
used in this section. In their groups get cadets to practise identifying uphill and downhill
slopes. Point out that each contour line at multiples of 50 and 100 are shown in thicker
brown. Read out a selection of 4 figure grid references of squares containing slopes. Get
the cadets to identify features at the top and/or at the bottom and explain how they know it
is the top or bottom. Explain and demonstrate that contour lines can also show the
direction of slope (e.g. E-W or N-S). Explain and demonstrate using maps and
photographs (or outside) that contour lines closer together show steeper slopes than
contour lines further apart. Explain and demonstrate using maps and photographs (or
outside) that combinations of closer and further spacing show slopes of changing gradient:
8.3.2.1 Shallow and steep slopes.
8.3.2.2 Convex and concave.
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8.3.3 In their groups get cadets to practise identifying shallow and steep slopes and
concave and convex slopes. Read out a selection of 4 figure grid references of squares
containing the relevant slopes. Get the cadets to identify whether they are shallow or
steep, convex, concave or even and explain how they know.
OR
8.3.4 Where the local area is suitable, stand outside with a local map for each group and
get the groups to compare the contour lines on the map with the slopes they can see, too
identify shallow and steep slopes and concave and convex slopes.
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8.4 Relate prominent land formations e.g. large hills and valleys on a map
8.4.1 Explain and demonstrate the following. Use the model island and / or mapping
software:
8.4.1.1 The shape of the contour line indicates the shape of the ground.
8.4.1.2 Spurs and re-entrants.
8.4.1.3 Round topped hills and ridges.
8.4.1.4 Cols in between hills
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8.4.2 Ask the cadets to draw examples of each of the above – partners to mark. Once that
task is complete, ask the cadets to identify each type of feature giving examples from the
map extract.
8.4.3 Go for an imaginary walk along a contour. Ask the cadets to identify:
8.4.3.1 Which way is uphill and which downhill?
8.4.3.2 How far up the hill they are?
8.4.3.3 How steep the slope is on either side?
8.4.3.4 Whether they are on a concave or convex slope.
8.4.3.5 Whether they are on a spur or in a re-entrant.
8.4.3.6 What they would be able to see at the bottom of the hill?
8.4.4 Get the cadets to identify the shape of ground by producing plans (aka elevations or
vertical slices) of major features on squared paper. On a piece of squared paper, label
100m, 200m, 300m along the bottom to the same scale as the map being used. Mark up
the side an equivalent 100m, 200m, 300m etc. Using the edge of a piece of paper laid
between 2 points on the map, mark off each contour line, numbering the marks (or where
there are many, just the bold lines (50s & 100s)). Once complete, carefully join the dots!
Compare the shapes of different features.
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Identify prominent features on the ground using maps
9.1 Introduction
9.1.1 This section will enable the cadet to identify the most prominent features on the
ground and on a map. They will also be able to recognise contour patterns and the shape
of the land when it is viewed from different angles.
9.2 Revision of how shape of the ground is shown on maps
9.2.1 The following points should come out:
9.2.1.1 A contour line joins places of equal height. Use the scum, line around a bath
as an example.
9.2.1.2 Groups of contour lines show uphill and downhill.
9.2.1.3 They may mention the following:
9.2.1.4 Streams flow downhill and in valleys.
9.2.1.5 Numbered contours – the bigger the number the higher the contour.
9.2.1.6 A numbered contour – the top of the number read in an upright position is
always uphill.
9.2.2 Contour lines can also show the direction of slope and contour lines closer together
show steeper slopes than contour lines further apart. Combinations of closer and further
spacing shows slopes of changing gradient:
9.2.2.1 Shallow and steep slopes.
9.2.2.2 Convex and concave.
9.3 Recognise the contour patterns for prominent features i.e. Hills, valleys, cols,
ridges, spurs and re-entrants
9.3.1 Once you have completed the revision stage, which can be done indoors or
outdoors, make your way to the navigation area. Once you arrive at your first location and
get cadets to orientate their maps. You may give them a grid reference of where they are
or give them a general area (not the whole map) and see if they can identify where they
are.
9.3.2 Explain and demonstrate how the ground features can be used to help orientate the
map.
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9.3.3 Use the ground you can see to introduce as many examples of ground features as
possible. Identify the contour pattern and the shape of the ground for each prominent
feature. Ensure all cadets have identified the feature on the ground and can then
recognise where it is on the map. You may need to use detailed questioning to ensure
cadets have correctly visualised the feature on the map (e.g. “Point out the top”, “Point out
the bottom”)
9.3.4 The patterns of contour lines indicates particular shapes of the ground.
9.3.4.1 Hills – round, conical and flat-topped.
9.3.4.2 Valleys.
9.3.4.3 Cols.
9.3.4.4 Ridges.
9.3.4.5 Spurs.
9.3.4.6 Re-entrants
9.3.5 Ask the cadets to see if they can identify further examples of any of the types of
feature, pointing them out on the ground and then using 4 figure grid references to
describe where they are on the map.
9.4 Recognise the shape of the land when viewed from different angles on the
ground
9.4.1 Ask the cadets to describe what they would expect the features to look like when
viewed from a different angle.
9.4.2 Move to a different location where you can view the same features from a different
angle, e.g. to show the difference in shape of a spur or ridge end on to side on, to show
that when you can see a feature from one direction, it may be obscured from another (but
it’s still there).
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Orientate a map using prominent features on the ground
10.1 Introduction
10.1.1 This section will enable the cadet to orientate the map using the prominent features
on the ground. They will also learn about using alignment of prominent features to identify
their position..
10.2 Orientate the map by aligning it to prominent features on the ground
10.2.1 Explain and demonstrate how the alignment of prominent features listed below can
be used to orientate a map:
10.2.1.1 Hills – round, conical and flat-topped.
10.2.1.2 Valleys.
10.2.1.3 Cols.
10.2.1.4 Ridges.
10.2.1.5 Spurs.
10.2.1.6 Re-entrants
Orientating a map to ground using prominent features
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10.2.2 Show a photograph of views with prominent features easily identifiable. These
views must be identifiable on the map extract. Ask the cadets to orientate their map to
match the photo and ask them to come up with at least 5 points of evidence to back up
their choice of alignment. The order of priority for the evidence must be:
10.2.2.1 Physical features – contour features and cliffs.
10.2.2.2 Lakes and rivers.
10.2.2.3 Pools and streams.
10.2.2.4 Vegetation changes.
10.2.2.5 Buildings, walls and fences
10.2.3 Evidence must consist of:
10.2.3.1 Identification of prominent features.
10.2.3.2 Alignment of these features.
10.2.3.3 Location of identifiable cliffs, streams, lakes and their alignment.
10.2.3.4 Position of smaller sub-features e.g. a shoulder or plateau on a larger

descending ridge or spur, alignment of bends in a river or bays on the edge of a lake.
10.2.3.5 Position of shadows gives an approximate bearing.
10.2.4 Ask the cadets to repeat this exercise for several other views.
10.2.5 If digital mapping is being used the 3D viewer is very useful for reinforcing this
exercise.
10.3 Use the alignment of the prominent features to predict your position on a map
10.3.1 For each of the photos used in part 2 of the lesson try to estimate the position from
which the photograph was taken. The accurate use of the alignment of prominent features
is required as is the use of micro-features.
10.4 Navigate over a short distance and recognise navigation error and correct it by
using the above skills
10.4.1 During this phase of the lesson get the cadets to individually navigate over a short
distance of the route and ask them if they were to make an error or go the wrong way how
would they identify the mistake and correct it using the method taught earlier in the lesson.
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Orientate the map using a compass
11.1 Introduction
11.1.1 During this section cadets are introduced to use of the compass to orientate the
map. The second thing they will be taught is about magnetic variation and how it can affect
map reading.
11.2 Identify the baseplate, direction of travel arrow, degrees and the magnetic
needle on the compass
11.2.1 Issue a compass to each cadet. Show and explain the baseplate and Direction of
Travel arrow which is marked on it; show briefly and explain the degrees marked around
the housing (as degrees are mentioned below under ‘magnetic variation’) and show and
explain the needle or North arrow.
11.3 Explain true north, grid north and magnetic north and Magnetic Variation and
how it can affect orientating the map when using a compass
11.3.1 Explain that there are 3 different types of North. – grid, true and magnetic. The
direction of each of these is shown in the legend of all OS maps (show).
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11.3.2 Show the cadets the globe or ball with lines pointing from North to South. Explain
that the lines meet at the top at North. In order to represent a round surface on a flat map,
the lines are stretched out a little, so that they become distorted on the map and no longer
point exactly to true North.
11.3.3 Explain that the Earth, very usefully, has a magnetic field running through it that
goes almost from South to North. However, it is slightly off-centre….and moves around
(very slowly). Sometimes it gets nearer to true North and sometimes further away.
11.3.4 Explain, drawing the lines on a flip chart or board, how the grid lines point to Grid
North and that the compass needle points to Magnetic North. Explain that the current
difference in the UK is approximately 2º West of Grid North and is decreasing at a rate of
1º eastwards every 6 years.
11.3.5 For the time being we do not need to have to worry about magnetic variation if
using OS maps, because Lightweight Compasses like the Silva are not accurate enough
to acknowledge magnetic variations.
11.3.6 If using Orienteering maps, they have the Magnetic North lines printed on them. If
the map is old then magnetic variation will be an issue and adjustments made to the
compass.
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11.4 Orientating the map by using the compass
11.4.1 Using a compass is a simple way of orientating the map. Demonstrate to the cadets
how to do it then ask them to copy.
11.4.2 Place the baseplate of the compass onto the map aligning the Direction of Travel
Arrow with the North/South grid lines.
Orientating a map using a Silva compass
11.4.3 Hold the map and compass in front of the body; move the body until the compass
needle points north along the North/South grid lines.
11.4.4 It is unnecessary to turn or use the markings on the compass housing.
11.4.5 Metal objects or mobile phones in pockets can distort the true reading leading to
inaccuracies. Demonstrate this by getting cadets to put their mobile phones, keys,
penknives etc near their compass to see the effect for themselves.
11.4.6 With more practice it is not necessary to use the base plate – just drop the compass
on the map in any direction, hold it onto the map with your thumbs and turn your body
around the map/compass to align the compass needle with the North/South grid lines.
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Demonstrate how to check the direction of handrails using map and

compass
12.1 Introduction
12.1.1 In this section we will look at the directions of handrails on the map and how to
check their direction with an orientated map and a compass. They will also be able to
orientate the map with a compass.
12.2 Check the direction of handrails using a compass with an orientated map
12.2.1 Carry out a period of revision of orientating a map using a compass with the cadets
as preparation for the remainder of the lesson. Issue a map and compass to each cadet.
Organise the cadets into groups of 2-3. Ask the cadets to orientate their maps using a
compass.
12.2.2 Using a compass orientated map demonstrate how the direction of a handrail
should lie in the same direction as the corresponding handrail on the map.
12.3 Check the direction of handrails using a compass
12.3.1 Once all the cadets have a fully orientated map continue the lesson by using the
first method of checking the direction of handrails. Align the compass baseplate with the
handrail to be checked. Rotate the compass housing until the North/South marking align
with the North/South grid lines.
12.3.2 Hold the compass in front of the body and turn the body until the magnetic North
arrow lines up with the North/South marking on the compass housing.
12.3.3 The compass should now be pointing along the corresponding handrail.
12.3.4 Once the cadets have practiced and understand the first method, introduce the
alternative technique to the cadets. Site the compass along the handrail and turn the
compass housing until the magnetic needle aligns with the North/South lines on the
compass housing.
12.3.5 Place the compass baseplate on the map and align the compass housing
North/South lines with the North/South grid lines. The edge of the compass should be
placed so that it goes through your location on the map.
12.3.6 The edge of the baseplate should now point along the line of the selected handrail.
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12.4 Apply simple relocation techniques using handrails and prominent features
with the map & compass
12.4.1 Introduce the cadets to the idea that not all navigation routes go to plan and
sometime people get lost or go in a wrong direction and lose their position on the map and
become disorientated. Using the map and identifying a few examples of handrails and
prominent features, demonstrate how to relocate your position on the map by using the
methods you have shown them during the lesson. Allow the cadets to practice locating the
handrails and prominent features using both techniques until they are happy.
Using a back bearing to to locate position on a linear feature.
12.4.2 This can then be confirmed by a final exercise.
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Identify Countryside access laws and responsibilities and where to find

them
13.1 Introduction
13.1.1 This section will introduce the cadets to the Countryside Code and the laws of
access. They will also be able to recognise issues that may occur on specialised areas of
land and understand that people may have different views on access and rights of way.
13.2 Introduction to the 5 major principles of protecting our countryside and

working with landowners to preserve their land and livelihood
13.2.1 As a way of introducing the cadets to the subject ask the question “What do you
know about the history of access to the countryside in the UK?”. Their answers should
include public footpaths, bridleways, country parks:
13.2.2 Public footpaths have existed since ancient times – it was how people got from one
place to another. “What do they look like on maps?”
13.2.3 Public bridleways existed for the same reason but for horse drawn traffic only – not
powered 4x4s. “What do they look like on maps?”
13.2.3.1 Concessionary Rights of Way – landowners permit access to certain parts of

their land: they have the right to withdraw access at any time and must close the path
for several days a year. “What do they look like on maps?”
13.2.3.2 Other tracks and roads on a map are not necessarily a Right of Way.
13.2.3.3 All other land was ‘closed’.
13.2.3.4 First Freedom to Roam Bill placed before parliament in 1884.
13.2.3.5 The mass trespass by 400 ramblers on Kinder Scout 24 Apr 1932; 6 were
arrested and 5 convicted and imprisoned.
13.2.3.6 A few weeks later 10,000 ramblers assembled at Winnats Pass.
13.2.3.7 Eventually access to limited upland areas was permitted.
13.3 Background to our current access to the outdoors in the UK
13.3.1 Explain the following points. Use PowerPoint slides to illustrate them.
13.3.2 Legislation in England and Wales – Countryside & Rights of Way Act 2000 (CRoW
Act) covers 7% of England and 20% of Wales. It only covers open country – mountain,
moor, heath and down. Shown on new 1:25,000 OS Explorer maps. Rights of access only
covers activities on foot, e.g. walking, running, etc not cycling, horse riding, camping.
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13.3.3 Legislation in Scotland – Land Reform (Scotland) Act 2003 covers all land and
water (unless excluded) and everyone has a right of access. The onus is on the
landowner, manager and user exercising rights responsibly respecting the environment,
historical features and wildlife.
13.3.4 Legislation in Northern Ireland - Access to the Countryside (Northern Ireland) Order
1983 covers the creation of public footpaths, long distance paths and spells out the
responsibilities of landowners, farmers and recreational users
13.3.5 Military regulations – Training on Private Land (TOPL) and issues concerning
military groups on private land. Permission to use private land must be obtained before
training commences. Some landowners insist on small group sizes e.g. Forestry
Commission. In national parks, military uniform and equipment must not be worn.
13.4 Issues that might be experienced on Military Training Areas such as protected
wildlife areas and Sites of Special Scientific Interest (SSSI)
13.4.1 Explain the following points. Use PowerPoint slides to illustrate them. Allow the
group to discuss this briefly.
13.4.2 Protected areas: Sites of Special Scientific Interest (SSSI) – 4,000+; National
Nature Reserves (NNR) – 220+; Areas of Outstanding Natural Beauty (AONB) – 22 in
England and Wales. There is limited access to some of these areas – check the locally
posted notices or websites.
13.4.3 National Parks, National Trust, Forestry Commission place some access
restrictions in some areas but also maintain footpaths, etc improving access.
13.4.4 All land is owned even if it has a public footpath crossing it. Landowners have the
right to conduct their legitimate business and may have to restrict access for limited
periods e.g. deer stalking in Scotland, tree felling.
13.4.5 Recreational users often cause erosion of footpaths, drop litter, damage walls and
fences, etc. Parked vehicles frequently block access points for landowners e.g. in
gateways to fields, passing places on narrow roads or in turning areas.
13.5 Potential conflict between the views of the visitor and that of the values of the
local communities
13.5.1 Explain how users of the countryside can have different ideas on how the
countryside should be used and do not understand the views of others. This should
develop into a discussion with key points written down on a flip cart/whiteboard.
13.5.2 ‘Townies’ often do not understand the ways of the country. They can often be noisy,
drop litter, walk in large crowds rather than single file, drive too fast around country lanes
and move off footpaths onto areas of crops. Their pets can disturb farm animals (beware
dogs worrying farm animals can be legally shot by the farmer!).
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13.5.3 Farmers require access to their fields to be able to earn their living. Inconsiderately
parked vehicles block the access of farm equipment so time critical tasks e.g. harvesting
or sowing, cannot start on time. They often move herds or flocks of animals on foot along
country lanes from one pasture to another; this can annoy visitors who are not aware of
what is going on.
13.5.4 Householders: often they have left towns and cities for the peace and quiet of rural
areas. They object to the tranquillity being shattered. Those with gardens near lay-bys
used by visitors often complain of being disturbed by noise, abused and rubbish thrown
into their garden.
13.6 Knowledge of sources of current information regarding access to areas that

will be used for delivering navigation training and assessment courses
13.6.1 Ask the group where they would search for and obtain information on access e.g.:
13.6.1.1 Access and Conservation Trust (ACT) supports rural access and raises
awareness on environmental and ecological issues.
13.6.1.2 British Mountaineering Council website Access page.
13.6.1.3 Local tourist and National Park offices.
13.6.1.4 Websites and local notice boards.
13.6.1.5 Local outdoor centres and instructors.
13.6.1.6 Recce routes and their access first.
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Plan a route and implement a route plan
14.1 Introduction
14.1.1 These lessons will enable the cadet to be able plan a route and how to implement
the route plan for a navigation exercise. They will also be able to plan for emergencies and
put contingency actions into the plan to enable others to know where they are in the event
of an emergency.
14.2 Introduction to simple Route Plan/Card and the navigation strategies based on
the above skills learnt so far
14.2.1 When compiling route-cards you will practice the skills of measuring distance,
estimating height gain and the time to be taken to complete the route. Compare different
route-plans to assess the suitability of selected routes from and to the same points. On the
chosen route-plan you should be able to identify escape routes to be used in an
emergency.
14.2.2 Remind the group of the skills required to compile route cards:
14.2.3 Measuring distance – use string or paper straight edge.
14.2.4 Estimating height gain – count contours crossed when ascending.
14.2.5 Estimating time taken to cover the route – use 4kph – 15 mins per km; or if load
carrying 3kph – 20 mins per km. Plus, 1min per 10m contour ascended. These can change
as they become fitter and more experienced.
14.3 Route - plans can be either a route plan or route trace or you can use digital
mapping software
14.3.1 Route trace: trace a possible route to be followed on the map extract. (tracing paper
or OHP acetate sheet can be used) Inexperienced people tend to be too ambitious.
Experienced instructors use this method most often because they are familiar with the
terrain and capabilities of different types of walkers.
14.3.2 Route trace using digital mapping software: the route can be easily amended; route
details easily viewed; potential hazards examined more closely by zooming in; a route card
is automatically produced. The group will need practice in creating waypoints, check
points, etc.
14.3.3 Route cards: issue a blank route card. The group should construct a route card for
their chosen route without using computer software. At the end of the process they should
be able to predict the total time taken to complete the route, the total height gain and finish
time. The route would need to be modified if they will finish after sunset. Once they
understand the mechanics, they should be allowed to use a digital route card and/or digital
mapping software.
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14.4 Route plans and route cards allow others to know where your group should be
so they can be of assistance if things go wrong
14.4.1 Explain to the cadets that in the event of an emergency or something unexpected
occurs it may be necessary to abandon your planned route. Up until a certain point it may
be safest to return to your start point. After a certain point it may be best to continue to the
finish. In between these points, alternative/safety/escape route should be identified to be
used if the weather worsens, a group member is walking too slowly or if someone is taken
ill or is mildly injured. If someone is badly injured or taken ill and cannot proceed these
safety routes can be used by party members to raise the alarm.
14.4.2 What would you look for in an alternative, safety or escape route?
14.4.3 Add to your route-plan some possible safety routes.
14.4.4 Always leave a copy of your Route Card with a reliable person, who will contact
emergency services if you are not at the required point on your route by deadline times.
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Example of a Route Card
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Measure distances with reasonable accuracy by double pacing and

timing
15.1 Introduction
15.1.1 The aim of this section is to inform and practice the cadets in the different methods
of measuring distance on the ground. They will also learn that terrain types will influence
which method of measurement of distance travelled, is used.
15.2 Measure distance using pacing with reasonable accuracy
15.2.1 Pose the question "How can we measure distance travelled on the ground when
walking?". Give the cadets a small amount of time to come up with some answers. Accept
all answers that are reasonable - pacing (counting single steps - very rarely used in
navigation), double-pacing (confusingly this is known as 'pacing' in navigation), estimation,
comparison with features of known length, timing.
15.2.2 Introduce the cadets to double pacing. Explain that this is the easiest and most
accurate pacing aide for navigation.
15.2.2.1 Always start off walking on the same foot and only count when this foot hits
the floor i.e. count every two paces
15.2.2.2 Try to walk with the same stride for every pace. Swinging the arms produces
a longer pace, walking with your head down or hands in pockets produces a shorter
pace. It is best to get used to pacing with head down and hands in pockets to start
with
15.2.2.3 Walk a known 100m leg on a level road, easy track or pavement and count
the number of double-paces taken. Repeat this several times to ensure accurate
counting.
15.2.2.4 Remember this figure as your 100m Pace Count or PC.
15.2.3 Group practice: ask the whole group to walk a variety of distances form 25m up to
200m and check the accuracy of their Pace Count to measure distance. With practice a
remarkable level of accuracy can be obtained.
15.2.4 Things to remember; your Pace Count varies and will be:
15.2.4.1 Longer at the beginning of the day and get shorter as you tire during the
day.
15.2.4.2 Shorter when carrying a heavy load, wearing bulky clothing or at the
beginning of an expedition.
15.2.4.3 Longer at the end of an expedition as fitness improves, when wearing lighter
clothing and carrying a lighter load.
15.2.4.4 Shorter when going uphill, walking through vegetation, snow or on slippery
terrain.
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15.2.4.5 Shorter when going down a slope.
15.2.4.6 Shorter when walking into a head wind.
15.3 Measure distance using timing with reasonable accuracy
15.3.1 When walking a 100m leg at their normal stride ask cadets to time themselves.
Repeat the task several times until a consistent time is achieved. They should remember
their time.
15.3.2 The time can be halved in order to walk 50m, quartered to walk 25m or doubled to
walk 200m.
15.3.3 With practice an accurate time can be obtained to walk a variety of intermediate
distances e.g. 75m, 125m, 150m, etc.
15.3.4 Combining Pacing and Timing: this can be used to check the accuracy of
measuring the distance travelled and as a fail-safe if the counting becomes inaccurate or if
the stop-watch malfunctions.
15.4 Understanding how different terrain under foot can affect pacing and timing
15.4.1 Walk a known 100m leg on long grass with your hands in your pockets and head
down. Your Pace Count should be larger than your usual 100m count - this is normal.
15.4.2 The nature of the terrain you walk over affects your pace count. Grass 15cm (6")
long or 8cm (3") of snow will add approximately 10% to your normal pace. Heather,
bracken, deeper snow or loose rocks can add 20% or more. Practice pacing over a variety
of terrain to become used to how much it affects your count.
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Set a compass bearing from map to ground
16.1 Introduction
16.1.1 The aim of this section is to teach the cadets how to take a grid bearing on a map
and introduce them to magnetic variation and how it can affect map reading and
navigation.
16.2 Introduction to taking a grid bearing on a map
16.2.1 Demonstrate how to accurately set a compass to a map bearing:
16.2.2 Select two points - one is the start or 'attack point' and the other the finish or 'target'.
16.2.3 Estimate the approximate angle - remember to use cardinal points e.g. N, E, NE or
16.2.4 on a 360º compass card e.g. 0º, 90º, 45º respectively. (This is very important to
identify errors when reading the bearing). Guess the bearing is a very good navigational
game.
16.2.5 The cadets should work in pairs one assessing/coaching to ensure accuracy.
Demonstrate accurately setting a compass to a map bearing with the cadets following
each part.
16.3 Introduce magnetic variation and apply it to bearings taken using non-
orienteering maps
16.3.1 Explain that the magnetic North Pole is not fixed but is linked to the Earth's
magnetic field. It is also not at the North Pole. Accurately align the long edge of the
compass baseplate so that it touches these two points. ALTERNATIVELY (and this is the
preferred method!) use a long line that is inked onto the baseplate instead of the edge - it
is easier to make the alignment more accurately.
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16.3.1.1 The Direction of Travel Arrow must point from the attack point towards the
target.
16.3.1.2 Rotate the compass housing until the orienting lines are aligned with the
North-South grid lines on the map. The orienting arrow must be pointing North.
16.3.1.3 Read the bearing from where the Direction of Travel arrow line meets the
compass scale.
16.3.2 Explain that the magnetic North Pole is not fixed but is linked to the Earth's
magnetic field. It is also not at the North Pole but is several hundred miles away and that it
gradually moves around the north pole. In much of the UK it moves at a rate of around 1º
Eastwards every 5-6 years.
16.3.3 Magnetic variation varies widely around the world. In Snowdonia it is -2¾ºW, in
London it is -1ºW. In Whitehorse, Canada (where the Ex MAPLE LEAF Canadian cadet
exchange goes to) it is +22ºE.
16.3.4 In the UK (2021) many places have a magnetic variation of 2º or less. If this is the
case it is very difficult to accurately alter the map bearing to a magnetic bearing.
16.3.5 The information can be found in the marginal information on full maps - show the
cadets where the information can be found.
16.3.6 If the magnetic variation is West, it is negative and is taken off by rotating the
compass housing clockwise – demonstrate this to the cadets. If the magnetic variation is
East, it is added to the bearing by rotating the compass housing back anti-clockwise again
demonstrate this to the cadets and ensure they understand the concept of both West and
East.
16.3.7 NOTE: Currently as the poles are shifting East, there is no GMA. Always refer to
the top of your OS map for further information and be aware that different parts of the
country will catch up with the GMA at different times!!
16.4 Setting the compass with a magnetic bearing ready to walk on that bearing
(Confirming the direction of travel)
16.4.1 The cadets should peer-assess each other allowing the instructor to concentrate on
those who are finding difficulty.
16.4.2 Guess the bearing before taking the real thing ±20º accuracy would be good.
16.4.3 Minimum permissible accuracy should be within 1º/2º for the real magnetic bearing.
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16.4.4 There are common errors / problems and their remedies for the instructor to be
aware of.
16.4.5 Remember "WEST-LESS; EAST-MORE"! Adding instead of subtracting the

magnetic variation by turning the compass housing in the wrong direction - remember
magnetic variation that is West the reading must be less - WEST-LESS. If it is East, then it
must be more - EAST-MORE.
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Use a compass to follow bearings accurately across open ground over

short legs
17.1 Introduction
17.1.1 During these lessons we will look at how we can apply a compass bearing to the
ground and use it to navigate a route. The cadets will also learn how to reset the compass
while walking a route to enable them to follow a bearing.
17.2 Be able to apply a compass bearing to the ground while walking a route
17.2.1 This part of the lesson can be conducted as a classroom practice or could be
conducted outdoors as part of the remainder of the lesson.
17.2.2 Once the magnetic bearing has been obtained:
• Hold the compass in two hands immediately in front of the navel. Locking the
elbows into the side and maintaining the baseplate in the horizontal plane or level.
• Move the feet until the magnetic and base compass housing North arrow
align.
• The compass is now 'set' - the Direction of travel arrow points along the
bearing.
17.2.3 Sight along the Direction of Travel arrow and spot objects that lie on the bearing or
sightline. It is possible to sight objects on the horizon, but these may become obscured by
folds in the ground, by mist or tall vegetation. Avoid this by sighting several objects that
appear in succession one behind the other.
17.3 Be able to walk along a route following a compass bearing
17.3.1 The skills practiced earlier in the lesson must be repeated accurately and
consistently. Estimation of distance is now added when walking on the bearing.
17.3.2 Instructor led outdoor practice where a line course involving several short legs e.g.
up to 6 legs of 25m-50m. This allows many changes of direction and repeated skills
practice. This can be undertaken as a group activity where each individuals move
separately along their bearings. Any errors can be used to illustrate common mistakes and
how they can be rectified.
17.4 Be able to reset the compass on route and change direction following a
compass bearing
17.4.1 During this phase of the lesson the cadets will take turns in completing a Box Walk:
the navigator must navigate each leg for a given distance e.g. 4 legs of 50m, which if
accurately completed, will result with the cadet returning exactly to the original start point.
17.4.2 Each individual is given a list of bearings for a set number of legs.
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17.4.3 If the task is completed accurately the navigator should return exactly to the start
point.
17.4.4 Instructions:
17.4.4.1 Set your compass to the first magnetic bearing.
17.4.4.2 Set the compass and sight an appropriate object.
17.4.4.3 Walk along the bearing / sight line until you have covered the set distance.
17.4.4.4 Set your compass to the second bearing and repeat the setting and sighting.
17.4.4.5 Walk the second leg.
17.4.4.6 Repeat for the remaining bearings on your course.
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Estimate the time needed for height gain
18.1 Introduction
18.1.1 The aim of this section is to introduce the cadets to the fact that not all ground is flat
or at the same height and that it may take longer to reach the target than they have
estimated for. This is done by explaining Naismith’s rules and how to calculate for extra
time that may be required due to hills, slopes etc.
18.2 Intro to "Naismith's" rule and how to calculate the extra time you will need to
add when walking up hill
18.2.1 When we look at a map it shows only what can be seen from directly above, it is a
2D representation or plan view of the ground. What we cannot see is the extra distance
that we would travel when walking uphill or downhill. When walking up hill you will take
shorter steps and this due to the incline of the slope. Because of this fact your calculation
for working out time and distance needs to be slightly altered.
18.2.2 This calculation is called “Naismith’s” rule and has been used since it was
introduced in 1892.
18.3 Introduce the calculation of: - Add 1 - minute to every 10 meters of height
gained on the ground
18.3.1 If we measured 100m on the map but ascended 100m (this would be a 45º slope)
at the same time we would actually walk 141m. This will take longer.
18.3.2 Additional time will need to be added to allow for muscle fatigue or lack of fitness
and strength when walking up steeper slopes.
18.3.3 As a ‘rule of thumb’, 1 minute per 10m climbed is added to the horizontal walking
time e.g. walking 100m and ascending 100m would take nearly 12 minutes at a pace of
4kmh.
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18.3.4 To make the calculations use this simple method:
18.3.4.1 The time to cover the horizontal distance + 1 minute per 10m contour.
18.3.4.2 E.g. 500m at 4 km/h + 100m of ascent:
18.3.4.3 Solution: 7 mins for 500m + 10 mins for 100m ascent = 17 mins.
18.4 Different types of maps show contour lines at different intervals so the amount
of time to be added per contour line varies between maps
18.4.1 Contour interval on an OS 1:50000 Scale map is 10m, while on an OS 1:25000

scale map it is 5m. Some other common contour intervals are 25m and 50m.
18.4.2 Some useful pointers for the cadets during this part of the lesson are:
18.4.2.1 Streams and rivers flow at the bottom of slopes.
18.4.2.2 Streams join downhill from the source - rivers become bigger as they flow
downhill.
18.4.2.3 If the route crosses a stream or river you go downhill towards the river but
uphill as you go away from it.
18.4.2.4 Tops of hills usually do not have streams or rivers flowing across them. They
do have streams that start from part way up and flow downhill crossing contour lines
often at right-angles.
18.4.2.5 Contour height numbers are always written so the top of the number is uphill
18.4.2.6 If a hill is made up of several ring contours of the same height the slope will
rise up to the middle of the ring contour but dip down in between - the ground will
undulate up and down.
18.5 On very steep slopes the amount of time to be added may be less than that for
a relatively shallow slope
18.5.1 With practice this can be refined. When walking up a steep slope with little
horizontal distance a fit party may take only 45 seconds to ascend every 10m. Remember
the steepness of the slope will make a difference to the time!
18.5.2 On gentle descents between 5 - 12 degrees subtract 10mins per 300m of height
loss (you'll be trotting downhill fast).
18.5.3 On steeper slopes of 12degrees and more, add 10mins per 300m of height loss
(you'll be picking your way slowly).
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Navigation practices in the hours of day light and darkness
19.1 Introduction
19.1.1 The aim of this section is to practice the cadets in using a compass to accurately
follow a bearing in daylight, darkness or poor weather. They will practice pacing and timing
to confirm estimation of a leg on a navigation route.
19.2 Practice using a compass to accurately follow a bearing in day light or poor
visibility such as darkness or bad weather
19.2.1 During these periods of practice the cadet is to gain as much experience as
possible in the use of the compass for navigation. They are to utilise all the skills they have
acquired to date during the syllabus.
19.3 Practice estimating the time leg will take to travel on the ground
19.3.1 Practice estimating the time needed to cover the distance and all methods of
judging the distance that is going to be travelled. The instructor is to be on hand for advice
and guidance, especially when this exercise is being conducted in inclement weather or
during periods of darkness or low levels of light. These navigation exercises must be
practiced fully during daylight hours before the cadet can progress on the night exercises.
19.4 Practice pacing on the ground to ensure you are at the correct point on the
ground and not overshot your target
19.4.1 The cadet will carry out the practice of pacing and measuring distance on a given
route using all the elements that have been taught during the Three Star syllabus. This will
include a practice of estimation of distance. Before the cadet is allowed to progress on to
the next exercise, they must be judged as competent by the instructor, on this navigation
exercise.
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Use major landforms (Hills, Ridges, Spurs & Valleys) as a means of

navigation
20.1 Introduction
20.1.1 The aim of this section is to enable cadets to relate landforms to the map. Also, to
enable the cadets to navigate using dominant features and finally to confirm their position
by using and recognising these land features.
20.2 Relate major landforms to their corresponding map contours: hills, ridges,
spurs, valleys and cols
20.2.1 This lesson will be conducted outdoors in a suitable place to instruct and practice
navigation, at an appropriate vantage point, preferably at the beginning of the route, ask
the students to identify the major landforms that they can see and relate them as to the
contours showing them on the map. Repeat this exercise as the students’ progress along
the route or when they arrive at new vantage points. They should also be asked to identify
landforms that are in 'dead ground' and so out of sight.
20.2.2 The students should be asked to anticipate what major landforms, currently out of
view, that they will see as they progress along the route. They should use the contour
information to anticipate the shape or nature of the landform.
20.2.3 Ask the student to give appropriate feedback when the landform comes into view: is
it the shape and size they expected? Is it in the position to other landforms that they
expected?
20.2.4 Ask the students to identify major landforms that also form part of a bigger landform
e.g. a small stream valley running down the side of a hill or a subsidiary spur leading away
from a hill.
20.3 Use prominent hills, ridges, spurs and valleys as means of navigation in good
visibility
20.3.1 During this stage of the lesson, students will be asked to identify prominent features
such as hills, valleys, spurs and ridges on the map and then relate them to the ground and
be able to use them as a means of navigation in daylight and good visibility.
20.4 Confirm your position by using land features
20.4.1 Use the major landforms as a series of collecting features and estimate position
using the relative position or the landforms with each other and relating that to the group's
position.
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Identify smaller contour features on a map and ground, (re-entrants &

small hills)
21.1 Introduction
21.1.1 During this section we will look at how to relate smaller features such as knolls or
small hills to the corresponding contours on the map. Secondly this lesson will show the
cadets how to recognise dangerous and difficult terrain.
21.2 Relate small contour features to their corresponding map contours: knolls
(small hill or ring-contour), small spurs, re-entrants and cols
21.2.1 Ask the students to identify small contour features that also form part of a bigger
landform e.g. a knoll, re-entrant, col, etc. Initially this might be done using a map of a
larger landform. In good visibility it might be possible to see such a feature from a
distance.
21.3 Recognise dangerous or difficult terrain on the map
21.3.1 During this stage of the lesson, students will be asked to identify dangerous or
difficult terrain on the map in order to be able to avoid these areas when route planning in
the future. This is an important skill to learn and will prevent the cadet from venturing into
dangerous areas.
21.4 Locate and confirm land features on the ground to those on the map as a
means of position finding
21.4.1 Students should be asked to describe the shape of the features they identify on the
map. This can be reinforced by journeying to them.
Identify map features on the ground from a vantage point
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Use "aiming off" to reach a target on a linear feature
22.1 Introduction
22.1.1 The aim of this section is to teach the cadets to be able to use “aiming off” as a
method to reach a target feature. The cadets will also practice the art of timing and pacing
to reach the target destination.
22.2 Use "aiming off" to reach a target on a linear feature
22.2.1 Describe the process of "aiming off" and ask the students to find a target point on a
linear feature using "aiming off". This will be heavily instructor led at first.
22.2.2 Give the students legs to follow which involve "aiming off". Ask them to explain their
route and choice of left or right "aiming off". Allow them to complete the task with minimal
coaching.
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22.3 Locate a linear feature and take a bearing to that location either to the left or
right of your intended destination
22.3.1 Describe the best method of "aiming off" to the cadets. This often involves finding a
prominent feature such as a fork in a river or a track. We use the fork as the target point
and then “aim off” either left or right of the target on the map and take a bearing. Once we
hit the river, we then move either left or right to the fork in the river and this means we hit
the target point.
22.4 Once you arrive at the linear feature navigate to the final destination by using
pace, timing and a compass bearing
22.4.1 Using the above process and then combining this with pacing and timing, it will
bring the whole practice together and the cadets will understand the method of "aiming
off".
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Identify the most appropriate route where more than one option is
available
23.1 Introduction
23.1.1 The aim for this section is to allow the cadets to identify possible routes to a target
destination and look at the advantages and disadvantages of the routes. Additionally, the
cadets will be taught how to relocate their position should they become disorientated or
lost.
23.2 Identify possible routes to a target point and the advantages and
disadvantages associated with them
23.2.1 This can be introduced in a classroom using a projected digital map or more
awkwardly using paper maps. Prior to the lesson identify suitable target points each of
which must have a variety of routes that could be taken to reach them.
23.2.2 Identify your position and the target point to be reached. Once this has been done
identify possible routes that could be taken. One might be a ‘straight-line’, another will
follow tracks and paths, another following other handrails, one might go cross country
using height contours, another might be a combination of all of these.
23.2.3 Discuss the advantages and disadvantages of each.
23.3 Be able to choose which route to follow having assessed the advantages and
disadvantages
23.3.1 When outdoors identify target points and the possible routes that can be used to
attain it. Select one route and complete it.
23.3.2 Evaluate the route choice:
23.3.3 “Was the route choice a good one? State why.”
23.3.4 “Could it have been improved? State how”.
23.3.5 Do this for each route choice until it becomes second nature. Ensure that the
cadets are happy and fully understand this before moving on with the lessons.
23.4 Be able to relocate your position if you get lost
23.4.1 During this session there is a possibility of the students becoming unsure of their
position and possibly lost. They should be encouraged to use the following strategies:
• Find a near-by viewpoint and relocate using major landforms.
• If navigating along a handrail use a compass "back" bearing on a known

major landform.
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• Relate ground to map using evidence e.g. contour spacing, slope shape,
aspect of slope, drainage lines, vegetation changes, etc to identify position.
• Return to the last known position and start again.
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Use coarse navigation and collecting features to locate an attack point
24.1 Introduction
24.1.1 The aim of this section is to enable the cadets to be able to be able to use coarse
navigation and collecting features to locate an attack point. This will also be done without
using a bearing or a compass. The cadets will also be expected to practice timing and
pacing during this lesson.
24.2 Navigate without a compass, using handrails and collect features to maintain
location on a map
24.2.1 Divide the route to be followed to the attack point into a series of linked legs where
the navigation is made easier by following handrails or moving towards easily identified
catching features.
24.2.2 Decision making on where to go next at the end of each leg should become very
quick – often with the decision being made prior to reaching the end of the leg.
24.2.3 Use of map memory can speed up the process.
24.2.4 This can be likened to ‘traffic light’ navigation:
• Green light – move easily and quickly with little reference to the map.
• Amber Light – slowing and checking that the end of the leg or attack point is
in the correct place.
• Red light is used for slow deliberate Micro-navigation.
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Some obvious "handrails and Catching features on route
24.3 The use of time & pacing should be used during this process
24.3.1 As a means of checking position on the map, landforms large and small should be
related to the contours on the map. Another way of doing this and confirming your position
is to use pacing and timing as previously taught.
24.3.2 Use should be made of changing aspects of slope as well as 1-2 contour sized
features e.g. re-entrants, knolls, cols, small spurs, etc. Some of these may also be linked
with small water features.
24.4 Be able to predict the type of land in advance and make route adjustments
24.4.1 By looking at the features on the map and identifying dangerous or difficult terrain,
the cadets should, by the end of this period, be able to successfully predict encountering
these features and re-direct the route and navigate to the destination avoiding these
particular areas.
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Map and ground , showing route selection to miss difficult terrain.
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From an attack point use fine navigation to locate a target
25.1 Introduction
25.1.1 This lesson will focus on the ability of the cadets being able to read the micro detail
on the map for more precise navigation. They will also be taught how to use and practice
using attack points. An "attack point" is a known obvious location on the ground identified
on the map and can be used as a start point to find a nearby but less obvious target.
Navigate to a given location
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25.2 Read micro-detail in the contours along the route to be followed
25.2.1 Use the magnifying glass on the compass baseplate to ensure that the contour
detail however small is identified. A contour deflection of 1mm on a 1:25,000 map is a 25m
feature on the ground.
25.2.2 Use this to ensure you know what you will see on the way to and at the target point.
25.3 Demonstrate the use of attack points
25.3.1 Use coarse navigation to arrive at an attack point then accurately walk on a bearing
using pacing and timing to measure distance travelled.
25.3.2 Using the “attack point” method to locate difficult features simply find another
definite, prominent feature nearby and make your way to the centre of it. Once there use
pacing to find the original feature.
25.3.3 Using the "traffic light" analogy this is Red light navigation – slow, deliberate,
cautious and emphasising accuracy.
25.4 Use catching features to prevent over-shooting the target location
25.4.1 As with previous navigation exercises the cadets have undertaken, always ensure
as part of their planning phase that they employ the method of using catching features.
This will prevent the overshooting of target locations and give the cadets a sense of
achievement by not getting lost or misplaced. Use collecting features to define when you
have overshot the target location.
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Navigation practices in the hours of day light and darkness
26.1 Introduction
26.1.1 This is a final practice session to be conducted over as many periods as deemed
necessary by the instructor. This is to ensure that the cadets are competent enough to
navigate at night. The instructor must ensure that the cadet is competent navigating in
daylight prior to allowing the night navigation..
26.2 Navigate a route either in poor visibility or at night
26.2.1 During these periods of practice the cadet is to gain as much experience as
possible in the use of the compass, pacing and timing to aid their navigation. The
instructor is to ensure that all skills are practiced during daylight hours and that the cadets
are judged as competent to navigate at night. They are to utilise all the skills they have
acquired to date during the syllabus.
26.3 Be able to locate your position using land formations
26.3.1 Practice the cadets in their ability to locate their own positions by using land
formations and features. The instructor is to be on hand for advice and guidance,
especially when this exercise is being conducted in inclement weather or during periods of
darkness or low levels of light. These navigation exercises must be practiced fully during
daylight hours before the cadet is allowed to progress on the night exercises.
26.4 Locate your position by using an orientated map and compass
26.4.1 Practice the cadets in their ability to locate their own positions by using an
orientated map and compass. The instructor is to be on hand for advice and guidance,
especially when this exercise is being conducted in inclement weather or during periods of
darkness or low levels of light. These navigation exercises must be practiced fully during
daylight hours before the cadet is allowed to progress on the night exercises.
26.4.2 The cadet is to carry out the practice of all the elements they have covered during
the Navigation syllabus. This is also to include a practice of the basic use of map and
compass. Before this navigation exercise, the cadet must be judged as competent by the
instructor, before the cadet is allowed to practice during inclement weather or the hours of
darkness.
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Army Cadets

Navigation Instructor Guide

V1.0 (Oct 2021)

Further advice and feedback - Contacts

Job Title/ E-Mail

Demonstrate how to use 6 Figure Grid References 13

Use a compass to follow bearings accurately across open ground over

Identifying maps and use and care of maps

1.2 Types of maps

A section from a 1:25000 OS Map.

1.3 Care of maps, how to fold and keeping it waterproof

1.4 What is Marginal Information

Marginal Information on an OS Map

Identify handrails and map orientation

2.2 Introduce handrails and what they might consist of

2.3 Identify common handrail symbols

2.4 Orientate a map against a handrail (feature on the ground)

Demonstrate handrails and their use to maintain position on an

Identify map symbols and features used to aid navigation

4.2 Understanding the map symbols on a 1:25,000 and 1:50,000 OS map

How to use Grid Squares to estimate distances on a map.

5.3 Using a 4 Figure Grid Reference to locate a position on the map.

Four-figure Grid Reference

Estimating distance on a map

Demonstrate how to use 6 Figure Grid References

6.2 Revision on 4 Figure Grid References

Place of worship with Tower

Six-figure Grid Reference

Using a Roma to find a Six-figure Grid Reference

Estimate distance on the ground

7.2 Estimate distance using the eye

7.3 Estimate distance by pacing

7.3.1.1 They should walk normally without striding-out.

7.4 Estimate distance by timing

Identify the shape of ground on maps

8.2.2.1 Contours – OS maps, Harvey maps.

8.2.2.3 Shading – tourist maps, some Harvey maps

8.2.2.4 Explain what is meant by Hachuring – manmade slopes e.g. cuttings,

8.3 Recognise uphill and downhill on a map

8.3.1.1 Streams flow downhill and in valleys.

8.3.2.1 Shallow and steep slopes.

8.3.2.2 Convex and concave.

8.4.1.2 Spurs and re-entrants.

8.4.1.3 Round topped hills and ridges.

8.4.1.4 Cols in between hills

8.4.3.1 Which way is uphill and which downhill?

8.4.3.2 How far up the hill they are?

8.4.3.3 How steep the slope is on either side?

8.4.3.4 Whether they are on a concave or convex slope.

8.4.3.5 Whether they are on a spur or in a re-entrant.

Identify prominent features on the ground using maps

9.2 Revision of how shape of the ground is shown on maps

9.2.1 The following points should come out:

9.2.1.2 Groups of contour lines show uphill and downhill.

9.2.1.3 They may mention the following:

9.2.1.4 Streams flow downhill and in valleys.

9.2.2.1 Shallow and steep slopes.

9.2.2.2 Convex and concave.

9.3.4.1 Hills – round, conical and flat-topped.

Orientate a map using prominent features on the ground

10.2 Orientate the map by aligning it to prominent features on the ground

10.2.1.1 Hills – round, conical and flat-topped.

Orientating a map to ground using prominent features