Introduction

   The course came into being when an Oxford Motor Club member, whose son attended the local scouts, heard that they required someone to teach the boys map reading for their scouting badges.  The club was then approached to provide the tuition in the scout hut and the course culminated in a short, 15 mile navigational exercise, run on a treasure hunt permit - 1Omph overall average speed, no time schedule other than overall limit, crews not being asked to carry out any dangerous manoeuvres on public roads K 21.6.3. Code boards were used to check correct route and a timed, table top, tie decider (a "herringbone" problem to give an answer of "the next spot height") was used to find the award winners, the nav-ex having been set so that the boys should all be able to have the satisfaction of getting it right.

    This proved to be a successful venture in that the boys seemed to pick up what they had been taught, they enjoyed their navigational exercise, they still talk about it 18 months on, the club perceived real worth in introducing 11-15 year olds into a branch of motor sport that they had never heard of, and the scout leader got time to catch up on paperwork as someone else was looking after the scouts.

Requirements

Course details

 Table top practice in the classroom - all techniques - emphasis on clarity of marking maps
 
 

This example is worked on Oxford Motor Club's own map - 164.  Potential class tutors should read through this example with map 164, then work out their own route on their own O.S. map.  The class will find it easier to learn where familiar names crop up.  Of course, the local map will be required for the navigational exercise and to highlight map features.

No visual aids were used, other than the map.  Simple, photocopied sheets, issued singly along with the subject matter were employed to set the various examples (and to illustrate the pictorial clues - tulips and herringbones.  A "flip chart" could of course be used instead.

Introduction (week one)

   Once man started sitting on horses, or riding in carts, maps could be drawn to relate to other men how to find places further afield.

   In the middle ages map making became more common and as the great explorers discovered the world away from Europe, maps were drawn, if for no other reason than a ruler could have some idea of what made up his empire.

   In Britain we have some of the best maps in the world in the Ordnance Survey maps - the most commonly used being the 1:50,000 scale Landranger series of 204 sheets which cover England, Scotland and Wales and their associated islands.  Development of the Ordnance Survey dates back over 200 years to when wars with France posed a threat of invasion.  The military authorities called for accurate mapping to help plan defences and the Ordnance Survey came into being.

Map features, references and the romer (week one)

   Three quarters of the way down the legend, one can see the instruction "HOW TO GIVE A GRID REFERENCE" (BRITISH NATIONAL GRID).  The purpose of a map reference is to define a point accurately in a way that everyone understands and the "six-figure reference" is our system.  Go through the example on the particular sheet.  To remind people of Eastings before Northings tell them that people crawl (along) before they walk (upright).

   Now introduce the class to the romer.  Show them how to position it on the sample reference and show them how easy it makes estimating the "tenths" and, indeed, by introducing "half tenths" an even more accurate positioning is possible.

   At this point give the class some examples to do - respond with six-figure references for easily identified local points (FOR EXAMPLE USING MAP 164 - the telephone box in Cuxham (667953) Ewelme Church (6461/2914) Wittenham Clumps View Point (5661/2928)) and also to plot some references that you have set (e.g. 656930 Brightwell Grove).

Plotting a route (week one)

Map references and direction of approach/departure to define a route (map 164) (week two)

   Now set the class the following: SE 6749781/2SSW, E6591/2962W, SE650'/,,964N, E6453/49711/2W to a finish at NNE6439681/2.  Check their route, check that they have marked it up properly, single line on the left.  Marking each point could be either a dot or a small circle.

Numbers to define a route (week two)

   This is a good opportunity to show the class the "shortest route" principle which takes us round the south of the triangle at 6451/4972 (Hampden's Monument).

    Another example should be set again checking the accuracy of the plot and also their single line neatness.

Tulip diagrams (week three)

Our sample route now becomes

   Note that junctions to Golden Manor (6701/2974) and Easington (6659661/2) are not depicted in these instructions - because they are dead ends, or "non goers" there is no point showing them as our rally route would not use these roads (unless the rally was to finish at that location).

   Time for another example, with the usual checks made on the responses.

Herringbones (week three)

   This looks at first sight to be of little use, but if we adopt a straight line as the route that we follow, and leave the roads which join our road sticking out the side, we get a useful format for route description.

   This type of instruction is called a "herringbone" because it looks a bit like a fish carcass that has been stripped by the local tom cat!

   Following our example should be done thus: Start on a white, miss a left (turn right onto yellow), miss two rights (turn left at crossroads), miss two lefts and one left (straight over at Cutt Mill), miss a left (turn right onto yellow), miss a right (at the Hampden's Monument triangle, bear left), miss a right (bear left again) and finish at next junction.

   Saying it as "miss a left" takes away any confusion between turning right at a T-junction, going straight on past a junction on the left or turning right off a road (all of which are covered by that instruction).

   Pause for breath, and go through this example again with the class - it is the most advanced concept so far.  It is used in many road atlases to show motorways' (particularly M25) junctions.

   Now set another example, again being hot on accuracy of both plot and presentation.

Table top practice (week four)

Time for consolidation.  Using all that you have shown the class, work out a route that gives the class about eight or ten junctions for each type of navigation - references (with approach and departure directions), numbers, tulips and a herringbone.  The aim should be to provide a straightforward test - the students must have the satisfaction of getting it right - the quicker ones will get there unaided, the slower ones may need your help.  This help should be of the "leading questions" form, not just solving the problem for them.

   With all students, emphasise the need for clear map marking - dots or small circles for the references, the route lining being consistently on the left of the route (in the direction of travel) and following the bends in the road, without obscuring detail that will be needed later.

    To close this session, a few words are necessary on the forthcoming nav-ex, and how best to navigate a driver around a route.  Occasional use of the word "rally" does wonders for the anticipation.  Tell the class that they must call up junctions in advance - if they can incorporate distances to the next junction, so much the better (one grid square = 1 km, half a grid square = 500m) and keep instructions (to the driver) simple - e.g. "300m to turn left at a crossroads".  Use of map features can be helpful - e.g. "turn right opposite a church".

Nav-ex (week five)

   Again, the aim should be for the students to successfully complete the test (particularly if scouting badges are to be issued as a reward).  This also encourages students to come back for more if they feel that they have stumbled on a sport that is novice friendly.  The route handout should tell the class to look out for the codeboards (make these large and bright and show a sample at the start) and position them so that they are clearly visible.

   Though apparently politically incorrect these days, it is desirable to declare a winner and it is surprising just how enthusiastic youngsters become when a pair of normal Motor Club trophies are paraded before them for the winning navigators.  A herringbone, timed to the second, leading to a clear solution - e.g. the value of a spot height after the last junction of the herringbone, is an ideal tie decider.  Remember to get the crews to write down their answer, not to shout it out or they will be amazed at how quickly the opposition comes back with the same solution!

   Another "boost" for the group, and particularly the winners, is to see their names in the local paper, so send in a report (and photographs, if possible) to the motor sports correspondent.  Don't forget to credit the Motor Club for running the course.

Conclusion