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Lesson 6 - Advanced Orienteering Skills

Navigation & Communication Skills

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Year 5

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Outdoor Adventurous Activities

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Big Question

How can effective communication and leadership help our team overcome complex outdoor challenges?

Learning Objectives

Develop advanced map reading skills to locate specific alphabetical controls
Demonstrate positive communication and leadership within team activities
Apply problem-solving strategies to overcome physical and mental challenges

Key Outcomes

Students will successfully navigate using maps to find designated controls
Students will communicate positively and support teammates during challenges
Students will show resilience and creativity when solving complex problems

Equipment & Resources Required

Maps

1 per group of 3 (10 maps)

Pre-mark teacher answer sheet for quick checking

Alternative: Plastic wallets with paper maps if lamination not available

Whiteboard Pens

1 per group (10 pens)

Ensure pens work on laminated surface before lesson

Alternative: Washable markers or pencils with erasers

Cards

10 different 6-letter words

Place controls 15-20 metres apart for appropriate challenge

Alternative: Numbered cones if letters unavailable

Hoops

1 per group of 3 (10 hoops)

Check hoops are large enough for 3 students to hold comfortably

Alternative: Ropes or bands to connect team members

Coloured Cones

4 different colours for assessment

Place cones with adequate space for group sitting

Alternative: Different coloured bibs or markers

Digital Cameras

1 for recording

Ensure device is charged and has adequate storage

Alternative: Mobile phone with good camera

Certificates

1 per student (30 rewards)

Prepare different rewards for different achievement levels

Alternative: Verbal praise and class recognition

Key Vocabulary

Control

A specific location marked on orienteering maps that participants must find

Navigation

The skill of finding your way using a map and landmarks

Leadership

Guiding and motivating a team towards achieving a common goal

Orienteering

A sport combining running and navigation using map and compass

Grid Reference

A system of coordinates used to identify specific locations on a map

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic map symbols and orienteering skills from Unit 5
Working cooperatively in small groups
Following simple compass directions
Understanding of teamwork and communication

Current Skills

Advanced map reading and navigation
Team leadership and motivation strategies
Problem-solving under pressure
Effective communication during physical challenges

Next Steps

Independent orienteering course design
Leading orienteering activities for younger students
Advanced compass and grid reference skills
Outdoor leadership roles in residential trips

Milestone Indicators

Accurately marks control locations on map

Demonstrates clear leadership during team challenges

Motivates teammates positively during difficulties

Shows resilience when routes become challenging

Key Teaching Points

Always connect map reading to real landmarks students can identify
Emphasise systematic search patterns rather than random wandering
Model positive team communication and encouragement throughout
Use the hoop connection as both safety tool and teamwork builder
Celebrate different navigation strategies rather than just speed
Connect orienteering skills to broader problem-solving capabilities
Focus on accurate marking and verification rather than rushing

Common Misconceptions

Believing orienteering is just about running fast - emphasise navigation accuracy
Thinking map reading is only about following paths - teach cross-country navigation
Assuming one person should lead - encourage shared decision-making
Believing controls should be easy to find - prepare for systematic searching
Thinking mistakes mean failure - frame errors as learning opportunities

SEN Adaptations

ADHD

Break navigation into shorter segments, provide regular movement breaks, use clear visual markers for boundaries

dyspraxia

Simplify map marking requirements, allow extra time for coordination tasks, provide larger hoops for easier connection

autism spectrum

Provide clear visual schedule of activities, offer quiet reflection space if needed, give advance warning of activity changes

visual impairment

Use large print maps, pair with sighted partner, provide tactile markers at controls, use verbal descriptions of routes

hearing impairment

Use visual signals for team communication, provide written instructions as backup, use hand signals for navigation cues

physical disability

Adapt hoop connection for wheelchair users, modify routes for accessibility, allow additional time, provide alternative recording methods

Cross-Curricular Links

English

Technical vocabulary development, clear communication during teamwork, following and giving precise instructions

Maths

Grid references, coordinate systems, scale and distance measurement, time management and problem-solving strategies

Science

Forces and friction in movement, weather conditions affecting outdoor activities, physical fitness and body systems response to exercise

Geography

Map symbols and interpretation, compass directions, spatial awareness, landmark identification and navigation skills

PSHE

Leadership development, team cooperation, resilience during challenges, self-assessment and reflection skills, celebrating individual and group achievements

Teacher Guidance

Positioning

Move continuously between teams during navigation, position centrally during briefings and debriefs

Observation Focus

Watch for map reading accuracy, team communication quality, safety compliance, and leadership emergence

Intervention Points

Step in if teams separate, students go beyond boundaries, safety concerns arise, or navigation becomes completely confused

Demonstration Notes

Model clear map orientation, show precise marking technique, demonstrate positive team communication, illustrate systematic search patterns

Verbal Cues

•'Stay connected to your hoop!'
•'Which direction should we face the map?'
•'How can you encourage your teammates?'
•'Think about the most efficient route'

Safety Considerations

Space & Surface Requirements

Space Requirements

Whole school grounds access with clear boundaries established

Surface Check

Check outdoor areas for hazards, wet surfaces, or obstacles before activity

Equipment Safety

Safety Checks

•Inspect hoops for cracks or sharp edges before distribution
•Ensure laminated maps have smooth edges without cuts
•Check whiteboard pens are non-toxic and caps secure
•Verify control markers are securely placed and visible

Risk Management

Key Risks

•Teams becoming separated during navigation
•Students wandering beyond school boundaries
•Slips and falls while moving between controls
•Overexertion during extended physical activity

Risk Mitigation

•Mandatory hoop connection keeps teams together
•Clear boundary explanation and regular monitoring
•Systematic movement between controls to avoid rushing
•Regular hydration breaks and pace monitoring

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple teams simultaneously
•Move between groups during navigation phases
•Monitor boundary areas particularly carefully
•Be aware of students with medical conditions requiring attention

Emergency Procedures

Stop all activity immediately, account for all students, provide appropriate first aid, contact school office if required