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Lesson 6 - Orienteering Competition

Strategic Navigation and Collaborative Orienteering

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Year 5

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Outdoor Adventurous Activities

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Big Question

How can we work as an effective team to navigate successfully under competitive pressure?

Learning Objectives

To apply orienteering skills in a competitive team format
To demonstrate effective teamwork and communication during navigation challenges
To evaluate and improve performance through strategic planning and reflection

Key Outcomes

Students will successfully navigate an orienteering course as a team within allocated time
Students will demonstrate leadership, cooperation and responsibility during competition
Students will plan effective routes and manage time efficiently

Equipment & Resources Required

Maps

1 per pair (15 copies)

Maps should show all control points clearly marked with numbers

Alternative: Hand-drawn maps of school grounds with marked control points

Sun Markers

10-15 markers

Position markers at strategic locations around designated area

Alternative: Coloured cones, laminated signs, or flags

Stopwatch

1 per pair (15 stopwatches)

Ensure all timing devices are synchronised before start

Alternative: Smartphone timers or one central timing system

Clipboards

1 per pair (15 clipboards)

Attach pencils to clipboards to prevent loss during activity

Alternative: Hard-backed notebooks or folded cardboard

Score Sheets

1 per pair (15 sheets)

Include spaces for control point numbers and arrival times

Alternative: Notebook pages or pre-printed forms

Compass

1 per pair (15 compasses)

Check all compasses are working correctly before distribution

Alternative: Smartphone compass apps if devices available

Pencils

1 per pair (15 pencils)

Attach to clipboards or recording sheets with string

Alternative: Waterproof pens for outdoor conditions

Whistles

2-3 for staff

Use for emergency signals and time calls during competition

Alternative: Voice commands or hand signals

Key Vocabulary

Orienteering

A sport involving navigation between control points using a map and compass

Control point

Specific locations marked on the course that teams must find and visit

Route planning

Deciding the order and path to visit control points most efficiently

Time management

Allocating time effectively to complete all tasks within the deadline

Tactical thinking

Making strategic decisions to gain competitive advantage

Bearing

Direction of travel measured in degrees from north

Skill Progression Pathway

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

Prior Learning

Basic map reading and symbol recognition
Orientating maps using compass and landscape features
Working in pairs to locate orienteering points
Understanding of teamwork and communication

Current Skills

Competitive orienteering under time pressure
Strategic route planning and time management
Leadership and team coordination during challenges
Performance evaluation and tactical improvement

Next Steps

Multi-day orienteering challenges
Teaching orienteering skills to younger students
Cross-country navigation using advanced techniques
Leading outdoor adventure activities

Milestone Indicators

Plans and executes efficient routes independently

Demonstrates clear leadership during team challenges

Adapts strategies based on performance evaluation

Shows resilience and determination under competitive pressure

Key Teaching Points

Effective teamwork requires clear communication and shared decision-making throughout the competition
Strategic route planning considering time, distance and terrain is more important than visiting every control point
Map orientation using compass is essential before beginning navigation to any control point
Time management and tactical awareness are crucial skills that transfer beyond orienteering
Supporting your partner and maintaining positive team spirit leads to better performance than individual focus
Learning from mistakes and adapting plans during competition demonstrates resilience and problem-solving
Celebrating effort and improvement is as important as recognising winning performance

Common Misconceptions

Students think control points must be visited in numerical order - emphasise strategic route choice
Believing that speed is more important than accuracy - stress careful navigation and teamwork
Assuming one person should lead all the time - promote shared leadership and decision-making
Thinking that getting lost means failure - frame as learning opportunity requiring problem-solving
Focusing only on winning rather than personal improvement and team development
Believing orienteering is only about physical fitness - emphasise mental skills and strategic thinking

SEN Adaptations

ADHD

Break competition into shorter segments with regular check-ins, use immediate feedback and praise, provide movement breaks as needed

dyspraxia

Use simplified maps with fewer control points, allow extra time for navigation, provide partner support for equipment management

autism spectrum

Provide clear competition structure and timing, use visual schedule of activities, allow practice runs before main competition

visual impairment

Use high-contrast maps with bold symbols, provide tactile markers at control points, pair with sighted partner for navigation support

hearing impairment

Use visual time signals and hand signals, provide written instructions on clipboards, ensure clear sight lines for communication

physical disability

Modify routes for wheelchair access, provide alternative transport between control points, focus on strategic planning role

Cross-Curricular Links

Maths

Calculating penalties and scores, measuring distances and bearings, timing and time management, spatial reasoning with maps

Science

Forces and motion during movement, understanding magnetic north and compass function, weather awareness and safety

Geography

Using maps and symbols, understanding scale and direction, recognising landscape features, compass bearings and navigation

PSHE

Leadership skills, responsibility for others, resilience under pressure, celebrating diversity of strengths

Teacher Guidance

Positioning

Move around perimeter of area to maintain visual contact with all pairs, positioning at elevated points when possible

Observation Focus

Watch for effective partnership communication, safe navigation practices, and time management skills

Intervention Points

Step in if pairs become separated, safety concerns arise, or students show signs of distress

Demonstration Notes

Show map orientation clearly, model effective partner communication, demonstrate route planning thought processes

Verbal Cues

•'Remember to orientate your map!'
•'Stay together as a team!'
•'Check your time and make smart decisions!'
•'Help each other navigate safely!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 100m x 100m, clearly defined boundaries with visible markers

Surface Check

Check ground for holes, obstacles, slippery areas, and ensure boundaries are safe

Equipment Safety

Safety Checks

•Ensure all compasses are working correctly and safely attached
•Check control point markers are securely positioned and visible
•Verify clipboards have no sharp edges or broken parts

Risk Management

Key Risks

•Students becoming lost or separated from partners
•Trips and falls on uneven outdoor terrain
•Collisions between pairs moving quickly across area
•Weather-related risks if conditions deteriorate

Risk Mitigation

•Clear boundary markers and emergency whistle signals established
•Pairs must stay together at all times during competition
•Staff positioned strategically around area for supervision
•Regular time calls to maintain awareness of student locations

Supervision & Emergency Procedures

Supervision Points

•Position at vantage points to observe maximum area coverage
•Move around perimeter to maintain visual contact with all pairs
•Have emergency contact procedures readily available

Emergency Procedures

Three whistle blasts = stop immediately and return to base. Staff member accompanies any injured student while other staff maintain supervision of remaining groups