Lesson 6 - Orienteering Competition
Strategic Orienteering: Map Reading to Competitive Navigation
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How do effective teams navigate challenges and compete strategically while supporting each other?
Learning Objectives
- To apply orienteering skills in a competitive team environment
- To demonstrate effective teamwork and communication during navigation challenges
- To evaluate performance and identify strategies for successful orienteering competition
Key Outcomes
- Students will successfully navigate an orienteering course as part of a team competition
- Students will demonstrate leadership, cooperation and time management skills
- Students will analyse their performance and identify improvement strategies
Equipment & Resources Required
Maps should show current course with all control points marked
Alternative: School site maps with added control points
Check all compasses are working correctly before lesson
Alternative: Phone compass apps as backup
Place at predetermined locations before lesson starts
Alternative: Laminated letters/numbers, coloured bibs
Pre-numbered cards for recording control visits
Alternative: Recording sheets, hole punches
For timing course completion and penalty tracking
Alternative: Phone timers, large wall clock
Essential for stable map reading while moving
Alternative: Hard-backed books for map support
For marking routes and making notes on maps
Alternative: Waterproof pens
Key Vocabulary
A series of checkpoints that must be visited in a specific order using map and compass navigation
Deciding the best path between control points considering terrain, distance and time
A specific location marked on the map that teams must find and visit
The compass direction from one point to another, measured in degrees
A linear feature like a path, fence or stream that helps guide navigation
An easily identifiable feature near the control from which to make the final approach
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can read basic map symbols and features
- Students understand compass directions and can orientate a map
- Students have experience working in pairs during orienteering activities
Current Skills
- Applying orienteering skills under competitive pressure
- Strategic route planning and time management
- Leadership and team cooperation in challenging situations
Next Steps
- Inter-school orienteering competitions
- Advanced navigation techniques using contour lines
- Leading orienteering activities for younger students
Milestone Indicators
Key Teaching Points
- Map orientation is fundamental - emphasise this throughout the lesson
- Partnership cooperation under pressure builds real-life teamwork skills
- Strategic thinking and time management are as important as navigation accuracy
- Competition should enhance learning, not create anxiety or negative pressure
- Every student can succeed with appropriate challenge level and support
- Safety protocols must be clear and consistently enforced
- Reflection and analysis turn experience into lasting learning
Common Misconceptions
- Orienteering is just about reading maps - actually requires strategic thinking, teamwork and time management
- Fastest navigation always wins - strategic route planning often beats rushing
- Competition must create winners and losers - focus on personal achievement and skill development
- Controls must be visited in numerical order - route planning freedom is key to strategy
- Getting lost means failure - problem-solving and adaptation are valuable learning experiences
SEN Adaptations
ADHD
- Clear, frequent check-ins, shorter course options, movement breaks built into competition
dyspraxia
- Simplified maps, extra practice time, partner support for equipment handling and navigation
autism spectrum
- Detailed pre-activity explanation, clear structure and routine, quiet zones available for overwhelm
visual impairment
- Large print maps, tactile control markers, buddy navigation system with detailed verbal descriptions
hearing impairment
- Visual signals for instructions, written course information, clear visual boundary markers
physical disability
- Modified course with accessible terrain, seated navigation activities, adapted timing allowances
Cross-Curricular Links
Maths
Calculating scores, measuring distances on maps, working with compass bearings and angles
Science
Understanding magnetism and compass function, forces affecting movement over terrain
Geography
Map reading skills, understanding symbols and scale, spatial awareness and navigation
PSHE
Teamwork and cooperation, leadership skills, resilience when facing challenges
Teacher Guidance
Positioning
Central location with good visibility of entire course and all control points
Observation Focus
Monitor navigation accuracy, partnership cooperation, and adherence to time limits
Intervention Points
Assist if pairs appear lost, distressed, or unsafe; encourage positive competition
Demonstration Notes
Model excellent map orientation, positive partnership communication, and strategic thinking throughout
Verbal Cues
- •'Remember to orientate your map!'
- •'Work together - two heads are better than one!'
- •'Check your time - plan your return journey!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 100m x 100m, varied terrain preferred
Surface Check
Check for hazards like holes, obstacles, wet areas or dangerous terrain
Equipment Safety
Safety Checks
- •Ensure all compasses are functioning correctly
- •Check maps are current and accurately represent terrain
- •Verify control markers are securely placed and visible
Risk Management
Key Risks
- •Students becoming lost outside boundaries
- •Injuries from rushing over uneven terrain
- •Separation of partners during navigation
- •Weather exposure during extended outdoor activity
Risk Mitigation
- •Clear, well-marked boundaries established and reinforced
- •Emergency whistle signals taught and practiced
- •Regular visual contact maintained with all pairs
- •Partner system ensures no student navigates alone
- •Weather-appropriate clothing and hydration encouraged
Supervision & Emergency Procedures
Supervision Points
- •Position teacher centrally with good overview of entire course
- •Maintain line of sight with furthest control points
- •Be prepared to assist pairs who appear lost or distressed
Emergency Procedures
Three whistle blasts signal immediate return to base, all pairs to stop activity and return directly