Trust & Communication Skills
•Year 8
•Outdoor Adventurous Activities
•Distribute around perimeter of working area at eye level on cones or attached to walls/fences
Alternative: Printed map symbol sheets in plastic wallets, or digital displays if outdoor screen available
Take clear photos showing distinctive features students can identify (main entrance, PE store, specific trees, benches)
Alternative: Printed photos in plastic wallets, digital images on tablets
Hide at exact locations where photographs were taken, attach securely or weight down to prevent wind displacement
Alternative: Sporting heroes, historical figures, or characters students will recognise
Mark 8-10 control locations with letters A-J, ensure scale and key are clearly visible
Alternative: Simplified sketch maps if OS-style maps unavailable, laminated for reuse
Place at distinctive features matching map locations, display number/letter/symbol code clearly
Alternative: Laminated cards on cones, orange and white flagging tape tied to features, printed code cards
Ensure pencils or pens are attached with string to prevent loss
Alternative: Hardback books, plastic wallets with cardboard backing
Establish whistle signals before lesson (one blast = stop, three blasts = return to teacher)
Alternative: Voice commands if group is small and area compact
Ensure all timing devices are synchronised for competitive activities
Alternative: Sports watches, visible clock/timer display
Helps teacher identify groups from distance and adds safety visibility
Alternative: Coloured team bands, numbered bibs
Prepare rewards celebrating effort, improvement, teamwork and accurate navigation
Alternative: Verbal praise, house points, merit marks
A competitive sport involving navigation using a map and compass to find control points in the fastest time possible
Marked checkpoints on an orienteering course that participants must visit, usually indicated by orange and white markers
Standardised Ordnance Survey symbols representing features like buildings, vegetation, water and terrain
The process of planning and following a route from one location to another using map reading skills
An orienteering format where all participants return to a central start point between visiting each control
A logical, organised method of completing tasks efficiently, such as planning routes before running
The ability to use time effectively by balancing speed with accuracy and planning efficiently
The psychological stress experienced when performing under time constraints or against other competitors
The internal drive to push yourself to achieve goals without external rewards or encouragement
Turning the map so it matches the direction you're facing in the real world
Understanding where pupils are coming from and where they're going
Following complex multi-step instructions during activities, explaining navigation strategies and decision-making using appropriate vocabulary, giving clear verbal directions to teammates, listening skills during team discussions and teacher instructions, technical vocabulary development (orienteering terminology)
Map scales and distances (measuring how far apart controls are), grid references and coordinates (linking to mapping skills), time calculations (working out pace and time taken for routes), angles and directions (understanding compass bearings and turns), estimation (estimating distances before checking measurements)
Cardiovascular system during exercise (heart rate changes from warm-up through intense activity to cool-down), muscular system (muscles used in running and how they work), weather and climate (impact on outdoor activities), forces (friction between shoes and different surfaces), energy (how body uses energy during sustained physical activity)
Algorithms and logical thinking in route planning (sequence of steps to reach control), problem-solving strategies when navigation goes wrong, using digital mapping tools if incorporated (Google Maps, orienteering apps), understanding how GPS technology relates to navigation
Map skills including keys, symbols, scales and orientation, cardinal and intercardinal directions (north, northeast, etc.), understanding different types of maps (Ordnance Survey vs school sketch maps), spatial awareness and navigation in real environments, fieldwork skills conducting outdoor learning in local area
Teamwork and communication skills working with partners and groups, resilience and perseverance when facing challenging controls, self-motivation and setting personal goals, managing emotions under competitive pressure, building self-confidence through achievement, fair play and sportsmanship, leadership skills when guiding teammates
During warm-up: Stand at perimeter edge with clear view of all teams circulating around symbol cards. During picture orienteering: Position at visible central 'base' point where teams return to report answers. During Star Orienteering: Remain at star point (unless visibility requires repositioning) to manage team returns and departures. During cool-down: Stand at front of group during stretches, then position to make eye contact during reflective discussion. General principle: maximise visibility of all students at all times.
Watch for: 1) Map orientation - are students holding maps to match surroundings? 2) Teamwork quality - all members contributing or one dominating? 3) Navigation accuracy - first-attempt success vs repeated errors. 4) Safety awareness - heads up when moving, appropriate pace, respecting boundaries. 5) Time management - balancing speed with accuracy. 6) Physical confidence - purposeful movement vs hesitation. 7) Self-motivation - sustained effort vs giving up when challenged. 8) Communication - positive dialogue, sharing ideas, listening to teammates. 9) Resilience - response to mistakes or difficult controls.
Intervene immediately if: safety rule broken (splitting up, running dangerously, entering restricted areas), student showing distress or injury, team completely lost/off-track for more than 3 minutes, any student left behind by team, overheating/exhaustion/medical concern, conflict between team members escalating, any student not participating. Provide support when: team repeatedly unable to find controls (graduated hints), teamwork breaking down (facilitate communication), one student dominating or being excluded (redistribute roles), time management poor (guidance about pacing and strategic choices).
Demonstrate: Map orientation by physically rotating map until aligned with surroundings - exaggerate the turning action so students see clearly what to do. Show planning route by tracing finger from star point to control on map while verbalising thinking process: 'I need to go past the main building, turn left at the sports hall, and look near the fence.' Model 'heads up' running with exaggerated posture. Demonstrate systematic searching by checking around a feature methodically rather than randomly. Show team communication by role-playing discussion with volunteer students about route choices. Model resilience by describing a time you found navigation challenging but persevered.
Minimum outdoor space of 50m x 50m including school buildings, playground and accessible grounds for control placement. Indoor spaces (halls, corridors) may be incorporated if appropriate for school layout. Clear boundaries established beyond which students must not travel. All areas must be within visual range or supervision capability of teaching staff.
Before lesson, walk entire orienteering course checking for hazards: uneven ground, holes, standing water, ice (in cold weather), slippery surfaces, litter, broken glass, animal waste. Ensure playground/field surfaces are safe for running activities. Check indoor surfaces are dry if using indoor spaces. After adverse weather (heavy rain, snow, ice), reassess surface safety before proceeding with lesson.
Emergency stop signal: One whistle blast = all students freeze immediately wherever they are. Three whistle blasts = all students return to teacher at star point/central location immediately, walking quickly but safely. If student injured: blow one whistle blast to stop all activity, assess injury severity, send responsible student to get first aider/office if needed, administer appropriate first aid, keep student calm and still, do not move if serious injury suspected. If student becomes lost: blow three whistles repeatedly, wait at central point, send support staff to search if available, alert school office after 2 minutes if student not returned. In severe weather emergency: three whistle blasts, move all students to nearest indoor shelter immediately, conduct head count. For medical emergencies: follow school emergency procedures, call for help immediately, administer first aid if trained, keep other students calm and supervised.
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