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Lesson 6 - Alphabetical Orienteering

Trust & Communication Skills

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Year 8

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Outdoor Adventurous Activities

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Big Question

How can systematic thinking and teamwork help you navigate complex challenges more efficiently?

Learning Objectives

To apply creative thinking skills to solve navigation and orienteering challenges
To accurately identify and locate multiple control points using map reading skills
To develop systematic approaches to completing orienteering tasks efficiently

Key Outcomes

Students will successfully locate and record control positions on maps with increasing accuracy
Students will demonstrate creative problem-solving when working in teams to complete orienteering challenges
Students will apply strategic thinking to plan efficient routes between multiple control points

Equipment & Resources Required

Sun Markers

26 markers

Place strategically around school grounds before lesson, ensuring variety of easy and challenging locations. Record master map of all positions.

Alternative: Laminated cards, cones with letter labels, or QR codes linked to letters

Maps

1 per group (approximately 10 maps)

Ensure maps are weatherproof and show clear landmarks. Include scale and compass orientation.

Alternative: Photocopied maps in clear plastic wallets, or digital maps on tablets if available

Whiteboard Pens

1 per group (10 pens) plus spares

Check pens work before distributing. Have spare set available for replacements.

Alternative: Chinagraph pencils, or water-soluble markers

Cards

26 cards (matching control markers)

Prepare words in advance ensuring no repeated letters (examples: DANCER, PLANET, RACING, FACTOR, BRIDGE, JUMPED). Laminate for durability.

Alternative: Printed word lists, or words written on small whiteboards

Clipboards

1 per group (10 clipboards)

Useful for supporting map marking while moving around grounds

Alternative: Hard-backed folders or books to lean on

Score Sheets

1 for teacher

Complete master map showing exact positions of all 26 controls for checking accuracy

Alternative: Digital record on tablet or phone

Stopwatch

For timing full map challenge section

Alternative: Phone timer or countdown app

Certificates

30 (1 per student)

For recognising effort, creativity and successful completion

Alternative: Verbal praise and achievement points

Key Vocabulary

Alphabetical controls

Control markers labelled with letters A-Z placed at specific locations for navigation exercises

Map marking

Recording the positions of controls or features accurately on a map using symbols or annotations

Systematic approach

Using an organised, logical method to complete a task rather than random attempts

Creative thinking

Generating innovative solutions and alternative approaches to solve problems

Navigation strategy

A planned approach for moving between locations efficiently, considering route options and priorities

Control point

A specific marked location on an orienteering course that participants must visit and verify

Accuracy

The precision with which control positions are recorded on the map matching actual locations

Efficiency

Completing the orienteering task in the shortest time or with least wasted movement

Skill Progression Pathway

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

Prior Learning

Basic map reading skills including understanding symbols and orientation
Experience with control point identification in orienteering
Understanding of compass directions and spatial awareness
Previous experience working in small groups on problem-solving tasks

Current Skills

Advanced map marking techniques with accurate spatial positioning
Strategic route planning to complete multi-control challenges efficiently
Creative problem-solving under time pressure
Systematic approaches to complex navigation tasks
Team coordination and communication during active challenges

Next Steps

Timed orienteering competitions with increasing complexity
Night or low-visibility orienteering challenges
Creating own orienteering courses for others
Advanced navigation using contour lines and terrain features
Leadership roles in guiding less experienced orienteers

Milestone Indicators

Students plan routes before setting off rather than random searching

Map marking shows accurate spatial relationships between controls

Teams communicate effectively about navigation decisions

Students demonstrate systematic rather than chaotic approaches

Clear evidence of creative solutions to the human knot challenge

Key Teaching Points

Map orientation is crucial - the map should always be turned to match the direction you're facing, not held the same way throughout
Systematic approaches (zone-by-zone, clockwise circuits, nearest-first) are always more efficient than random searching
Accuracy in map marking matters more than speed - taking an extra 5 seconds to mark precisely saves confusion later
Effective teamwork requires role division (navigator, spotter, recorder) and clear communication between all members
Creative thinking applies to both problem-solving (human knot) and strategic planning (route choice in orienteering)
Safety is non-negotiable - staying together, appropriate speeds, and respecting boundaries must be enforced consistently
Self-assessment and reflection are where deep learning happens - give adequate time for students to evaluate their own strategies and approaches

Common Misconceptions

Misconception: 'We'll be faster if we split up and cover more ground.' Reality: Safety rules require staying together, AND communication within the team is essential for efficient navigation. Correction: Emphasise that systematic teamwork beats individual random searching every time.
Misconception: 'Random searching is fine - we'll eventually find them all.' Reality: With 26 controls and limited time, random approaches waste huge amounts of time through backtracking and missed areas. Correction: Demonstrate on map how systematic zones cover everything once, while random searching covers some areas three times and misses others.
Misconception: 'The team that finishes first always wins.' Reality: Accuracy matters more than speed - incorrect numbers or inaccurate map marking means the task isn't complete. Correction: Build accuracy into success criteria and checking process, praising precise work.
Misconception: 'You have to find controls in alphabetical order (A, then B, then C...).' Reality: Strategic route planning means finding them in whatever order is most efficient based on their locations. Correction: Explicitly state 'You can find your letters in ANY order you choose - decide what's most efficient!'
Misconception: 'Map marking just needs to show roughly where the control is.' Reality: Orienteering requires precision - marks should be within 2-3 metres of actual position on map scale. Correction: Show contrast between vague marking (general area) and precise marking (exact landmark), checking accuracy against master map.
Misconception: 'The human knot is impossible / has no solution.' Reality: Almost all configurations have a solution, though some create linked circles rather than single circle. Correction: Reassure that persistence and creative approaches usually find solutions. If genuinely impossible (rare), allow one hand release and re-grip.
Misconception: 'Only the fastest/fittest students can be good at orienteering.' Reality: Strategic thinking, map reading accuracy and teamwork matter more than speed. Correction: Highlight examples where systematic slower teams beat faster random teams, emphasising that orienteering is a thinking sport.

SEN Adaptations

ADHD

Short, focused activity bursts with movement suits ADHD well. Clear time boundaries and warnings. Highly structured with clear rules and expectations. Assign specific role within team to maintain focus (recorder, navigator, or spotter). Frequent check-ins and feedback. Visual timers showing time remaining. Celebrate small successes throughout. Allow brief movement breaks if needed between sections.

dyspraxia

Simplified maps with fewer details and clearer symbols. Larger control markers easier to spot. Allow use of clipboard to stabilize map while marking. Extended time for map marking tasks. Provide pre-highlighted route suggestions. Focus on strategic thinking rather than speed of movement. Partner with supportive teammates. Allow practice with whiteboard pen technique before starting. Consider digital map on tablet if available (easier than paper for some).

general send

Ensure all students can experience success through appropriate differentiation. Focus on individual progress not comparison to others. Provide additional adult support if available. Buddy system with trained peer supporters. Celebrate different types of achievement (perseverance, creativity, teamwork) not just task completion. Build in success points throughout lesson. Flexible groupings to support different needs. Regular check-ins for emotional and physical wellbeing.

autism spectrum

Provide clear visual schedule showing lesson structure. Pre-walk route showing where controls are for familiarity. Clear, concrete instructions avoiding ambiguous language. Reduce sensory overload by allowing smaller team size or individual work if needed. Provide quiet processing time when needed. Clear boundaries and expectations established before start. Visual cue cards for expected behaviours. Preparation for transitions between activities.

visual impairment

Use brightly coloured control markers that contrast with background. Pair with sighted partner who describes map and environment. Use tactile maps if available showing raised landmarks. Provide verbal descriptions of control locations. Consider audio cues at control points (e.g., small bells). Ensure clear verbal communication within teams.

hearing impairment

Use visual signals instead of whistle (brightly coloured flag raised). Provide written instructions and maps with clear visual keys. Ensure student can see teacher's face during all explanations for lip-reading. Use hand signals for communication during activities. Visual timer showing time remaining. Pair with partner who can alert to important verbal information.

physical disability

Adapt control finding to wheelchair-accessible routes only. Allow team to split with wheelchair user navigating from map while others physically collect controls and report back. Use technology - photos of controls instead of physical visits. Extend time allowances. Reduce number of controls required. Allow use of electric wheelchair for extended distance coverage. Focus role on map reading and strategic planning which are cognitive not physical skills.

Cross-Curricular Links

English

Following complex verbal instructions. Giving clear directions and instructions to teammates. Using precise vocabulary (orienteering terminology). Explaining strategies and reasoning. Active listening skills in team discussions.

Maths

Measuring distances using map scales. Calculating most efficient routes between controls. Understanding coordinates and grid references. Estimating angles and bearings. Spatial reasoning and geometry in map reading. Data recording and checking accuracy percentages (e.g., found 22/26 controls = 85% accuracy).

Science

Understanding how the body responds to physical activity (heart rate, breathing rate). Forces involved in movement. Energy use and efficiency. Weather conditions affecting outdoor activities. Understanding magnetism in compass use.

Computing

Systematic problem-solving approaches applicable to algorithms. Logical thinking and sequential planning. Understanding that different strategies produce different efficiency outcomes (similar to code optimization). Error-checking (verifying map accuracy like debugging code).

Design & Technology

Planning and designing efficient routes. Problem-solving under constraints (time, distance). Evaluating effectiveness of different approaches. Understanding how design of maps and controls affects usability.

Geography

Map reading and interpretation skills. Understanding symbols and keys. Scale and distance. Orientation and compass directions (North, South, East, West). Spatial awareness and environmental features. Translating 2D map to 3D real-world space.

PSHE

Teamwork and cooperation in challenging situations. Communication skills for effective collaboration. Resilience and persistence when facing difficult challenges. Respecting others' ideas and abilities. Setting personal goals and self-assessment. Honesty in self-evaluation.

Teacher Guidance

Positioning

Strategic positioning is crucial for safety and effective teaching. During orienteering activities, position yourself at vantage points with sightlines to multiple areas (e.g., raised area, corner position). Circulate to different zones rather than remaining static. During explanations, ensure all students can see and hear you clearly - use elevated position if possible.

Observation Focus

Watch for: (1) Safety compliance - appropriate speeds, staying together, within boundaries; (2) Strategic thinking - teams using systematic approaches versus random searching; (3) Map reading skill - correct orientation, accurate marking, matching landmarks; (4) Teamwork quality - communication, role division, mutual support; (5) Engagement and enjoyment - positive body language, enthusiasm, persistence.

Intervention Points

Intervene immediately if: safety rules broken (splitting up, running near buildings, going beyond boundaries); teams experiencing serious conflict; students showing distress or excessive frustration; map marking is significantly inaccurate (guide improvement); teams completely lost/stuck (provide strategic questions not answers). Balance support with independence - let teams solve problems but scaffold when genuinely stuck.

Demonstration Notes

Demonstrate all key skills visually: (1) Human knot - use one group to show correct tangled formation and solution process; (2) Map marking - use large visible map with exaggerated clear marking motion; (3) Control identification - hold control high showing letter, number, symbol clearly; (4) Systematic approach - trace finger on map showing methodical route versus random zigzag; (5) Stretches - model each stretch with exaggerated clarity at front of group.

Verbal Cues

•'Stay together with your team of three!'
•'Walking pace near the building please!'
•'Look at your map - where are you now?'
•'Think systematically - which area haven't you checked yet?'
•'Mark it exactly where the landmark is, not approximately!'
•'Communicate with your team - what's your plan?'
•'Excellent strategic thinking - I can see your systematic approach!'
•'Two minutes remaining - focus on accuracy now!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school grounds access required - minimum area approximately 100m x 100m for 26 control placements. Includes outdoor spaces (playgrounds, fields, paths) and indoor corridors/halls if controls placed inside. Clear boundaries established (typically school fence line).

Surface Check

Before lesson: check all areas where controls are placed for hazards (wet leaves, ice, uneven paving, trip hazards). Ensure playground and field surfaces are dry and safe. If recent rain, assess whether grass areas are too slippery. Indoor areas must have clear corridors, no obstacles.

Equipment Safety

Safety Checks

•Control markers securely positioned - not in locations where they could blow away or be knocked over
•Laminated maps have no sharp edges - check for damage before distribution
•Whiteboard pens have lids to prevent choking hazard - check all lids present
•Clipboards in good condition with no sharp metal edges or splinters
•Check all equipment is age-appropriate and fit for purpose before lesson

Risk Management

Key Risks

•Collisions between teams or with other students/staff in school grounds
•Slips, trips and falls when moving at pace across varied terrain
•Getting lost or separated from team in extended school grounds
•Running into fixed obstacles (posts, walls, equipment) when navigating while reading map
•Excessive fatigue from extended activity, particularly in warm weather
•Conflict within teams arising from competitive pressure or disagreements
•Students entering restricted areas or going beyond boundaries

Risk Mitigation

•Clear boundaries established and reinforced verbally - school fence line only
•Safety rules explicitly stated: stay with team of three at all times, no splitting up
•Speed rules enforced: walking pace near buildings/doorways, jogging only in open areas
•Whistle signal practiced for immediate return if emergency or weather change
•Headcounts conducted after each activity section before proceeding
•Teacher maintains strategic positioning with sightlines to multiple areas
•High-visibility teacher positioning so students know where to find teacher if needed
•Controls placed avoiding particularly hazardous locations (near roads, construction areas, ponds)
•Time limits prevent excessive fatigue - activities capped at 12-20 minutes
•Water breaks built in to prevent dehydration
•Teams briefed on appropriate behaviour if entering buildings (quiet, respectful, walking pace)
•Weather monitoring - activity modified or moved indoors if conditions deteriorate

Supervision & Emergency Procedures

Supervision Points

•Teacher positions at strategic vantage points with views of multiple areas (e.g., corner of playground overlooking field and building approaches)
•Circulate between different zones during activities, never staying static in one position
•Position near highest-risk areas when possible (e.g., areas with obstacles or higher traffic)
•Maintain visual contact with at least some teams at all times
•Listen for whistle or call-outs indicating problems
•Additional adult support valuable if available - second supervisor can cover different zone
•Never go inside building without ensuring all outside teams are visible and safe

Emergency Procedures

If incident occurs: Blow whistle for all teams to STOP and return to base. Assess situation - if injury, apply appropriate first aid and send for school first aider/call emergency services if needed. If student lost, immediately organise search with additional staff support. If weather turns dangerous (lightning, severe rain), whistle recall and move all students to indoor safety immediately. Always have whistle accessible and phone available for emergencies.