Adventurous Activities KS2 Schemes Of Work

The Skills Framework

The relevant skills icons are placed adjacent to the lesson outcomes

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Unit 1 (Year 3) Lesson 1

Phase 1: Introduction Phase 2: Teacher Input Introduce the unit (see unit outcomes and Skills Discuss and agree class ‘ground rules’ for working in groups e.g. background information) Framework: only one person talking at one time, everyone is given a chance

to contribute Lesson outcomes:

Introduce the Newspaper Game (OL Card TB1) paired challenges

• Work cooperatively to solve group /

Introduce the Paper Mountain Activity (OL card TB2) suggestions

• Listen to and evaluate all ideas and

• Contribute to the group discussion by speaking clearly and offer constructive suggestions

Key Words: co-operation, participate, role / job

Geirfa Allweddol: cydweithrediad, cyfranogi, rôl / swydd

Phase 3: Pupil Interaction Phase 4: Review Newspaper game: Pupils re-assemble a ripped up comic / newspaper, putting it back together using tape

Paper Mountain: Pupils build the tallest free standing structure using the resources provided (paper, glue, tape etc)

Re-visit the lesson outcomes; • What helped the group to succeed? • Did everyone in the group speak? • Did you divide jobs fairly amongst the group? • Did everyone in the group have a job?

Think of your own personal target for next lesson

Resources and equipment: Outdoor Learning cards TB1, TB2, Newspapers / comics, roll of clear sticky tape, glue, paper clips

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Phase 1: Introduction Phase 2: Teacher Input

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Recap last lesson.

Lesson outcomes: • Explore different methods of

communication (verbal / non-verbal) and decide which is most effective for you

• Demonstrate a willingness to trust others and accept support

Key Words: communication, trust, support, verbal, non-verbal, evaluate

Geirfa Allweddol: cyfathrebu, ymddiriedaeth, cefnogaeth, geiriol, di-eiriau, gwerthuso

Skills Discuss with pupils different forms of non-verbal communication Framework: E.G. demonstration, mime, gesture

Introduce the activities one by one

Warm up activity: amoeba tag. 2 pupils ‘on it’ and holding hands. When another pupil is tagged, the join hands to make a three. When a fourth person is tagged they can split into two. Mobilise ad stretch.

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the following challenges:

• OL card TB3; All Aboard • Hoop Challenge • Bench Shuffle • Magic Carpet • OL card TB4; Cross the Swamp

Re-visit the lesson outcomes; • How did you plan each of the responses to the tasks?

How did this help? • What was the most important factor in helping you to

succeed? • Did you listen to everyone’s ideas and suggestions? • Which form of communication did you find most / least

useful? Why? • Which activity did you like most / least? Why?


Resources and equipment: Outdoor Learning cards TB3, TB4, TB11, AR cards AR1, AR2, Hoops, mats, piece of carpet/cotton sheet, benches, skipping ropes

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Recap last lesson. Skills Framework:

Lesson outcomes: • Give clear and concise instructions • Follow instructions and accept support

from a partner (verbal / physical) • Recognise when your partner needs

support

Key Words: Instructions, support, trust, circuit

Geirfa Allweddol: Cyfarwyddiadau, cefnogaeth, ymddiriedaeth, cylch cerdded

Discuss with pupils the key point to remember when giving instructions;

• Clear voice projected in the direction of your partner • Think about what you are going to say before you say it • Imagine what you would want to hear if you could not see

Set out and explain the blindfold circuit to pupils

Phase 3: Pupil Interaction Phase 4: Review Pupils work with partners to undertake a series of trust building exercises.

Pupils complete the blindfold circuit as set out in the time given

Pupils think of a different way to guide their partner through the obstacle e.g. clapping, sounds, holding hands, whistle

Re-visit the lesson outcomes; • What was good about the way your partner guided you? • Did you feel safe? • Did you peek? If so why? • What did you say to your partner when you were guiding

them?


Resources and equipment: Outdoor Learning card TB5, AR3, benches, cones, blindfolds, rope / tape, whistles

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Lesson outcomes: • Plan the task carefully with each

group member contributing their ideas

• Work as a team to solve the problem • Explain how you solved the task

Key Words: Plan, teamwork, experiment, choose

Geirfa Allweddol: Cynllunio, gwaith tîm, arbrofi, dewis

Pupils should have brought to school their favourite teddy to school to be rescued from an island in the swamp.

Draw 4 or 5 3 metre diameter circles (enough for groups of around 5)

Explain the task as outlined on TB13. The Lesson follows the same format as Toxic Waste but substitutes rescuing a Teddy from a swamp.

Warm up activity; use the circles to run/skip/hop/jump around, change direction, change circles. Mobilise and stretch.

Phase 3: Pupil Interaction Phase 4: Review Pupils plan, experiment and choose the best way to rescue teddy with the given resources (skipping ropes 3 metres long, hoops, elastic ring e.g. bungee cord, bicycle inner tube, large elastic band

In their groups, pupils discuss what they did to the rest of the class.

Re-visit the lesson outcomes; • What methods did you try? What worked? • What didn’t work and why? • How did you decide which to choose? • Did everyone agree? • If you were to do this task again, what would you do

differently?


Resources and equipment: Outdoor Learning card TB13 (Toxic Waste adapted) Teddy’s, tape / chalk, skipping ropes, elastic rings

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Phase 1: Introduction Phase 2: Teacher Input Recap last lesson.

Lesson outcomes: • Demonstrate understanding of the

concept of a basic map • Navigate your way around a simple

orienteering course • Understand the term ‘orientate’ or

‘setting’ a map

Key Words: map, orientate, set, symbol, birds-eye view

Geirfa Allweddol: map, cyfeiriadu, gosod, symbol, golygfa oddi uchod

Skills Framework:

Warm up activities; • Pupils spin around in space to experience ‘disorientation’.

Highlight how this feels i.e. not knowing where you are. The opposite of which is ‘orientation’

• Pupils run around in space and get into groups of a set number as directed by teacher (end in 2’s) Do this part just before pupils do physical activity

Introduce the concept of drawing a plan and what symbols we might use to represent objects

Phase 3: Pupil Interaction Phase 4: Review Build a model of a house, farm, garden etc from a ‘birds eye view’ using blocks (a demonstration of Google Earth can explain ‘birds-eye’ very well) Draw a plan of the model. Discuss the size of the plan Draw a map of your table and who sits where Repeat this after changing places with others (teacher specifies who is to swap with whom e.g. No 1 swap with No 5 so pupils have to use their maps to see who they should swap with) Remember to alter maps after each turn or their map will not be correct! Pupils complete a round map activity indoors (AR4)

Re-visit the lesson outcomes; • Define orientation (knowing where you are in relation to a

map) • What do you need to do to ‘orientate’ or ‘set’ your map? (turn

it to fit the ground) • How do you know when you have set your map correctly?

(objects around you are in the same place as on the map) • How do you show objects on a map? (symbols) • What is different about the maps we have used? ( sizes) • What is scale? (changing the size of objects or an area to fit a

plan or map)


Resources & Equipment: AR4, building blocks, round maps, pencil, paper, internet access, round map examples

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Lesson outcomes: • Design and create a route for others to

follow • Follow a route using a simple map • Discuss safety considerations when

orienteering

Key Words: route, safety, map, symbol

Geirfa Allweddol: llwybr, diogelwch, map, symbol

Introduce the activity as outlined on O1. Set out the course area and give out the maps. Pupils will develop their ability to orientate a map and navigate a simple course.

Warm up activities; pupils run randomly in space, on the whistle they run to a specified area, marked with cones or hoops. The last one in completes a forfeit. Mobilise and stretch.

Phase 3: Pupil Interaction Phase 4: Review Pupils work in pairs to match the shapes on the map to those on the ground (see activity card O1 for details) Design a route for others to follow using the given map Swap with another pair / group to test your route. In groups pupils discuss the safety considerations applicable when completing the activity inside (no running, be aware of others, objects around the hall) Feedback to the class. Class discussion on how we might safely undertake this activity outdoors (stay in your group, have clearly defined boundaries e.g. tarmac area of playground, school gates)

Re-visit the lesson outcomes; • What was your task today? • What did you need to do to follow a route? • Was it as easy to follow other people’s routes? Why? • Are there ways that it could be made easier or harder? • Was there a clear start and finish? How can they be

shown on the map? • Think of another word for shapes that describes objects

on a map (symbols)


Resources and equipment: Outdoor Learning Card O1, AR13, cones, maps (previously drawn), pencils

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Lesson outcomes: • Create symbols for use on an

orienteering map and agree class symbols

• Plot symbols onto a school map and agree on an accurate school map for class use

• Demonstrate ability to operate safely in small groups when working outside

Key Words: symbol, plot, accurate, scale, safety

Geirfa Allweddol: symbol, plotio, manwl gywir, graddfa, diogelwch

Discuss with pupils what they might find within their school grounds (trees, bike shed, buildings, fences etc) What symbols might they use to describe what they see? This may be a classroom lesson.

Introduce a simple map of the school grounds containing an outline of the major features e.g. school buildings

Phase 3: Pupil Interaction Phase 4: Review Pupils work in groups to design map symbols. Class feedback and discussion to agree a common set of symbols (possible classroom lesson) Pupils work in groups to plot the class symbols onto a maps Pupils check that another groups’ feature has been placed in the right location by visiting each point in turn Feedback, discuss and agree on a final school map for use next lesson during a ‘star’ orienteering activity

Re-visit the lesson outcomes; • As a class how did you decide which were the most

relevant symbols to use? • How did you know what size to draw each of the

symbols? • How did you check the accuracy of the map? (visually) • Name some of the safety considerations when working

outside (reference lesson 6)


Resources and equipment: Paper, pencils, school maps (previously drawn)

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Phase 3: Pupil Interaction Phase 4: Review


Lesson outcomes: • Complete a simple ‘star’ orienteering

activity in pairs / groups • Record information accurately and neatly • Follow rules when completing a star

orienteering activity

Key Words: control point, star orienteering, accurate, rules

Geirfa Allweddol: rheolfan, cyfeiriadu seren, manwl gywir, rheolau

Pupils work in pairs / groups to collect as many control points as they can in the time given

Pupils should be as accurate as possible in writing their answers and check their answers with teacher each time

Link with art / DT to create marker stamps

Introduce the concept of ‘star’ orienteering i.e. pupils going out from a central point to visit one control point at a time. Pupils then return to confirm where they have been to the teacher having accurately recorded the details (letters / numbers) found at the control point. The control points could be orienteering markers, photographs or jig-saw pieces of the area to make a trail or treasure hunt. If correct pupils can then be sent to collect the next one Show pupils the recording sheet and explain what they should write where

Warm up activity: place a number of coloured hoops around the outside of the space. All pupils start in the centre of the space and on command run to a specified colour hoop and return to centre. Mobilise and stretch.

Re-visit the lesson outcomes; • How did you apply your knowledge of the safety rules to

your orienteering task? • Why is this activity called ‘star’ orienteering? • How did we show that we had been to each point?


Resources and equipment: Paper, pencils, school maps, hoops, AR14

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Lesson outcomes: • Plan and undertake a journey from A to

B around the school grounds • Draw a simple map of the route • Assess the potential risks associated

with your journey and areas to avoid

Key Words: Journey, plan, directions, risks, dangers

Geirfa Allweddol: Taith, cynllun, cyfeiriadau, risgiau, peryglon

Teacher led class discussion on what a journey may be e.g. home to school, shops, holiday, a walk in the country, visiting friends / family.

During this lesson we will journey around school and will need to follow maps of the school (you will need to have completed the orienteering lessons before this)

Explain the task as outlined on J2.

Agree with pupils the ‘ground rules’ when working outside the classroom e.g. time limit, staying together, out of bounds areas

Phase 3: Pupil Interaction Phase 4: Review Pupils plan an interesting route around the school. It should take no longer than 10 minutes to complete. Pupils undertake the journey, amending their route as necessary

Pupils draw their route using a simple school map and give basic directions for others to follow (verbally, written or drawn) Pupils list the potential dangers en route and measures taken to minimise risk

Test your planning and journey by completing it again.

Re-visit the lesson outcomes; • How did you decide where to go? • Did you identify any potential hazards on your journey? • How did you avoid them? • What were they key features you identified in your

description of the journey? • Think of how you might apply what you learned today to

planning a longer journey outside of the school grounds


Resources and equipment: Outdoor Learning card J2, AR 8, basic map of the school and grounds, paper, pencils

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Lesson outcomes: • Follow a journey planned by another group • Give thoughtful feedback that helps others

improve their planning

Key Words: Journey, feedback, on-site, off-site, plan (to plan, a plan)

Geirfa Allweddol: Taith, adborth, ar y safle, oddi ar y safle, cynllun (cynllunio, cynllun)

Organise the pupils and their respective plans into the same groups from last week.

Re-cap the ground rules for working outside of the classroom and swap group journeys

During classroom time lead a discussion on planning an off-site journey that will be undertaken next lesson. Introduce equipment that may be needed for a more extended journey e.g. rucksack, healthy packed lunch, first aid kit, spare jumper, waterproofs, sensible footwear, inhaler, epipen. Agree class rules and code of conduct for an off site journey.

Phase 3: Pupil Interaction Phase 4: Review Pupils undertake a journey planned by another group following their map and directions. Pupils discuss how easy it was to follow the journey and provide feedback to the group that provided the description and map.

Pupils contribute to a class discussion on how to plan an off-site journey. Pupils make a list of things they may need. Discuss why you may need each item.

Re-visit the lesson outcomes; • How helpful was the description provided by the

other group? • How could you have improved it? • Did the map make it easier or harder to follow the

route? How could it have been improved? • What do we mean by the terms on-site and off-site?


Resources and equipment: Outdoor Learning card J3, AR9, AR10, AR11, AR12, maps and route descriptions from last lesson

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Lesson outcomes: • Undertake a planned journey off-site • Understand the potential hazards of the

journey • Recognise the safety and environmental

considerations (countryside code) that must be adhered to when undertaking a journey

Key Words: Journey, hazard, safety, environment

Geirfa Allweddol: Taith, perygl, diogelwch, amgylchedd

Skills Framework:

Discuss the safety considerations that should be adhered to when undertaking a journey.

Apply the agreed class rules and code of conduct that should be adhered to when journeying off-site.

Lead the class on a simple off site journey to a local feature or place e.g. park, statue, monument, neighbouring school.

Ensure the necessary planning forms (EV1 and risk assessment) have been completed and approved.

Phase 3: Pupil Interaction Phase 4: Review Pupils follow safety and conduct rules when undertaking their journey.

Pupils discuss the potential hazards of the journey (teacher led). Consider the risks you may face when journeying in more remote countryside/ terrain.

Teacher can expand this idea by providing examples of more adventurous journeys e.g. polar exploration, mountaineering to Everest. Pupils may then write a diary of their imaginary adventurous journey.

Re-visit the lesson outcomes; • Describe some of the hazards you encountered during

the journey. • Were there any unexpected hazards? • List some of environmental considerations associated

with a journey in the countryside


Resources and equipment: Outdoor Learning card J3, AR 11, clothing / equipment for the journey, teachers rucksack wit pack


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Phase 1: Introduction Phase 2: Teacher Input Recap last lesson:

Lesson outcomes: • In groups work together to build a shelter

from the equipment provided • Describe 3 things to consider when

planning where to build a shelter • Evaluate other groups shelters using

agreed criteria

Key Words: Shelter, weather, evaluate, criteria

Geirfa Allweddol: Lloches, tywydd, gwerthuso, meini prawf

Skills Framework:


Teacher explains the scenario: You are on a journey in the Sherwood Forest; the Sheriff of Nottingham has stolen all your supplies. You need to make a shelter for the night to protect you from the weather and the bears using the equipment provided.

Outline the different environments you may find, and the possibilities for constructing a shelter in one of them e.g. woodland, meadow with livestock, open mountain side, riverbank, desert, arctic

Pupils plan carefully how and where to construct a shelter then construct their shelter in groups using the resources available

Pupils decide in groups what makes a good shelter and using agreed criteria, evaluate theirs and other groups’ shelters.

Feedback from each group as to the effectiveness of the shelters (2 stars and a wish)

Example criteria; the ability to withstand, wind, rain, flooding, polar bears!

Re-visit the lesson outcomes; • How effective was your shelter? • What else would you need if you were caught out

unexpectedly in the wilds? • Describe 3 things you considered when planning to build

your shelter • How could you improve your shelter?


Resources and equipment: Outdoor Learning card J1, materials to make a shelter e.g. tarpaulin, polythene sheet, cardboard, rope, poles, tent pegs, rocks

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Expectations for Unit 2 (year 4)

Acquiring and Developing Skills

Pupils understand / are able to: • Develop a variety of different ways of entering the water and show an increasing confidence and competence in the water • Read a map using more complex keys and symbols to complete a variety of orienteering exercises • Participate in a range of problem solving and adventure games, introducing additional variations such as non-verbal

communication, no physical contact etc. • Construct a basic shelter in a safe environment

Selecting and Applying Skills

Pupils understand / are able to: • Respond to more varied challenges in different environments • Recognise what is needed to keep themselves and others safe • The need for and correct use of specialist equipment

Evaluate and Improve

Pupils understand / are able to: • Describe what they and others have done using an increasing range of vocabulary in order to improve their performances • Make use of ICT to view performances

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Unit 2 (Year 4) Lesson Outcomes

Lesson Outcomes

1 • Listen to and follow instructions • Give and receive verbal instruction that guides others through a pre-determined course • Retain information in order to accurately relay to others in the group

2 • Think of and agree ways in which to communicate with others using both verbal and non-verbal instructions • Listen to and carry out instructions • Collaborate with others when working towards common goals • Demonstrate the skills and qualities required for each role

3 • Plan and complete an on-site journey using a map of the school grounds • Recap and explain the knowledge and skills acquired in unit 1 • Demonstrate the ability to locate your position using a formal (orienteering) map

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• Recognise and interpret features and symbols on a suitable map • Plan an off-site journey • Consider the risks and what safety measures need to be put in place to minimise them • Decide what to take and how it should be carried

5 • Undertake your planned journey from lesson 4 • Demonstrate an understanding of safety measures • Adhere to the Country Code

6 • Lesson 6 is a continuation of lesson 5

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• Design and build varying sized shelters using set equipment • Work successfully as a group, having considered and evaluated each members’ contributions • Compare and evaluate the shelters in relation to their sturdiness, durability, weatherproofing and whether it is

fit for purpose

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• Check component parts of the tent and agree on a method of construction • Construct a tent in groups, giving each person a specific role • Compare different size / design of tent and their suitability for use • List other equipment that would be needed to spend a night in a tent

9 • Develop understanding of maps and match map symbols with their corresponding explanation • Memorise and retain map information • Recall information previously learned regarding star orienteering

10 • Recognise features and symbols on the map • Understand how to orientate the map • Record information accurately

11 • Demonstrate understanding of a line orienteering course (short loop) • Compare line and star orienteering • List the pros and cons of each type of orienteering course

12 • Demonstrate orientating a map to find control points • Develop trust and support with your partner • Record accurate information

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Recap work completed in year 3.

Lesson outcomes: • Listen to and follow instructions • Give and receive verbal instructions that

guides others through a pre-determined course

• Retain information in order to accurately relay to others in the group

Key Words: remember / retain, orientate, route

Geirfa Allweddol: cofio / cadw, cyfeiriadu, llwybr

Skills Framework:

From the starting point, each pupil in turn makes their way through the toadstool field, avoiding the sleeping trolls. Each time a pupil steps on a new toadstool, the Wizard indicates whether it’ is safe or whether it harbours a sleeping troll. Pupils indicate the danger with a bean-bag. The winning group is the one with everyone sat down at the finish.

To progress the game; • play without bean-bags so that pupils must remember the safe

route • give groups different routes to follow • ask pupils to plan courses for others to follow

Set the scenario as outlined on AR5 ‘The Enchanted Forest’

Set the challenge: Pixies must evade the sleeping trolls hidden under various toadstools by crossing the Forest clearing via the toadstools (hoops). One group member should take on the role of the ‘Wise Wizard’ to help guide the pixies. The Wizard has a map showing where each troll is sleeping.

Re-visit the lesson outcomes; • How did you remember the route when the bean

bags were taken away? • What skills did the wizard demonstrate in order to

explain which part of the route was safe / unsafe? (orientate the map, give clear and timely instructions)

• What did you need to consider when planning a course for another group?


Resources and equipment: AR5 ‘The Enchanted Forest’

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TB Unit 2 (Year 4) Lesson 2

Phase 1: Introduction Phase 2: Teacher Input Recap last lesson. Skills Outline roles and responsibilities as explained in Outdoor

Framework: Learning card TB8 (Director, Robot, Caller). Lesson outcomes:

Explain the challenge. communicate with others using both verbal and non-verbal instructions

• Think of and agree ways in which to

• Listen to and carry out instructions • Collaborate with others when working towards

common goals • Demonstrate the skills and qualities required

for each role

Key Words: communicate, verbal, non-verbal, collaborate, listen

Geirfa Allweddol: cyfathrebu, geiriol, di-eiriau, cydweithio, gwrando

Phase 3: Pupil Interaction Phase 4: Review Pupils work in groups of 3, each undertaking one of the roles in turn.

The aim is to guide the blindfolded robot across a simple course to pick up a ball and place it in a container

Re-visit the lesson outcomes; • How did you agree upon a set of instructions? • How successful were your instructions? • Did you need to revise them once tested? • Which role did you find easiest / hardest? • Which skill/quality was the most critical to the

success of your role?


Resources and equipment: Outdoor Learning card TB8

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Lesson outcomes:

• Plan and complete an on-site journey using a map of the school grounds

• Recap and explain the knowledge and skills acquired in unit 1

• Demonstrate the ability to locate your position using a formal (orienteering) map

Key Words: Journey, Locate, Danger, Map

Geirfa Allweddol: Taith, Lleoli, Perygl, Map

Recap the skills and knowledge acquired in unit 1: • The ability to write and follow simple directions • The ability to draw a simple map • Consider potential risks associated with your

journey and any areas to avoid

Set out 12 pre-positioned pictures of natural features e.g. waterfall, rope bridge, gorge


Pupils plan and undertake a short on-site journey in groups ensuring that they visit 5 places of interest along the way. Record evidence of the journey by locating and identifying the pre-positioned pictures of natural features.

Pupils may write a journal of their journey, describing how they overcame some of the difficulties en route e.g. how did they cross the river?

Re-visit the lesson outcomes; • How did you decide where to go? • Was it easy to agree? How did you manage your

discussions? • Pick one of the locations and outline how you may

have overcome that obstacle E.G. How would they have crossed the river?


Resources and equipment: Paper, pencils, pictures of natural features, AR 6a-6l

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Recap last lesson.

Lesson outcomes: • Recognise and interpret features and symbols

on a map • Plan an off-site journey • Consider the risks and which safety measures

need to be put in place in order to minimise them

• Decide what to take and how it should be carried

Key Words: Journey, symbol, map, risk, safety

Geirfa Allweddol: Taith, symbol, map, risg, diogelwch

Skills Framework:

Pupils take turns to run the relay to collect a piece of the jigsaw each time. Once every piece is collected they assemble the map. Discuss. Complete the same activity with map symbols. They then match the symbol with the descriptors. Discuss the merits of differing styles of bags / rucksack. Then undertake a practical investigation with loaded bags in order to decide which would be the most suitable for use on a journey.

Classroom activity The class then plans the journey and completes a risk assessment in preparation for the next lesson.

Warm up activity: complete jogging paced relay activities which may include picking up set out cones, going through hoops, skipping etc. Mobilise and stretch.

Set out relay stations, enough for one per group (4 in a group)

Set out jigsaw pieces of 1 the off-site map 2 the map symbols

Possibilities to compete an offsite journey include: a school exchange, visit to local park, canal path, country park. Use Google Earth, Street Map, Ordnance Survey, local authority planning department to obtain a map of your school and its surrounding streets/places of interest

Re-visit the lesson outcomes;

• Identify symbols as displayed (teacher holds up card)

• What are the potential risks associated with the journey?

• What safety measures have you put in place? • What are you going to carry in your bag and why?


Resources and equipment: Outdoor Learning card J4, visual resources for bags, contents of a rucksack, symbols cards, map jigsaws

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Recap last lesson.

Lesson outcomes: • Undertake your planned journey from lesson 4 • Demonstrate an understanding of the safety

measures • Adhere to the Country Code

Key Words: Journey, safety, Country Code

Geirfa Allweddol: Taith, diogelwch, Cod Cefn Gwlad

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the journey. They should be able to follow the route using the map and recognise simple features.

Pupils should ensure that they adhere to the agreed safety measures and to the country code.

Decide if the weather conditions are suitable to undertake the journey. Have an alternative bad weather option.

Ensure the necessary planning has been undertaken and approval has been obtained (EV1, EV2, risk assessment)

Ensure pupils are well equipped for the journey and that toileting considerations have been addressed

Remind pupils of what is expected of them when out of school.

Re-visit the lesson outcomes; • How successful was the journey? • What were the highs and lows? • How could it have been improved? • Was there any equipment that you didn’t have that

would have been useful? • What factors did you decide when deciding what to

take for lunch? (e.g. healthy eating, nutritional value, packaging, etc)


Resources and equipment: Outdoor Learning card J4, required equipment for an off site journey, teachers rucksack with safety pack

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J Unit 2 (Year 4) Lesson 6

Phase 1: Introduction Phase 2: Teacher Input Recap last lesson. Skills

Framework: Lesson outcomes:

Lesson 6 is a continuation of lesson 5 in consideration of the time required to complete an

off site journey.

Key Words:

Geirfa Allweddol:

Phase 3: Pupil Interaction Phase 4: Review Re-visit the lesson outcomes;


Resources and equipment:

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Lesson outcomes: • Design and build varying sized shelters using

set equipment • Work successfully as a group, having

considered and evaluated each members’ contributions

• Compare and evaluate the shelters in relation to their sturdiness, durability, weatherproofing and whether it is fit for purpose

Key Words: Shelter, evaluate, compare, sturdiness, durability

Geirfa Allweddol: Lloches, gwerthuso, cymharu, cadernid, gwydnwch

Skills Framework:

Set out the equipment. Divide children into groups of around 5.

Give groups a different sized shelter to build e.g. for 1 person or 6 people.

Set a time limit to complete the task (e.g. 15 minutes).

Phase 3: Pupil Interaction Phase 4: Review Pupils plan how to build their shelter in their groups considering its purpose and the resources provided. Set a time limit for this e.g. 5 minutes They construct the shelter.

Pupils discuss the types of situation in which their shelter could be used. Pupils present a scenario back to the rest of the class.

Pupils directly compare the shelters (similarities and differences) and evaluate how effective they would be

Re-visit the lesson outcomes; • How effective were the different design of shelters? • How did you ensure that each group member

contributed to the task? • List the similarities and differences between the

shelter designs • How could you improve your shelter?


Resources and equipment: A selection of tarpaulin, sheets, ropes, poles, polythene sheet, cardboard, tent pegs, rocks

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Lesson outcomes: • Check component parts of the tent and agree

on a method of construction • Construct a tent in groups, giving each person

a specific role • Compare different size / design of tent and

their suitability for use • List other equipment that would be needed to

spend a night in a tent

Key Words: Tent, construct, poles, tent pegs, material, role

Geirfa Allweddol: Pabell, adeiladu, polion, pegiau pabell, defnydd, rôl

Supply suitable tents of various sizes and designs. One tent per group x 4 groups minimum. (Tents are available from supermarkets, Halfords etc. at very cheap prices. More specialist tents may be loaned from local authority Duke of Edinburgh organisers or Outdoor Centres).

Discuss the safety issues e.g. tent poles in eyes. Set guidelines for safe construction:

• Don’t force poles through sleeves or put them under undue pressure

• Ensure everyone has a role to play in the group (e.g. reading instructions, collecting and assembling component parts)

Phase 3: Pupil Interaction Phase 4: Review Pupils check the components against the list and construct the tent.

Groups may sit in their tents to discuss the following: • The varying tents and their suitability for different locations and

use. • A list of other equipment needed if staying overnight in their

tent Groups pack their equipment away ensuring it is dry and clean.

Re-visit the lesson outcomes; • How easy was the tent to construct? What were the

difficulties? • What were the best and worst design features? • List and discuss the equipment required for an

overnight stay


Resources and equipment: Outdoor Learning Card J5, tents of varying size

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O



Lesson outcomes:

• Develop understanding of maps and match map symbols with their corresponding explanation (keys)

• Memorise and retain map information • Recall information previously learned

regarding star orienteering

Key Words: map, symbol, control point, star orienteering, key

Geirfa Allweddol: map, symbol, rheolfan, cyfeiriadu seren, allwedd

Each team member in turn picks up a name card and runs to the far end of the course to pick up the corresponding symbol. They then run back to the start with both cards. Each runner repeats the exercise until all the cards have been collected and symbols matched to names. Pupils complete the relay again collecting the jig-saw pieces of the school map.

Teams complete a star orienteering exercise by taking one section of the jig-saw each and visiting and identifying the control point shown on that section. The winning team is the one with the assembled map and all control points correctly identified.

Set out relay lanes ready for warm up and main activity. Set out jig-saw pieces of the map at selected points relevant to the symbols (or inside the school hall if preferred)

Warm up: In teams of 4 pupils complete relay races such as walking, jogging, running, skipping, crawling etc. Mobilise and stretch.

Set out the symbols and jig-saw pieces at the far end of the relay with the corresponding explanations at the near end.

Repeat the relay exercise to obtain jig-saw sections of a school map. Teams can race each other or be timed.

Explain the ‘star’ exercise

Re-visit the lesson outcomes; • What does each of the symbols mean? (hold

examples up) • Why are symbols used on maps? • How easy were the symbols to understand?


Resources and equipment: Outdoor Learning card O4, O14 – as an indoor alternative to the jig-saw activity, cones, map jigsaw

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O

Recap last lesson.

Lesson outcomes: • Recognise features and symbols on the map • Understand how to orientate the map • Record information accurately

Key Words: symbols, key, features, orientate

Geirfa Allweddol: symbolau, allwedd, nodweddion, cyfeiriadu

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the star exercise in pairs (OL card 8)

Set out the Star Orienteering course as outlined on Outdoor Learning Card O8.

Warm pupils up by sending them to various corners of the playground as in a star exercise. Mobilise and stretch.

Re-visit the lesson outcomes; • How did you keep you map orientated all of the

time? • How do you know you visited the correct controls? • Were any of the map symbols unclear or confusing?

In what way? • How could you improve next time?


Resources and equipment: Outdoor Learning Card O8, control point record card, pencils, maps

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O


Lesson outcomes: • Demonstrate understanding of a line

orienteering course (short loop) • Compare line and star orienteering • List the pros and cons of each type of

orienteering course

Key Words: star, line, orienteering, record, accurate, compare

Geirfa Allweddol: seren, llinell, cyfeiriadu, cofnod, cywir, cymharu

Prepare 6-10 school maps with short line (loop) courses (around 3 control points per course + start and finish). Each map should be different. You can send two pairs on the same course starting in opposite directions and / or timed intervals

Warm pupils up by asking them to shadow their partner running along lines of a netball court, on the whistle they should change direction, change the way they are travelling or change the leader. Mobilise and stretch.

Give a map to each pair and explain the task.

Phase 3: Pupil Interaction Phase 4: Review Pairs take their map and collect the marked control points on their short loop course. Once completed they may return to the base and collect another map. The focus should be on accuracy rather than speed.

Re-visit the lesson outcomes; • Explain what the differences are between line and

star orienteering • What are the pros and cons of each type of

orienteering course? • Which do you think is the most skilful?


Resources and equipment: Outdoor Learning Card O5 (optional), whistle, school maps with pre-set short loop courses marked out, pencils, orienteering control point record card, AR14

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O Unit 2 (Year 4) Lesson 12

Phase 1: Introduction Phase 2: Teacher Input Recap last lesson. Skills Set out the ‘Netball Numbers’ activity as outlined on OL

Framework: Card O6. Lesson outcomes:

Copies of the master maps can be found on the Outdoor control points

• Demonstrate orientating the map to find Learning CD.

• Develop trust and support with your partner • Record accurate information

Key Words: orientate, control point, accurate

Geirfa Allweddol: cyfeiriadu, rheolfan, manwl gywir

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the Netball Numbers activity in pairs (OL card O6) Re-visit the lesson outcomes;

• Why was it important to keep the map orientated for this activity?

• How did you balance speed with accuracy? • How important was it to record the information

correctly?


Resources and equipment: Outdoor Learning Card O6, numbered cones, paper, pencils, netball numbers maps, netball court

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Expectations for Unit 3 (Year 5)


Pupils understand / are able to: • Show increased water competence when performing and developing basic survival skills • Plan and organise a simple orienteering trail using a variety of map reading and compass skills • Make more complex route choices • Develop skills in unfamiliar and varying terrain • Apply the skills and safety requirements for survival in an outdoor environment


Pupils understand / are able to: • Devise appropriate responses to challenges and tasks and adapt to changing circumstances • Accept responsibility for personal and group safety


Pupils understand / are able to: • Make informed judgements about their own and others performances and use this to improve the quality and variety of their

own work using an increasingly wider range of subject vocabulary • Record, view and evaluate their own performances independently

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Lesson Outcomes

1 • Demonstrate how to warm up and cool down safely for bouldering activities • Demonstrate an understanding of the safety considerations essential when bouldering I.E. ‘spotting’ • Practice finding and using appropriate hand and foot holds • Develop trust with a partner in order to give and accept support

2 • Demonstrate effective footwork techniques • Use the correct terms to describe what they are doing • Evaluate the effectiveness of each of the techniques learned

3 • Traverse across the wall using routes of varying difficulty • Provide constructive support and feedback to others • Apply previously learned skills to complete the tasks

4 • Apply learned techniques to climb in the most efficient manner • Memorise moves learned from individual sections to successfully complete a longer continuous traverse • Improve own learning and performance through reflective thinking and actions • Persevere to overcome difficult challenges

5 • Undertake a planned journey • Demonstrate understanding of the safety measures that have been considered and an understanding of the

Country Code • Understand the benefits of using a route card to include distances, route description and compass bearings

6 • Undertake a planned journey • Demonstrate understanding of the safety measures that have been considered and an understanding of the

Country Code • Understand the benefits of using a route card to include distances, route description and compass bearings

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7 • Devise and implement practical solutions to given problems • Work collaboratively to ensure that the group arrives at an agreed decision • Evaluate the effectiveness of the decision making process and discuss how it may be improved

8 • Work collaboratively to solve the problem • Generate ideas and express them to the group • Evaluate how effective your methods were

9 • Develop expertise in the orienteering skills of orientating a map, following a course, and recognition of relevant

map symbols • Successfully record information • Demonstrate an understanding of the relationship between pacing and distance • Apply safety considerations when completing the practical task

10

• Plan a short loop course for another pair to follow • Improve confidence in map reading and the transfer of information from map to ground • Provide advice and constructive feedback

11 • Apply skills of orienteering including thumbing the map, route choice and symbol recognition • Plan the most efficient route so that the course is completed in the quickest time • Identify the key navigation skills required

12 • Develop map reading skills • Complete the orienteering course in the fastest time possible competing against a partner • Listen carefully to instructions

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B


Lesson outcomes: • Demonstrate how to warm up and cool down

safely for bouldering activities • Demonstrate an understanding of the safety

considerations essential when bouldering i.e. ‘spotting’

• Practice finding and using appropriate hand and foot holds

• Develop trust with a partner in order to give and accept support

Key Words: warm up, cool down, bouldering, hand hold, foot hold, spotting, trust, support

Geirfa Allweddol: cynhesu, oeri, dringo clogfeini, twll llaw, twll troed, sbotio, ymddiried, cefnogi

Introduce’ bouldering’ and explain what it entails.

Warm up activity; fun activity to increase heart rate such as jogging in small space and following commands such as right hand touch the floor, left hand touch the floor, jump up high etc Demonstrate how to mobilise the joints (see CD, bouldering card 1)

Demonstrate how to stretch the appropriate muscles (see CD, bouldering card 1)

Introduce ‘spotting’

Phase 3: Pupil Interaction Phase 4: Review Pupils develop trust with their partner by completing the trust exercises and practice the spotting technique.

Pupils take turns to complete the ‘climb on demand’ activities with their partner spotting in turn (see card for challenges OL Card B1)

Re-visit the lesson outcomes; • Why is it important to warm up and cool down after

bouldering activities? • Name some of the safety considerations when

bouldering • What is spotting? • How should you stand when spotting?


Resources and equipment: Outdoor Learning Card B1, CD bouldering card 1, AR 3a-3g

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B


Lesson outcomes: • Demonstrate effective footwork techniques • Use the correct terms to describe what they

are doing • Evaluate the effectiveness of each of the

techniques learned

Key Words: centre of balance, frogging position, Egyptian position, foot swap, cross through

Geirfa Allweddol: craidd cydbwysedd, osgo dolennog, osgo Eifftaidd, cyfnewid traed, croesi drwyddo

Warm pupils up using the ‘climb on demand’ activity and mobilising and stretching exercises from last lesson.

Introduce pupils to the various techniques as described on OL card B2:

• ‘Edging’ foot position • Frogging / Egyptian positions • Centre of Balance • Foot swap sequence • Cross through sequence

Phase 3: Pupil Interaction Phase 4: Review Pupils practice the various techniques with their partner spotting for them.

Describe to your partner which technique you are performing.

Re-visit the lesson outcomes; • Why is good footwork important? • What is the best part of your foot to use when

standing on footholds? • Before moving your foot, what should you do with

your centre of gravity? • What was the hardest move for you?


Resources and equipment: Outdoor Learning card B2

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B


Lesson outcomes: • Traverse across the wall using routes of

varying difficulty • Provide constructive support and feedback to

others • Apply previously learned skills to complete the

tasks

Key Words: Traverse, support, feedback, route, crux

Geirfa Allweddol: Croesi, cefnogi, adborth, llwybr, craidd

Mark out a series of footholds using chalk along the base of the wall and along some of the lower level holds. Vary the size and spacing to create easier or more difficult sections.


Outline the different routes (colour coded).

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the challenges with their partner spotting for them. Partners should offer support and feedback to their climber in order to assist their traverse.

Re-visit the lesson outcomes; • What footwork technique did you use on the

traverse? • What was the hardest part of the traverse? • How did you solve this ‘crux’ move? • Did your partner use the same technique to

overcome the problem?


Resources and equipment: Outdoor Learning card B3, CD bouldering card 3, chalk

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B


Lesson outcomes: • Apply learned techniques to climb in the most

efficient manner • Memorise moves learned from individual

sections to successfully complete a longer continuous traverse

• Improve own learning and performance through reflective thinking and actions

• Persevere to overcome difficult challenges

Key Words: memorise, reflect, persevere, efficient, continuous

Geirfa Allweddol: cofio, adlewyrchu, dal ati, effeithlon, parhaus


Set out the sections as shown on OL Card B4. Explain the task.

Groups to be given a set time period to practice on each of the sections

Phase 3: Pupil Interaction Phase 4: Review Pupils practice the various sections as described on OL card B4.

Pupils complete a continuous traverse.

Re-visit the lesson outcomes; • What was the crux of the traverse for you? • How did you overcome this section? • Was the crux the same for you and your partner? • When you tried to link the sections, what helped you

to remember the easiest way across? • Did you use the same holds when you did the

continuous traverse as you did when traversing the individual sections?


Resources and equipment: Outdoor Learning card B4, CD Bouldering card 4

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J


Lesson outcomes: • Undertake a planned journey • Demonstrate understanding of the safety

measures that have been considered and adhere to the Country Code

• Understand the benefits of using a route card to include distances, route description and compass bearings (general bearing)

Key Words: general bearing, compass, country code, route description

Geirfa Allweddol: cyfeirbwynt cyffredinol, cwmpawd, cod cefn gwlad, taith, disgrifiad

Decide if the weather conditions are suitable to undertake the planned journey. Have an alternative bad weather option. Ensure the necessary planning has been undertaken and approval has been obtained (EV1, EV2, risk assessment)

Ensure pupils are well equipped for the journey including knowing what they should take for the day. Ensure toileting considerations have been addressed. Remind pupils of what is expected of them when out of school.

Before the journey is undertaken, prior work should be completed in class on the 8 cardinal points. These can then be used to help orientate the map and to gauge direction of travel using a general bearing.


Pupils complete the journey. They should be able to follow the route using the map and compass and recognise simple features and their respective map symbols.

Pupils should ensure that they adhere to the agreed safety measures and to the country code.

Re-visit the lesson outcomes; • How successful was the journey? • What were the highs and lows? • How could it have been improved? • Was there any equipment that you didn’t have that

would have been useful? • How did you use your compass to help you follow

the correct route?


Resources and equipment: Outdoor Learning Card J4, maps, compasses, route cards, rucksack and equipment for the journey, teachers rucksack with safety pack

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J

Phase 1: Introduction Recap last lesson. Skills


Key Words:

Geirfa Allweddol:


Phase 2: Teacher Input


off site journey.




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TB

Recap last lesson.

Lesson outcomes: • Work collaboratively to solve the problem • Generate ideas and express them to the group • Evaluate how effective your methods were

Key Words: collaborate, generate (ideas) evaluate

Geirfa Allweddol: cydweithio, cynhyrchu (syniadau) gwerthuso

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils complete activities as outlined on TB10, TB11.

Pupils discuss their methods

Warm pupils up by asking them to jog around in shapes circles, squares. Mobilise, stretch.

Complete TB11 activities

Explain the activity as outlined on TB10, ensuring that pupils complete a variety of challenges i.e. time limit, more / less people, no talking

Re-visit the lesson outcomes; • Why is it important to talk to each other during these

exercises? • Why is it important to listen? • How did you reach an agreement?


Resources and equipment: Outdoor Learning Card TB10, TB11, blindfolds, ropes

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O


Lesson outcomes: • Develop expertise in the orienteering skills of

orientating a map, following a course and symbol recognition

• Successfully record information • Demonstrate an understanding of the

relationship between pacing and distance • Apply safety considerations when completing

the practical task

Key Words: orientate, record, cross country, pace, distance, control point

Geirfa Allweddol: cyfeiriadu, cofnodi, traws gwlad, cyflymder, pellter, rheolfan

Set out the orienteering Cross Country course as outlined on O10 (an extended ‘short loop’ course with up to 6 controls)

Warm pupils up by using the 4 cardinal points set out at various distances (e.g. 10 m, 15 m, 50 m, 25 m) Discuss with pupils the relationship between pacing and distance (double paces). Mobilise and stretch.

Explain the Cross Country challenge.

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the course as described using the control description card to record their answers.

Re-visit the lesson outcomes; • What helped you to work out where to go? • Can you describe the routes you followed? • Could you have taken a better route? • Name some of the safety considerations you

followed


Resources and equipment: Outdoor Learning Card O10, OL CD ‘Orienteering Record Sheets’, maps, cones, AR14

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O


Lesson outcomes: • Plan a short loop course for another pair to

follow • Improve confidence in map reading and the

transfer of information from map to ground • Provide advice and constructive feedback

Key Words: short loop, master map, transfer of information, feedback

Geirfa Allweddol: dolen fer, y prif fap, trosglwyddo gwybodaeth, adborth

Set out around 10 cones randomly. Warm pupils up by dividing them into pairs and asking them to run between 3 cones of their choice then to tag their partner who will complete the same. Ensure pupils run to different cones each turn. They should have around 3-5 turns each. It may be easier to split the class in half with different starting points for each. Mobilise and stretch.

Explain to pupils how to plot a short loop course. i.e. either use existing control points with a master map, or have pupils devise and position their own control points setting out cones to mark the area.

Phase 3: Pupil Interaction Phase 4: Review Pupils plan in pairs, a short loop course for another pair to follow (3 – 5 control points).

Pairs complete the course and provide feedback as to the accuracy of the map

Re-visit the lesson outcomes; • What did you do to make sure you put the control in

the right place? • How easy was it to find the other pairs’ controls? • Were the control markers located accurately? • Was the route a sensible one, if not how could it be

improved?


Resources and equipment: Cones, maps, pencils, control card, master map

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O


Lesson outcomes: • Apply skills of orienteering including thumbing

the map, route choice and symbol recognition • Plan the most efficient route so that the course

is completed in the quickest time • Identify the key navigation skills required

Key Words: Thumbing, route, score event, symbol, efficient

Geirfa Allweddol: Bodio, taith, sgorio gweithgaredd, symbol, effeithlon

Warm pupils up by getting them to run in a circle and on command do the following; 1 = touch the floor 2 = jump high and stretch 3 = side step 4 = star jump 5 = sit down

Mobilise and stretch.

Explain a score event (scatter orienteering). Set the challenge of visiting as many control points as possible in any order within the specified time (15 mins). Explain to pupils that this is a competitive event and that details of control points should be kept secret!

Phase 3: Pupil Interaction Phase 4: Review Pupils should work in pairs (or individually) to plan their own route.

Pupils complete the challenge as outlined on O9

Re-visit the lesson outcomes; • What planning did you do before setting off for your

first control? • Would you change anything next time? • List the navigation skills you used


Resources and equipment: Outdoor Learning Card O9, maps, control card

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O

Recap last lesson.

Lesson outcomes: • Develop map reading skills • Complete the orienteering course in the fastest

time possible whilst competing against a partner

• Listen carefully to instructions

Key Words: compete, listen, fast, partner

Geirfa Allweddol: cystadlu, gwrando, cyflym, partner

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the challenge against their partners.

Pupils take part in a further 2 races with winner vs. winners, runners up vs. runners up.

Scoring System 3 points for the winner 1 point for runners up

Warm pupils up by understanding short relay races in pairs. Mobilise and stretch.

Set out 18 control points. Divide them into 3 courses with 3 different maps.

Explain the task as outlined on O12.

Re-visit the lesson outcomes; • Did you orientate and thumb your map at all times? • If you made a mistake, why do you think that was? • Which was more important – speed or accuracy? • How could you improve on both?


Resources and equipment: Outdoor Learning Card O12, maps with 3 different courses marked, control card, pencils

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Expectations for Unit 4 (Year 6)


Pupils understand / are able to: • Show increasing control when performing more advanced survival skills • Plan and navigate a variety of orienteering challenges using map reading and compass skills in unfamiliar settings • Plan and undertake a journey in the outdoors • Participate in the different types of orienteering courses in preparation for competition and participating in the sport of

orienteering


Pupils understand / are able to: • Plan and respond to more complex challenges in different environments and in unfamiliar circumstances • Work with others to identify potential hazards and devise strategies to ensure that safe working practices and followed


Pupils understand / are able to: • View and appraise their own and others performances with confidence using range of appropriate language

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Lesson Outcomes

1 • Recap basic skills of spotting, foot holds, positions and sequences • Apply safety considerations • Demonstrate and name the various foothold techniques. • Apply each technique to the most appropriate situation

2 • Identify and practice the different types of handhold (jug, jam, edge, pinch, undercut, pocket, sloper) • Practice the more advanced climbing techniques e.g. shake out (resting on 1 arm) and slap / dyno sequence to

reach a distant hold • Apply each technique to the most appropriate situation

3 • Practice climbing techniques to find the most comfortable and energy efficient position on the rock face • Successfully complete a task whilst hanging one handed in a comfortable position on the wall • Develop stamina for climbing

4 • Further develop climbing skills by completing bouldering ‘problems’ • Develop communication skills by presenting and expressing ideas, offering constructive support and feedback, and

discussing solutions to problems

5 • Develop communication skills in terms of speaking and listening • Work as a group to overcome a challenge • Review how well the group performed the task and outline ways to work more effectively to complete future tasks

6 • Develop map reading and running skills in a competitive situation • Further develop navigational skills by planning ahead, identifying problems and making decisions • Learn to balance speed and accuracy

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7 • Become familiar with the ‘Silva’ (protractor) compass • Set, read and follow a bearing • Practice and develop pacing skills

8 • Reinforce setting, reading and following a compass bearing • Undertake a cross country (short loop) course using bearings and pacing

9

• Be able to take a bearing from a map and use that bearing to find a control point • Combine map reading and compass skills • Measure the distance between control points and, using the map scale, estimate the number of paces required to

reach the each control

10

• Successfully undertake an orienteering competition using an unfamiliar map in a new location e.g. visit to another school site

• Demonstrate effective use of orientating a map, using a compass, setting, reading and following bearings, and scale to navigate around a score (scatter) orienteering course

11

• Undertake a planned journey and put up a tent or other shelter as a lunch stop • Pack and carry a suitable rucksack containing a healthy lunch and necessary equipment for the journey • Understand and implement the safety rules and adhere to the country code • Demonstrate the effective use of a simple route card

12

• Undertake a planned journey and put up a tent or other shelter as a lunch stop • Pack and carry a suitable rucksack containing a healthy lunch and necessary equipment for the journey • Understand and implement the safety rules and adhere to the country code • Demonstrate the effective use of a simple route card

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B


Lesson outcomes: • Recap basic skills of spotting, foot holds,

positions and sequences • Apply safety considerations (as listed in OL

Card B1) • Demonstrate and name the various foothold

techniques. • Apply each technique to the most appropriate

situation

Key Words: rock over, heel hook, smear, bridge, Egyptian

Geirfa Allweddol: dros y graig, bachu'r sawdl, iro, pont, Eifftaidd

Warm pupils up using the ‘climb on demand’ activity. Mobilise and stretch as outlined on CD card 1.

Introduce the various foothold techniques to pupils

Mark out 5 coned off sections, one for each technique

Use the resource card 5 from the CD to provide a visual prompt for pupils.

Phase 3: Pupil Interaction Phase 4: Review Pupils practice the various foothold techniques as outlined on B5 in their pairs in the designated sections.

Pupils traverse along the wall applying the varying techniques as appropriate. Partners ‘spot’ and advise as to which technique may be best suited to each hold.

Re-visit the lesson outcomes; • What move felt the hardest to do? • How did you make it easier? • Which moves allowed you to rest your arms the

most? • Which move did you / your partner do best? • Which move do you / your partner need to work on

the most?


Resources and equipment: Outdoor Learning Card B5, CD Bouldering card 5

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B


Lesson outcomes: • Identify and practice the different types of

handhold (jug, jam, edge, pinch, undercut, pocket, sloper)

• Practice the more advanced climbing techniques e.g. shake out (resting on 1 arm) and slap / dyno sequence to reach a distant hold

• Apply each technique to the most appropriate situation

Key Words: jug, jam, edge, pinch, undercut, pocket, sloper, shake out, slap / dyno Sequence

Geirfa Allweddol: jwg, jam, ymyl, pinsiad, tandoriad, poced, ar oledd, ysgwyd allan, trefn dyno / slap

Skills Framework:

Warm pupils up by asking them to work in pairs with an identified leader. The leader demonstrates different ways of travelling (e.g. jog, side step, jump etc) and varying movements (e.g. star jump, long stretched position, superman jump) their partner performs them as a mirror image. They swap roles. Mobilise and stretch as outlined on CD card 1.

Organise pupils in 3’s, lined up across the wall. Introduce each of the hand holds and give pupils opportunity to practice each one.

Introduce the more advanced climbing techniques and give opportunity for practice.

Phase 3: Pupil Interaction Phase 4: Review Pupils practice the various hand hold techniques in their 3’s in their designated area of the wall. Pupils practice the shake out and slap / dyno techniques.

Pupils then complete a scored challenge with points given for each type of handhold used. Bonus points awarded for the 2 advanced techniques. Roles = climber, spotter, scorer. The class is organised into 2 halves, starting at either end and working towards the middle of the wall.

Re-visit the lesson outcomes; • Which hand hold / moves did you find the hardest /

easiest? • Which hand holds are best for shaking out from? • Name some of the hand holds you practiced


Resources and equipment: Outdoor Learning Card B6, CD card 6

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B


Lesson outcomes: • Practice climbing techniques to find the most

comfortable and energy efficient position on the rock face

• Successfully complete a task whilst hanging one handed in a comfortable position on the wall

• Develop stamina for climbing

Key Words: comfortable, energy efficient, stamina, shake out

Geirfa Allweddol: cyfforddus, defnyddio ynni'n effeithlon, stamina, ysgwyd allan

Warm pupils up by throwing a tennis ball between pairs one handed, two handed, under arm, over arm etc. Traverse across the wall using a zigzag or wave system (use tape or chalk to outline where hands can go) Mobilise and stretch as outlined on CD card 1

Set out paper on the wall (as on OL card B7)

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the challenge traversing the wall until they reach a piece of paper, find a position where they can take one hand off, draw a picture and sign it. Carry on to the next paper and repeat.

Climbing races can be organised as a fun activity to end. A pupil starts at either end of the wall and race each other to the middle. If you fall off you go back to the start.

Re-visit the lesson outcomes; • Where was the easiest / hardest place to stop and

draw? • What techniques did you use to hang in there? • Why is it important to stop and find a relaxed

position when you are climbing?


Resources and equipment: Outdoor Learning card B7, paper, pencils, cones

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B


Recap last lesson.

Lesson outcomes: • Further develop climbing skills by completing

bouldering ‘problems’ • Develop communication skills by presenting

and expressing ideas, offering constructive support and feedback and discussing solutions to problems

Key Words: communication, feedback, support, discuss, sit start

Geirfa Allweddol: cyfathrebu, adborth, cefnogaeth, trafod, cychwyn o eistedd

Skills Framework:

Pupils work in pairs to complete as many challenges as possible.

Pupils can be given the opportunity to design their own bouldering problems.

Warm pupils up by jogging to different coloured cones on command. Mobilise and stretch as outlined on CD card 1.

Set out some graded bouldering problems by chalking around different holds. Some to be undertaken from standing and some from a sitting start. Hoops or ‘rescue teddy’ may be used to increase the challenge (see CD card 8)

Re-visit the lesson outcomes; • What was your favourite bouldering problem? • Why was it so good? • Which hand / foot hold techniques did you use to

solve the problem? • What skills do you still need to work on?


Resources and equipment: Outdoor Learning card B8, CD card 8

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TB

Recap last lesson.

Lesson outcomes: • Develop communication skills in terms of

speaking and listening • Work as a group to overcome a challenge • Review how well the group performed the task

and outline ways to work more effectively to complete future tasks

Key Words: communication, speaking , listening, team work, trust, support, evaluate

Geirfa Allweddol: cyfathrebu, siarad, gwrando, gwaith tîm, ymddiried, cefnogi, gwerthuso

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils complete the challenges as outlined on the activity cards. Four groups of pupils work in 4 separate areas. Groups can either complete their task one by one (easier) or all four together (harder)

Pupils discuss and evaluate how well they performed the task

Give each pupil a piece of paper with an animal written on it. Without showing what animal they are, pupils move around the room finding other animals in the same group by making the respective animal noise. You should end up with 4 groups. Mobilise and stretch.

Explain the Sheep and Shepherd activity as outlined on TB12

Explain the Magic Carpet activity as explained on the additional resource card (if time allows)

Re-visit the lesson outcomes; • How effective did your communicate during the

Sheep and Shepherd activity? • If it was successful, why. If not why not? • How did you feel when you were blindfolded?


Resources and equipment: Outdoor Learning Card TB12, magic carpet activity card, blindfolds, rope or tape to mark out sheep pens, piece of carpet (1.2m x 1.5 m) or tent ground sheet (anything not slippery)

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Lesson outcomes: • Develop map reading and running skills in a

competitive situation • Further develop navigational skills by planning

ahead, identifying problems and making decisions

• Learn to balance speed and accuracy

Key Words: competition, navigate, speed, accuracy, decision making

Geirfa Allweddol: cystadleuaeth, canfod ffordd, cyflymder, manwl gywirdeb, gwneud penderfyniad

Warm pupils up by working in pairs, one partner jogging behind the other, on command the lead partner tries to ‘lose’ their shadow by changing speed and direction. Mobilise and stretch.

Pair up pupils of equal ability. Explain the rules of the race as outlined on O12.

Phase 3: Pupil Interaction Phase 4: Review Pupils take part in the Sprint Race, with points being award as outlined on O12. Pupils practice their skills of orientating (setting) the map, thumbing the map and planning ahead to identify the route.

Re-visit the lesson outcomes; • Did you keep your map set all the time? • If you made a mistake why do you think that was? • What was the most useful skill you used?


Resources and equipment: Outdoor Learning Card O12, control cards, pencils, AR14

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Recap last lesson.

Lesson outcomes: • Become familiar with the ‘protractor (Silva)

compass • Set, read and follow a bearing • Practice and develop pacing skills

Key Words: Silva, protractor, compass, bearing, pacing, set, magnetic north

Geirfa Allweddol: Silva, Protractor, cwmpawd, cyfeirbwynt, cyflymdra, gosod, gogledd magnetig

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Complete activity 2 individually but working in pairs.

Pupils work in pairs to practice setting and reading their compass.

Pairs visit as many star bearing controls as possible. The emphasis is on making sure they visit the correct control point and accuracy in pacing the distance correctly. Using the scorecard (shown on O15) estimated distances can be compared when completed to the actual distance and undertaken as a competitive event i.e. whose pacing is the most accurate?

Set out an orienteering course e.g. 8 control points within a manageable area.

Complete activity 1 in O15

Explain the parts of the protractor (Silva) compass i.e. base plate, rotating compass housing, magnetic needle, direction of travel arrow (CD Orienteering resources ‘taking a compass bearing’) This may be done in a classroom lesson.

Explain how to set and read a compass bearing and how to follow that bearing to a control point.

Re-visit the lesson outcomes; • When using the compass how did you ensure that

you went to the correct control? • Was your estimated distance close to or very

different to the actual distance? • Were you more accurate walking or running?


Resources and equipment: Outdoor Learning Card 15, compasses, CD Orienteering resources ‘taking a compass bearing

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Recap last lesson.

Lesson outcomes: • Reinforce setting, reading and following a

compass bearing • Undertake a cross country (short loop) course

using bearings and pacing

Key Words: set, compass, short loop, bearing, pacing, accuracy

Geirfa Allweddol: gosod, cwmpawd, dolen fer, cyfeirbwynt, cyflymdra, manwl gywirdeb

Skills Framework:

Phase 3: Pupil Interaction Phase 4: Review Pupils work in pairs to undertake the short loop courses. They should aim to complete as many as possible but the emphasis is on accuracy rather than speed.

Prepare a series of cards (6-8 controls) indicating bearings and paces for short loop courses.

Pupils will warm up by walking the first short loop course. They may jog or run on subsequent loops.

Set each pair their first short loop course.

Re-visit the lesson outcomes; • How important was it to measure your pacing

accurately? • Did you find all of the controls? If not why not? • How accurate did you need to be when turning your

compass housing? • What do you need to do to make sure the compass

needle settles correctly?


Resources and equipment: Short loop answer cards, pencils, compasses, short loop task cards

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Lesson outcomes: • Be able to take a bearing from a map and use

that bearing to find a control point • Combine map reading and compass skills • Measure the distance between control points

and, using the map scale, estimate the number of paces required to reach the each control

Key Words: bearing, compass, measure, distance, paces, scale

Geirfa Allweddol: cyfeiriant, cwmpawd, mesur, pellter, cyflymdraau, graddfa

Prepare a number of short courses around the school. 3-4 courses each with 3-4 controls (OL card O16)

Explain to pupils how to take a bearing from the map (CD Orienteering card ‘taking a bearing’). Reinforce the concept of ‘scale’ This may be done in classroom lessons.

Explain the line orienteering ‘short loop’ task. Lines may be drawn on the map between controls to make the task easier.

Set pupils on task in pairs.

Phase 3: Pupil Interaction Phase 4: Review Pupils must take a bearing using the map and compass and then follow it around each of the courses. Pupils measure and record the distance between controls and estimate the number of paces required.

Re-visit the lesson outcomes; • Ask the pupils to teach you how to take a bearing

from the map • Explain how to estimate distance using scale • How did you allocate roles and responsibilities in

your pairs?


Resources and equipment: Outdoor Learning card O16, CD Orienteering card ‘taking a bearing’, compasses, pencils, maps

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Lesson outcomes: • Successfully undertake an orienteering

competition using an unfamiliar map in a new location(e.g. visit to another school site)

• Demonstrate effective use of orientating a map, using a compass, setting, reading and following bearings and scale to navigate around a score (scatter) orienteering course

Key Words: competition, unfamiliar, off-site

Geirfa Allweddol: cystadleuaeth, anghyfarwydd, oddi ar y safle

Arrange to visit another school site to practice orienteering in unfamiliar surroundings. A visit to another local school may not need transport. The host school may use their pupils to run the competition taking on leadership responsibilities. This could be a reciprocal arrangement. An EV2 form is not required.

Ensure pupils are warmed up (possibly run by the host school) before they embark on the competition.

Phase 3: Pupil Interaction Phase 4: Review Pupils should work in pairs to navigate their way around the score event. They should balance speed with accuracy in order to score the most possible points against peers.

Re-visit the lesson outcomes; • What were the difficulties associated with using an

unfamiliar map? • Did anything look the same as on your own school

map or grounds? • How did you balance accuracy with speed? • Did you plan your route before you set off? • If you were to do another similar event in an

unfamiliar location, how could you improve?


Resources and equipment: score cards, pencils, maps, compasses

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Lesson outcomes: • Undertake a planned journey and put up a tent

or other shelter as a lunch stop • Pack and carry a suitable rucksack containing

a healthy lunch and necessary equipment for the journey

• Understand and implement the safety rules and adhere to the country code

• Demonstrate the effective use of a simple route card

Key Words: journey, shelter, route card, safety, country code

Geirfa Allweddol: taith, lloches, cerdyn taith, diogelwch, cod cefn gwlad

Ensure the necessary EV forms have been approved for the journey and check that the weather conditions are suitable.

Ensure pupils are well equipped for the journey and know which group they are part of in order that they take turns to carry the tent.

Discuss the implications and requirements for an overnight stay either camping, at a hostel or an outdoor centre. This could be considered as an option if resources and staffing allows.

Phase 3: Pupil Interaction Phase 4: Review Pupils undertake the journey, following the planned route using the route card. Pupils should regularly identify features on the map and be able to pin point their current position.

Whilst eating lunch pupils should compile a list of skills and equipment that is required to undertake an overnight stay e.g. lighting a stove, devising a kit list

Re-visit the lesson outcomes; • Did the group work as a team to carry and construct

the tent? • Did the route take in some interesting features?

What were they? • How did you identify where you were on the map

during the journey?


Resources and equipment: Outdoor Learning Cards J4, J5, J7, CD card Journeying ‘kit list for overnight journey’, tents, rucksacks, route cards, teachers rucksack with safety pack, pencils, AR 15 a & b

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Phase 1: Introduction Recap last lesson. Skills


Key Words:

Geirfa Allweddol:


Phase 2: Teacher Input


off site journey.




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Documents

Adventurous Activities KS2 Schemes Of Work