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									                            ORIENTEERING CPD
                              STAFF NOTES

   1. Problem Solving/ Communication/ Team work Activities:-

The following activities are good warm-up tasks to get the students focused

      Bench Games

Teams of approx. 8 to a bench. All students stand on the bench facing the
same way. Their bench is surrounded by shark infested sea!

They must complete the task set by the teacher without any of their team
mates stepping off the bench, if so their team has sank and been eaten by the
sharks and cancelled out of that game. Team with the most points wins,
showing the best communication skills and teamwork.

Tasks set by teacher are:-
* Place yourself in alphabetical order of forename/ surname.
* Place yourself in height order.
* Place yourself in birthday order from Jan to Dec.
* Place yourself in order of house number (if house has a name rather than a
number they = 0).
* Place yourself in order of the number of pets you have e.g. I have 13 fish, 1
dog and 3 cats – total number = 17.

To make this activity more difficult and to focus on communication skills e.g.
can use verbal communication, then non verbal communication, non verbal
and no hand gestures to communicate.

Discuss other ways they were able to communicate i.e. stamping foot/ winking

      All Aboard

In groups of approx. 8 students have a hula hoop placed on the floor. They
must attempt to get all their team mates in the hoop, how will they do this?

Must be careful with this game if you do have sensitive and vulnerable
students in the class. Only use this activity if teamwork is good.

      Fox/ Chicken/ Grain & Farmer

4 students in a team (1 person = Farmer/ 1 person = Fox/ 1 person = Chicken/
1 person = Grain).
The farmer must get all three to the island on the other side without any been
eaten i.e. taking the grain and leaving the chicken with the fox to be eaten etc.

The farmer can only take one at a time and must make sure they are safe on
the other side of the island when leaving to collect another.
Who is the quickest team? Use pictures or coloured bibs to represent who is
the farmer/ chicken/ fox/ grain.

Answer to game = Take chicken first, then go back and take the grain,
take chicken back over to the starting island so it can not eat the grain,
take fox over and then finally take chicken back over.

You can use mats as your island and hoops as the boat.
N.B. See resources attached.

      Through the Hoop

Team of approx. 8.
Each team must hold hands in a long chain with a hoop at one end of the
Teams are timed how long it takes to get the hoop from one end of the chain
to the other without breaking the chain.

To make it more difficult you can use smaller hoops.

      Map Puzzle Relay

Using a number of the same large A3 map, cut it into small jigsaw pieces.
Each team has an envelope at one end of the hall/ playground.
One person at a time from the team (teams of up to 4) runs to the envelope
and collects one piece of the jigsaw and brings it back to their team mate.
Once they have returned the next person can collect a piece of the jigsaw.

All teams must try to make up the picture as quickly as possible.
Differentiation = Maps can be more detailed as students progress through
the Key Stages, also the jigsaw pieces can be smaller in KS2 than in KS1.

Discuss with class once they have made up the maps about the detail,
colours given on the map. What certain symbols mean and why it is important
to have a key code to represent areas i.e. fences/ gateways etc.

      N/ S/ E/ W

Simple warm-up activity ensuring class are listening. Each of the four walls
represent North, East, South, West.
Students jog around inside the area, when one of the areas is called they
must run as quickly as possible to that area.

Can make it confusing by swapping them around e.g. North and South swap
ends/ East and West swap ends. For older students you may want to add
NW/ NE/ SW & SE.
      Human Knot

Groups of approx. 8-10 students make a circle and hold hands within the
circle, choosing anyone – Not the person next to them. They are now a
human knot and timed how long it takes them to untangle themselves out of
the knot without breaking out of holding hands.

They should finish in a big circle holding hands.

This ensures students work as a team and listen to one another.

      Tourists

Groups max. of 8.
One student is the guide the rest of the group are tourists. All tourists can not
speak English and the guide must use the translation card to guide the group
through the tour. All tourists have 3 minutes to remember the words on the
translation card before being blind folded.

The guide can not touch the tourists and must only guide them through verbal
communication using the words on the translation card.

Teachers can place as many obstacles in the way as they like.

First guide to get their group from one end to the other wins.

Progression:- Another student to become the guide. This time all tourists
must be blind folded before the guide is given the route.
Students may want to make more words up to mean different commands e.g.
making a word up for jump.

N.B – Translation card resources are attached with notes.

   2. Learning to Orientate a Map

             Photo Orienteering

Students are given a picture of a certain area and must stand where they
think that picture was taken.
Once they are in the correct place they return to pick up a new photo to find
where it was taken.

This can be made as easy or as difficult as you would like. Pictures can be
done within the school or around the school fields.

Progression:- Take photos of certain areas around school then where a
photo has been taken place a symbol in that area.

Students are to find where each photo was taken and record the symbol so
you know they have found the correct area.
This can be organised in two ways, either each student is given a set of
photos and a different one to go to first and find all before coming back.


Students take one photo find the area come back with the answer and then
given a new photo to find the symbol. This means you are more in control and
can see who is struggling and who is finding it easier.

        Equipment Maps – Orientating and setting a map.

(In Pairs) Using the equipment maps (attached with all other resources) staff
lay out specific equipment as set on the maps.

Each student is given a map and must stand in the equipment area where the
smiley face is placed on the map. Students must orientate the map correctly
in relation to where the equipment is on the floor.

Once the teacher has checked they are correct students then return the map
and select a new one and find the correct position, orientating the map

        Classroom Orienteering

This is a good wet weather lesson and also good start for KS1 students.

Symbols are hidden around the classroom and marked on a map (example
maps are attached).
Students in pairs are given one map and a score card to write their answers
Each pair starts where the triangle symbolises (Triangle in orienteering is
always the starting place).
Each pair starts at a different marker so all class are not trying to find the
same symbol at the same time.
Each pair must write the correct symbol in the correct box on the score card.
Once they have finished they must return to the teacher who will check their

        Cone Orienteering

Resources attached.
Teachers set cones out as shown on map.
Students must follow the route that is shown on map, learning to orientate the
map as they move in different directions.
Progression:- Symbols placed under the cone and as students walk their
route they pick up the cones along the way to see the symbol below and
record it. They return to the teacher to give their code. Teacher can then
check to see that they have orientated the map correctly.

      Badminton Orienteering

Using a badminton court/ netball court, place cones within the area with
selected numbers ranging from 1-4 on the bottom.

Have a variety of maps using the different cones that add up to different

Students are given a map and must orientate the map around and find the
cones in the order it states on the map, adding up the points along the way.
Once they have found each cone and added up the total they must return to
the teacher with their answer. The teacher has a master copy of how much
points each map adds up to.

N.B – Resources provided as badminton court but can be altered to netball.

      Matchbox Challenge

In pairs, students are given a matchbox and a question sheet.
There are a list of things to find on the sheet worth various points.
Students attempt to find everything on the list and given approx. 20 minutes to
find all items.

15 matchboxes needed.

N.B – Resources attached.

      Orienteering

In pairs, each has a map and score card which states a different numbered
marker to start at so whole class are not running for same one.
One starts with the score card and map running to the first one stated, find the
flag, mark their card then come back to the starting area.
The score card and map is then passed to their partner who finds the next
one e.g. if partner one starts at marker 3 then partner two must find marker 4

First team back with the correct symbols stamped into their score card wins.
Teacher has master answer card ready to check.

N.B – Score cards provided within resources attached.

P1 starts with their baton and runs to marker one.
P1 then runs back to the meeting point and tags P2.

P2 runs to marker one, collects baton and places it at marker two.
P2 then runs back to meeting point and tags P3.

P3 runs to marker two, collects baton and places it at marker three.
P3 runs back to meeting point and tags P1 to run again.

Students continue to do this until they have ran to all markers and brought the
baton back, usually 9 markers are set so each person runs 3x.

Each group starts at a different marker.

First team back wins.

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