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PESS – OAA YR5 lesson 1 (PDF)

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					CyfarCyfarthfa
     Development
     Centre
      Key Objective 3
  Curriculum Development
 Outdoor Education at K S 2
    Year 5 Unit of work




       Cyfarthfa Development Centre
             PE & School Sport
                               Contents


Section   Content

1         Rationale and Introduction
          Relevance to PESS project
          Presentation from staff training



2         What is OAA?
          Overview of the unit of work
          Lesson plans



3         Games and warm up ideas

4
          Teaching resources/display resources



5         Trail Orienteering




                    Cyfarthfa Development Centre
                          PE & School Sport
     Section



        one




Cyfarthfa Development Centre
      PE & School Sport
                              Rationale

Outdoor and Adventurous Activities (OAA) as an activity area has been
running for 3 years at Cyfarthfa High school. Units of work throughout
key stage three lead into both GCSE Physical Education and A Level
Physical Education, work from which contributes toward their final
examination marks. Pupils achieve highly due to the expertise of the staff
and availability of local facilities such as Dolygaer Outdoor Education
Centre. A Level students take part in activities such as orienteering,
camping and mountain walking and have the opportunity to develop skills
such as leadership, communication, cooperation and team work. All of
which are transferable essential life skills.

The PE and School Sport project identified OAA as an area which primary
schools would like to introduce into their school PE curriculum. This was
considered to be a great opportunity to form a transition link between
primary and the secondary school, raising standards of achievement and
to make good use of local facilities.

A partnership has formed therefore between the PESS project, primary
and secondary schools and with Dolygaer OE Centre to put together a
program beginning in at key stage 2 in year 5, progressive into year 6 and
then into key stage 3 at the secondary school. By the time pupils who
have begun OAA in year 5 reach Cyfarthfa High School, it is hoped that
standards would have been raised enough so that pupils can move on to
more exciting and challenging outdoor activities.

Thank you to Mr Keri Lewis for writing the unit of work for year 5 and
for leading the introduction and training day at Dolygaer OE Centre.
Thanks also to Dolygaer OE Centre for working with us on this project
and for providing staff with invaluable ideas and resources.




                     Cyfarthfa Development Centre
                           PE & School Sport
Outline of OAA project from the PESS 3 year plan.

Key Area 3: CURRICULUM DEVELOPMENT
‘Develop Outdoor Education in the primary PE Curriculum’

   Objectives /         Detail of Activities      Performance         Measurement           Timescale         Resources and
    Targets                                        Indicators            Tools                                  Training
Establish working       Sub group meetings        Establish a        Meeting minutes       Year 1 priority   Resources
party of interested     Liaise with the           direction and      Action plan
teachers to develop a   Dolygaer working party    framework for
programme of OAA                                  the development
                                                  of OAA
Provide a framework     Establish units of work   Scheme of work     Evaluation of the     Year 2 priority   Specialist time
for the delivery of     for years 5 and 6 using   established for    units of work                           Supply cover
OAA in KS2 leading      local facilities in       Years 5 and 6      Photos                                  Resources
into KS3                Cyfarthfa Park and                           Video
(KS3 already            Dolygaer                                     Orienteering points
established)                                                         at school

To include and use      Improved knowledge        Improved           Attendance at local Year 2 and 3        Time/sessions at
the facilities of       and understanding of      knowledge and      facilities sessions at                  Dolygaer OEC
Dolygaer OE Centre      possibilities of local    understanding of   Dolygaer and                            Specialist leaders
and Cyfarthfa Park      facilities,               OAA and            Cyfarthfa Park                          help and guidance
to complement the       complementing the         broadening         Improved                                Transport
curriculum              curriculum and            pupils             attainment levels in
                        broadening pupil          experiences        OAA
                        experiences


                                                      Cyfarthfa Development Centre
                                                            PE & School Sport
                                                          MAIN AIMS OF PROJECT
                                                          PUPILS HAVING AN INCREASED
  CYFARTHFA PESS                                          AWARENESS OF REQUIREMENTS
                                                          WITHIN PHYSICAL EDUCATION
                                                          RELATING TO OAA
              OUTDOOR                                     TO DEVELOP AND REFINE
            ADVENTUROUS                                   ORIENTEERING AND PROBLEM
                                                          SOLVING SKILLS WHEN WORKING
              ACTIVITY
                                                          IN GROUPS AND INDIVIDUALLY




      FINAL PRODUCT                                               FINAL PRODUCT




PUPILS AT EXAMINATION LEVEL USING
SKILLS REFINED FROM KS2,3,4 OAA SOW.                      PUPILS ENJOYING THEMSELVES.
                                                          FURTHER ENHANCING POSITIVE PERSONAL TRAITS.
MOUNTAIN WALKING.




        OAA INSET                                              PRACTICAL SESSION
                                                           DEVELOPING KNOWLEDGE
               PRACTICAL
                SESSION                                    GIVING VALUABLE INSIGHT
                        RESOURCE
      CONFIDENCE
                          PACK                             SAFETY ISSUES
                                                           GENUINE LESSON PLANS
      SUPPORT
                    OAA
                            VISUAL                         TRANSFERABLE SKILLS(TEAMWORK)
                             AIDS
                                                           IDENTIFYING PROBLEMS
                     CYFARTHFA                             GIVING ENOUGH KNOWLEDGE TO
            IDEAS     DOLYGAER
                     EXPERIENCE                            HANDLE A COMPASS.




                                     Cyfarthfa Development Centre
                                           PE & School Sport
       RESOURCE PACK                                   VISUAL AIDS
VIDEO EVIDENCE - RIVER CROSSING,               PUPILS GIVEN         TEACHERS SHOWN
                                               OPPORTUNITY TO       ACTIVITIES DURING
BENCH SHUFFLE.                                 LEARN UNDER THE      THE INSET HAELPING
YR5 SOW                                        VAK UMBRELLA         UNDERSTAND
                                                                    REQUIREMENTS OF
ACHIEVABLE GAMES                                                    THE LESSONS.
                                               VISUAL INFLUENCES
CYFARTHFA/DOLYGAER EXPERIENCE                  VIA WORKSHEETS       CLEAR WORKSHEETS
                                               AND PRACTICAL        GIVING
REQUIREMENTS OF                                                     UNCOMPLICATED
PRIMARY/SECONDARY SCHOOLS.                                          INSTRUCTIONS
                                                                    MODIFIED BY YOU.




   CYFARTHFA DOLYGAER                                CYFARTHFA DOLYGAER
       EXPERIENCE                                        EXPERIENCE
MORNING SESSION                                  PUPILS THEN HAVE LUNCH AND MAKE THEIR
OPEN TO YEAR 5 & 6                               WAY TO DOLYGAER.
INITIALLY THE CYFARTHFA PARK IS USED IN          HERE PUPILS WILL BE GIVEN FURTHER TASKS
THE MORNINGS ACTIVITIES DEVELOPING               WHICH WILL AIM TO FURTHER DEVELOP
FURTHER TEAM BUILDING AND GROUP                  INDIVIDUAL AND GROUP ACTIVITIES.
ACTIVITIES.                                      SESSION WILL CONTINUE TO BE TEAM
ORIENTEERING COURSES SET UP AND GRADED           COMPETIION AND ACTIVITIES WILL BE
WITH DIFFICULTY IN LINE WITH INCLUSION           ROTATED.
POLICY                                                              CO-
                                                 SIMON BALDWIN TO CO-ORDINATE
SCHOOLS COMPETING WITH ONE ANOTHER IN            ACTIVITIES. YEAR 5&6 PUPILS WILL HAVE
AN OVERALL DAY COMPETITION. ACTIVITIES           SIMILAR TASKS BUT IN TIME, FOR EXAMPLE THE
WILL BE GIVEN POINTS WHICH WILL ALLOW            SECOND YEAR, DOLYGAER EXPERIENCE WOULD
EVEN COMPETITION.                                CONTAIN MORE ADVANCED ORIENTEERING FOR
SIXTH FORM AND GCSE PUPILS WILL GIVE             THE YEAR 6 PUPILS WHO SHOULD MOVE ON TO
SUPPORT TO THE DAY                               THIS IN WITHIN THE YEAR 6 SCHEME OF WORK




              IDEAS                                              SUPPORT
RIVER CROSSING                                    IT IS OUR AIM TO GIVE INFORMATION
SHEEP PEN                                         DURING THIS SHORT INSET, AND
HOOPS                                             MAINTAIN LINKS BETWEEN
LETTERS AND WORDS                                 PRIMARY,SECONDARY AND DOLYGAER.
KNOTS
COMMUNICATION BENCH(SHUFFLE)                      GIVING AND TAKING BEARINGS SEEMS
FETCH                                             INITIALLY COMPLEX BUT WITHIN 2
BASIC ORIENTEERING                                SESSIONS PUPILS SHOULD BE ABLE TO
ADVANCED ORIENTEERING                             HAVE A BASIC UNDERSTANDING.
ALL TO BE ATTEMPTED IN PRACTICAL SESSION          REMEMBER WE ARE ONLY A PHONE CALL
LATER ! ! !                                       AWAY.




                              Cyfarthfa Development Centre
                                    PE & School Sport
       CONFIDENCE                              CONCLUSION
DEVELOPING TEACHER CONFIDENCE
AND, AS A DIRECT RESULT, PUPIL
CONFIDENCE ENTERING CYFARTHFA
YR 7 SHOULD BE INCREASED.

THEREFORE THE ‘FINAL PRODUCT’
SHOULD BE REACHED WITH A
GREATER AMOUNT OF CONFIDENCE.




                      Cyfarthfa Development Centre
                            PE & School Sport
       Section



          two




Cyfarthfa Development Centre
      PE & School Sport
     What is Outdoor and Adventurous Activities?
OAA encompasses a wide range of challenging activities that take place
mainly in the outdoor environment. Examples of which could be mountain
walking, canoeing, kayaking, gorge walking, rambling, caving, climbing,
abseiling, and orienteering to name but a few. There are also more
educational learning-focused games that can be done within a school
environment.

OAA is part of the National Curriculum for Physical Education. It is an
option in key stage 2; schools should choose to do either OAA or athletic
activities, although many schools choose to do both realising the
educational advantages of both activity areas.

The unit of work written for year 5 includes problem solving and team
building activities which can be done indoor or out and basic map reading
and orienteering skills which should be completed around the school
playground and within the school boundaries.

What will the children gain from OAA?
As well as the obvious health advantages of taking part in any sporting
activity, OAA activities can offer development in many key skills and in
other subject areas:

         •   Children learn about cooperation; often activities cannot be
             completed unless teams work together and communicate well.
         •   They learn to think through problems and how to solve them
             through organised thinking and planning of solutions.
         •   They learn the language of the outdoors thus extending
             their vocabulary through listening and speaking, and are able
             to apply that knowledge to practical ‘real’ situations when
             visiting the outdoors.
         •   They learn about the environment and how to behave in the
             Countryside ‘the country code’
         •   They learn to read maps and how to orientate themselves in
             relation to a map
         •   Children learn how to keep themselves and others safe in
             unfamiliar conditions through learning how to assess danger
             and think of ways for themselves and others to avoid it
         •   Children begin to feel a sense of camaraderie with their
             peers

                     Cyfarthfa Development Centre
                           PE & School Sport
                            Year 5 Unit Content
Problem solving/team building games

Examples of these are written in the lesson plans. Accompanying
explanations can be found in the section for ideas and games. This section
contains a wide range of activities that you can choose from so that you
may vary your lessons when you feel comfortable to do so.

Orienteering

Orienteering began in the forests of Scandinavia, where it was
introduced as a form of army training. The word 'orienteering' or
'orientation' was being used in military circles to mean crossing unknown
territory with the aid of a map and compass as early as 1886, and by 1895
orienteering competitions were being held between military garrisons in
what was then the United Kingdom of Sweden and Norway.

People who orienteer are often known as ‘thinking runners’ as they have to
run between ‘check points’ to collect information laid out along a course.
They have to think about the quickest route, plan their course, read their
map, orientate their map and pace their bodies so that they can last the
whole distance. On top of this some orienteering courses cover some
tough terrain which the runner must think very carefully about and take
into consideration when completing the course.

Skills to learn

         •   At school you should have an orienteering map with symbols
             on so that you can recognise where you are. The symbols are
             then explained in a ‘key’ at the bottom or side of the map.
             (Possible link with Geography)

         •   Map reading and referencing symbols with keys

         •   Orientating the map means to turn the map so that it is
             facing the correct way. You can do this by looking at what is
             around you and matching the map to what you see. The map
             will then never change position even if you turn around and
             face another direction. You would need to move around the
             map.

                     Cyfarthfa Development Centre
                           PE & School Sport
                                                                ACTIVITY –OAA
                                                                 KEY STAGE 2
                                                                   UNIT 1
                                                                   YEAR 5



                                                   TIME ALLOCATION -           6 X 50 minutes



   LEARNING OUTCOMES

   1)   Pupils should show a basic understanding towards the sport of orienteering.
   2)   Pupils must be able to follow simple instructions and complete tasks individually and with others.
   3)   Pupils must be able to understand the need to warm up.
   4)   Pupils must be able to demonstrate basic techniques and skills. To include communication, planning, recording & teamwork.
   5)   Pupils must be able to listen to relevant terminology, whilst being able to understand and relate it to a challenging situation.
   6)   Pupils develop confidence in problem solving situations



TEACHING AND LEARNING APPROACHES –
Emphasis is placed on allowing pupils to develop confidence in the activity of orienteering and to be happy working with a map or plan of an
area. Each lesson will approach a specific skill and then involve that technique in the modified situation. Pupils where possible will show
an ability to observe and assess others performance and help improve accordingly.

LEARNING RESOURCES - Area maps, numbered cones, paper, pencils, benches, mats.




                                                        Cyfarthfa Development Centre
                                                              PE & School Sport
A RANGE OF TEACHING STYLES WILL BE EMPLOYED WITHIN THE FOUR DISTINCT STAGES OF A GOOD LESSON, SETTING
THE SCENE, TEACHER EXPOSITION, THE INTERACTION STAGE AND THE REVIEW. AS THE PROGRESSION OF WORK FOR A KEY
STAGE INCREASES IN COMPLEXITY AND DEMAND MORE EMPHASIS WILL BE PLACED ON CERTAIN TEACHING STYLES AT
APPRPRIATE STAGES OF LEARNING.

USE OF TEACHING AND LEARNING STYLES: (catering for a range of abilities/inclusion)
A: COMMAND STYLE – 100% DEPENDANCE, ALL DECISIONS MADE BY TEACHER, SAFETY AND DISCIPLINE, NO DIFFERENTIATION, EFFICIENT USE OF
TIME,TAKING INTO ACCOUNT DIFFERENT TYPES OF LEARNERS AND MULTIPLE INTELLIGENCES.

B: PRACTICE – 85% DEPENDANCE, MOST DECISIONS MADE BY TEACHER, IMPROVES SPECIFIC SKILLS, ENABLES LEARNERS TO IDENTIFY BETWEEN
PRACTICE IMPROVEMENT AND QUALITY, LEARNERS CAN ASSESS THEIR OWN SKILL LEVEL

C: RECIPROCAL: 50% INDEPENDENCE, PLANNED BY TEACHER PAIR AND GROUP COLLABORATION WORKING, PUPIL RESPONSIBILITY FOR ANALYSING
AND EVALUATING THEIR OWN AND OTHERS PERFORMANCES THROUGH PEER TUTORING AND ASSESSMENT. DEVELOPS COMMUNICATION AND
EVALUATION, HEIGHTENS TOLERANCE, PUPILS ARE ABLE TO EXPLORE AND BROADEN CONCEPTS AND IDEAS FURTHER

D: SELF CHECK: 50% INDEPENDENCE, CRITERIA ESSENTIAL, PUPILS ASSESS THEIR OWN LEVEL, DEVELOPS HONESTY, PUPILS BECOME OBJECTIVE,
PUPILS RECOGNISE THEIR LIMITATIONS WHILST DEVELOPING A DESIRE TO IMPROVE

E: INCLUSION: 50% INDEPENDENCE, PLANNED BY TEACHER PUPILS CHECK THEIR OWN PERFORMANCES, TASKS ARRANGED IN ORDER TO HIGHLIGHT
PROGRESSION, MAXIMUM INVOLVEMENT AT ALL STAGES, ACCOMODATES ALL INDIVIDUAL DIFFERENCES, ALL SUCCEED THROUGH DIFFERENTIATED
AND EXTENSION TASKS LINKED TO A COMMON THEME.

F: GUIDED DISCOVERY: 50% INDEPENDENCE, TEACHER PLANS TARGET AND LEADS PUPILS TO DISCOVER TARGET, PUPILS ARE ABLE TO INTERPRET
TASKS DIFFERENTLY, TEACHER QUESTIONING IS CRUCIAL, APPROPRIATE LEARNING STEPS PROVIDED, REDIRECTION FROM PAST MISTAKES,
AWARENESS OF ACTION AND CONSEQUENCE, DEVELOPS PATIENCE

G: PROBLEM SOLVING: 50% INDEPENDENCE, TEACHER PRESENTS PROBLEM, PUPILS FIND ALTERNATIVE SOLUTIONS, PUPILS WORK IN GROUPS, PUPILS
CONTRIBUTE AT ALL STAGES WITH THEIR ANSWER DETERMINING THE NEXT MOVE, DEVELOPS PROBLEM SOLVING SKILLS, ENCOURAGES
INDEPENDENT WORK, PROMOTES SELF CONFIDENCE IN ANSWERING AND WORK

                                                 Cyfarthfa Development Centre
                                                       PE & School Sport
H: SELF TEACHING: 95% INDEPENDENCE, PUPIL IS BOTH TEACHER AND PUPIL, PUPILS WORK FULLY INDEPENDENTLY




There is a need to explore the relevance of the essential skills as they will be inherent in the PE lesson e.g. Great emphasis should be
placed on investigation, exploration, and problem solving approaches. Making provision for questioning which probes understanding (what
would have happened if…..?)




                                                    Cyfarthfa Development Centre
                                                          PE & School Sport
                                                                                                                 KEY.
LS                            TASKS                       LR                      Points to Note                 Skills   ASS.


      A Team building activities                                  Groups of 6-8
A,B                                                                                                                       4,2
        •   Bench shuffle                                         Pupils organise bench in order of height (no
                                                        Benches   stepping off) age order, alphabetical name
                                                                  order. Any variation without communicating
        •   Rope shape game                             Mats      verbally increases difficulty and highlights            5
                                                                  need to talk
                                                        Rope
A,B     •   River crossing                                        Creating shapes with rope, e.g. square,
                                                                  rectangle or parallelogram                              3,5
      Safety- assess the understanding of lifting and
      carrying benches and mats.                                  Teams on benches given 2 mats, area coned
                                                                  off on floor. Pupils aim to cross the
                                                                  area/river without touching floor area. They
                                                                  can however stand on mats and benches.

                                                                  Activity made more difficult by limiting
                                                                  number of pupils allowed on the mats.




                                              Cyfarthfa Development Centre
                                                    PE & School Sport
                                                                                                                         Key.
LS                          TASKS                                LR                    Points to Note                    Skills   ASS.


A,B   B   Drawing basic plans                                           Working in pairs
                                                             Paper
       * Varying depth of detail                                           Highlight plan view, i.e. looking down from
      * plans to include as much detail as possible          Pencils       a plane. GIVE AN EXAMPLE (could start
      * Use 3D models to stimulate where possible                          within classroom environment highlight
D                                                            Cones         seating position)
                                                                           Team given challenge of drawing plan
                                                             Clip-         map, school grounds or indoor area (pairs
                                                             boards        – map each)
                                                                           Create key to compliment map
                                                                           (extension)                                            2,3
                                                                           Prepare simple line map (less able)                    4,5
      C   Orientating or setting maps
                                                                        Pupils develop the idea of standing in
          •   Using the map created by the pupils or a map              different areas and rotating the map to suit
              supplied by the teacher, pupils gain                      the environment
              understanding of moving the map in order to
              suit the surroundings.                                    To evaluate - in groups using set criteria,               1
                                                                        pupils assess other's performance and
                                                                        suggest improvements.
                                                                        Why? How? What? When?



                                                                                                                                  2




                                                      Cyfarthfa Development Centre
                                                            PE & School Sport
                                                                                                                         KEY.
LS                           TASKS                              LR                     Points to Note                    Skills   ASS.



A,B      •   Star orienteering exercise (fetch)                            •   Partners one with map, the other                   4,2
                                                                               remains at base
       Teacher preparation- place controls around school                   •   Using numbered cones partners visit
      grounds or area being used.                           Maps               area and place cone, using blue tack
                                                                               pupils mark area and return to base.               5
      Maps are required with control points on.             Blue tack          Pupils swap maps and attempt to
                                                                               retrieve cone
A,B   Pupils should be made aware that hiding the cones     Numbered
      would limit the effectiveness of exercise             cones       Pupils then try to accurately describe route              3,5
                                                                        and understand basic map work after
      Cones should be placed out of sight, or partners                  replacing cone in new more difficult position.
      should face away from the cone setter.
                                                                           •   Teacher can extend or challenge
                                                                               groups by asking them to make as
                                                                               many trips as possible in 5 minutes




                                                     Cyfarthfa Development Centre
                                                           PE & School Sport
                                                                                                                           KEY.
LS                           TASKS                             LR                      Points to Note                      Skills   ASS.



A,B      •   Point to point (line) orienteering                         Pupils are to travel initially to the start base            4,2
                                                                        indicated on the map as a triangle, here they
      Maps provided by the teacher with corresponding                   set the map and follow the control points
      points already set up permanently around the school   Maps        retrieving information.
      grounds.                                                                                                                      5
      Minimum number of points -8                           Blue tack   Pupils should set the map at each control
      Pupils can be challenged by, either sorting out an                point; this will give them the direction to
A,B   anagram or sum created after all points have been     Numbered    the next point.
      collected.                                            cones                                                                   3,5
                                                                        The control could spell a word or have
                                                                        numerous pieces of information allowing the
                                                                        pupils to try different pathways around the
                                                                        course.
         •   CYFARTHFA DOLYGAER EXPERIENCE
                                                                        There could be a timed element or reward
      Pupils are invited to take part in an orienteering                structure to enable competition amongst the
      event at Cyfarthfa Park and Dolygaer.                             group or individuals.




                                                  Cyfarthfa Development Centre
                                                        PE & School Sport
                                               PESS – OAA YR5 lesson 1



              Phase 1: Setting the Scene                               Phase 2: Input (Teacher exposition)

                                                                 •   Warm up and cool down integrated within the lesson
•   Introduction to OAA -                                            and be relevant to activities.
•   Detail of inter school competition (Dolygaer)                •   Pupils introduced to team building activities.
•   Lesson outcomes: improving skills of co-operation,           •   Bench Shuffle – height order, age order, alphabetical
    problem solving, Understanding group / individual                order. Pupils complete task in silence to further
    responsibilities, communication skills.                          extend.
•   Today - Team building activities                             •   Team given rope circle pupils asked to create square,
                                                                     triangle, parrallelagram, star, hexagon etc.




          Phase 3: Process (Pupil exposition)                                      Phase 4: Review

•   Pupils given the guidelines for next challenge RIVER     •   Demonstrate understanding
    CROSSING – pupils organised into groups of 6/8           •   Reflect on the ‘what’ , ‘how’ and ‘why’
•   Team guided in the task and instructed that bench and    •   Discuss successful team activities, relate to team sports
    mat can be used to transport all team across the area    •   Review team challenges and highlight how to team would
•   Safety when lifting/carrying. See attached sheet             have benefited during an outdoor expedition.
•   More independence for the learner.



                                               Cyfarthfa Development Centre
                                                     PE & School Sport
                                                          Lesson 2




              Phase 1: Setting the Scene                                   Phase 2: Input (Teacher exposition)

                                                                     •   Review – team building revisit previous lesson.
• Pupils reminded and discuss the requirements for                   •   Highlight plan view, i.e. looking down from a plane.
  successful team activities                                             GIVE AN EXAMPLE.(could start within classroom
• Pupils given team example i.e. mountain expedition.                    environment highlight seating position)
• Pupils to develop map skills and reinforce co-operation            •   `Team given challenge of drawing plan map, school
• Set the challenge/task                                                 grounds or indoor area (pairs – map each)
                                                                     •   Create key to compliment map (extension)
                                                                     •   Prepare simple line map (less able)


          Phase 3: Process (Pupil exposition)                                           Phase 4: Review

•   Pupils now create route in order to visit key areas within   •   Highlight a good example of a map (teacher to provide
    map(i.e. move from fence to blue door, what can you see?)        map for less able)
•   Pupils swap maps and try to follow route as designed by      •   Compare to a map of your school (provided)
    partner.                                                     •   Reflect on today’s information and outline next lesson
•   More independence for the learner                            •   Maps could be used as display cross curricular link with

                                               Cyfarthfa Development Centre
                                                     PE & School Sport
•   Opportunity to process information                             geography




                                                          Lesson 3




              Phase 1: Setting the Scene                                 Phase 2: Input (Teacher exposition)

• Linking the previous lesson via map drawing review.              •   Using school maps or good examples of pupils maps
• Give examples of good plans/maps highlight key factors           •   ‘FETCH’ orienteering exercise.
• Outline simple map reading skills                                •   Using numbered cones partners visit area and place
• Introduce the key learning points/ words i.e setting the             cone, using bluetac pupils mark area and return to
  map/ orienting                                                       base. Pupils swap maps and attempt to retrieve cone
• Challenge the pupils to give positive feedback to partners       •   Pupils then try to accurately describe route and
  and other groups.                                                    understand basic map work after replacing cone in new
                                                                       more difficult position.


          Phase 3: Process (Pupil exposition)                                        Phase 4: Review

•   Making sense of the information given                      •   Develop further understanding of map reading and explain
•   Activities designed to allow maximum pupil participation       using school map (provided)
                                               Cyfarthfa Development Centre
                                                     PE & School Sport
    and developing basic pupil planning and evaluation skills.   •   Overview of next lesson, team challenge around school.
•   More independence for the learner as confidence              •   Developing teamwork, organising skills and recording
    develops                                                         methods.
•   Opportunity to process information




                                                            Lesson 4




               Phase 1: Setting the Scene                                  Phase 2: Input (Teacher exposition)

• Pupils introduced to scatter orienteering method,                  •   Pupils shown maps which they could use for team
  highlighting orienteering as a sport                                   challenge pupils could use their own maps from last
• Map has pre-set points which pupils will visit and record              week or teacher prepares map.
  information.                                                       •   Teacher to organise teams and highlight opportunities
• Pupils should now be able to find simple points on a map.              to develop team building skills.
• New skills of recording information.                               •   Non participants – timekeeping, and organisation of
• Set the challenge/task                                                 recording sheets.



          Phase 3: Process (Pupil exposition)                                          Phase 4: Review
                                                  Cyfarthfa Development Centre
                                                        PE & School Sport
•   Teams given time to prepare and organise best route for      •   Demonstrate understanding on what happened in previous
    activity, Team responsibilities (scribe, team leader etc.)       lessons.
•   Teams to be set off at different times using the same        •   Reflect on the ‘what’ , ‘how’ and ‘why’
    map or together using coloured maps (Variation).             •   Did pupils discuss a plan before setting off?
•   Timed competition returning before set time or on            •   Results.
    whistle blow signifying return to base.




                              Lesson 5/6 at Cyfarthfa Park and Dolygaer OE Centre




                                                Cyfarthfa Development Centre
                                                      PE & School Sport
               Phase 1: Setting the Scene                                 Phase 2: Input (Teacher exposition)

    •   Pupils aim to develop confidence by reviewing scatter       •   Pupils given opportunity to review the scatter
        orienteering and developing line orienteering.                  orienteering activity, quick task, repeat last exercise.
    •   Learning outcome – planning a route, recording              •   Should now become more efficient at setting the map
        information, developing roles within a group.                   and collecting correct information.
                                                                    •   Pupils now given task which stretches more able and is
                                                                        still achievable to the less able



           Phase 3: Process (Pupil exposition)                                        Phase 4: Review

•    Groups created and review responsibilities, scribe,        •   Pupils evaluate planned route and highlight changes they
    timekeeper safety warden, equipment manager.                    would make if they were to do it again.
•   Maps with pre set destinations and tasks on route which     •   Tease out strategies which allow the pupils to work as a
    are within worksheets i.e. how many angels are there on         team.
    the fountain?                                               •   What questions would allow them plan for the Cyfarthfa /
•   Pupils attempt to plan route after discussion lasting at        Dolygaer experience.
    least 2 minutes before setting off.                         •   Review competition results if any were set.




                                                Cyfarthfa Development Centre
                                                      PE & School Sport
     Section



       four




Cyfarthfa Development Centre
      PE & School Sport
                             Games and Warm up Ideas!
    The best advice to give you is that you simply test the activities out on children at
    first, beginning with the easiest - in particular, the blindfold activities require very
    little management and organisation.

    When you, and the children, have experienced several of the activities and gained in
    confidence, decide which ones are suitable for warm ups. Develop your lesson so that
    children are organised in 4 or 5 small groups and can rotate around 4 or 5 different
    activities (as they would if you set out gymnastics stations).

    Remember to remain focused on the learning objectives of the OAA unit and
    lessons. These must include children; recognising the importance of team work;
    working individually and co-operatively in small groups; being aware of the
    strengths and weaknesses of others; contributing to group/team discussions and
    activities; adhering to the rules of safety. Outdoor and Adventurous Activities
    are very enjoyable and highly rewarding - try them and find out!

    The Games
    Buckets and Umbrellas!

    Equipment - A large amount of rounded markers

    Get some children to scatter the markers over a large area. Half should be the right
    way up, the other half upside down. Tell the children to imagine it is raining. Team A
    wants to catch the rain in the upside down markers, so they must rush around, turning
    them all upside down. The other team (B) doesn’t want to catch the rain so their
    mission is to turn them back the right way! Both teams do this for a set time and then
    the markers are compared to see which team has the most their way. Repeat as
    desired. It's really not as chaotic as it sounds!

    Giants, Wizards and Dwarfs

    Equipment – stop watch, whistle

•   Divide the class into two groups, standing either end of the hall
•   Groups have 20 seconds to decide which of the three characters they want to be
•   On the whistle they stand opposite each other in rows about 5-8metres apart
•   On the second whistle they perform the action and the winners have to chase the
    opposition back to their safe zone
•   If they tag anyone, they join their team/or reward points per tag



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                                     PE & School Sport
       Progression - Pupils lying face down to wait for the second whistle

    Scoring - Giants win over Dwarfs
    Wizards win over Giants
    Dwarfs win over Wizards

    Tank Tracks

    Equipment – Mats

•   Divide class into groups of 4 and 5, each with two gym mats at one end of the hall
    behind a common line
•   Groups to have 5-10 minutes discussion on how they will get from one end to the
    other end of the hall without touching the floor only the mats.
•   NO THROWING
•   Perform task after 10mins and find winners
•   Discuss and evaluate success - Strategies used etc
•   Repeat with new ideas - Tank motion works best

    Sheep Pen

    Equipment – Benches, chairs, boxes tables, mats, whistles, blindfolds (equipment can
    vary depending what is available to you)

•   Introduce idea - In groups (sheep!) a Shepherd will guide his sheep to their sheep
    pen, avoiding electric fences, however as we know sheep can't speak or understand
    English!
•   Organise the hall with a number of obstacles such as benches, boxes, chairs, tables
    etc and enough mats for 1 per group.
•   Groups of 5 or 6 work well
•   Each group to sit on the mats
•   Give groups 10mins to choose a Shepherd and plan how the Shepherd will communicate
    to his sheep in order to know which way he wants them to go (ideas such as
    stamps/claps/whistles)
•   All sheep will be blindfolded and hands on knees
•   Teacher to spread out the sheep from all the groups around the room
•   Teacher secretly tells each Shepherd which pen (mat) is theirs
•   Pupils then perform. Deduct points when sheep (pupils) touch any obstacle (electric
    fence)
•   Discuss success strategies and repeat with new Shepherd

    Symbol Recognition Game

    Equipment – Pre prepared symbol cards with numbers and letters


                                Cyfarthfa Development Centre
                                     PE & School Sport
•   Layout the two sets of cards at either end of the hall on benches, with the symbols
    with letters at one end and the symbols and numbers at the other end
•   Pair the pupils up and provide them with a sheet where they number 1-15
•   Decide in the pairs who is to go first and have the others standing to the side
•   Give each pupil a different number to start with and on the command, they run to the
    symbol card with their number on and memorise the symbol
•   Then run to the other end and find the symbol and record the letter with that symbol
    against the specific number on their sheet
•   Repeat until all numbers have a corresponding letter and then rearrange letters to
    find a specific word (Drakes Broughton)
•   After 2-3mins, blow the whistle and the partners have to swap over
•   Discuss and evaluate

    Fetch

    Equipment – maps, plastic cups/comes, Blue Tack, String

•   In pairs, one partner runs out into the school grounds with a map and plastic cup on a
    piece or string. They attach the cup to the place of their choice and mark the position
    on the map with a piece of blue tack
•   No verbal communication allowed during the event
•   Partner runs and tries to locate the cup and bring it back
•   Map is divided into scoring zones and the cup must be placed in a different zone each
    time otherwise a penalty is occurred
•   Pupils allowed 5-10mins to decide strategy to gain most points
•   Teacher to keep record of points as they come in to reward the winners Line
    Orienteering Map reading Plotting and following a line on a map
•   Lay out a range of apparatus in the hall
•   Provide each pupil with a piece of paper
•   They draw a plan of the room and then add a route through and around the room with
    a line
•   They practice following their line routes
•   Working with a partner, one follows the others route and the other checks and visa
    versa

    Hoops

    Equipment - hoops

•   Whole class circle in the middle of the hall
•   All pupils hold hands
•   A hoop is put on a pupils arm
•   The hoop has to get all the way around the circle without the pupils breaking the link



                                Cyfarthfa Development Centre
                                     PE & School Sport
•   It is up to the rest of the pupils to guide the hoop around, telling the pupil with the
    hoop the best way for them.

    Progression: - Smaller groups, race to see who can get the hoop around the
          circle the quickest - award points

-           2 hoops going from one end to another, crossing in the middle
-           How many people can you get standing in 1 hoop?


    Amoeba Tag

    Equipment – none required

    Two people are it. They hold hands and chase people, the person they catch join the
    chain by linking hands. When another person is caught they can stay together or spilt
    2 and 2 they must split even numbers and can link together at will. This game is played
    till' nobody is left.

    Tails

    Equipment - Braids

    Each pupil is given a braid, which they tuck into a waistband. Pupils have to collect as
    many braids as possible; they must not hold on to their own tail, must not make
    physical contact and must not collect their own tail. Play the game until all braids are
    collected or for a designated period of time. The teacher may ask who has collected
    the most braids or by repeating the game it can be made into a 'beat your previous
    best' activity.

    Ice and Sun

    Equipment – Braids in 2 colours

    Select two children as the 'Ice' and give them blue braids. Select two children as the
    'Sun' and give them yellow braids. The 'Ice' children must chase others; [apart from
    the 'Sun' children] touch them so they freeze. Children can only become defrosted
    when they are touched by the 'Sun'. Play the game for a designated amount of time.

    Name Game 1

    Equipment – Blindfolds.




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                                      PE & School Sport
 All class members take up a place standing on the floor. One person from the class is
blindfolded and one other leaves the hall quietly, everyone else swaps places. The
blindfolded person removes the blindfold and has to describe the missing person.

Name Game 2

Equipment – One small ball per team, teams of about 10 children.

Teams begin in a circle. One child stands in the centre and the ball is thrown at
random around the team, with the child in the centre calling the name of the catcher
each time. The ball has to be returned to the child in the centre each time. The
winning team might be the first to make 20 consecutive catches. If the ball is
dropped the team could start again Variations – size of the ball, number of
consecutive throws to achieve; how many can they achieve in one minute, a dropped
ball does not have to take the team back to the start.

Follow Me

Equipment – Blindfolds.

Class stand on the far side of the hall and put on blindfolds. Everyone walks towards
the sound of your voice. Once the class has started moving you can move around and
continue talking.

Blindfold Lead 1

Equipment – Blindfolds

Children work in pairs, one is blindfolded. The non-blindfolded person acts as the
guide giving verbal instructions on a walk around school, either inside, outside or both.
If needed the guide can place a reassuring hand on the partners shoulder. Try and
encourage children to have tactile experiences and to describe them. Variations – use
a piece of rope about 15 – 20 metres long and tie it in and around secure objects.
Avoid children climbing when blindfolded.

Blindfold Lead 2

Equipment – None

Children work in pairs; one leads the other by gently holding an outstretched index
finger. The one being led must try to keep his/her eyes closed at all times. The
exercise should be done in a limited area. After a short time the leader stops and
leaves his/her partner standing still and looks for a different partner. Exchange roles.
Variations – changes in speed and direction, no talking.



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                                  PE & School Sport
Blindfold Walk

Equipment – Blindfolds

Divide children into 4 groups. One child in the group moves to the starting point about
20 paces away from the rest of the group e.g. a wall. The same person then walks back
to the group blindfolded, with the rest of the group to encourage and ‘catch’ him/her.
All group members should be encouraged to gain the experience. Variations – Blindfold
run

Alphabet Balance Bench

Equipment – One PE bench per team

Teams of 7/8 children. Children sit on a bench in random order. Give the children
numbers so they remember their sitting order. Organise children so that they are
standing on the benches and position benches not too near other groups. Children
must rearrange themselves alphabetically, according to their Christian names.
Teacher decides whether 'A' starts on the right or left of the bench. All groups must
try to remain on their bench during the task. If any child leaves the top of the bench
the whole team must start again. Variations – The entire group need not stand at the
same time. Children can do a similar task according to age, height, number of birthday
etc.

Human Alphabet

Equipment – none

Children divided into 2’s and 3’s and the letters of the alphabet are called out at
random. Each pair of group must form the letters called. All group members must be
used. Variations – Give children opportunities to experiment with forming letters and
challenge others to make letters they can make. Larger groups can make small words.

Pass the Hoop

Equipment - large hoops

Organise children into groups of about 12/15, facing the centre and holding hands.
One child stands inside a hoop to start. The hoop must be passed around the circle
and must pass over the head of al team members. The task is complete when the hoop
is returned to the starting point. Encourage children not to break grips. Variation -
use 2 hoops.




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                                 PE & School Sport
Night Line

Equipment - blindfolds, rope

Organise the children into groups of 5/6. Each group is blindfolded and tied together
by a rope. By touching they follow a line around a safe, pre-set course, the leading
person giving the directions etc.. The line is strung around various points in the
school's grounds. No climbing. Variations - indoors using safe and strong PE apparatus.

Blindfold Square

Equipment - blindfolds, 10-15 metres of rope tied together at both ends.

Organise the children into groups of 6-8, all blindfolded. The rope is placed on the
floor and children have to attempt to make a square. Blindfolds must not be removed
until the group thinks they have succeeded. This activity is suitable for year 6; help
children to organise themselves so that each has a specific role to play; give them
enough time to think and talk about how they will tackle this problem.

Tangle

Equipment - none

Groups of 5-6. Groups stand in a circle facing each other. They link hands, using a
different person for both hands. Children must try to untangle themselves without
letting go of hands. Encourage discussion and co-operation.




                               Cyfarthfa Development Centre
                                    PE & School Sport
                                Using a parachute

Using a parachute is a really good and fun way of developing children's personal and
social skills. However, it can be used in a variety of ways and, given a little thought can
support work in other areas of the curriculum. For example, consider the language
development you can promote; listening to and following instructions; counting and
turning through angles in mathematics; and in science work about air.

Sharks

This activity must be done inside on a clean, smooth floor. The group sits around the
parachute pulling it tightly with both hands; their legs and feet should be underneath
the parachute. One person is picked to be the shark who goes underneath the
parachute. Other children begin shaking the parachute vigorously while the shark
moves around grabbing the feet of someone and pulling them underneath 'the sea'.
That person then becomes the shark. Keep changing sharks quickly.

Crocodiles

 A variation of 'Sharks' where the group or class sit around the parachute with their
legs underneath and the parachute pulled up tight to the stomach. One person is
selected to be the crocodile. The crocodile goes underneath the parachute and
slithers around 'biting' children's legs with both hands. Any child when bitten can give
a terrified scream and then go underneath the parachute, either becoming an
additional crocodile or replacing the crocodile. Those children who are not crocodiles
should shake the parachute a little in order to make it ripple. Great fun!

Cat and Mouse

 Again, this activity must be done inside on a clean, smooth floor. Lay the parachute
flat on the floor with the class sitting around the outside holding it. Pick one person
to be the cat and one to be the mouse. The cat goes on top of the parachute and the
mouse beneath it. The cat has to catch the mouse, but the children on the outside try
to help the mouse by shaking the parachute and confusing the cat. Keep changing
children quickly.

Ripples

Description - Everyone stands around the edge of the parachute holding it still at
waist height. Get the children to start moving their wrists, slowly at first to make
ripples go from the edge of the parachute to the middle. Gradually build up speed and
energy, making the ripples faster and faster.



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                                  PE & School Sport
Washing Machine

This is an activity suitable for children up to the age of about 7. The parachute is
placed flat on the ground with the children standing around the outside. Divide the
class in two so that one half is sitting on the parachute, and the other half fold them
up in it. Get the children to sprinkle in some imaginary washing powder, then close the
washing machine (the parachute), switch on the machine, then gently rock and clean
the group on the inside. You can then add actions as appropriate, such as: a delicate
wash (those on the outside all move clockwise holding the parachute); then move anti-
clockwise; then move faster for the spin; take out the washing and hang it on the line
in the breeze. Consider the actions and sounds children could make; think of the
mathematical development (particularly for younger children), such as counting the
number of steps they move with the parachute.

Up and Over

This is a really effective activity for helping develop children's personal and social
skills and can be used for any age. Get the class to stand around the parachute,
holding it firmly. On the count of 1, 2, 3 and up, the children should lift the parachute
as high as they can, then pull it back over them and sit on. This will result in air being
trapped in the parachute and children sitting in the canopy. Through the 'community'
you've created you can encourage children to speak and listen. This works really well
as a circle time activity.

Parachute Fly

Description - This is a very good activity to finish your parachute session. Children
stand around the parachute holding it firmly at waist height. Gradually they should
pick the parachute higher and higher above their heads and, on your command should
let it go directly above their heads with the aim of it returning down on top of them.
The parachute will usually end up flying over to an area of the room where you can ask
2 or 3 children to retrieve it and fold it up.

Roller ball

Description - Children hold the parachute at waist level. To begin get children to do
the 'Mexican Wave' to establish a good rhythm. Next, place a ball (a plastic football
is ideal) in the centre of the parachute. Attempt to roll the ball around the perimeter
of the parachute through co-operatively raising and lowering it. See how many times
they can continuously send the ball around? See how fast they can do it?




                             Cyfarthfa Development Centre
                                  PE & School Sport
Weather forecast

Children stand holding the chute at waist level. The teacher calls out various weather
conditions, which the children then simulate with the parachute.
Sunny - pull chute taut, everyone leans back and takes the strain with arms bent.
Rain - tap fingers on the chute whilst taut.
Breeze - shake chute gently.
Typhoon - shake chute vigorously.
Foggy - Move under chute with hands searching in front.
There are many other weather conditions that can be used.




                            Cyfarthfa Development Centre
                                 PE & School Sport
    Section



       four




Cyfarthfa Development Centre
     PE & School Sport
       There    are
       courses
       marked
       around the
       Country
       that
       orienteer’s
       can use!

       Do you have
       one      at
       school?




                               Orienteering
                               happens     across
                               the world!
                               Anyone can do it
                               from all ages,
                               sixes,      gender
                               and Country!
                               Top     orienteers
                               run the course
                               but you could jog
                               or     walk     it,
                               whatever      suits
                               you best!
Cyfarthfa Development Centre
     PE & School Sport
                           Types of Orienteering
Star
Pupils take 1 point at a
time and return to you
to collect another each                                       Line
time.                                                         Pupils have a
                                                              number of
                                                              points which
                                                              they must
                                                              collect in a
                                                              designated
                                                              order.




                                                         Scatter
                                                         Pupils have a number of
                                                         points to which they
                                                         can choose their own
                                                         route




                               Cyfarthfa Development Centre
                                    PE & School Sport
             Ideas to vary your orienteering lessons


• Set pupils off at different times, with a 1 or 2 minute gap in between

• Give pupils different pre set courses on their maps, perhaps colour coded

• Plot points individually on each map before giving them out to pupils

• Give pupils a ‘master’ map from which they plot their own points. You can differentiate
  your lesson by giving more able pupils more points

• Use each collection point to collect a letter to spell a word at the end or using line
  orienteering you could collect parts of a mathematical sum

• Set pupils off individually, in pairs or for a team challenge




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                                    PE & School Sport
                                                                      Pupils who
                               Pupils who are
                                                                   congratulate the
                               concerned with
                                                                   achievements of
                               helping others
                                                                        others

                                                                                        Pupils who show
     Pupils who                                                                         enthusiasm and
  communicate to                                                                      commitment to the
others well whether                                                                   task they are doing
   verbal or non
       verbal


                                                  Qualities to
                                                  look for and                                  Pupils who help to
                                                    praise in                                  set up and/or help
                                                     outdoor                                   put away equipment
   Pupils who plan                                  education
  what to do before                                  lessons
  beginning the task
          set



                                                                                          Pupils who work
                                                                                          hard to achieve
                       Pupils who make                           Pupils who play a        common targets
                         informed and                             role in a team
                       careful decisions
                      when planning how
                      to complete a task        Cyfarthfa Development Centre
                                                     PE & School Sport
          Safety Points to Remember When Orienteering


                                                                    Tying shoes up correctly is vital
When introducing orienteering                                       when orienteering as the terrain
for the first time, allow children                                  is often lumpy or bumpy. This
to work in 2s or groups until                                       protects ankles.
they feel confident to go alone.


                                                                     Ensure children understand the
                                                                     boundaries they are allowed to
                                                                     go. Eg if orienteering in school,
                                                                     they should not need to leave
                                                                     school grounds. If out of school,
Star orienteering may be
                                                                     this would need to be more
useful as pupils have to return
                                                                     clearly set out.
to you after each check point
                                                                     Staff scattered around the
has been reached to obtain the
                                                                     course could be useful if in a
next.
                                                                     large open area.

                                     Cyfarthfa Development Centre
                                          PE & School Sport
      Section



         five




Cyfarthfa Development Centre
     PE & School Sport
                                 TRAIL ORIENTEERING
Trail Orienteering (Trail O) is one of the four disciplines of the sport recognised by the
International Orienteering Federation. It evolved after a number of years of experimenting with
different formats so that people with disabilities could have meaningful orienteering competitions.

Since those days it has been accepted as a version that can be enjoyed by everyone. It is
particularly valuable in introducing the sport as it concentrates on the map interpretation and the
relationship of that to the terrain, without a time element.

The area required to set a Trail Orienteering course need not be large so that school campuses,
city and country parks are all suitable, the need for unfamiliar terrain becomes less and therefore
it is possible to provide 'pay and play' courses near population centres.




                                   Taken from www.trailo.org




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