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Learning outcomes

Most pupils will understand/be able to:

  • How to prepare for an outdoor activity
  • Improve observation skills
  • Map symbols and that a map represents an area on the ground
  • Relate the map to the ground (setting)
  • Make decisions on route choice
  • The need for safe and sensible behaviour and respond appropriately
  • Experience success, a sense of achievement in responding to challenge

Some pupils will have the opportunity to:

  • Be able to interpret contours and detailed map features
  • Make more complex decisions on route choice and alternative routes
  • Apply skills in an unfamiliar environment
  • Describe a variety of habitats, land uses and conservation
  • Learn how to develop orienteering further

Curriculum links


Identifying and solving problems as in outdoor activities; adapting to a range of familiar and unfamiliar contexts; healthy physical activity




Participation in different types of decision making; work individually and in groups, roles and responsibilities


Half day activity.


Session can be led by visiting teaching staff

Supporting materials

Appropriate orienteering course maps.

Health and safety

Appropriate clothing and footwear required. Student responsibility for staying together especially for more remote courses. Safety pack (with first aid kit, emergency shelter etc), mobile phone and any personal medication (inhalers etc). Risk assessment no. 13. Pupil ratio 1:20.

Activity session

  • Indoor briefing: to include aims of session, health and safety (as above), and discussion of orienteering.
  • Discussion of teamwork, involvement and leadership, (esp. staying together).
  • Complete appropriate orienteering course(s) using map and resources.
  • Progression in learning can be achieved by a ‘map walk’, followed by a ‘star’ course, a short/medium course, then a longer/more technical course.
  • Competition and score events can be organised for older/experienced students.
  • Observations can be made on the environment, conservation and recreational use of woodlands and conflicts between them.


  • Have learning outcomes, above, been met?
  • A range of reviewing techniques with students using writing, speaking skills and creativity to express feelings about activity, performance, involvement, teamwork.
  • Geographical/mapwork learning linking to curriculum, as above.
  • PE: new skills and learning; guidance re progressing orienteering further.

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