1. Scheme of Work [May 2020] · 1 Cross-Curricular Orienteering Scheme of work & supporting...

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Cross-Curricular Orienteering Scheme of work & supporting documents for teaching OAA [outdoor adventurous

activities] through orienteering at Key Stage 2

Cross-Curricular Orienteering Ltd

William Michael Thompson Huntington

Cross-Curricular Orienteering Ltd www.crosscurricularorienteering.co.uk

Percy Road, Lancaster, LA1 4UX

Copyright Ó 2020. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form by any means, electronic, mechanical photocopying, recording or otherwise without prior permission of

Cross-Curricular Orienteering Ltd. Every effort has been made to trace copyright holders and obtain permission for the use of copyright materials. The publishers will gladly receive information enabling them to rectify any error or omission in subsequent

editions.

Project manager: William Michael Thompson Huntington

Cover design: Cross-Curricular Orienteering Ltd, Design3i Ltd & Social Link Up Cover artwork: Cross-Curricular Orienteering Ltd, Design3i Ltd & Social Link Up

Internal design: William Michael Thompson Huntington Printed in the United Kingdom by Cross-Curricular Orienteering Ltd

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Contents

National Curriculum & Cross-Curricular Orienteering _______________________________________ 3 Advice & recommended long-term planning overview _______________________________________ 4 - 6

- The linear progression in learning approach - OAA in KS2 PE overview and coverage

Overview of learning objectives for teaching OAA _______________________________________ 7 - 8 through orienteering Differentiation checklist [using STEP] ____________________________________________________ 9 Lesson 1 ________________________________________________________________________ 10 - 38 Lesson 2 ________________________________________________________________________ 39 - 56 Lesson 3 ________________________________________________________________________ 57 - 95 Lesson 4 ________________________________________________________________________ 96 - 125 Lesson 5 ________________________________________________________________________ 126 - 129 Lesson 6 ________________________________________________________________________ 130 - 132 Lesson 7 ________________________________________________________________________ 133 - 134 Lesson 8 ________________________________________________________________________ 135 - 136 Lesson 9 ________________________________________________________________________ 137 - 139 Lesson 10 ________________________________________________________________________ 140 - 145 Beyond lesson 10 _________________________________________________________________ 146 - 147 Organisational activities for young PE & sport leaders _______________________________________ 148 - 150 [or whole class / wet play activities] Orienteering recording sheets for pupils ____________________________________________________ 151 - 156 Resources for planning and running an orienteering ___________________________________________ 157 - 161 event or competition at your school Fitness circuit challenge cards _____________________________________________________________162 - 190 Answers to all Cross-Curricular Orienteering questions _________________________________________ 191 - 227 Curriculum links ________________________________________________________________________ 228 - 243 Glossary of terms _______________________________________________________________________ 244

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National Curriculum & Cross-Curricular Orienteering Below is the national curriculum and programme of study for physical education in key stage 2. Our scheme of work covers the highlighted areas and embeds these key skills so active learning can then be used to deliver other areas of the National Curriculum in a structured manner. Active learning then becomes a driver for engaging children in learning and improving standards across school. All other curriculum links can be found on page 225. Physical education programmes of study: key stage 2 Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims The national curriculum for physical education aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities • are physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives.

Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:

• use running, jumping, throwing and catching in isolation and in combination • play competitive games, modified where appropriate [for example, badminton, basketball,

cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

• perform dances using a range of movement patterns • take part in outdoor and adventurous activity challenges both individually and within a

team • compare their performances with previous ones and demonstrate improvement to achieve

their personal best.

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Advice & Recommended Long-Term Planning Overview

“The Linear Progression in Learning Approach” This overview and advice will lay the foundations to deliver quality active lessons through Cross-Curricular Orienteering all year round. We recommend you follow this overview following our linear progression in learning approach. Active learning should raise standards and not be a barrier to academic teaching and learning. Like with any subject, a linear progression approach should be taken. Think: “We have to learn to walk before we can run!” The OAA skills of map reading, orienteering skills, teamwork and tactical thinking must be mastered first. When the children have mastered these skills and can travel around a school orienteering course efficiently, active cross-curricular orienteering lessons, focusing on the academic learning material of other subject areas [e.g. maths] can then be delivered. Active learning then becomes a driver for quality teaching and learning, benefitting, impacting and raising standards across school.

Step 1: mastering the physical education skills [OAA]

Skill 1: Map Reading All children need to master reading the map of their school grounds to underpin and lay the foundations to deliver quality active lessons in other subject areas for the rest of the year. Active lessons, with Cross-Curricular Orienteering must not be a barrier to academic learning so before delivering active lessons linked to subjects outside of PE, the children must master reading the map of their school grounds. Follow the lesson plans and map reading activities, so all children master this skill. Identify children to support as the lessons go on until all children have mastered this skill. With some children, you will need to be a member of their map reading team and take it turns to head to positions on the map (guided map reading). Once map reading is mastered, active Cross-Curricular Orienteering lessons can take place for the rest of the year, supporting your children’s fitness, wellbeing, academic success and love for learning.

Skill 2: Orienteering Technique Children to master the orienteering technique to move around your school orienteering courses as efficiently as possible. Teach the acronym RTTR (read, thumb, travel, repeat). Read the map to identify which orienteering marker sign to travel to. Thumb the map – keep thumb on the part of the map you’re heading to in case you get lost along the way. This will allow you to efficiently identify on the map the orienteering marker sign you are travelling towards and rethink and plan how to get there. Travel to the orienteering marker sign and answer the question. REPEAT.

Skill 3: Teamwork and Tactical Thinking All children to master working as a team and for the team. In addition, children will learn how different scenarios and rules determine their tactics. This will lay the foundations for your class to work positively together to succeed in pairs and in groups.

Skill 4: Travelling & Fitness – Technique & Organisation All children to become fluent with the techniques to perform the fitness exercises which appear on the red fitness orienteering course. They will learn that orienteering is physically demanding and that stamina is needed. They will learn key exercises and habits to build their stamina. In addition, they will learn how to organise warmups and fitness circuits. This will lay the foundations for welfare staff or young PE/sport leaders to monitor and supervise quality break time and lunch time orienteering fitness activities. In addition, the red fitness orienteering course can be used as a stimulating and more challenging alternative to ‘the daily mile’.

Step 2: making learning active across the curriculum by applying the OAA skills in other subject areas

When the children have mastered map reading, orienteering techniques and developed their teamwork and tactical skills, active cross-curricular orienteering lessons, focusing on the academic learning material of other subject areas [e.g. a maths learning objective] can be delivered. Active learning then becomes a driver for quality teaching and learning, benefitting, impacting and raising standards across school.

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Linear Progression in Learning Diagram

Step 1 – mastering the physical education skills for OAA

Which lessons from the scheme of work? Lessons 1 – 10

Which orienteering courses?

PE & fitness courses – red signs Blank course for any subject – purple signs

Skill 4: Travelling & fitness [technique & organisation]

Step 2 – making learning active across the curriculum by applying the embedded OAA skills in other subject areas

The focus now shifts to the cross-curricular academic learning content [e.g. a maths learning objective]. By this point, the children have mastered the physical education OAA skills. Active learning, through orienteering, then becomes a

driver to engage children in other subjects.

Which lessons from the scheme of work? Use the beyond lesson 10 activity card & learning objectives

Which orienteering courses?

Maths courses – blue & black signs English course – green signs

Blank course for any subject – purple signs

Skill 3: Teamwork & tactical thinking

Skill 2: Orienteering techniques

Skill 1: Map reading

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OAA in KS2 PE Overview – Recommendations and Advice

Year 3 [or any KS2 year group which hasn’t been taught lessons 1-10] When teaching OAA in year 3, we recommend delivering lessons 1-10. If years 4, 5 and 6 haven’t had lessons 1-10, these must be delivered before moving on to the beyond lesson 10 activity card and learning objectives.

Years 4, 5 and 6 When teaching OAA in years 4, 5 and 6, the beyond lesson 10 activity card and learning objectives can then be delivered. However, if years 4, 5 and 6 haven’t had lessons 1-10, these must be delivered before moving on to the beyond lesson 10 activity card and learning objectives.

What if my year group has been taught lessons 1-10 but needs to revisit map reading? If your year group has already been taught lessons 1-10 but they need to take a step back and revisit map reading skills, use the following activities and resource cards as appropriate before moving on to the beyond lesson 10 activity card and learning objectives: • Resource cards 3 – Matching Symbols Relay • Resource cards 4 – Counting Cones [children can design their own counting cones event] • Resource cards 6 – Netball Numbers [children can design their own counting cones event] • Repeat the map reading journey and hide and seek activities from lesson 5 using the school orienteering map • Support less able pupils by doing a guided orienteer, where the teacher is part of the less able group • During morning or afternoon registration tasks, pair children up [mixed ability] to spend a few minutes analyzing

the orienteering map. You could also save the orienteering map as your screensaver, so the children subconsciously get used to the map. It’s important to allow enough time for them to become immersed in the school orienteering map. This can be repeated, little and often in-between PE lessons.

• Using the features on the maps, children could create a quiz for each other to test one another’s map reading skills. They could also complete a fact file about the features in the school.

Example overview of OAA coverage in KS2 PE Which Part of The Scheme?

Year 3 Orienteering Lessons 1 – 10

Year 4 Beyond Lesson 10 Activity Card & Learning Objectives



What time of the year should we teach step 1 and step 2? Aut 1

(or earliest opportunity) Aut 2 Spr 1 Spr 2 Sum 1 Sum 2

Step Step 1: mastering the physical education skills [OAA]

Step 2: making learning active across the curriculum by applying the OAA skills in other subject areas

Main skills

and learning objectives

OAA skills and learning objectives:

• Map Reading • Orienteering Technique • Teamwork & Tactical

Thinking • Fitness Exercises –

Technique & Organisation

Learning objectives from other subject areas: • Maths and English Revision (using the blue, black and green

orienteering courses) • Maths Learning Objectives (using blank purple signs) • English Learning Objectives (using blank purple signs) • Any Other Subject Learning Objectives (using blank purple signs)

Which

orienteering course?

• Red Course (PE and Fitness) • Purple Course (blank signs –

write learning content on signs with a whiteboard pen)

• Purple Course (Blank – write learning content on signs with a

whiteboard pen) • Blue Course (Maths – Number, Fractions and Measurement) • Black Course (Maths – Geometry) • Green Course (Grammar, Punctuation and Spelling)

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Overview of Learning Objectives for Teaching OAA through Orienteering

Lesson 1 To develop spatial awareness of symbols by transferring information on a diagram into reality To understand the physical skills needed for orienteering: agility, balance, co-ordination whilst holding or looking at the map

Lesson 2 To identify basic orienteering symbols and colours using a map key and know the map key is the most important part of the map To plan for success, co-operate and discuss effectively To review and evaluate performance in order to improve

Lesson 3 To learn the skill of map orientation using basic diagrams [counting cones resource] To use knowledge of orienteering symbols and map keys to solve a broken map [a map split into jigsaw pieces] To work as a team, co-operate and discuss effectively

Lesson 4 To learn map orientation using more challenging diagrams [netball numbers resource] To gain strategies to build stamina in order to compete effectively in orienteering competitions To work as a team, co-operate and discuss effectively To organise and plan an event using map reading skills

Lesson 5 To recognise the orienteering map is a ‘bird’s eye view’ diagram of the ground To recognise, orientate and follow the school orienteering map To use the key to recognise the relevant symbols and features on the orienteering map To navigate as a team to an orienteering control marker sign

Lesson 6 To recognise, orientate and follow the school orienteering map To navigate in pairs to an orienteering control marker sign To travel safely to and from orienteering control marker signs To record information accurately To review performance in order to improve next time

Lesson 7 To navigate as a team to an orienteering control marker sign using the school orienteering map To record information accurately To review performance in order to improve next time

Lesson 8 To navigate individually to an orienteering control marker sign using the school orienteering map To record information accurately To review performance in order to improve next time To know the importance of health and fitness and how orienteering can develop this [see warmup]

Lesson 9 To know the importance of warming up and organise a warmup To navigate individually and in teams to an orienteering control marker sign by using the school orienteering map To record information accurately To review performance in order to improve next time To set up an orienteering course using the school orienteering map

Lesson 10 To orienteer around the school grounds individually and in teams To independently adopt the read, thumb, travel, repeat orienteering strategy [RTTR] To tactically plan a strategy to travel around the orienteering course as quickly as possible To design an orienteering event based on different purpose and scenarios

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Beyond Lesson 10 – further PE learning objectives When the children have mastered reading the map of their school grounds and mastered the orienteering techniques to move around your school orienteering courses efficiently, active Cross-Curricular Orienteering lessons, in Maths, English and any subject can then be delivered. The focus will then shift from PE to the academic learning material of the other subject areas (because the PE / Orienteering skills are fully embedded by this stage). Further PE learning objectives can be selected from below to develop communication, thinking and physical skills as well as raising knowledge and skills around health and fitness. Select learning objectives to focus on and use the ‘Beyond Lesson 10 Activity Card’ to determine the orienteering activity type. The learning objectives chosen may determine the competition type, number of competitors on a team, time limit and stipulations.

Communication skills □ To effectively allocate roles in the team: e.g. map reader, runner, recorder, first runner, second runner, third runner etc □ To communicate as a team, deciding which marker locations each member is going to or, if relay style, which order they are

going in. □ To guide a blindfolded teammate effectively to a marker location with or without physical contact, improving the ability to

work with and trust others □ To take responsibility for self and others. □ To communicate and collaborate with teammates in order to travel around the course effectively □ Increase ability and confidence to make decisions by leading your team for a given period of time

Thinking/tactical skills □ To plan effectively the quickest route to take □ To allocate marker locations as per the strengths of individuals in the group e.g. quickest sprinter to go for a marker location

which is within sprinting distance, quickest long-distance runner to run to the furthest marker away □ To guide a blindfolded teammate safely yet efficiently around the course □ To organise and determine the rules of an orienteering competition: e.g. Competition type? Number of competitors on a team?

Time limit? Stipulations?

Physical skills □ To plan physically how they will get around the course as quickly as possible as a team or as individuals □ To adopt an efficient running technique to preserve energy □ To breathe effectively to preserve energy □ To alter the way of travelling to support a teammate who is slower/faster □ To maintain balance in all areas of the orienteering course

Health and fitness □ To know and discuss how orienteering and exercise can develop health and fitness □ To know the importance of warming up and cooling down and organise their own warm up and cool down

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Differentiation Checklist

Using the STEP differentiation method for PE, select the relevant differentiation types for your class from the checklist below:

Space

□ Less able pupils can be given closer orienteering marker signs to find

□ More able pupils can be given harder orienteering marker signs to find which tend to be further away

□ For disabled pupils, you may wish to only use the playground rather than the entire school grounds. Set up a

smaller orienteering course for this (or get the children to do so)

Task/Time

□ Less able pupils can be given more time to find orienteering marker signs

□ More able pupils can be given a shorter time limit to find orienteering marker signs

□ Less able pupils can be given less orienteering marker signs to find

□ More able pupils can be given more orienteering marker signs to find

□ More able pupils could be given the added challenge of completing a fitness activity at each orienteering marker

sign

□ Distance of orienteering marker signs away from the start zone can be varied for pupils. E.g. more able to find

orienteering marker signs which are further away

Equipment

□ Less able pupils can be given less orienteering marker signs to find

□ More able pupils can be given more orienteering marker signs to find

□ Less able pupils could be given an instructions sheet on how to set and orientate the map to refer to if they get

stuck

□ More able pupils could be given the task of leading a blindfolded team mate to an orienteering marker to improve

communication

People

□ Less able pupils could be given more support by the teacher or teamed up with a more able pupil who can use

communication skills to help improve the less able pupil’s skills at setting, orientating and finding orienteering

marker signs

□ More able pupils could be given the task of explaining how to set, orientate and find orienteering marker signs to

a less able pupil

□ More able pupils vs more able pupils competition

□ Less able pupils vs less able pupils competition

□ If disability affects sight, pupil to work with a guide

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PE Orienteering Lesson 1 Learning objectives:

To develop spatial awareness of symbols by transferring information on a diagram into reality To understand the physical skills needed for orienteering: agility, balance, co-ordination whilst holding or looking at the map

Resources: Resource Cards 1 – Silly Faces Challenge Resource Cards 2 – Orienteering Obstacle Challenge Fitness circuit challenge cards PE equipment stated on resource cards Pencils and colour crayons for designing their own ‘silly face’ diagrams

Starter / Warm Up Up & down the pyramid [Fitness Circuit] If you are unfamiliar with the following exercises, see our PE and fitness exercises video which demonstrates all the exercises in our scheme https://www.youtube.com/watch?v=WVy0eHKItG0 Model the fitness circuit below. Star jumps - Jumping lunges - Burpees – Repeat Up the pyramid: 1 star jump, 1 jumping lunge, 1 burpee. 2 star jumps, 2 jumping lunges, 2 burpees. 3 star jumps, 3 jumping lunges, 3 burpees. 4 star jumps, 4 jumping lunges, 4 burpees. 5 star jumps, 5 jumping lunges, 5 burpees. Down the pyramid: 5 star jumps, 5 jumping lunges, 5 burpees. 4 star jumps, 4 jumping lunges, 4 burpees. 3 star jumps, 3 jumping lunges, 3 burpees. 2 star jumps, 2 jumping lunges, 2 burpees. 1 star jump, 1 jumping lunge, 1 burpee.

Main Activity The following activities can be completed using the split teach technique. Half the class complete activity 1 whilst the other half complete activity 2. Then, swap. If groups finish early at their stations, they can complete fitness circuits using a selection of the fitness circuit challenge cards. Alternatively, the whole class can complete each activity in order but make sure enough resources are printed and collected for the session. For a class of 30, you will need a minimum of four sets of equipment for activity 2 [orienteering obstacle challenge]. Explain to the children that activity 1 [Silly Faces] will develop their spatial awareness of symbols by transferring information on a diagram into reality. Explain to the children that activity 2 [Orienteering Obstacle Challenge] includes the physical skills needed for orienteering: agility, balance, co-ordination whilst holding or looking at the map of the obstacle course.

Activity 1 – Silly Faces Please note: this activity can be repeated multiple times. Alter the location of the start zone, the location of the equipment and the travel movement [bear crawls, skipping, side galloping, crab crawls etc] so the children cover more ground and are travelling in different ways. See the Silly Faces resource cards and set up and print out the activity as instructed. The children can be grouped in 2s or 3s. Use Silly Faces 1-10 first as these diagrams are most similar to the equipment needed. Once completed, move on to using Silly Faces 11-20 which are more challenging. The first time the children complete this activity, they can do so at their own pace in a relaxed manner. Once completed, ask the children to discuss or write down how they worked well together and how they could improve next time. Group one will start with SF1. Group two will start with SF2. Group three will start with SF3. Group four will start with SF4. Group five will start with SF5. Group six will start with SF6. Group 7 start with SF7. Group 8 start with SF8. Group 9 start with SF9. Group 10 start with SF10. Once each group has completed their silly face, they can move on to the next. Questioning: Did they have any specific roles? What roles could each group member have? How could they communicate to speed up?

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The second time the children complete this activity, put the pressure on by making it a ‘competition’. Also, change where the start zone is and where the equipment is placed so the children have to cover more ground. Five groups can compete against one another, while the other five groups ‘referee’ to ensure the silly face is correct before the competitors move on to the next silly face. The winner is the first group to complete the two silly faces from their pile of equipment. E.g. Groups 1, 3, 5, 7 and 9 compete against one another. When looking at the silly faces resource card, group 1 will complete SF1 and SF2 while group 2 referee them. Group 3 will complete SF3 and SF4 while group 4 referee them. Group 5 will complete SF5 and SF6 while group 6 referee them. Group 7 will complete SF7 and SF8 while group 8 referee them. Group 9 will complete SF9 and SF10 while group 10 referee them. Then, swap over. This activity can be repeated multiple times. Alter the location of the start zone, the location of the equipment and the travel movement [bear crawls, skipping, side galloping, crab crawls etc] so the children cover more ground and are travelling in different ways. Extension: Once finished, children can design their own ‘silly faces’ diagrams creating symbols for beanbags, cones and quoits. They can also use other equipment and do not necessarily have to stick to designing a ‘silly face’ using a hoop. They could design other things such as a house or tower using a PE mat and metre sticks or a snowman using multiple hoops. Allow them to be creative. Get the children to challenge other pairs to form their diagrams in reality. Activity 2 – Orienteering Obstacle Challenge See the Orienteering Obstacle Challenge resource cards and set up and print out the activity as instructed. If completing this with half the class [approx. 16 children] the children should be split into four groups. If completing with the full class, split into more groups and have enough obstacle course equipment ready. Be mindful of how challenging the obstacle course should be. An orienteering obstacle course for year 6 should be more challenging than an orienteering obstacle course for year 3, so distances between the cones should be adjusted appropriately. Give each group 50 orienteering obstacle resource maps. Before each group completes the orienteering obstacle challenge, show them how the map is a diagram of what they can see in front of them. Instruct them to read the obstacle map and discuss how they need to travel during each part of the obstacle course. They must follow the travel, resting and finish commands on their obstacle maps. Tell them the purpose of the course is to read while travelling with the map, depositing the maps in the map box on the other side of the obstacle course. Children take it in turns and should tag partners in. The first time the groups complete the obstacle course, it should be under no pressure. Then, apply pressure by having a best out of 3 competition. This can be timed or be the first group to deposit all 50 of their maps in the map box and return to the start zone.

Activity 3 – Fitness Circuit If groups finish early at their stations for activity 1 and 2, they can complete fitness circuits using a selection of the fitness circuit challenge cards. Set up a fitness circuit using a selection of the fitness exercise cards combined with appropriate repetitions and times for the year group. A fitness circuit for year 6 should be more challenging than one for year 3. Challenge the children. How many times can the children get through the circuit? Model how to rest and breathe: stood up straight, hands behind head, opening the lungs.

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Resource Cards 1 – Silly Faces

Aim • To use the equipment given and map key to create the Silly Face accurately, using the

information on the diagram / map.

Organisation • Set up equipment as shown on diagram (put out extra if possible, to allow for mistakes). The

equipment used can be altered but the colours need to remain the same. Write on the Silly Faces map keys if changing the type of equipment.

• Use Silly Faces 1-10 first. Then, move on to 11-20. • This should be delivered as a relay so start the groups a good distance away from the

hoops and equipment. The location of the hoops, Silly Faces maps, equipment and start zone can be altered to increase and reduce distance travelled as can the form of travel.

• Explain the concept of ‘symbols’ to children. • Arrange children into pairs or threes. • First child in each pair is given a ‘Silly Face’ map, they run to their pile of equipment, select

the correct piece for ‘item 1’ on their map and places it down in the correct place as shown on their map.

• They then run back, with their map in hand, and hand over the map to the next person who repeats the process for ‘item 2’. This is done until all 12 items are placed down correctly to complete the Silly Face.

• Repeat until all groups have had a go at each Silly Face.

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Silly Faces (1-10)

Red Blue Yellow Green Bean Bags 21 12 16 16 Cones 9 9 4 6 Quoits 9 13 0 5 Large Hoops 3 3 2 2

SF 10

SF 9

SF 8

SF 7

SF 6

SF 5

SF 4

SF 3

Equipment

1, 2 3, 4 5, 6 7, 8 9, 10

SF 1

Bean Bags 5R, 3B, 1Y, 4G Cones 2B, 3Y Quoits 2R, 2B, 2G

Bean Bags 2R, 2B, 2Y, 6G Cones 4R, 2B, 1Y Quoits 2R, 3B

Bean Bags 4R, 4B, 5Y Cones 1R, 4G Quoits 2R, 4B

Bean Bags 4R, 1B, 4Y, 2G Cones 2R, 3B, 2G Quoits 3R, 2B, 1G

Bean Bags 6R, 2B, 4Y, 4G Cones 2R, 2B Quoits 2B, 2G

Hoops SF 2

SF Maps

SF Maps

SF Maps

SF Maps

SF Maps

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Silly Faces (11-20)

Red Blue Yellow Green Bean Bags 13 9 12 12 Cones 8 11 12 8 Quoits 9 11 7 7 Large Hoops 3 3 2 2

SF 20

SF 19

SF 18

SF 17

SF 16

SF 15

SF 14

SF 13

SF 12

Equipment

11, 12 13, 14 15, 16 17, 18 19, 20

SF 11

Bean Bags 1R, 2B, 3G Cones 2B, 5Y, 2G Quoits 4R, 2B, 1Y, 1G

Bean Bags 2R, 2B, 4Y, 2G Cones 3R, 2B, 1Y, 2G Quoits 1R, 2B, 2Y, 1G

Bean Bags 4R, 3Y, 4G Cones 3R, 2B, 1Y, 1G Quoits 1R, 3B, 2Y

Bean Bags 2R, 2B, 2Y, 2G Cones 3B, 2Y, 3G Quoits 2R, 3B, 2Y, 1G

Bean Bags 4R, 3B, 3Y, 1G Cones 2R, 2B, 3Y Quoits 1R, 1B, 4G

Hoops

SF Maps

SF Maps

SF Maps

SF Maps

SF Maps

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Design Your Own ‘Silly Faces’ Diagrams! Design your own diagrams, using a key and symbols, for another person to make in reality. You can use symbols for beanbags, cones and quoits. You can also use other equipment and do not necessarily have to stick to designing a ‘silly face’ using a hoop. For example, you could design a house or a tower using a PE mat and meter sticks or a snowman using multiple hoops. Be creative but make sure the equipment is available! When you’ve designed your diagram, challenge someone to form it in reality. Key Diagram

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Resource Cards 2 – Orienteering Obstacle Courses

Aim • To understand the physical skills needed for orienteering: agility, balance, co-

ordination whilst holding or looking at a map Organisation • Set up the equipment as shown in the ‘How to Set Up Orienteering Obstacle

Challenge’ card below. One set of equipment is needed per group. • Split the children into equal groups. • The course is run as a relay. Give each team 50 maps. One by one, children take

one map at a time and negotiate the course following the travel, resting and finish commands on the map, finally depositing the map in the box at the end.

• The child then runs back to tag the next person in, who then starts. • The winning team is the team which deposits all their maps first, following the

travel, resting and finish commands.

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How to Set Up Orienteering Obstacle Challenge

Aim

• To introduce a competitive element. • To encourage team support. • To demonstrate all the physical skills needed for

orienteering: agility, balance, co-ordination whilst holding or looking at the map.

• To learn how to travel whilst looking at a basic map

Equipment Each group

• 1 map box at the end per group • 12 cones per group • 50 maps per group • You could also mark out the start / finish area for

each group which they need to stay in.

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Printable orienteering obstacle challenge maps with travel, resting & finish commands

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To identify basic orienteering symbols and colours using a map key and know the map key is the most important part of the map To plan for success, co-operate and discuss effectively To review and evaluate performance in order to improve

Resources: Resource Cards 3 – Matching Symbols Challenge PE equipment stated on resource cards

Starter / Warm Up Climb the mountain [Fitness Circuit] If you are unfamiliar with the following exercises, see our PE and fitness exercises video which demonstrates all the exercises in our scheme https://www.youtube.com/watch?v=WVy0eHKItG0 Model the fitness circuit below. Tuck jumps – Mountain climbers – Spotty dogs – Repeat Climb the mountain Split the children into pairs. Child A completes 2 tuck jumps, 2 mountain climbers, 2 spotty dogs then rests as child B completes the same circuit. Then child A moves on to 4 repetitions of each exercises whilst child B rests and so on. When resting, children to encourage and motivate their partners with positive encouragement. Full fitness circuit: 2 tuck jumps, 2 mountain climbers, 2 spotty dogs. 4 tuck jumps, 4 mountain climbers, 4 spotty dogs. 6 tuck jump, 6 mountain climbers, 6 spotty dogs. 8 tuck jumps, 8 mountain climbers, 8 spotty dogs. 10 tuck jumps, 10 mountain climbers, 10 spotty dogs.

Main Activity Activity 1 – Matching Symbols See the Matching Symbols resource cards and set up and print out the activity as instructed. Split the class into five or six equal groups.

Inform the children that the aim of the activity is to pick up a name card from the start zone, travel to the pile of symbols cards and bring back the matching symbol. The key for the symbols is to be placed beyond the pile of symbol cards. The children will need to refer to the key [certainly to begin with!] but don’t instruct them to do this. They must review their performance after each go and should realise that referring to the key is the best strategy! Only teach this after 1 or 2 relays. Introduce the rules [these can be slightly altered each time]:

- Only one person can be away from the start zone at any time. - The key cannot be moved - Travelling stipulation e.g. running, side galloping, hopping, jumping, crab, bear crawl, travel with beanbag or cone on head or with a relay baton [this can be

changed each time] - When finished, the team must… e.g. hold hands, balance on one leg for 5 seconds etc [this can be changed each time] - One member to referee their team to ensure rules are followed [this should be swapped each time]

Introduce the saying PLAN DO REVIEW. PLAN - Allow 60 seconds for the children to plan how they are going to carry out the task. DO - Let the children complete the activity. REVIEW – Get the children to discuss their performance. What would they do to improve? How was their communication? Who in their group needs some help,

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encouragement and advice? How can we get the best out of our team? Repeat this activity at least six times adapting the rules to encourage various ways of travelling and finishing as a team. Also alter where the start zone is and where the cards are placed so the children cover more ground. It doesn’t have to be done as a straight relay. The cards can be placed anywhere. Make the children exert lots of energy! Teams should be swapped regularly so the children are working with other members of their class. Remember, the goal of this lesson is for the children to become familiar with basic orienteering symbols using the map key. Example relays

1. travel by running; to finish, all team members must hold hands and be stood up on one leg. 2. travel by skipping; to finish, all team members must be in the plank position before forming a huddle to review how they did. 3. travel with a beanbag/cone on head; to finish, all team members must complete 10 burpees before forming a huddle to review how they did. 4. travel by crab crawl; to finish, all team members must complete 20-star jumps before forming a huddle to review how they did. 5. travel by hopping; to finish, all team members must have their hands behind their heads breathing before forming a huddle to review how they did. 6. travel by bear crawl; to finish, all team members must high 5 and shout “well done” to one other before forming a huddle to review how they did.

Final challenge – challenge each team to complete this activity without using the key. PLAN - Allow 2 minutes for each team to look at the key and plan how they are going to achieve this. The teacher may wish to hint at nominating symbols for different team members. DO – Once the maps keys have been handed over to the teacher, the teams can begin. REVIEW - Get the children to discuss their performance. What would they do to improve? How was their communication? Who in their group needs some help, encouragement and advice? How can we get the best out of our team? When finished, get each group to collect their set of:

1. Map keys 2. Symbol cards 3. Word cards

Make sure these are separate from one another and stored away properly so the next teacher doesn’t have to waste time sorting all the cards out.

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Resource Cards 3 – Matching Symbols Challenge Aim • To learn the basic orienteering symbols, colours and encourage

cooperation/discussion. Organisation • Place the pile of symbol name cards towards the start, place the map symbol

cards a distance away followed by the map key even further away. • Get the children into groups (can be done as relay). • First child runs to the symbol names, picks the top card and proceeds to run to the

map symbols card to find a potential match. • The child then runs back to the start point, places the cards next to each other and

tags in the next person who repeats the process. • This is done until all symbol cards are at the beginning, matched up correctly. • Introduce the map key after the first couple of tries. Not mentioning anything about

the key to begin with lets them figure it out themselves and allows for self-evaluation on their performance. This is extremely important especially if they get some symbols wrongly matched up.

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Matching Symbols Equipment

Each group need a Map Key and a set of Symbols and Word Cards.

Map symbol cards

Map keys

Pile of symbol names on cards

Groups of children

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To learn the skill of map orientation using basic diagrams [counting cones resource] To use knowledge of orienteering symbols and map keys to solve a broken map [a map split into jigsaw pieces] To work as a team, co-operate and discuss effectively

Resources: Resource Cards 4 – Counting Cones Challenge Resource Cards 5 – Playschool Map Jigsaw Challenge Fitness circuit challenge cards PE equipment stated on resource cards Pencils and colour pencils [for activity 1 extensions]

Starter / Warm Up If you are unfamiliar with the following exercises, see our PE and fitness exercises video which demonstrates all the exercises in our scheme https://www.youtube.com/watch?v=WVy0eHKItG0 Model the fitness circuit below: 2 burpees + 3 star jumps + 4 jump lunges REPEAT Timer challenge Set a timer of 2 minutes. How many points can they get? 2 burpees + 3 star jumps + 4 jump lunges = 1 point When 2 minutes is up, rest for 45 seconds and repeat. Challenge and motivate the children to beat their original score.

Main Activity Activity 1 – Counting Cones See the Counting Cones resource cards and set up and print out the activity as instructed. Pupils to complete this activity in pairs or threes. Set up course 1, 2 and 3 on the yard or field [if done in the hall or on a small space, you will have to do one course at a time]. You may also wish to set up two of each course to reduce the number of pairs/groups on one course at a time. Course 1 is the easiest and course 3 the most challenging. Start all children on course 1 and move them to the other more challenging courses when appropriate. Make sure the numbers are written on the cones as shown in the resource cards. Pairs should stand at the bottom of the counting cones course [beneath the blue cones]. Give children a copy of the demo map and make sure it is orientated so that what they see on the map can be seen in reality in front of them. Explain that the start is the triangle and the finish is the double circle. Then model walking the route on the demo maps, adding the numbers on the route. Each map has a total. Repeat for all demo maps. Children observe from the bottom of the blue cones and move their finger on the map to correspond with the teacher’s journey. Give each pair a full set of maps [1a-1j] and a recording sheet. Pair one to start with map 1a. Pair 2 to start with map 1b and so on. Each pair stands at their start, shown by the red triangle on the map. Explain that they will follow the route on their map from start to finish, adding up the numbers on the cones as they go along whilst keeping the map orientated correctly. They can record the number of each cone on the route and then add up at the end or they can add up mentally as they go along. When finished, children check the answer with the teacher, then repeat using the next map. Continue until all maps have been completed correctly. When a pair/group has completed all maps, the pair/group can move on to course 2 and 3. It is advisable to print and give a full set of maps to each pair/group.

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Once completed, mix teams up and play again but this time make it a competition. The winner is the first pair to finish with all map numbers correct. Teacher can select the course and participants appropriately. Extension activity A – children can draw their own routes, using the blank counting cones maps and work out the total of their route. They can then challenge another group to their course. Extension activity B – children can design their own counting cones event challenge using a blank piece of paper. They can produce a ‘master’ map altering the number and colour of cones. They can also alter the numbers on the cones to make it more challenging. Once completed, they will need to design multiple maps with different routes for their class to have a go at. Activity 2 – Playschool Map Jigsaw See the Playschool Map Jigsaw resource cards and set up and print out the activity as instructed. Split the class into five or six different equal groups so the children are collaborating with other members of the class. Each group to spend a few minutes revising orienteering map symbols using the map key. They can create a mini quiz using whiteboards/scrap paper to test each other. E.g. draw the symbol which represents… Or which symbol does this drawing show… Inform the children that the aim of this activity is to pick up a jigsaw piece from the start zone, run to the end and begin to make the jigsaw so it corresponds with the picture of the playschool. The finished jigsaw will show the playschool in orienteering map format using symbols. The key for the symbols can be placed next to where the children will begin making the jigsaw for reference if needed. There are three jigsaw pictures and corresponding jigsaw orienteering maps to complete: A, B and C. Start A [the easiest]. Make B and C competitions. Whoever completes the jigsaw correctly wins.

Introduce rules [these can be slightly altered each time]: - Only one person can be away from the start zone at any time. - The key cannot be moved. - Travelling stipulation e.g. running, side galloping, hopping, jumping, crab, bear crawl, relay baton [this can be changed each time]. - When finished the team must… e.g. hold hands, balance on one leg for 5 seconds etc [this can be changed each time]. - One member to referee their team to ensure rules are followed [this should be swapped each time].

PLAN - Allow 60 seconds for the children to plan how they are going to carry out the task. DO - Let the children complete the activity REVIEW – Get the children to discuss their performance. What would they do to improve? How was their communication? Who in their group needs some help, encouragement and advice? How can we get the best out of our team? Repeat activity altering rules if needed. Teams should be swapped so the children are working with other members of their class. Activity 3 – Fitness Circuit If groups finish early at their stations, they can complete fitness circuits using a selection of the fitness circuit challenge cards. Set up a fitness circuit using a selection of the fitness exercise cards combined with appropriate repetitions and times for the year group. A fitness circuit for year 6 should be more challenging than one for year 3 and should be age appropriate. Challenge the children. How many times can the children get through the circuit?

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Resource Cards 4 – Counting Cones Challenge

Aim • To practise the skills of orientation and recognition of ‘Start’ and ‘Finish’ symbols.

Organisation

• Set up course 1, 2 and 3 on the yard or field [if done in the hall or on a small space, you will have to do one course at a time]. You may also wish to set up two of each course to reduce the number of pairs/groups on one course at a time.

• Course 1 is the easiest and course 3 the most challenging. Start all children on course 1 and move to the other more challenging courses when appropriate.

• Stand pairs around the blue end of the course. Give each pair a ‘demo’ map, making sure it is orientated. • Leader explains map orientation, the ‘Start’ triangle, the ‘Finish’ double circle, then walks the route adding up the

number of cones. When finished, reveal the total to the children. To move on to the next map, the correct total must be recorded and checked. Children will follow the route with their fingers on their map while observing.

• Give each pair/group a full set of maps dependent on the course they are doing, for instance, course 1 = maps 1a-1j. When a pair/group has completed all maps, the pair/group can move on to course 2 and 3. It is advisable to print and give a full set of maps to each pair/group.

• Instruct each pair to start with a different map so they aren’t all travelling the same route e.g. pair 1 start with map 1a, pair 2 start with map 1b and so on. When solved, the pairs/groups can then move on in numerical order to the next map.

• Each pair stands at their start, shown by the red triangle on their map. • Explain that they will follow the route shown on the map from ‘Start’ to ‘Finish’, adding up correctly the numbers on the

cones on their route, while keeping the map orientated. • When at the ‘Finish’, record and check the final answer with the teacher. If correct, move on to a different map. If the

answer is wrong, go back until the right answer is achieved.

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Course 1 – Teacher Copy [set up as shown below]

Aim • To teach the skills of map orientation. • To encourage cooperation.

Equipment • 12 Cones, 3 of red, blue, yellow and

green. • Demo maps. • Sets of maps 1a-1j. • Answer sheet. • Recording sheet. • Sticky labels/whiteboard pens for cones

- number them as shown in diagram on left.

You may also wish to set up two courses to reduce the number of pairs/groups on one course at a time. If so, you will need double the equipment detailed above.

Cones set out at equal distances

Pairs of children, ready for teacher demo

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Aim • To teach the skills of map orientation. • To encourage cooperation.

Equipment • 20 Cones – at least 4 blue. • Demo maps. • Sets of maps 2a-2j. • Answer sheet. • Recording sheet. • Sticky labels/whiteboard pens for cones

- number them as shown in diagram on left.

You may also wish to set up two courses to reduce the number of pairs/groups on one course at a time. If so, you will double the equipment detailed above.



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Aim • To teach the skills of map

orientation. • To encourage cooperation.

Equipment • 36 Cones - at least 6 blue as

shown. • Demo maps. • Sets of maps 3a-3j. • Answer sheet. • Recording sheet. • Sticky labels/whiteboard pens for

cones - number them as shown in diagram on left.

You may also wish to set up two courses to reduce the number of pairs/groups on one course at a time. If so, you will double the equipment detailed above.



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Note: you may wish to create 2 of each course, as shown above, on the field/yard so courses aren’t clustered with too many pupils.

Course 1 Maps 1a – 1j






Course Set Up – Teacher Copy [set up on yard or field as shown below]

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Demo Maps – Counting Cones Course 1

Demo Map 1 Demo Map 2

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Demo Map 1 Demo Map 2

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Demo Map 1

Demo Map 2

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Counting Cones Recording Sheet

Map Total 1a 1b 1c 1d 1e 1f 1g 1h 1i 1j 2a 2b 2c 2d 2e 2f 2g 2h 2i 2j 3a 3b 3c 3d 3e 3f 3g 3h 3i 3j

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Answers to all Counting Cones Courses Course 1 Demo Map 1 = 3, 1, 1, 2, 2, 1, 2, 1 = 13 Demo Map 2 = 2, 2, 1, 1, 2, 1, 3, 3 = 15 Map 1a = 3, 1, 1, 2, 2, 1, 1, 2 = 13 Map 1b = 1, 2, 1, 1, 2, 2, 1, 3, 3 = 16 Map 1c = 1, 2, 1, 2, 1, 3, 1, 2, 1 = 14 Map 1d = 2, 1, 2, 1, 2, 1, 1, 3, 3 = 16 Map 1e = 1, 1, 3, 3, 1, 2, 2, 1, 1 = 15 Map 1f = 1, 3, 3, 1, 2, 2, 1, 1, 2, 1 = 17 Map 1g = 1, 2, 1, 2, 1, 1, 3, 1, 3 = 15 Map 1h = 2, 1, 1, 1, 2, 1, 2, 1, 3, 3 = 17 Map 1i = 2, 1, 1, 3, 3, 3, 1, 1, 1, 2 = 18 Map 1j = 3, 1, 1, 1, 3, 1, 2, 1, 2 = 15 Course 2 Demo Map 1 = 4, 1, 2, 4, 1, 4, 3, 3, 1 = 23 Demo Map 2 = 1, 4, 3, 1, 3, 1, 3, 2 = 18 Map 2a = 1, 4, 3, 3, 2, 2, 1, 4, 2, 4, 4, 3, 2 = 35 Map 2b = 4, 1, 3, 3, 2, 4, 2, 3, 4, 1, 1, 4 = 32 Map 2c = 2, 3, 3, 4, 3, 1, 4, 2, 3, 2, 4 = 31 Map 2d = 3, 2, 2, 3, 4, 1, 1, 3, 3, 2, 4, 4, 1 = 33 Map 2e = 3, 2, 4, 1, 4, 3, 1, 1, 2, 4, 2, 3 = 30 Map 2f = 1, 4, 1, 1, 4, 4, 2, 3, 2, 3, 2, 4, 3, 3, 4, 1 = 42 Map 2g = 1, 4, 3, 4, 2, 2, 2, 1, 4, 2, 3, 3, 1, 2 = 34 Map 2h = 1, 1, 2, 3, 2, 1, 2, 3, 4, 3, 4 = 26 Map 2i = 3, 1, 1, 2, 2, 4, 3, 4, 2, 4, 3, 3 = 32 Map 2j = 1, 4, 3, 2, 1, 3, 4, 1, 3, 2, 4, 2, 2, 1, 3, 4, 1 = 41 Course 3 Demo Map 1 = 4, 2, 5, 2, 4, 3, 5, 4, 5, 1, 5 = 40 Demo Map 2 = 2, 4, 3, 4, 3, 4, 3, 2, 6 = 31 Map 3a = 1, 3, 2, 5, 6, 2, 5, 1, 1, 4, 1, 1, 5, 5, 5 = 47 Map 3b = 3, 5, 6, 6, 1, 2, 1, 6, 2, 6, 4, 1, 3, 1, 4 = 51 Map 3c = 5, 4, 5, 2, 5, 1, 6, 1, 4, 6, 1, 1, 3, 2, 2, 3 = 51 Map 3d = 2, 3, 4, 1, 3, 4, 5, 6, 4, 1, 4, 2, 4, 3, 4, 2, 6 = 58 Map 3e = 6, 4, 3, 5, 1, 4, 6, 6, 2, 1, 1, 6, 1 = 46 Map 3f = 6, 4, 1, 2, 4, 6, 1, 5, 2, 4, 1, 2, 5, 4, 3, 6, 1, 5, 5, 2, 3, 1, 6, 5, 4 = 88 Map 3g = 6, 1, 4, 4, 5, 1, 3, 4, 6, 6, 4, 5, 2, 4, 5, 2 = 62 Map 3h = 5, 6, 4, 1, 6, 5, 5, 3, 3, 4, 4, 4, 3, 1, 2, 4, 3, 1, 6 = 70 Map 3i = 5, 4, 2, 1, 1, 5, 2, 3, 1, 1, 2 = 27 Map 3j = 4, 4, 1, 6, 5, 1, 1, 4, 1, 1, 5, 3, 1 = 3

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Blank Counting Cones Maps – Course 1

Plot your own route, total it and challenge another team

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Resource Cards 5 – Playschool Map Jigsaw Challenge

Aim • To match the orienteering map jigsaw pieces correctly to the playschool picture,

creating a complete map. Organisation • Children to spend a few minutes revising map symbols using map key. • Arrange each group beside a container of jigsaw pieces. • As a group, children take 1 jigsaw piece at a time, run to the picture board and

place the jigsaw piece on top of the corresponding picture in the correct place. • Run back to the container and continue until jigsaw is complete. • When finished, collect all pieces and return them to the container. • If there is time, they can try again without the aid of the map key.

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Playschool Map Jigsaw

Containers of jigsaw pieces

Groups of children

Playschool picture (A3) Aim • To understand how a map

relates to a picture. • To understand the use of

symbols. • To learn the basic orienteering

symbols and colours. • To encourage cooperation and

discussion. Equipment

For each pair • Picture of playschool (A3). • 12 jigsaw pieces of

corresponding orienteering map. • Container for pieces. • Blu tack could be used but not

essential.

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To learn map orientation using more challenging diagrams [netball numbers resource] To gain strategies to build stamina in order to compete effectively in orienteering competitions To work as a team, co-operate and discuss effectively Extension: To organise and plan an event using map reading skills

Resources: Resource Cards 6 – Netball Numbers Challenge Fitness circuit challenge cards PE equipment stated on resource cards Pencils

Starter / Warm Up If you are unfamiliar with the following exercises, see our PE and fitness exercises video which demonstrates all the exercises in our scheme https://www.youtube.com/watch?v=WVy0eHKItG0 Model the fitness circuit below: 2 tuck jumps + 4 mountain climbers + 6 spotty dogs REPEAT Timer challenge Set a timer of 2 minutes. How many points can they get? Circuit: 2 tuck jumps + 4 mountain climbers + 6 spotty dogs = 1 point When 2 minutes is up, rest for 45 seconds and repeat. Challenge and motivate the children to beat their original score.

Main Activity Activity 1 – Netball Numbers See the Netball Numbers resource card and set up and print out as instructed. If you do not have a netball court, you can mock one up with dome cones and use a different type for the numbered cones [e.g. tall cones]. Maps 1a – 1p Ensure the numbered cones are set up like the master map. Make sure the numbers are written on the cones and ensure these numbers correspond with the master map. The numbers should not be visible from the start zone. Pupils to complete this activity in 2s, 3s or 4s. You may wish to set up two netball numbers courses depending on the size of your class to avoid having a clustered course. One pupil from each team can have a go at each map until all members of the team agree with the total or they can complete it in one walk as a whole unit. Give children the demo maps and model walking the demo maps routes adding up the numbers on the cones as you go along. Children stay at the start zone and move their finger on the demo maps to correspond with the teacher’s journey. Give each pair a full set of netball numbers maps [1a-1p] and a recording sheet. Pair one to start with map 1a. Pair 2 to start with map 1b and so on. Each pair stands at their start, shown by the triangle on the map. Explain that they will follow the route on their map from start to finish, adding up the numbers on the cones as they go along and keeping the map orientated correctly. When finished, children record [see recording sheet] and check their answer with the teacher. Then, repeat using the next map. Continue until all maps [1a-1p] have been completed correctly. Maps 2a – 2p Once completed, children move on to maps 2a-2p where they need to plot their own routes to the cones indicated on the maps. Give each pair a full set of netball numbers maps 2a-2p and begin.

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Competition Maps At the end of the session, have a netball numbers competition using the competition maps [1-10]. The winner is the group who complete all maps correctly the fastest. Allow time for pupils to plan how they are going to win the competition. It is up to the teacher as to what rules are imposed e.g. must be completed 1 map at a time or alternatively, groups could split the maps between them. You may also wish to set no stipulations and allow children the freedom to tactically plan to win the competition. At the end of the competition, teams review how they did and how they would improve next time. Extension activity A – children can draw their own routes, using the blank netball numbers maps and work out the total of their route. They can then challenge another group to their maps. This can be repeated and repeated until the children are fully confident with orientating their netball numbers maps. Extension activity B – children can design their own netball numbers event challenge using a blank piece of paper or using the ‘design your own netball numbers event challenge page 1 & 2’ resource cards. They can produce a ‘master’ netball numbers map, altering the number and colour of cones. They can also alter the numbers on the cones to make it more challenging. Once completed, they will need to design multiple maps with different routes for other pairs to have a go at. Activity 2 – Fitness Circuit If groups finish early, they can complete fitness circuits using a selection of the fitness circuit challenge cards. The children can set up their own fitness circuit using a selection of the fitness exercise cards combined with appropriate repetitions and times for the year group. A fitness circuit for year 6 should be more challenging than one for year 3. Challenge the children. How many times can the children get through the circuit?

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Resource Cards 6 – Netball Numbers Challenge

Note: If you do not have a netball court, you can

mock one up with dome cones and use a different type for the numbered cones [e.g. tall cones].

Teacher Copy [set up as shown below] 1 4 3

4

4

2

1 3 4

3

1 3

1

3 2

2

1

Start

Instructions and Organisation Ensure the numbered cones are set up like the master map opposite. Make sure the numbers are written on the cones. The numbers should not be visible from the start zone. Pupils to complete this activity in 2s, 3s or 4s. You may wish to set up two netball numbers courses depending on the size of your class to de-cluster the netball court. One pupil from each team can have a go at each map until all members of the team agree with the total or they can complete it in one walk as a whole unit. Model walking the demo maps routes adding up the numbers on the cones as you go along. Children stay at the start zone and move their finger on the demo maps to correspond with the teacher’s journey. Give each pair a full set of netball numbers maps [1a-1p – see below] and a recording sheet. Pair one to start with map 1a. Pair 2 to start with map 1b and so on. Each pair stands at their start, shown by the triangle on the map. Explain that they will follow the route on their map from start to finish, adding up the numbers on the cones as they go along and keeping the map orientated correctly. When finished, children record [see recording sheet] and check their answer with the teacher. Then, repeat using the next map. Continue until all maps have been completed correctly. Once completed, children move on to maps 2a-2p where they need to plot their own routes to the cones indicated on the maps. Give each pair a full set of netball numbers maps 2a-2p and begin. At the end of the session, have a netball numbers competition using the competition maps (1-10). The winner is the group who complete all maps correctly the fastest.

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Netball Numbers Recording Sheet for Maps 1 and 2

Map Total 1a 1b 1c 1d 1e 1f 1g 1h 1i 1j 1k 1l

1m 1n 1o 1p 2a 2b 2c 2d 2e 2f 2g 2h 2i 2j 2k 2l

2m 2n 2o 2p

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Netball Numbers Recording Sheet for Competition Maps

Map Total

1

2

3

4

5

6

7

8

9

10

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Answers to all Netball Numbers Maps

Demo Map Answers

Demo Map 1 = 4, 2, 1, 1, 1, 4 = 13

Demo Map 2 = 4, 3, 1, 3, 1, 1, 2, 3 = 18

Map 1 Answers Map 1a = 2, 3, 1, 1, 1, 4 = 12 Map 1b = 4, 2, 2, 4, 1, 2 = 15 Map 1c = 2, 4, 2, 1, 3, 1 = 13 Map 1d = 2, 1, 3, 3, 1, 2 = 12 Map 1e = 2, 1, 2, 1, 3, 3, 1 = 13 Map 1f = 3, 4, 4, 3, 1, 1, 4 = 20 Map 1g = 2, 3, 1, 1, 1, 1, 2, 1 = 12 Map 1h = 4, 3, 4, 3, 3, 3, 4, 4 = 28 Map 1i = 2, 4, 4, 1, 1, 3, 3, 1, 2 = 21 Map 1j = 3, 2, 3, 3, 1, 3, 2, 4, 1 = 22 Map 1k = 2, 2, 4, 1, 1, 1, 3, 4, 1, 2 = 21 Map 1l = 3, 4, 1, 1, 2, 3, 1, 3, 3, 4 = 25 Map 1m = 2, 4, 1, 3, 3, 3, 1, 2, 2, 4, 1 = 26 Map 1n = 2, 4, 2, 3, 4, 1, 1, 1, 3, 4, 1, 4 = 30 Map 1o = 4, 3, 2, 2, 1, 1, 3, 1, 3, 1, 3, 2, 1, 4 = 31 Map 1p = 2, 4, 3, 4, 2, 1, 3, 3, 1, 1, 3, 3, 1, 2, 4 = 37

Map 2 Answers Map 2a = 14 Map 2b = 13 Map 2c = 17 Map 2d = 15 Map 2e = 15 Map 2f = 23 Map 2g = 21 Map 2h = 19 Map 2i = 30 Map 2j = 23 Map 2k = 27 Map 2l = 24 Map 2m = 31 Map 2n = 33 Map 2o = 38 Map 2p = 42

Competition Map Answers Map 1 = 15 Map 2 = 20 Map 3 = 22 Map 4 = 25 Map 5 = 25 Map 6 = 30 Map 7 = 28 Map 8 = 29 Map 9 = 29 Map 10 = 41

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Design your own netball numbers event challenge [page 1]

Blank Netball Numbers Maps

Instructions

Using the blank netball court on the left, draw cones on to the netball court giving each cone a number. Make sure all cones are placed on lines.

Then, complete six different maps with six different routes. Calculate the total of each route and note these below.

Map 1 = Map 2 = Map 3 = Map 4 = Map 5 = Map 6 =

Once completed, set up the course in reality and challenge your class to complete the maps you have designed. You will need to photocopy your 6 maps, so each group has a set. Remember to keep this sheet safe as it has all the answers on!

Examples + Answers

Map 1a = 12 Map 1b = 15 Map 1c = 13 Map 1d = 12 Map 1o = 31 Map 1p = 37

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Design your own netball numbers event challenge [page 2] Plot the routes to be taken, total them, test them out and then challenge another team

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To recognise the orienteering map is a ‘bird’s eye view’ diagram of the ground To recognise, orientate and follow the school orienteering map To use the key to recognise the relevant symbols and features on the orienteering map To navigate as a team to an orienteering control marker sign

Resources: Orienteering maps (PE and Fitness Red Course) Orienteering control marker signs (PE and Fitness Red Course – Course A) Teacher answer sheets (PE and Fitness Red Course) Pupil recording sheets (PE and Fitness Red Course) Pencils for pupils

Starter / Warm Up Prior to completing the orienteering fitness course in later lessons, pupils need to ensure they have learned the fitness exercises. Pupils to find a space on the field or playground. Model how to carry out these exercises explosively. Watch our example video to see how each exercise should be performed https://www.youtube.com/watch?v=WVy0eHKItG0 Star jumps. Spotty dogs. Lunges. Jump lunges. Push ups. Burpees. Sit ups. High knees. Tuck jumps Plank Jump squats. Mountain climbers Side gallop to next station Skip to next station

Main Activity Pupils to collect a map each and spend a few minutes analysing it and discussing its features. This could be done before the PE lesson as part of a morning or afternoon registration task. You could also save the orienteering map as your screensaver so the children subconsciously get used to the map. It’s important to allow enough time for them to become immersed in the school orienteering map. This should be repeated, little and often in-between PE lessons. Using the features on the maps, the children could create a quiz for each other to test one another’s map reading skills. They could also complete a fact file about the features in the school. See our “organisational activities for young PE & sport leaders” for further activities which will develop children’s map reading skills. Activity 1 - To use the key to recognise the relevant symbols and features on the orienteering map In their groups, pupils to spend time looking at the map using the key to recognise the relevant symbols and features. Question: Which animal would often see our school from this point of view? A bird. Question pupils to determine they can use the key to understand where features around the school are. Example questioning: Which feature is next to orienteering marker sign 7? Which orienteering control marker signs are very close to the school building? Which orienteering control marker signs are on the playground? Which orienteering control marker signs are on the boundary of our school? Which orienteering control marker signs are very close to or on trees? Put your finger on the front entrance to the school. Where on the map is the football pitch? Where on the map is the netball court? Some of these questions may not apply to your school. These questions are just suggestions. You know your school best and can question the children appropriately to get them exploring and discussing the map. Activity 2 – The Map Reading Journey This activity should be done in a relaxed manner. Don’t rush teaching the children how to read and orientate their maps. If you need to split the activities in this lesson over two lessons, do so. It’s essential the children learn how to read their maps before orienteering! Take your class, with their school orienteering maps, on a walk around the school. Can children identify where they are at various points along the way referring to the key/legend and features? Split the class into six lines and instruct them to walk in their lines. Teach the pupil at the head of the line how to orientate their maps whilst walking around the boundary of the school, stopping and starting every now and then. Pupils to point to where they are on the map and show the teacher. The pupil at the head of the line can then show their group how to orientate their maps. After walking the boundary, walk from one feature to another and change the person at the

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head of the line. Repeat until all children have been shown by the teacher how to orientate their maps. Team strong map readers up with weak map readers so the strong map readers can guide and help the weak map readers master map reading. Get various children to lead the class to features and points on the map. Do all children agree with the direction of which the class is going? This will be a good time to note down any unconfident map readers to support. Challenge 1: After you’ve been on the full journey around the school, give the class challenges to find an orienteering control marker sign e.g. find orienteering control marker sign 12. You can do this as a mini competition. The first team to the orienteering control marker sign called out wins. Shout out the number and tell them to go. This will be a good time to assess the confident map readers and less confident map readers. At the orienteering marker sign called out, review what happened. Did anyone run off without looking at the map? Did anyone get lost along the way? What’s the first thing we should do before setting off? Introduce the PLAN DO REVIEW technique (read map, set off, review what happened and why it happened). Challenge 2: Next, repeat this activity but get a child to call out a different number to travel to instead. Set the challenge of ‘beat the teacher’ and see if any children can beat you to the point called out. At the next station, review what happened and reinforce the PLAN DO REVIEW technique. Challenge 3: Repeat challenge 2 once more. Activity 3 – Map Reading Hide and Seek Note: you should only do this activity in a section of the school grounds (ideally with many features around) to contain all children and support them with mastering map reading. Pupils to be grouped into 3s (mixed ability). In their teams, pupils to nominate 1 hider and 2 seekers. The hider gets the map and scribes their initials next to a feature they will hide behind. The hider hands the map over to the seekers. The seekers close their eyes and count to 30. The hider hides or hides an object such as their pencil. After 30 seconds, the seekers look at the map, locating the initials which the hider scribed on. Using their map reading skills, they find the hider or the hider’s object. Questions: Did the seeker find the hider? How? Which features on the map helped you? Which features were near? Was the hider in the position marked on the map? Reinforce the PLAN DO REVIEW technique (read map, set off, review what happened and why it happened). Return to start zone and play again swapping the hider. Repeat until everyone has had at least 3 goes at hiding. Activity 4 - Setting and orientating the map Nominate an area in your grounds to be the start zone. Have the pupils facing the school building with their map in front of them on the ground. Can they identify where they are on the map? Ensure all children know where they are. Next, get the pupils to orientate and rotate their map so the school building on their map is directly ahead of them, along the same line as the real-life school building. Then, get the pupils to draw an invisible straight line from the mark on the map where they are to the school building on the map and then continue until their finger is in the air. At this point they should be pointing straight at the real-life school building. Wherever the pupils are on the orienteering course, they can use a feature on the map, like the school building, to help them orientate their map by facing the school building, holding their map in front of them, orientating it and drawing the ‘invisible line’. Now the pupils have orientated their map, they need to learn to position themselves around the map and point in the direction of an orienteering control marker sign, drawing an ‘invisible line’. Teacher to call out as many orienteering control marker signs or features as necessary. Activity 5 - To navigate as a team to an orienteering marker location (STAR orienteering style) In their groups, pupils will apply learning from activities 1 to 4 to locate orienteering marker signs. They will be orienteering around the red PE and fitness course (COURSE A). They need to read their year groups section and find the letter, which is on the orienteering control marker sign, returning to get it checked by the teacher or teaching assistant. Firstly, pupils select an orienteering control marker sign they want to find which isn’t too far away (you may prefer to give teams an orienteering control marker sign to

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find). For 60 seconds, as a team, they need to PLAN how to locate it (encourage application of map reading strategies taught). Support those pupils who struggled and do a guided orienteer with those children applying the PLAN DO REVIEW technique. Then, pupils set off to their chosen or given orienteering control marker sign. Pupils return and tell the teacher what letter was on their sign and, if correct, pupils can choose a trickier control marker sign to find. Pupils repeat this changing the team leader/navigator each time, so all pupils get a chance at leading their group. Repeat until pupils have found 5 orienteering control marker signs. Reinforce need to PLAN before setting off. Example of star orienteering. Competitors find an orienteering control sign then return to the start zone to get it checked before finding a different orienteering control sign.

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PE and Fitness [Red Course] – Pupil Recording Sheet Which course are you orienteering around? Tick the correct box.

□ Course A □ Course B □ Course C □ Fitness Course Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Perform the exercises away from any hazards and dangers. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? Plan your route to get around the course. 1 14

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PE Orienteering Lesson 6

Learning

objectives:

To recognise, orientate and follow the school orienteering map

To navigate in pairs to an orienteering control marker sign

To travel safely to and from orienteering control marker signs

To record information accurately

To review performance in order to improve next time

Resources: Orienteering maps (PE and Fitness Red Course)

Orienteering control marker signs (PE and Fitness Red Course – Course A)

Pupil orienteering recording sheets (PE and Fitness Red Course)

Teacher answer sheets (PE and Fitness red course)

Pencils for pupils

Fitness circuit challenge cards

Starter / Warm Up Pupils to find a space on the field or playground. Model how to carry out the following exercises explosively. If needed, watch our example video to see how each

exercise should be performed https://www.youtube.com/watch?v=WVy0eHKItG0

Hold up the following fitness circuit challenge cards one at a time – children to perform each exercise for 20 seconds, then rest for 20 seconds. Then, show the next

exercise. Repeat until all exercises have been performed.

Star jumps. Spotty dogs. Lunges. Jump lunges. Push ups. Burpees. Sit ups. High knees.

Tuck jumps Plank Jump squats. Mountain climbers Side gallop. Skip

Main Activity Recap (if needed) – Map Reading Hide and Seek Note: you should only do this activity in a section of the school grounds (ideally with many features around) to contain all children and support them with mastering

map reading.

Pupils to be grouped into 3s (mixed ability).

In their teams, pupils to nominate 1 hider and 2 seekers. The hider gets the map and scribes their initials next to a feature they will hide behind. The hider hands the

map over to the seekers. The seekers close their eyes and count to 30. The hider hides or hides an object such as their pencil. After 30 seconds, the seekers look at the

map, locating the initials which the hider scribed on. Using their map reading skills, they find the hider or the hider’s object. Questions: Did the seeker find the hider?

How? Which features on the map helped you? Which features were near? Was the hider in the position marked on the map?

Reinforce the PLAN DO REVIEW technique (read map, set off, review what happened and why it happened). Return to start zone and play again swapping the hider.

Repeat until everyone has had at least 3 goes at hiding.

Activity 2 - To orientate and follow the school orienteering map; to travel safely to and from orienteering control marker signs Group pupils in mixed ability pairs. Pupils get one map between two.

Start this activity next to an orienteering control marker sign. Remind pupils to look for their year group and perform the exercise from that section.

Model approaching an orienteering marker sign safely, being aware of hazards (other competitors, branches, ponds etc). Model performing the relevant exercise

displayed on the orienteering control marker sign in the nearest safe space. As a class, all move to a new control marker, orientating maps appropriately and planning

where to go. What features are nearby? Where is it next to? What direction is it in?

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Introduce the ‘thumb the map’ strategy. Children to keep their thumb on the part of the map they’re heading to in case they get lost along the way. This will allow them

to efficiently identify on the map the orienteering marker sign they are travelling towards and rethink and plan how to get there.

Guided orienteer: shout out a number and set off as a class to that orienteering marker sign. Stop the class on the way there and begin talking about something else

e.g. a bird which has landed in a tree. After 10-15 seconds, ask who still has their thumb on the marker sign you are heading towards. Get those children to direct the

class where we need to go. Do this again but purposefully head to a slightly incorrect location. When you arrive and discover there is no sign there, ask the class “who

still has their thumb on the marker sign we are heading towards?” Get them to re-plan how to get there, using map reading skills taught (referring to key features on

the map) and let them take the class there. Repeat once more.

Activity 3 - To navigate in pairs to an orienteering control marker sign and back to the start zone Group pupils in mixed ability pairs. Pupils get one map and recording sheet between two. Remind the pupils they are doing their year group section on course A.

Teacher to give each pair a different orienteering marker sign to find. For example, pair a: orienteering marker sign 1; pair b: orienteering marker sign 2 etc

For up to 60 seconds, as a pair, they need to PLAN how to locate their orienteering marker sign (encourage application of map reading strategies from previous lessons).

Support those pupils who struggled with map reading earlier.

Once they’ve planned, pupils to visit their orienteering marker sign location, read the letter which is on it, record it on their recording sheets and return to the teacher.

If incorrect, teacher to guide them with orientating map and pupils to try again. If correct, they can mark correctly and move onto the next marker location (e.g. if they

have just found marker location 4 they would move on to find marker location 5 and return to the teacher. Continue until pupils have visited all of the orienteering

control marker sign correctly. Encourage pairs to swap the map reader/leader after finding each orienteering marker sign. Encourage communication and collaboration

to help identify and find the relevant orienteering marker sign location. Reinforce the need to PLAN before setting off and remind children of the ‘thumb the map’

strategy.

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Learning objectives:

To navigate as a team to an orienteering control marker sign using the school orienteering map To record information accurately To review performance in order to improve next time

Resources: Orienteering maps [PE and Fitness Red Course] Orienteering control marker signs [PE and Fitness Red Course – Course B] Pupil orienteering recording sheets [PE and Fitness Red Course] Teacher answer sheets [PE and Fitness Red Course] Pencils for pupils Fitness circuit challenge cards

Starter / Warm Up Pupils to find a space on the field or playground. Model how to carry out the following exercises explosively. If needed, watch our example video to see how each exercise should be performed https://www.youtube.com/watch?v=WVy0eHKItG0 Hold up the following fitness circuit challenge cards one at a time – children to perform each exercise for 30 seconds, then rest for 20 seconds. Then, show the next exercise. Repeat until all exercises have been performed. Star jumps. Spotty dogs. Lunges. Jump lunges. Push ups. Burpees. Sit ups. High knees. Tuck jumps Plank Jump squats. Mountain climbers Side gallop. Skip

Main Activity Activity 1 - To orientate and follow the school orienteering map; to travel safely to and from orienteering control marker locations Start this activity next to an orienteering marker sign. Group pupils in mixed ability pairs. Pupils get one map between two. Model approaching an orienteering marker sign safely, aware of hazards (other pupils, branches, ponds etc). Model performing exercise safely in the nearest safe space. Pupils need to take responsibility for safely performing exercises and travelling in the outdoors. As a class, all move to a new orienteering control marker sign orientating map appropriately and planning where to go. Where is it next to? What direction is it in? Thumb the map. During the activity, emphasise the need to read, thumb, travel, repeat (RTTR). Introduce this acronym. Activity 2 - To navigate as a team to an orienteering control marker sign and back to the start zone Group pupils in threes or fours (mixed ability). Pupils get a map each. Provide pupils with clipboard and orienteering recording sheets. Inform pupils they will be looking for the EVEN numbered red orienteering signs but recording the numbers which are on ‘Course B’. Inform pupils that this is a team competition. Instruct each team of their starting control point and give teams 2 minutes to plan how they are going to find as many orienteering control marker signs as possible in 5 minutes. They can do this however they decide. Don’t provide pupils with any ideas at this stage. Start timer and set pupils off. After 5 minutes, blow whistle for pupils to return. Activity 3 - To review performance in order to improve next time Mark as a class and calculate score for each team. One point for every correct number. Encourage pupils to congratulate winners. What tactics did pupils use? What would they do differently? The most efficient method for activity 2 is all team members have a map each and pick a different control marker point to find. All members head off to their control points, return and record. Then, they can repeat this with a new set of different control marker points. Complete this activity again but only allow one map per group. This time they are to find the ODD numbered control points. Instruct each team of their starting control point and give teams 2 minutes planning time to discuss tactics. Encourage them to plot the quickest route. How will they change their tactics to suit the new one map per team rule? Hand out new orienteering recording sheets to pupils. Start timer and set pupils off. After 5-10 minutes, blow the whistle for pupils to return. Mark as a class and calculate score for each team. Pupils to congratulate teams who have improved. Teacher can repeat this process if needed. Teacher can also allow for more time to ensure success for their pupils.

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To navigate individually to an orienteering control marker sign using the school orienteering map To record information accurately To review performance in order to improve next time To know the importance of health and fitness and how orienteering can develop this [see warmup]

Resources: Orienteering maps [PE and Fitness Red Course] Orienteering control marker signs [PE and Fitness Red Course – Fitness Course] Pupil orienteering recording sheets [PE and Fitness Red Course] Teacher answer sheets [PE and Fitness Red Course] Pencils for pupils

Starter / Warm Up Based on previous warmups from lessons 1 – 7, pupils to work in teams to organise a 5-minute warm up to gradually increase their heart rate, raising their body temperature and increasing blood flow to their muscles. Inform children that warming up helps reduce muscle soreness and lessens risk of injury. Pupils can use any exercises taught in previous lessons and can have access to the fitness circuit challenge cards. Remind pupils of the need for rest periods and that a warmup is designed to warm up the muscles not exhaust them. Pupils to review their warmup and discuss in their teams how they could improve it (organisation, effort, communication etc)

Main Activity Activity 1 - To navigate individually to an orienteering control marker sign and back to the start zone Inform pupils that this lesson is an individual orienteering score competition where they will use the skills of map reading, accurate recording and fitness. Pupils to find red orienteering marker locations, recording the fitness activity on the sign and performing the fitness exercise displayed. Pupils have 25 minutes and can find the signs in any order. The winner is the pupil who finds the most signs in the time allowed. Inform pupils which year group section they are to record. Show pupils the start and end sound (e.g. whistle or claxon) and inform pupils they have 60 seconds to get back to the start zone when the second sound goes off. One point will be deducted for every minute over the time limit they are (teacher can decide whether these rules apply). Hand out orienteering recording sheets to pupils. Give each pupil an orienteering control point to visit first so they all visit a different control point to begin with. Allow pupils 2 minutes tactical planning time. Encourage pupils to plot a route. Support less able pupils with planning. Start a 25 minute timer and set pupils off. After 24 minutes, blow the whistle. Pupils must return within the minute. One point will be deducted for every minute over the time limit they are. Mark as a class and celebrate winner(s). Activity 2 - To review performance in order to improve next time Pupils to review how they did. How did they determine the order they went in? Was that the quickest way of doing it? What did they find hard? What did they find easy? What would make it easier? What would make it harder? What happened to your heart rate? Why? Activity 3 – Guided Orienteer - Tactics The quickest way around an orienteering course is to go to the nearest orienteering marker sign every time. Wherever you and the class are stood, ask the class which orienteering marker sign is closest. Go to that sign and ask the class which orienteering marker sign they should go to next – it should be the closest one to where you are stood. Repeat.

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PE Orienteering Lesson 9 Learning

objectives:

To know the importance of warming up and organise a warmup

To navigate individually and in teams to an orienteering control marker sign by using the school orienteering map

To record information accurately

To review performance in order to improve next time

To set up an orienteering course using the school orienteering map

Resources: Orienteering maps [Purple Course]

Orienteering control marker signs [Purple Course]

Pupil orienteering recording sheets [Purple Course]

Teacher answer sheets [Purple Course]

Pencils for pupils

Fitness circuit challenge cards

Starter / Warm Up Based on previous warmups from lessons 1 – 8, pupils to work in teams to organise a 5-minute warm up to gradually increase their heart rate, raising their body

temperature and increasing blood flow to their muscles. Inform children that warming up helps reduce muscle soreness and lessens risk of injury. Pupils can use

any exercises taught in previous lessons and can have access to the fitness circuit challenge cards. Remind pupils of the need for rest periods and that a warmup is

designed to warm up the muscles not exhaust them. Pupils to review their warmup and discuss in their teams how they could improve it (organisation, effort,

communication etc)

Main Activity For lesson 9, we recommend using the purple blank orienteering control marker signs. Ensure the control points are placed at suitable locations on the map. If your maps

were created by us, do this by dragging and dropping the control points. Teachers can write letters, numbers or cross-curricular questions on the purple orienteering signs

using with a whiteboard pen. Make sure to also write the answers in the blank teacher answer sheet for the purple course. After the lesson, make sure the children rub out

the content on the signs. The purple signs should only be put out temporarily, not permanently as teachers will write on them with a whiteboard pen. This could be linked to

anything in the curriculum. Store the signs in a suitable place after the lesson.

Activity 1 – To set up an orienteering course Using the purple orienteering signs and maps, pupils to set up the orienteering course. In pairs, give pupils an orienteering control marker sign and a map. In pairs,

pupils to identify the corresponding control point on the map. One pupil to set off and place the orienteering control marker sign in the correct location and return. The

other pupil then sets off to check their partner has placed it in the correct place. For extra care, one group could then check another group’s accuracy.

Activity 2 – STAR Orienteering Competition (15-minute time limit) Half the class to take part in activity 2 while the other half take part in activity 3. After 15 minutes, swap over. Children to work individually so all children need a map and

recording sheet. STAR orienteering involves visiting a single orienteering control marker sign then returning to the start zone where their recording sheet is marked. If

correct they can go to the next orienteering control marker sign. After each orienteering control marker sign is found, pupils must return to the start zone for their card to

be marked before continuing. Instruct pupils who are taking part in activity 2 that they are looking for the ODD orienteering control marker signs. Allow 2 minutes

planning time, 15 minutes competition time, and 2 minutes reviewing time. Give each child an ODD orienteering control marker sign to start with. The children can then

visit the orienteering signs in any order they wish. Question/recap – what tactics could you apply to find as many signs as possible? Also remind children of RTTR (read,

thumb, travel, repeat)

Activity 3 – Score Orienteering Competition (15-minute time limit) Half the class to take part in activity 3 while the other half take part in activity 2. After 15 minutes, swap over. Children to work individually so all children need a map and

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recording sheet. A score orienteering competition involves visiting control markers in any order (pupils should plan their quickest route) and only returning to the start

zone when the whistle/claxon goes to signal the end of the competition. Pupils must return within a minute of the final whistle/claxon. One point will be deducted for

every minute over the time limit they are. Instruct pupils who are taking part in activity 3 that they are looking for the EVEN orienteering control marker signs. Allow 2

minutes planning time, 15 minutes competition time, and 2 minutes reviewing time. Give each child an EVEN orienteering control marker sign to start with. The children

can then visit the orienteering signs in any order they wish. Question/recap – what tactics could you apply to find as many signs as possible? Also remind children of RTTR

(read, thumb, travel, repeat)

Activity 4 – Relay STAR Orienteering (5-minute time limit) Split the class up into teams of 3 or 4.

Give each team one map, one relay baton, one recording sheet and one pencil.

Only one member of the team is allowed away from the start zone at any time and must have the relay baton.

Maps can go with the runner or stay at the start zone.

Give each team a control point they must start with.

Allow 2 minute planning time, encouraging tactical thinking.

Then allow 5 minutes competition time, and 2 minutes reviewing time. What tactics did teams use? What would they change next time to visit more control points?

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Purple Course (For Teachers Autonomous Use)

Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? Learning objective …………………………………………………………………………………………………………………………………….. 1 14

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To orienteer around the school grounds individually and in teams To independently adopt the read, thumb, travel, repeat orienteering strategy [RTTR] To tactically plan a strategy to travel around the orienteering course as quickly as possible To design an orienteering event based on different purpose and scenarios

Resources: Orienteering maps [Purple – recommended] Orienteering control marker signs [Purple – recommended] Orienteering competition recording sheets for competitors and orienteering officiating and results sheet for officials [see below] Answers recorded for all orienteering marker signs and given to officials Pencils for pupils

Starter / Warm Up Based on previous warmups from lessons 1 – 9, pupils to work in teams to organise a 5-minute warm up to gradually increase their heart rate, raising their body temperature and increasing blood flow to their muscles. Inform children that warming up helps reduce muscle soreness and lessens risk of injury. Pupils can use any exercises taught in previous lessons and can have access to the fitness circuit challenge cards. Remind pupils of the need for rest periods and that a warmup is designed to warm up the muscles not exhaust them. Pupils to review their warmup and discuss in their teams how they could improve it (organisation, effort, communication etc)

Main Activity For lesson 10, we recommend using the purple blank orienteering control marker signs. Before printing the maps, you may wish to alter the control points on the map, so they are at different positions to lesson 9. If your maps were created by us, do this by dragging and dropping the control points. Teachers can write letters, numbers or cross-curricular questions on the purple orienteering signs using with a whiteboard pen. Make sure to also write this in the blank teacher answer sheet for the purple course so you have the answers. After the lesson, make sure the children rub out the content on the signs. The purple signs should only be put out temporarily, not permanently as teachers will write on them with a whiteboard pen. This could be linked to anything in the curriculum. Store the signs in a suitable place after the lesson.

Activity 1 – To set up an orienteering course Using the purple signs and maps, pupils to set up the orienteering course. Adjust the purple orienteering control points on the maps by dragging and dropping them so the signs are placed in different places to lesson 9. In pairs, give pupils an orienteering control marker sign and a map. One pupil to set off and place the control marker in the correct location. The other pupil to then check their partner has placed it in the correct place. For extra care, one group could then check another group’s accuracy. Activity 2 – Score Orienteering Competition (20 or 25-minute time limit) Before the competition begins, recap the RTTR technique [read the map, thumb the map, travel to the orienteering sign, repeat]. A score orienteering competition involves visiting control markers in any order (pupils should plan their quickest route) and only returning to the start zone when the time is up. Children could be given a stopwatch and therefore be responsible for timing themselves and ensuring they are back within the time. One point will be deducted for every minute over the time limit they are. The teacher may wish to take part themselves and set the challenge – ‘beat the teacher’. If so, ensure there are enough adults present to safely supervise the competition. Hand all competitors an ‘orienteering competition recording sheet for competitors’ [see below]. The teacher, TA or person officiating the event needs an ‘orienteering officiating and results sheet’ [see below] to record the competitors scores and times. Inform pupils of the rules and how the winners will be decided:

The winning competitor or team is the competitor or team which achieves the most points. Points are determined by the number of correct recorded answers minus the number of minutes over the time limit. If teams are drawing on points, the winning competitor or team is the competitor or team which completed the course in the quickest time.

Allow 2 minutes planning time, 20- or 25-minutes competition time, and 2 minutes reviewing time.

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Activity 3 – Scenarios Determine Tactics Pupils to design their own orienteering event using the ‘beyond lesson 10 activity card’.

Put the children into groups of 3. Get each group to design a different event to meet the purpose of the scenarios below. Purpose of orienteering event/scenarios:

• Complete the course as quickly as possible • Build stamina • Build teamwork skills

Children to feedback to class explaining how their event meets the purpose. Children to challenge other teams to take part in their event.

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Orienteering Competition Recording Sheet for Competitors

Name(s): Listen and follow the instructions from the officials before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? 1 14

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Orienteering Competition ANSWERS for Teachers / Officials 1 14

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Orienteering Officiating and Results Sheet The winning competitor or team is the competitor or team which achieves the most points. Points are determined by the number of correct recorded answers minus the number of minutes over the time limit. If teams are drawing on points, the winning competitor or team is the competitor or team which completed the course in the quickest time. Name of competitor(s) / team No. of correct

answers No. of minutes over the time limit [round up e.g. 1m15s rounds up to 2]

Total points = no. of correct answers – no. of minutes over the time limit

Time taken [in the event of a draw, this will determine the winner]

Example 21 2 21 – 2 = 19 26m25s

1st place _____________ 2nd place _____________ 3rd place _____________

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Advice and checklists for planning and running an orienteering event or competition at your school

Questions to consider

Who will take part? How many competitors?

Individuals, pairs or teams? How many on a team?

Which type of orienteering event? STAR event? SCORE event? RELAY event?

Which orienteering course, marker signs and maps?

Appropriate time limit?

Special stipulations? See beyond lesson 10 resource card for inspiration.

Rewards?

Which orienteering marker signs? Have you a copy of or worked out and

recorded all the answers?

Resources needed

Orienteering maps Relay batons [if RELAY orienteering event]

Orienteering marker signs Officials

Orienteering competition recording sheets for competitors Start and finish zone tables for officials

Orienteering officiating and results sheets for officials Stopwatches for officials [and competitors – optional]

Pens or pencils for competitors and officials Marshalls to ensure fair play

Clipboards [optional] Record of all the answers to the orienteering marker signs

Advice • Risk assess the area being used for the competition and remove any hazards

• Inform competitors about staying safe and avoiding any hazards

• Ensure the orienteering marker signs are placed accurately and ensure you have a record of all the answers

• Print more than enough maps and recording sheets so you have spares if needed

• Print more than enough orienteering officiating and results sheets for your officials

• Ensure competitors and officials have a pen or pencil

• Have enough officials in order to record competitors’ finish times and collect in their orienteering competition recording sheets

• Work out the results after all competitors have finished

• Use the school’s young PE & sport leaders to help run and officiate the event [make sure to train them before the event]

• Before the orienteering event begins, gather all competitors and explain the rules and how the winners will be decided:

The winning competitor or team is the competitor or team which achieves the most points. Points are determined by the number of correct recorded answers minus

the number of minutes over the time limit. If teams are drawing on points, the winning competitor or team is the competitor or team which completed the course in

the quickest time.

• Decide whether to give competitors a stopwatch or whether they need to make a calculated guess as to when the time limit is up

146

Beyond Lesson 10 – Activity Card Which Orienteering Course?

□ Red: PE & Fitness

□ Blue: Maths

□ Black: Maths –

Geometry

□ Green: Grammar,

Punctuation & Spelling

□ Purple: Blank

Course What content will be written on the signs?

Who’s putting the signs out in the school

grounds? Teacher or children?

Course A Course A [ x ÷ ]

Course B Course B [ + - ]

Course C Course C [Fractions]

Fitness Course Course D [Measurement]

Competition Type

□ Orienteering Score Event

(complete orienteering course as quickly as possible in any order)

□ STAR Orienteering Event

(return to start zone / teacher after finding each orienteering marker sign to check answer)

Number of competitors on a team

□ 1

□ 2

□ 3

□ 4

□ Decide Your Own

Number

Time Limit

□ 10 minutes

□ 15 minutes

□ 20 minutes

□ 25 minutes

□ Unlimited

Control points to visit (tick which control points you will

visit) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Odds Evens All

Stipulations

□ Direct a blindfolded

teammate

□ Pass or dribble a ball

□ All team members hold

the same hoop

□ Relay style

□ All competitors to travel with a cone/beanbag

balanced on their head

□ All competitors to travel magic carpet style (could

use 2-3 hoops rather than carpet)

□ The route taken has to be

in numerical order

□ Jigsaw Maps

Rules & organisation? Number of maps permitted per team?

Purpose of Orienteering Event & Priority Learning Objectives

[see beyond lesson 10 learning objectives on next page]

147

Beyond Lesson 10 – further PE learning objectives When the children have mastered reading the map of their school grounds and mastered the orienteering techniques to move around your school orienteering courses efficiently, active Cross-Curricular Orienteering lessons, in Maths, English and any subject can then be delivered. The focus will then shift from PE to the academic learning material of the other subject areas (because the PE / Orienteering skills are fully embedded by this stage). Further PE learning objectives can be selected from below to develop communication, thinking and physical skills as well as raising knowledge and skills around health and fitness. Reinforce the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. Remind children of the PLAN DO REVIEW REPEAT process. Select learning objectives to focus on and use the ‘Beyond Lesson 10 Activity Card’ to determine orienteering activity type. The learning objectives chosen may determine the competition type, number of competitors on a team, time limit, stipulations, rules etc. Communication skills □ To effectively allocate roles in the team: e.g. map reader, runner, recorder, first runner, second runner, third runner etc □ To communicate as a team, deciding which marker locations each member is going to or, if relay style, which order they are

going in. □ To guide a blindfolded teammate effectively to a marker location with or without physical contact, improving the ability to

work with and trust others □ To take responsibility for self and others. □ To communicate and collaborate with teammates in order to travel around the course effectively □ Increase ability and confidence to make decisions by leading your team for a given period of time

Thinking/tactical skills □ To plan effectively the quickest route to take □ To allocate marker locations as per the strengths of individuals in the group e.g. quickest sprinter to go for a marker location

which is within sprinting distance, quickest long-distance runner to run to the furthest marker away □ To guide a blindfolded teammate safely yet efficiently around the course □ To organise and determine the rules of an orienteering competition: e.g. Competition type? Number of competitors on a team?

Time limit? Stipulations? Physical skills □ To plan physically how they will get around the course as quickly as possible as a team or as individuals □ To adopt an efficient running technique to preserve energy □ To breathe effectively to preserve energy □ To alter the way of travelling to support a teammate who is slower/faster □ To maintain balance in all areas of the orienteering course

Health and fitness □ To know and discuss how orienteering and exercise can develop health and fitness □ To know the importance of warming up and cooling down and organise their own warm up and cool down

Warm-Ups

Based on warmups from lessons 1 – 10, pupils to work in teams to organise a 5-minute warm up to gradually increase their heart rate, raising their body temperature and increasing blood flow to their muscles. Inform children that warming up helps reduce muscle soreness and lessens risk of injury. Pupils can use any exercises taught in previous lessons and can have access to the fitness circuit challenge cards. Remind pupils of the need for rest periods and that a warmup is designed to warm up the muscles not exhaust them. Pupils to review their warmup and discuss in their teams how they could improve it (organisation, effort, communication etc)

148

Leadership & Organisational Activities for Young PE & Sport Leaders

The following activities are designed to develop the leadership and organisational skills of pupils encouraging teamwork, communication, leadership and creativity. The suggested activities could be completed by the school’s young PE & sport leaders, by the whole class or as wet play activities. Pupils should be made aware that activities, events and competitions take time to plan and need trialing before the real thing. The PLAN DO REVIEW REPEAT process applies to all tasks. Encourage perseverance, pro-activeness and a problem-solving mindset. Pupils should complete these tasks with as much independence as possible therefore the activities should be pupil-led rather than teacher-led.

Organisation Level 1 Low 2 Middle 3 High 4 Ultra-High

Suggested Organisational Activities Level ✓

Design your own version of the “funny faces” activity using resource cards 1 for inspiration. 1 Plan a fitness circuit to deliver at lunch time. 1 Design a fitness circuit to improve sprinting time. 1 Design a fitness circuit to improve long distance time. 1 Design a fitness circuit to improve core strength. 1 Plan a warmup for the next PE lesson, noting where it will take place on the school map. 1 Create a music playlist which will motivate you AND OTHERS to persevere and keep going no matter how tired. You could make this available for teachers to use during PE lesson warmups and you could create a different music playlist for each class to cater for all.

1

Create an orienteering map symbols quiz to develop other children’s map reading skills. 1 Design your own orienteering obstacle course using resource cards 2 for inspiration. Consider the participants and the appropriate level of challenge.

2

Design your own version of the counting cones event using resource cards 4 for inspiration. Consider the participants and the appropriate level of challenge.

2

Design your own version of the netball numbers event using resource cards 6 for inspiration. Consider the participants and the appropriate level of challenge.

2

Plan a treasure hunt designing it on the blank orienteering map. 2 Photograph the orienteering signs of an orienteering course making sure the backdrop is captured in each photograph. Instead of competitors using the orienteering maps to find the orienteering signs, they must use the photographs instead.

2

Create a new orienteering course for the school with brand new questions and maps. 2 Design an orienteering event for a class in Key Stage 2 to take part in. You could use the beyond lesson 10 activity card for inspiration.

3

Conduct a plastic pollution or litter survey of the school, plotting points on the map where plastic or litter is discovered. Present your findings to your teacher, your class, in assembly or to the school governors.

3

Plan daily fitness activities in different zones of the school, drawing and annotating these on the school map. Consider the activities and their popularity. The aim is to develop a love of movement and fitness for everyone in the school. Complete a timetable for these activities.

3

Make an orienteering map into a jigsaw by splitting the maps into jigsaw pieces. Then, make a full set of orienteering jigsaw maps. Competitors are given the jigsaw pieces and have to find the orienteering signs using the jigsaw pieces only. Remember to keep a master copy of the map.

3

Design an orienteering event for parents, carers and families to take part in. You could use the beyond lesson 10 activity card for inspiration. The aim is to promote a love for movement, teamwork, healthy competition and the outdoors.

4

Create an orienteering map for the school making use of google earth and your knowledge of orienteering symbols. You could either draw the orienteering map by hand using a tracing method or complete the map using software such as Microsoft Word. If your school has a subscription with digimap for schools, you could also use this. Remember to complete the fieldwork of your grounds accurately to ensure the features are placed as precisely as possible on the map.

4

Plan sports day organising the events in different zones of the school, drawing and annotating these on the school map. Consider the activities and their popularity. The aim is to develop a love of movement and sport for everyone in the school. Advertise the event to attract as many parents, carers and family members as possible.

4

Design an orienteering competition, to be hosted and officiated by your school, for other schools to take part in. The aim is to promote a love for movement, teamwork, healthy competition and the outdoors.

4

149

Questions and Prompts for Young PE & Sport Leaders Organising Activities, Events and Competitions

The following questions and prompts can be printed and given to the children to help them structure and organise their chosen activity, event or competition.

Advice Activities, events and competitions take time to plan and need trialing before the real thing. These organisational challenges will develop your teamwork, communication, leadership and creativity. Persevere, be pro-active, help each other and adopt a problem-solving mindset. Remember, PLAN DO REVIEW REPEAT!

Questions / Prompts Notes

What is the purpose and aim of the activity, event or competition?

What resources are needed?

What skills are needed from your organising team?

Who will be in your organising team? Which job role suits who? Who will lead the team and ultimately be the figure head responsible for the activity, event and competition?

What job roles are needed? How will you allocate them? Set a deadline for each job.

Who is the activity, event or competition aimed at? Is the level of challenge appropriate for the age range?

When is the best time for the activity, event or competition?

How long will it take to prepare? Create a timetable for the jobs required.

150

When is the best time to trial the activity, event or competition before the real thing? Will you ask for feedback in order to improve it?

When is the best time to announce / advertise the activity, event or competition?

Where is the best place to announce / advertise the activity, event or competition?

Where is the best place for the activity, event or competition to take place?

Do you need to advertise? How will you advertise to encourage people to take part? How will you advertise to increase the number of spectators?

Is it necessary to write and communicate the rules of the activity, event or competition?

How will the event be managed and officiated?

How will the winners be decided? Will the winners receive rewards? What will be rewarded? Skill? Effort? Sportsmanship? Respect?

How did the activity, event or competition go? What went well? How could you improve it?

Other ideas

151

Orienteering Recording Sheets for Pupils

Children fill their recording sheet in as they complete the relevant

orienteering course

152

PE and Fitness – Red Course Which course are you orienteering around? Tick the correct box.


2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

153

Maths: Number, Fractions and Measurement – Blue Course Which course are you orienteering around? Tick the correct box. □ Course A (Multiplication and Division) □ Course B (Addition and Subtraction)

□ Course C (Fractions, Decimals, %) □ Course D (Measurement) Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

154

Maths: Geometry – Position and Direction – Black Course Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

155

Grammar, Punctuation and Spelling – Green Course Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

156

Purple Course (For Teachers Autonomous Use) Listen to your teacher’s/coach’s instructions before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? Learning objective …………………………………………………………………………………………………………………………………….. 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

157

Resources for planning and running an orienteering event or competition at your school

158

Advice and checklists for planning and running an orienteering event or competition at your school

Questions to consider

Who will take part? How many competitors?

Individuals, pairs or teams? How many on a team?

Which type of orienteering event? STAR event? SCORE event? RELAY event?

Which orienteering course, marker signs and maps?

Appropriate time limit?

Special stipulations? See beyond lesson 10 resource card for inspiration.

Rewards?

Resources needed

Orienteering maps Relay batons [if RELAY orienteering event]

Orienteering marker signs Officials

Orienteering competition recording sheets for competitors Start and finish zone tables for officials

Orienteering officiating and results sheets for officials Stopwatches for officials [and competitors – optional]

Pens or pencils for competitors and officials Marshalls to ensure fair play

Clipboards [optional]

Advice • Risk assess the area being used for the competition and remove any hazards

• Inform competitors about staying safe and avoiding any hazards

• Print more than enough maps and recording sheets so you have spares if needed

• Print more than enough orienteering officiating and results sheets for your officials

• Ensure competitors and officials have a pen or pencil

• Have enough officials in order to record competitors’ finish times and collect in their orienteering competition recording sheets

• Work out the results after all competitors have finished

• Use the school’s young PE & sport leaders to help run and officiate the event [make sure to train them before the event]

• Before the orienteering event begins, gather all competitors and explain the rules and how the winners will be decided:

The winning competitor or team is the competitor or team which achieves the most points. Points are determined by the number of correct recorded answers minus

the number of minutes over the time limit. If teams are drawing on points, the winning competitor or team is the competitor or team which completed the course in

the quickest time.

• Decide whether to give competitors a stopwatch or whether they need to make a calculated guess as to when the time limit is up

159

Orienteering Competition Recording Sheet for Competitors

Name(s): Listen and follow the instructions from the officials before beginning the orienteering course. Plan your route to get around the course. Your answers must be in the correct box. Remember the key orienteering skills: read the map, thumb the map, travel to an orienteering sign, repeat. If needed, you can make notes, jottings or workings out on the other side of the paper or in the relevant box. When you’ve finished, review how you did. What went well? How could you improve? 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

160

Orienteering Competition ANSWERS for Teachers / Officials 1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

161

Orienteering Officiating and Results Sheet The winning competitor or team is the competitor or team which achieves the most points. Points are determined by the number of correct recorded answers minus the number of minutes over the time limit. If teams are drawing on points, the winning competitor or team is the competitor or team which completed the course in the quickest time. Name of competitor(s) / team No. of correct

answers No. of minutes over the time limit [round up e.g. 1m15s rounds up to 2]

Total points = no. of correct answers – no. of minutes over the time limit

Time taken [in the event of a draw, this will determine the winner]

Example 21 2 21 – 2 = 19 26m25s

1st place _____________ 2nd place _____________ 3rd place _____________

162

Fitness Circuit Challenge Cards

The following fitness circuit cards are made up of: - Exercises

- Repetitions - Time limits

Teachers and pupils can use these cards to form fitness circuits. The exercises, repetitions and time limits should be determined by the

purpose and aim of the fitness circuit.

163

All exercises, repetitions and time limit options on one page

Make a circuit by selecting three or more exercises to complete combined with a number of repetitions or a time limit. How many times can you get through the circuit? Set yourself a goal and try to achieve it!

Exercises Repetitions Time limits Star

jumps Spotty dogs Lunge Jump

lunges 2

reps 5

reps 5

sec 10 sec

Push ups Burpees Sit

ups High knees

8 reps

10 reps

15 sec

20 sec

Tuck jumps Plank Jump

squats Mountain climbers

12 reps

15 reps

30 sec

45 sec

Side gallop Skip Run Bear

crawl 20

reps 30

reps 60 sec

90 sec

Rest 40 reps

50 reps

2 min

5 min

164

Design your fitness circuit Choose 3 or more exercises to complete with a set number of repetitions or a time limit

How many times do you aim to get through the circuit without resting? How many times did you get through the circuit without resting?

Station Exercise [one of the stations could be a rest station]

Repetitions / Time limit

1

2

3

4

5

6

7

8

165

Star jumps

166

Spotty dogs

167

Lunges

168

Jump lunges

169

Push ups

170

Burpees

171

Sit ups

172

High knees

173

Tuck jumps

174

Plank

175

Jump squats

176

Mountain climbers

177

Side gallop

178

Skip

179

Run

180

Bear crawl

181

2 reps

5 reps

182

8 reps

10 reps

183

12 reps

15 reps

184

20 reps

30 reps

185

40 reps

50 reps

186

5 sec

10 sec

187

15 sec

20 sec

188

30 sec

45 sec

189

60 sec

90 sec

190

2 min

5 min

191

Answers to all Cross-Curricular Orienteering Questions

192

Year 3 Maths: Number, Fractions and Measurement

Blue Course A Blue Course B Blue Course C Blue Course D

Maths – Mental Multiplication/Division Maths – Addition and Subtraction Maths – Fractions, Decimals and Percentages Maths – Measurement and Place Value

1 3 x 4 = 12 1 365 + 1 = 366 1

1 1 week = 7 days

2 4 x 8 = 32 2 222 – 1 = 221 2 or

2 1 year = 365 days

3 8 x 3 = 24 3 432 + 10 = 442 3 , , or

3 2 weeks = 14 days

4 4 x 6 = 24 4 749 – 10 = 739 4 , or

4 1 minute = 60 seconds

5 4 x 7 = 28 5 799 + 5 = 804 5 , , , , , , , or

5 1 hour = 60 minutes

6 4 x 9 = 36 6 500 – 6 = 494 6 of 24 = 12

6 2 minutes = 120 seconds

7 3 x 6 = 18 7 690 + 40 = 730 7 of 18 = 6

7 3 hours = 180 minutes

8 3 x 7 = 21 8 200 – 30 = 170 8 of 60 = 15

8 1 m = 100 cm

9 3 x 9 = 27 9 396 + 50 = 446 9 of 80 = 8

9 10 mm = 1 cm

10 8 x 6 = 48 10 503 – 20 = 483 10 of 400 = 40

10 600 cm = 6 m

11 8 x 7 = 56 11 834 + 100 = 934 11

11 40 mm = 4 cm

12 8 x 9 = 72 12 219 – 200 = 19 12 1 or

12 1 kg = 1 000 g

193

13 3 x 3 = 9 13 1 000 – 600 = 400 13 1 or

13 5 000 g = 5 kg

14 4 x 4 = 16 14 300 + 700 = 1 000 14 or

14 1 000 ml = 1 litre

15 8 x 8 = 64 15 1 000 – 800 = 200 15 or

15 7 litres = 7 000 ml

16 4 x 50 = 200 16 70 + 30 = 100 16 1 or

16 £1.50 = 150p

17 12 ÷ 4 = 3 17 100 – 75 = 25 17 2

17 £0.95 = 95p

18 24 ÷ 8 = 3 18 62 + 38 = 100 18 1 or

18 85 p = £0.85

19 15 x 10 = 150 19 489 + 375 = 864 19 ( or ) and ( 1 or )

19 £1.50 – 60p = 90p

20 9 x 100 = 900 20 777 – 389 = 388 20 2 20 105p + £2.50 = £3.55

21 2 x 2 x 8 = 32 21 999 + 2 = 1 001 21 !!" ,

##" ,

$$" or

%%" 21 How many days in leap year? 366

22 2 x 3 x 4 = 24 22 950 + 70 = 1 020 22 6 22 6 m + 70 cm = 670 cm

23 4 x 4 x 2 = 32 23 740 – 60 = 680 23 !& 23 8 kg – 1 000 g = 7 kg

24 27 ÷ 9 = 3 24 585 + 67 = 652 24 710

24 6 litres + 300 ml = 6 300 ml

25 64 ÷ 8 = 8 25 851 – 246 = 605 25 4 %' 25 50 cm + 10 mm = 51 cm

194

Year 3 Maths: Geometry – Position and Direction

Black Course

1 e and g

2 c and d

3 Hexagon

4 Square

5 13

6 Square based pyramid

7 3

8 12

9 Vertical

10 Perpendicular

11 Parallel

12 26 cm + 26 cm + 17 cm + 17 cm = 52 cm + 34 cm = 86 cm

195

13 c (accept the pentagon or the 5-sided shape)

14 c and e

15 b, d, f and h

16 c

17 b

18 North-East

19 C4

20 C (the pentagon should be in the middle of the Venn diagram)

21 Japan

22 c) The shape has 2 internal right angles

23 Shape C

24 West

25 Line 5

196

Year 3 Grammar, Punctuation and Spelling

Green Course

1 b) Although we lost, I still enjoyed the match. c) I always have a good day when I spend it with my friends.

2 Manager

3 a) The park is full of birds when the sun is shining. c) Even though it can be challenging, exercise is good for you.

4 when, because

5 Accept any of the following: and, or

6 b) The snowboarder fell and lost his lead in the race c) I tried hard but I could still do better.

7 with

8 c) preposition

9 b and c

10 Late

11 Silently

197

12 c) determiners

13 a) The golf ball was stuck in a bush. c) An igloo is made from snow.

14 c) three

15 superstar, antisocial, autopilot

16 didn’t (the apostrophe must be in the correct place)

17 b) Tidy your room.

18 Shoes

19 b) The first underlined word is an adjective and the second is a noun.

20 b) Penny scored for her netball team. c) Anna went dancing yesterday evening.

21 c) abstract noun

22 d) collective noun

23 c) conjunction

24 d) her

25 Central Park is in New York.

198

Year 3 – Red Course (PE and Fitness)

Course A (letter) Course B (number) Course C (name ___ beginning with ___)

Fitness Course Exercise Challenge

1 E 1 48 1 H 1 10 star jumps 15 star jumps 2 L 2 32 2 K 2 6 squats 8 squats 3 I 3 92 3 N 3 6 burpees 8 burpees 4 T 4 20 4 Q 4 6 sit-ups 8 sit-ups 5 E 5 64 5 T 5 6 push-ups 8 push-ups 6 O 6 12 6 W 6 10 lunges 15 lunges 7 R 7 100 7 A 7 10 high knees 15 high knees 8 I 8 84 8 D 8 15 second plank 20 second plank 9 E 9 52 9 G 9 20 mountain climbers 25 mountain climbers 10 N 10 36 10 J 10 15 spotty dogs 20 spotty dogs 11 T 11 4 11 M 11 Side gallop to the next station 12 E 12 76 12 P 12 Skip to the next station 13 E 13 24 13 S 13 6 jump squats 8 jump squats 14 R 14 40 14 V 14 6 jump lunges 8 jump lunges 15 I 15 60 15 Z 15 6 tuck jumps 8 tuck jumps 16 N 16 72 16 C 16 10 star jumps 15 star jumps 17 G 17 8 17 F 17 6 squats 8 squats 18 C 18 16 18 I 18 6 burpees 8 burpees 19 H 19 96 19 L 19 6 sit-ups 8 sit-ups 20 A 20 88 20 O 20 6 push-ups 8 push-ups 21 M 21 28 21 R 21 10 lunges 15 lunges 22 P 22 44 22 U 22 10 high knees 15 high knees 23 I 23 56 23 Y 23 15 second plank 20 second plank 24 O 24 68 24 B 24 20 mountain climbers 25 mountain climbers 25 N 25 80 25 E 25 15 spotty dogs 20 spotty dogs Note on course B You may wish to get the children to put the numbers in order and find out the rule to the sequence

199

Year 3 Purple Course Answer Sheet

For Teachers Autonomous Use

1

2

3

4

5

6

7

8

9

10

11

12

200

13

14

15

16

17

18

19

20

21

22

23

24

25

201




1 6 x 6 = 36 1 354 + 42 = 396 1 any equivalent to but not

1 7 weeks = 49 days

2 7 x 6 = 42 2 265 – 54 = 211 2 any equivalent to but not

2 6 days = 144 hours

3 8 x 7 = 56 3 499 + 57 = 556 3 any equivalent to but not

3 3 ½ days = 84 hours

4 9 x 8 = 72 4 362 – 72 = 290 4 any equivalent to but not

4 2 years = 730 days

5 11 x 9 = 99 5 243 + 99 = 342 5 5 5 4 minutes = 240 seconds

6 12 x 6 = 72 6 324 – 98 = 226 6 7.5 6 2 ¼ hours = 150 minutes

7 6 x 8 = 48 7 4.2 + 1.4 = 5.6 7 2.5 7 600 minutes = 10 hours

8 7 x 9 = 63 8 6.5 – 2.4 = 4.1 8 0.3 8 5 000 m = 5 km

9 8 x 8 = 64 9 2.5 + 2.5 = 5 9 0.31 9 1 500 m = 1.5 km

10 9 x 9 = 81 10 7.3 – 1.3 = 6 10 0.5 10 3.5 km = 3 500 m

11 11 x 11 = 121 11 2.7 + 0.4 = 3.1 11 0.25 11 0.5 km = 500 m

12 12 x 12 = 144 12 1.8 – 0.9 = 0.9 12 0.75 12 2 500 g = 2.5 kg

202

13 4 x 25 = 100 13 550 + 350 = 900 13 or 1

13 7.5 kg = 7 500 grams

14 6 x 25 = 150 14 630 – 410 = 220 14 or 1

14 3 500 ml = 3.5 litres

15 42 ÷ 7 = 6 15 4 200 – 1 000 = 3 200 15 , 1 or 1

15 £8.50 + 90p = £9.40

16 56 ÷ 8 = 7 16 3 400 + 900 = 4 300 16 or

16 75 p + 64 p = £1.39

17 72 ÷ 9 = 8 17 4 050 – 150 = 3 900 17 or 1

17 £1.50 - £0.99 = 51 p

18 54 ÷ 6 = 9 18 6 043 – 2 635 = 3 408 18 or 1

18 £2.75 – 95 p = 180 p

19 95 ÷ 10 = 9.5 19 4 372 + 2 938 = 7 310 19 4 19 £4.85 + 200 p = £6.85

20 82 ÷ 100 = 0.82 20 356.7 + 275.6 = 632.3 20 4 or 4

20 445 p + 55 p = £5.00

21 75 ÷ 10 = 7.5 21 548 + 92 = 640 21 #!" or equivalent with greater denominator 21 24 months = 2 years

22 0.51 x 100 = 51 22 4 300 + 700 = 5 000 22 0.2 22 4.5 km – 800 m = 3.7 km

23 2 x 6 x 7 = 84 23 3 800 – 1 800 = 2 000 23 #' or equivalent 23 3 500 ml – 1.1 litres = 2 400 ml

24 3 x 12 x 3 = 108 24 569.8 + 0.2 = 570 24 #!" or equivalent 24 1.5 kg – 750 g = 750 g

25 63 ÷ 9 x 4 = 28 25 2 389 – 1 893 = 496 25 6 25 750 m + 500 cm = 755 m

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Black Course

1 Equilateral

2 Isosceles

3 C (the rectangle – it should be in the middle of the Venn diagram)

4 Quadrilaterals (accept four-sided polygons or four-sided shapes)

5 3

6 The middle of the Venn diagram

7 1

8 b (parallelogram)

9 b and d

10 6

11 Obtuse

12 4

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13 2

14 (3, 4)

15 (7, 6)

16 (5, 2)

17 4 right, 2 up (accept 2 up, 4 right)

18 (3, 2)

19 26 cm

20 26.5 cm²

21 Rhombus

22 Scalene

23 C, B, A, D

24 Two obtuse angles and an acute angle would add up to more than 180° and a triangle’s internal angles add up to exactly 180° therefore it is impossible

25 C

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Green Course

1 b) After we finish work, we are going straight to the airport. d) When I was at the cinema, I had to turn my phone off.

2 a) When Emily arrived, she was greeted by her friend. c) During the party, everyone danced and had fun.

3 b) In the United Kingdom, it often rains. c) On the mat, Adam fine-tuned his forward roll.

4 After walking for miles

5 Day

6 a) Before going to school, Sam went for a run. d) In the last minute of the game, Will’s team scored.

7 b) The rugby player shouted, “Pass me the ball!”

8 c) After the match, our coach proudly said, “A great team effort!”

9 Anybody

10 a) Those trainers are mine. d) The sports top is hers.

11 b) noun phrase

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12 b) Our defender saw the striker make a run. c) The goalkeeper was 6-feet-tall.

13 a) The tennis player’s trainers were brand new.

14 c) im

15 b) The children’s sports day is next week.

16 the, a, an

17 At

18 Hopefully

19 a) The swimmer is very fast at front crawl. c) We are definitely going to win!

20 c) Jack tries hard at training.

21 train

22 b) determiner

23 it, her

24 c) before

25 a) My manager said that I should pass her the files.

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Year 4 – Red Course (PE and Fitness)

Course A (letter) Course B (number) Course C (name ___ beginning with ___)

Fitness Course Exercise Challenge

1 Y 1 31 1 L 1 8 squats 10 squats 2 E 2 11 2 O 2 8 burpees 10 burpees 3 A 3 53 3 R 3 8 sit-ups 10 sit-ups 4 R 4 73 4 U 4 8 push-ups 10 push-ups 5 4 5 2 5 Y 5 15 lunges 20 lunges 6 S 6 19 6 B 6 15 high knees 20 high knees 7 U 7 67 7 E 7 20 second plank 25 second plank 8 P 8 83 8 H 8 25 mountain climbers 30 mountain climbers 9 E 9 41 9 K 9 20 spotty dogs 25 spotty dogs 10 R 10 5 10 N 10 Side gallop to the next station 11 S 11 97 11 Q 11 Skip to the next station 12 T 12 59 12 T 12 8 jump squats 10 jump squats 13 A 13 17 13 W 13 8 jump lunges 10 jump lunges 14 R 14 3 14 A 14 8 tuck jumps 10 tuck jumps 15 O 15 43 15 D 15 15 star jumps 20 star jumps 16 R 16 89 16 G 16 8 squats 10 squats 17 I 17 71 17 J 17 8 burpees 10 burpees 18 E 18 23 18 M 18 8 sit-ups 10 sit-ups 19 N 19 7 19 P 19 8 push-ups 10 push-ups 20 T 20 37 20 S 20 15 lunges 20 lunges 21 E 21 61 21 V 21 15 high knees 20 high knees 22 E 22 79 22 Z 22 20 second plank 25 second plank 23 R 23 13 23 C 23 25 mountain climbers 30 mountain climbers 24 E 24 47 24 F 24 20 spotty dogs 25 spotty dogs 25 R 25 29 25 I 25 8 jump squats 10 jump squats Note on course B You may wish to get the children to put the numbers in order and find out the rule to the sequence (the first 25 prime numbers)

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1 30 x 4 = 120 1 5 965 – 998 = 4 967 1 any equivalent to but not

1 550 cm = 5.5 m

2 4 x 80 = 320 2 12 732 + 1 001 = 13 733 2 any equivalent to but not

2 7.62 m = 762 cm

3 80 x 30 = 2 400 3 4 152 + 3 997 = 8 149 3 1

3 7 540 m = 7.54 km

4 90 x 8 = 720 4 10 000 – 8 997 = 1 003 4 2

4 100 m = 0.1 km

5 80 x 90 = 7 200 5 5 – 1.3 = 3.7 5

5 8.725 km = 8 725 m

6 7 x 600 = 4 200 6 4 + 3.8 = 7.8 6

6 22 mm = 2.2 cm

7 3 000 x 6 = 18 000 7 6.5 + 6.5 = 13 7

7 4.5 cm = 45 mm

8 30 x 70 = 2 100 8 11.5 – 7.8 = 3.7 8 0.371 8 100 ml = 0.1 litres

9 8² = 64 9 7.9 + 3.2 = 11.1 9

9 350 ml = 0.35 litres

10 3³ - 2³ = 27 – 8 = 19 10 2.4 + 6.3 – 1.7 = 7 10

10 1.5 litres = 1 500 ml

11 160 ÷ 4 = 40 11 0.28 + 0.72 = 1 11 or 1

11 2.75 litres = 2 750 ml

12 480 ÷ 6 = 80 12 1 – 0.35 = 0.65 12 , 1 or 1

12 100 g = 0.1 kg

211

13 490 ÷ 7 = 70 13 10 – 8.66 = 1.34 13

13 250 g = 0.25 kg

14 720 ÷ 8 = 90 14 7.75 + 2.25 = 10 14

14 0.75 kg = 750 g

15 630 ÷ 9 = 70 15 8.5 + 5.43 = 13.93 15 or 1

15 50 miles ≈ 80 km

16 4 400 ÷ 11 = 400 16 7.25 -1.35 = 5.9 16 11 16 24 km ≈ 15 miles

17 224 ÷ 100 = 2.24 17 74.62 – 19.35 = 55.27 17 or or equivalent

17 3 kg ≈ 6.6 pounds (lb)

18 999 ÷ 1 000 = 0.999 18 33.64 + 14.47 = 48.11 18 0.95 18 8.8 pounds (lb) ≈ 4 kg

19 0.04 x 100 = 4 19 373 543 + 93 027 = 466 570 19

19 1 ½ weeks = 252 hours

20 9.45 x 1 000 = 9 450 20 48 057 – 3 759 = 44 298 20 9 20 480 hours = 20 days

21 3² x 40 = 360 21 54 234 + 6 329 = 60 563 21 Any fraction equivalent to ()* but not ()* 21 4.75 km – 750 m = 4 km

22 2³ x 2 x 100 = 1 600 22 24 540 – 9 192 = 15 348 22 2 )+, 22 3 250 ml + 6.75 litres = 10 litres

23 85 ÷ 1 000 = 0.085 23 45.83 – 28.84 = 16.99 23 218

23 1.25 kg + 2.5 kg = 3 750 g

24 0.03 x 1 000 = 30 24 439.2 – 4.25 = 434.95 24 80% 24 2 and ½ years = 30 months

25 2 358 x 6 = 14 148 25 523.8 + 26.3 = 550.1 25 6 +- 25 120 hours + 7 days = 12 days

212


Black Course

1 Hexagon

2 Pentagon

3 Length of sides and angles

4 (3, 2)

5 Obtuse

6 Reflex

7 Acute

8 257° (accept 5° either side)



11 11 cm

12 32 cm

213

13 16 cm

14 55°

15 27°

16 (6, 1)

17 (4, 7)

18 (4, 8)

19 3 right, 4 up (accept 4 up, 3 right)

20 (7, 6)

21 225°

22 25°

23 67°

24 630°

25 A rhombus is not a regular shape as its internal angles are not all equal

214


Green Course

1 b) The furniture, which Tom designed, was very valuable.

2 a) The table, which was made from wood, was expensive.

3 b) At the other side of the yard, a black bird appeared.

4 a) I remembered to put my homework in my bag before heading to school.

5 Possibility

6 Certainty

7 b) Jess liked Jim, who played the drums better than Jeff.

8 assassinate The alien forces planned to assassinate their enemy.

9 hospitalised The racing driver was hospitalised after crashing into the barrier.

10 c) dis disappear

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11 b) mis misunderstood

12 a) Blue whales are huge – they can be up to 30 metres in length.

13 Brackets or commas

14 c) Before going out, we put our walking boots on.

15 c) is and was

16 b) I was hoping to play cricket for the school team.

17 a) The team’s kit was in the wash.

18 Wouldn’t (the apostrophe must be in the correct place)

19 Queen, Elizabeth, April, London Queen Elizabeth II was born on April 21, 1926, in London.

20 David loves to play golf. David, who is 35 years old, loves to play golf. 21 In the second sentence the extra comma indicates that Jack enjoys four activities: 1) running 2) sports clubs 3) going out with friends and 4) sleeping.

However, in the first sentence Jack only enjoys three activities 1) running sports clubs 2) going out with friends and 3) sleeping. 22 c) pronoun 23 Subordinate clause 24 The dash belongs between gone and he.

Josh reflected on how year 5 had gone – he knew he could be proud of his achievements as he had tried his best. 25 Take

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Year 5 – Red Course (PE and Fitness) Course A (letter) Course B (number) Course C (name ___

beginning with ___) Fitness Course

Exercise Challenge 1 G 1 3 1 P 1 10 burpees 12 burpees 2 R 2 45 2 S 2 10 sit-ups 12 sit-ups 3 E 3 120 3 V 3 10 push-ups 12 push-ups 4 A 4 21 4 Z 4 20 lunges 25 lunges 5 T 5 231 5 C 5 20 high knees 25 high knees 6 O 6 78 6 F 6 25 second plank 30 second plank 7 U 7 1 7 I 7 30 mountain climbers 35 mountain climbers 8 T 8 325 8 L 8 25 spotty dogs 30 spotty dogs 9 D 9 171 9 O 9 Side gallop to the next station 10 O 10 10 10 R 10 Skip to the next station 11 O 11 276 11 U 11 10 jump squats 12 jump squats 12 R 12 55 12 Y 12 10 jump lunges 12 jump lunges 13 E 13 28 13 B 13 10 tuck jumps 12 tuck jumps 14 D 14 136 14 E 14 20 star jumps 25 star jumps 15 U 15 91 15 H 15 10 squats 12 squats 16 C 16 190 16 K 16 10 burpees 12 burpees 17 A 17 300 17 N 17 10 sit-ups 12 sit-ups 18 T 18 6 18 Q 18 10 push-ups 12 push-ups 19 I 19 105 19 T 19 20 lunges 25 lunges 20 O 20 36 20 W 20 20 high knees 25 high knees 21 N 21 210 21 A 21 25 second plank 30 second plank 22 S 22 15 22 D 22 30 mountain climbers 35 mountain climbers 23 T 23 153 23 G 23 25 spotty dogs 30 spotty dogs 24 A 24 66 24 J 24 10 jump squats 12 jump squats 25 R 25 253 25 M 25 10 jump lunges 12 jump lunges Note on course B You may wish to get the children to put the numbers in order and find out the rule to the sequence

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1 60 x 6 = 360 1 - 6 + 19 = 13 1

1 3.725 km = 3 725 m

2 70 x 6 = 420 2 - 4 + 16 = 12 2

2 275 m = 0.275 km

3 80 x 70 = 5 600 3 24.75 + 75.25 = 100 3

3 0.535 litres = 535 ml

4 90 x 800 = 72 000 4 100 – 49.95 = 50.05 4 0.017 4 4 275 ml = 4.275 litres

5 110 x 9 = 990 5 8 700 – 4 = 8 696 5

5 2.55 kg = 2 550 g

6 120 x 60 = 7 200 6 601 – 49 = 552 6 or

6 755 g = 0.755 kg

7 600 x 800 = 480 000 7 4 036 – 507 – 32 = 3 497 7 , or 7 5 ¼ km = 5 250 m

8 700 x 90 = 63 000 8 934 382 – 110 000 = 824 382 8 28% 8 2 ¾ kg = 2 750 g

9 5³ = 5 x 5 x 5 = 125 9 173 200 + 110 000 = 283 200 9 34% 9 ¾ of a metre = 750 mm

10 70² = 70 x 70 = 4 900 10 201 005 – 1 000 – 1 000 = 199 005 10 0.23 10 ⅛ of a litre = 125 ml

11 320 ÷ 40 = 8 11 299 003 + 1 000 + 1 000 = 301 003 11 0.175 11 65 miles ≈ 104 km

220

12 5 400 ÷ 60 = 90 12 350 000 + 85 000 = 435 000 12 15% 12 150 miles ≈ 240 km

13 4 200 ÷ 70 = 60 13 38 100 + 15 900 = 54 000 13 12.5% 13 2.5 miles ≈ 4 km

14 2.8 ÷ 4 = 0.7 14 8 438 329 – 8 438 000 = 329 14 or 1

14 320 km ≈ 200 miles

15 7.2 ÷ 8 = 0.9 15 666 666 + 333 333 = 999 999 15

15 2 km ≈ 1.25 miles

16 0.45 ÷ 9 = 0.05 16 453 532 – 273 583 = 179 949 16 or 2

16 12 km ≈ 7.5 miles

17 0.42 x 100 = 42 17 95.46 – 5.8 = 89.66 17

17 100 kg ≈ 220 pounds (lb)

18 0.005 x 1 000 = 5 18 155.2 +1.552 = 156.752 18

18 0.5 kg ≈ 1.1 pounds (lb)

19 95 ÷ 100 = 0.95 19 7.523 – 3.601 = 3.922 19 0.375 19 13.2 pounds (lb) ≈ 6 kg

20 75 ÷ 1 000 = 0.075 20 458.2 – 4.211 = 453.989 20 52.5 20 1.1 pounds (lb) ≈ 0.5 kg

21 5² x 1 000 = 25 000 21 - 5 – 7 = - 12 21 225 21 3.125 litres - 1 125 ml = 2 litres

22 2³ x 100 x 4 = 3 200

22 - 8 - 12 = - 20 22 &'

22 55 km + 45 000 metres = 100 km

23 52.4 ÷ 100 = 0.524 23 - 2 + 32 = 30 23 &(

23 How many days are in February? 28 or 29 in a leap year

24 5 374 x 8 = 42 992 24 4.5 – 1.25 = 3.25 24 .!" or equivalent 24 Which four months only have 30 days?

September, April, June and November

25 469 x 52 = 24 388 25 7.32 – 4.241 = 3.079 25 $##" or 1

!##" or 1

&!" or equivalent 25 How many days are in 4 consecutive years?

365 + 365 + 365 +366 = 1 461

221


Black Course

1 (- 4, - 2)

2 153 cm³

3 13 cm

4 6.25 cm

5 25.13 cm

6 65°

7 (5 cm x 11.5 cm) ÷ 2 = 57.5 ÷ 2 = 28.75 cm² [(base x height) ÷ 2 = area of a triangle]

8 85°

9 346°

10 70°

11 145°

12 240°

222

13 No because not all the angles are equal

14 a) Both shapes are quadrilaterals

c) The angles within each shape total 360°

15 5 left, 4 down (accept 4 down, 5 left)

16 (- 3, - 2)

17 (- 4, - 1)

18 (- 2, 4)

19 5 cm x 10.5 cm = 52.5 cm² (base x height = area of a parallelogram)

20 a = 38° b = 142°

21 2) angle c + angle d = 180° and 3) angle b and d are equal

22 Scalene

23 44°

24 144 cm²

25 (15, 25)

223


Green Course

1 Happy and pleased Harry was happy with his performance – he knew his team were pleased with him too.

2 b) Sluggish

3 c) The Smith family shortlisted three places: Brazil, Wales and Italy.

4 A semi-colon

5 b) There are twenty ten-year-olds in year 6.

6 b) look

7 Coordinating conjunctions

8 Subordinating conjunctions

9 He asked her, “Do you want a biscuit?” (The speech marks, capital letter and question mark must be included) Also accept minor differences which preserve the basic meaning, e.g. He asked her, “Would you like a biscuit?”

224

10 Subject: John Object: a table (accept table)

11 c) We were terrified by the rollercoaster.

12 Accept any of the following: mine, yours, his, hers, ours, theirs.

13 b) Jane was doing her exercises.

14 They and themselves

15 Two, both, the Two dogs were running around both trees in the distance.

16 Later

17 a) Adam started at the bottom of the company.

18 b) The park was in need of renovation.

19 b) The violent crowd led to the delay.

20 has wanted Oliver loves singing and has wanted to record his music for years. He was hoping to get a record deal. 21 Adverb 22 Before, with and around Before the party, Caroline prepared the food and drink with her friend, Stacey, who lived around the corner. 23 Were The firefighter acted with caution. If she were wrong, her plan could endanger everyone. 24 and 25 b) sentence 2 The acts will be confirmed in due course.

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Year 6 – Red Course (PE and Fitness) Course A (letter) Course B (number) Course C (name ___

beginning with ___) Fitness Course

Exercise Challenge 1 G 1 441 1 T 1 12 jump squats 14 jump squats 2 R 2 25 2 W 2 12 jump lunges 14 jump lunges 3 A 3 196 3 A 3 12 tuck jumps 14 tuck jumps 4 N 4 1 4 D 4 25 star jumps 30 star jumps 5 D 5 324 5 G 5 12 squats 14 squats 6 M 6 576 6 J 6 12 burpees 14 burpees 7 A 7 81 7 M 7 12 sit-ups 14 sit-ups 8 S 8 256 8 P 8 12 push-ups 14 push-ups 9 T 9 144 9 S 9 25 lunges 30 lunges 10 E 10 484 10 V 10 25 high knees 30 high knees 11 R 11 100 11 Z 11 30 second plank 35 second plank 12 O 12 4 12 C 12 35 mountain climbers 40 mountain climbers 13 F 13 49 13 F 13 30 spotty dogs 35 spotty dogs 14 O 14 400 14 I 14 Side gallop to the next station 15 R 15 9 15 L 15 Skip to the next station 16 I 16 64 16 O 16 12 jump squats 14 jump squats 17 E 17 362 17 R 17 12 jump lunges 14 jump lunges 18 N 18 121 18 U 18 12 tuck jumps 14 tuck jumps 19 T 19 16 19 Y 19 25 star jumps 30 star jumps 20 E 20 225 20 B 20 12 squats 14 squats 21 E 21 529 21 E 21 12 burpees 14 burpees 22 R 22 169 22 H 22 12 sit-ups 14 sit-ups 23 I 23 36 23 K 23 12 push-ups 14 push-ups 24 N 24 289 24 N 24 25 lunges 30 lunges 25 G 25 625 25 Q 25 25 high knees 30 high knees Note on course B You may wish to get the children to put the numbers in order and find out the rule to the sequence (the numbers are the first 25 square numbers)

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Curriculum Links

and Learning Objectives

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Year 6 Learning Objectives Maths – Number, Fractions and Measurement Links (Blue Orienteering Signs) Mathematics programmes of study: key stages 1 and 2 National curriculum in England1 Course A - Mental Multiplication and Division Perform mental calculations, including with mixed operations and large numbers. Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places

Course B - Addition and Subtraction Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Recall and use addition and subtraction facts for 1 (with decimals to two decimal places). Perform mental calculations including with mixed operations and large numbers and decimals. Add and subtract whole numbers and decimals using formal written methods (columnar addition and subtraction). Course C – Fractions Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375 and 3

8 ).

Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 14 x 12 = 18 ).

Divide proper fractions by whole numbers (e.g. 13 ÷ 2 = 1

6 ).

Find simple percentages of amounts Course D - Measurement Use, read and write standard units of length, mass, volume and time using decimal notation to three decimal places. Convert between standard units of length, mass, volume and time using decimal notation to three decimal places. Convert between miles and kilometres.

1 Mathematics programmes of study: key stages 1 and 2 National curriculum in England DFE-00180-2013

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Maths – Geometry: properties of shapes and position and direction links (Black Orienteering Signs) Mathematics programmes of study: key stages 1 and 2 National curriculum in England2 Describe positions on the full coordinate grid (all four quadrants). Compare/classify geometric shapes based on the properties and sizes. Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Find unknown angles in any triangles, quadrilaterals, regular polygons.


231

Grammar, punctuation and spelling links (Green Orienteering Signs) English - Appendix 2: Vocabulary, grammar and punctuation 3

Word How words are related by meaning as synonyms and antonyms [for example, big, large, little]. The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]

Sentence Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

Text Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

Punctuation Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Terminology for pupils subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points, word family, root, subordinating conjunctions, coordinating conjunctions, direct speech, passive voice, possessive pronoun, past progressive, determiners, preposition, adverb, past and present tense, present perfect

Other Key Learning Objectives Identify and use colons to introduce a list. Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil. Explore how hyphens can be used to avoid ambiguity e.g. man eating shark vs man-eating shark. Identify the subject and object of a sentence. Explore and investigate active and passive. Identify the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing. Use of the passive to affect the presentation of information in a sentence. Identify the difference between structures typical of informal speech and structures appropriate for formal speech and writing including the use of subjunctive forms. Use of the semi-colon, colon and dash to mark the boundary between independent clauses. Use inverted commas and other punctuation to indicate direct speech. Identify, select and effectively use pronouns. Explore, identify and use Standard English verb inflections for writing. Use apostrophes for singular and plural possession e.g. the dog’s bone and the dogs’ bones.

3 English Appendix 2: Vocabulary, Grammar and Punctuation https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf

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Year 5 Key Learning Objectives

Maths – Number, Fractions and Measurement Links (Blue Orienteering Signs)

Mathematics programmes of study: key stages 1 and 2 National curriculum in England4

Course A - Mental Multiplication and Division

Recognise and use square (2) and cube (3) numbers, and notation. Multiply and divide numbers mentally drawing upon known facts. Multiply/divide whole numbers and decimals by 10, 100 and 1000.

Course B - Addition and Subtraction

Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Select a mental strategy appropriate for the numbers involved in the calculation. Recall and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place). Derive and use addition and subtraction facts for 1 (with decimal numbers to two decimal places). Add and subtract numbers mentally with increasingly large numbers and decimals to two decimal places. Add and subtract whole numbers with more than 4 digits and decimals with two decimal places, including using formal written methods (columnar addition and subtraction).

Course C – Fractions

Recognise mixed numbers and improper fractions and convert from one form to the other. Read and write decimal numbers as fractions (e.g. 0.71= 71

100)

Count on and back in mixed number steps such as 112.

Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. Add and subtract fractions with denominators that are the same and that are multiples of the same number (using diagrams). Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.

Course D - Measurement

Use, read and write standard units of length and mass. Convert between different units of metric measure. Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Continue to read, write and convert time between analogue and digital 12 and 24-hour clocks.


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Maths – Geometry: properties of shapes and position and direction links (Black Orienteering Signs) Mathematics programmes of study: key stages 1 and 2 National curriculum in England5 Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Use the properties of rectangles to deduce related facts and find missing lengths and angles. Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. Describe positions on the first quadrant of a coordinate grid and plot specified points and complete shapes.


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Word Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

Sentence Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

Text Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]

Punctuation Brackets, dashes or commas to indicate parenthesis

Use of commas to clarify meaning or avoid ambiguity

Terminology for pupils modal verb, relative pronoun, relative clause, adverbial, parenthesis, bracket, dash, cohesion, commas, ambiguity, verb, noun, prefix, standard English, apostrophe

Other Key Learning Objectives Create complex sentences by using relative clauses with pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. The robberies, which had taken place over the past month, remained unsolved. Demarcate complex sentences using commas and explore ambiguity of meaning. Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must. Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly. Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs. Identify and use brackets and dashes. Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-. Use inverted commas and other punctuation to indicate direct speech. Identify, select and effectively use pronouns. Explore, identify and use Standard English verb inflections for writing. Use apostrophes for singular and plural possession e.g. the dog’s bone and the dogs’ bone


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Course A – Multiplication and Division

Count in multiples of 6, 7, 9, 25 and 1000. Recall multiplication and division facts for multiplication tables up to 12 × 12.

Use place value, known and derived facts to multiply and divide mentally, including:

- multiplying by 0 and 1.

- dividing by 1.

- multiplying together three numbers Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer.

Course B – Addition and Subtraction

Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Select a mental strategy appropriate for the numbers involved in the calculation. Recall and use addition and subtraction facts for 100. Recall and use +/- facts for multiples of 100 totalling 1000. Derive and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place). Add and subtract mentally combinations of two and three digit numbers and decimals to one decimal place. Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where appropriate.

Course C – Fractions

Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Count on and back in steps of unit fractions. Recognise and show, using diagrams, families of common equivalent fractions. Recognise and write decimal equivalents of any number of tenths or hundredths. Recognise and write decimal equivalents to , , . Add and subtract fractions with the same denominator (using diagrams).

Course D – Measurement

Estimate, compare and calculate different measures, including money in pounds and pence. Convert between different units of measure [e.g. kilometre to metre; hour to minute]. Write amounts of money using decimal notation.


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Maths – Geometry: properties of shapes and position and direction links (Black Orienteering Signs) Mathematics programmes of study: key stages 1 and 2 National curriculum in England8 Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. Identify lines of symmetry in 2-D shapes presented in different orientations. Continue to identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Identify acute and obtuse angles and compare and order angles up to two right angles by size. Describe positions on a 2-D grid as coordinates in the first quadrant. Plot specified points and draw sides to complete a given polygon. Describe movements between positions as translations of a given unit to the left/right and up/down. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Know area is a measure of surface within a given boundary. Find the area of rectilinear shapes by counting squares.


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Word The grammatical difference between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] Sentence Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Fronted adverbials [for example, Later that day, I heard the bad news.]

Text Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Punctuation Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

Use of commas after fronted adverbials

Terminology for pupils Determiner, preposition, pronoun, possessive pronoun, adverbial, conjunction, word family, prefix, clause, subordinate clause, direct speech. inverted commas (or ‘speech marks’), standard English, past and present tense, adverb

Other Key Learning Objectives Create complex sentences with adverb starters e.g. Silently trudging through the snow, Sam made his way up the mountain. Create sentences with fronted adverbials for when e.g. As the clock struck twelve, the soldiers sprang into action. Create sentences with fronted adverbials for where e.g. In the distance, a lone wolf howled. Use commas to mark clauses in complex sentences. Use inverted commas and other punctuation to indicate direct speech e.g. The tour guide announced, “Be back here at four o’ clock.” Identify, select and effectively use pronouns. Explore, identify, collect and use noun phrases e.g. The crumbly cookie with tasty marshmallow pieces melted in my mouth. Explore, identify and use Standard English verb inflections for writing e.g. We were instead of we was. I was instead of I were, I did instead of I done. She saw it instead of she seen it. Use apostrophes for singular and plural possession e.g. the dog’s bone and the dogs’ bones. Identify and use determiners Identify and use prepositions Correct choice and consistent use of present tense and past tense throughout writing Use further prefixes and suffixes and understand how to add them Understand how to place the apostrophe in words with irregular plurals (e.g. children’s).


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Course A – Multiplication and Division

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Count from 0 in multiples of 4, 8, 50 and 100. Find the effect of multiplying a one- or two-digit number by 10 and 100, identify the value of the digits in the answer.

Course B – Addition and Subtraction

Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Select a mental strategy appropriate for the numbers involved in the calculation. Recall/use addition/subtraction facts for 100 (multiples of 5 and 10). Derive and use addition and subtraction facts for 100. Derive and use addition and subtraction facts for multiples of 100 totalling 1000

Add and subtract numbers mentally, including: - a three-digit number and ones.

- a three-digit number and tens.

- a three-digit number and hundreds.

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Course C - Fractions Understand that finding a fraction of an amount relates to division.

Recognise that tenths arise from dividing objects into 10 equal parts and in dividing one-digit numbers or quantities by 10.

Recognise and show, using diagrams, equivalent fractions with small denominators.

Add and subtract fractions with the same denominator within one whole [for example, + = ].

Count on and back in steps of , and .

Course D – Measurement Record/compare time in terms of seconds, minutes, hours

Know the number of seconds in a minute and the number of days in each month, year and leap year.

Continue to recognise and use the symbols for pounds (£) and pence (p) and understand that the decimal point separates pounds/pence.

Add and subtract amounts of money to give change, using both £ and p in practical contexts. Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).


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Maths – Geometry: properties of shapes and position and direction links (Black Orienteering Signs) Mathematics programmes of study: key stages 1 and 2 National curriculum in England11 Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. Recognise angles as a property of shape or a description of a turn. Understand perimeter is a measure of distance around the boundary of a shape. Describe positions on a square grid labelled with letters and numbers.


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Word Formation of nouns using a range of prefixes [for example super–, anti–, auto–]

Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Sentence Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]

Subordination (using when, if, that, because) and co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Text Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]

Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Punctuation Introduction to inverted commas to punctuate direct speech

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Terminology for pupils preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’), noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma


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Other Key Learning Objectives Adjectives nouns and verbs Correct choice and consistent use of present tense and past tense throughout writing Explore and collect word families e.g. medical, medicine, medicinal, medic, paramedic, medically to extend vocabulary. Explore and collect words with prefixes super, anti, auto. Explore and identify main and subordinate clauses in complex sentences. Explore, identify and create complex sentences using a range of conjunctions e.g. if, while, since, after, before, so, although, until, in case. Identify, select, generate and effectively use prepositions for where e.g. above, below, beneath, within, outside, beyond. Select, generate and effectively use adverbs e.g. suddenly, silently, soon, eventually. Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll. Use commas to separate items in a list. Use inverted commas to punctuate direct speech (speech marks). Use perfect form of verbs using have and had to indicate a completed action e.g. I have washed my hands. We will have eaten our lunch by the time Dad arrives. Jack had watched TV for over two hours! Use sentences with different forms: statement, question, command, exclamation. Use the determiner a or an according to whether the next word begins with a consonant or vowel e.g. a rock, an open box.

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PE Links Physical education programmes of study: key stages 1 and 2 National curriculum in England 13 OAA (Outdoor and Adventurous Activities) Take part in outdoor and adventurous activity challenges both individually and within a team. Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance. Orienteering To develop spatial awareness of symbols by transferring information on a diagram into reality To understand the physical skills needed for orienteering: agility, balance, co-ordination whilst holding or looking at the map To identify basic orienteering symbols and colours using a map key and know the map key is the most important part of the map To plan for success, co-operate and discuss effectively To review and evaluate performance in order to improve To learn the skill of map orientation using basic diagrams [counting cones resource] To use knowledge of orienteering symbols and map keys to solve a broken map [a map split into jigsaw pieces] To work as a team, co-operate and discuss effectively To learn map orientation using more challenging diagrams [netball numbers resource] To gain strategies to build stamina in order to compete effectively in orienteering competitions To organise and plan an event using map reading skills To recognise the orienteering map is a ‘bird’s eye view’ diagram of the ground To recognise, orientate and follow the school orienteering map To use the key to recognise the relevant symbols and features on the orienteering map To navigate as a team to an orienteering control marker sign To navigate in pairs to an orienteering control marker sign To navigate individually to an orienteering control marker sign To travel safely to and from orienteering control marker signs To record information accurately To know the importance of health and fitness and how orienteering can develop this To know the importance of warming up and be able to organise & lead a warmup To set up an orienteering course using the school orienteering map To orienteer around the school grounds individually and in teams To independently adopt the read, thumb, travel, repeat orienteering strategy [RTTR] To tactically plan a strategy to travel around the orienteering course as quickly as possible To design an orienteering event based on different purposes and scenarios

13 Physical education programmes of study: key stages 1 and 2 National curriculum in England DFE-00176-2013

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Communication skills To effectively allocate roles in the team: e.g. Map reader, Runner, Recorder To communicate as a team, deciding which marker locations each member is going to or, if relay style, which order they are going in. To guide a blindfolded teammate effectively to a marker location with or without physical contact, improving the ability to work with and trust others To take responsibility for self and others. To communicate and collaborate with teammates in order to travel around the course effectively Increase ability and confidence to make decisions Thinking/tactical skills To plan effectively the quickest route to take To allocate marker locations as per the strengths of individuals in the group To guide a blindfolded teammate safely yet efficiently around the course To organise and determine the rules of an orienteering competition Physical skills To plan physically how they will get around the course quickly To adopt an efficient running technique to preserve energy To breathe effectively to preserve energy To alter the way of travelling to support a teammate who is slower/faster To maintain balance in all areas of the orienteering course Health and fitness To know and discuss how orienteering can develop health and fitness To know the importance of warming up and cooling down and organise their own warm up and cool down

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Glossary of terms Control cards – The sheet which pupils use to record what they find at each control marker. We call them ‘orienteering recording sheets for pupils’ so it’s easier to understand! Control marker – Each point marked with a circle on the map, which a competitor tries to find Orienteering control marker sign – The sign which displays the control marker Feature – An object marked on the map, e.g. a building, fence, path etc Relay orienteering – An event in which a team of two or more people find control markers separately, handing over to another teammate after finding their chosen control marker Score orienteering event/competition – A type of event, in which competitors find as many control markers as possible in a fixed time STAR orienteering event/competition – Competitors find as many control markers as possible but after each control marker is found, competitors must return to the start zone for their card to be marked before continuing

Cross-Curricular Orienteering Ltd www.crosscurricularorienteering.co.uk

Percy Road, Lancaster, LA1 4UX

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Project manager: William Michael Thompson Huntington Cover design: Cross-Curricular Orienteering Ltd, Design3i Ltd & Social Link Up

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