Year group: 7 Outdoor & Adventurous activities Tier Level 3c – 5a Length

Outdoor & Adventurous Activities Unit description Students will be given the opportunity to gain an understanding of orienteering and to develop team building skills. This will be done through collaboration and self/peer assessment. Students will be exposed to problem solving tasks, and will be given opportunities to adopt different roles within a team, including that of a leader. This unit will develop skills in the 3 C’s: 

Communication



Collaboration

 Co-operation Through the activities offered students will also enhance their fitness and understanding of pacing and endurance.

6 x 100 min lessons Learning objectives Objectives (Learning Intentions) 1. 2. 3. 4. 5. 6.

What are the best skills to have when working as a team? How do you deal with a problem? What is orienteering? How do you navigate an unknown area? What are the benefits of maintaining pace? How will you improve?

Level or Grade

Learning outcomes

Anticipated Learning Outcomes Level 3 - successfully work as team, navigate different areas within a group and complete the cross country course demonstrating a basic understanding of pace, within a satisfactory time.

Level 4 – successfully contribute to the team dynamics, assist in the navigation of areas and complete the cross country course demonstrating some understanding of pace, in an average time.

Level 5 – adopt leadership responsibilities within a group, accurately orientate both known and unknown areas and complete the cross country course demonstrating a sound understanding of pace, securing an above average time.

Prior knowledge

Key words

This varied at primary schools. Some students will have had exposure to maps and team building games.

Leadership, communication, team work, problem solving, orienteering, trustworthy, honesty, reliability, cooperation, collaboration, endurance, pacing, perseverance, resilience

What comes next – connections to other topics and units Students will continue to participate in activities and cross country in year 8 & 9. Students will also participate in a block of OAA work in Y10.

Phase 1 Overview of this phase Lesson 1 Team building What are the best skills to have when working as a team? All – identify key skills needed, work within a team Most – contribute to the team dynamics Some – will adopt leadership responsibilities

How will the pupils learn? e.g. tasks/activities, starters, plenaries … Starter: intro to unit, objective and success criteria Warm up: Activities to encourage group/team work Cone up/cone down – team race against another team Word scramble (see appendix) Main activities: team building games in groups (see appendix) to improve and enhance team work

How will the learning emerge? e.g. key questions, assessment points … Why is this important? How do we develop trust and confidence in a team? Why would you select that quality/skill over another? Why have you put them in that order? Have you considered……? What would happen if the situation changed? How could your skills be applied to a different situation? What skills/strategies enabled you to be successful?

Trust games - human chair, all lean out Bench games i.e. height, age, etc. Team challenge e.g. turn the circle overcome an obstacle Sheep & Shepherd blindfold activities, including obstacle course

How will this be adjusted? e.g. support/extension …

Resources

Cones Mats Benches Differentiated words for most able

Blindfolds Cones

Restrictions on most able / advanced the activities Most able to be appointed as leaders / harder challenges (i.e. no talking) Allow least able to view course prior to blindfolding

Ladders Hurdles Task cards

Plenary: What makes an effective team? How effective were you within your team? How could your performance improve?

Lesson 2 Problem solving How do you deal with a problem? All – will attempt to solve problems in a team Most – will suggest

Stopwatches Starter: intro to objective and success criteria. Video clip of problem solving e.g. the cube / sports games/ krypton factor etc. Warm up: team games (see appendix) that introduce the use of thinking skills and team work.

How did your group approach the task? How did you come to your decision? What did you consider? What could you improve? What could you do differently? What is the link between thinking skills and performance?

Task cards White boards / pens Cones

ways of approaching and solving a problem. Some – will lead their group towards solving the problem and take charge of decision making

Number crunch (cones valued 1,2,3,4,5 points)

How did you use your thinking skills?

Main activities: team games (see appendix) that encourage students to enhance the use of their thinking skills and team work (see appendix)

Appoint most able as team leaders / experts Increase difficulty of tasks Hint sheets for the less able

Problem solving games e.g. code cracker, temple card race and the cube games including blindfold games Plenary: Group discussion linked to objective. All groups to feedback. Maps

Lesson 3 Orienteering What is orienteering? All – understand key terms and orientate areas within a pair or group Most – take an active role in assisting their group when navigating known areas Some – lead and orientate their group around known areas

Photos

Starter: introduction to objective and success criteria. Warm up: team games (see appendix) to introduce key words and topic N,E,S,W – individual then in teams linked as a circle or puzzle maps Main activity: Activities that introduce Orienteering and the use of control points/markers (see appendix) Orienteering countries game in teams. Team orientating/picture task around school

Plenary: What is orienteering? 2* & a wish on team and individual performance

How can this be applied in everyday life? What skills are required? How successful were you? What could you improve? How did your decide roles?

Stopwatches Appoint most able as leaders/experts

Differentiated worksheets for countries and school orienteering task. Team marker challenge – setting marker/control points for another team for most able.

Cones Bands

Lesson 4 Orienteering How do you navigate an unknown area?

Starter: intro to objective and success criteria Warm up: Student led in teams or puzzle maps

All – understand key terms and orientate areas within a pair or group

Main activity: Activities to encourage map reading and the use of control points (see appendix)

How did not knowing the area affect your decisions? What did you differently? What skills are required? How successful were you? What could you improve? How did your decide roles?

Appoint most able as leaders/experts More information given to least able e.g. number of letters / first letter of items.

Radios Maps Photos Bands

Limited information / more obscure pictures given to most able.

Re-cap map reading Most – take an active role in assisting their group when navigating unknown areas Some – lead and orientate their group around unknown areas

Introduce cross country route Teams to navigate the cross country course using maps. Teams must record the item found at each control point. Plenary: Teams to evaluate their performance. WWW / EBI

Lesson 5 X-country What are the benefits of maintaining pace?

More difficult pacing challenge e.g. longer time

All – complete the course in a satisfactory time and show a basic understanding of pacing

Starter: Intro to objective and success criteria

Most - complete the course demonstrating

Main activity:

Warm up: group pacing challenge to gauge prior knowledge of key words/topic

Recap cross country course through

What does endurance mean? What activities might you need good endurance for and why? What is pacing? How can it be developed? How does it benefit you? When might your pace change during the event? What training could you do to improve next lesson?

Appoint most able as team leaders / calculate team result

Least able to run a shorter course.

Radios Bands Stopwatches Clipboard Pencils

Individual time targets set by staff and students.

some understanding of pace, in an average time.

map reading in groups.

Some - complete the course demonstrating a sound understanding of pace, securing an above average time.

Students to complete course individually.

Target times

Q&A linked to course and success criteria plus introduce team challenge

Student led group cool down and most able to calculate team total and average. Plenary: 2* and a wish (individual + team)

Lesson 6 X-country How will you improve?

Starter: Intro to objective and success criteria

All – will complete the course and try to beat their original time

Main activity:

Most – will complete the course in an improved time

Q&A linked to success criteria

Some – will evaluate and improve the performance of a team member

Student led group cool down and most able to calculate team total and average.

Warm up: student led in teams.

Review previous times and targets in teams (individual and team)

Students to complete course individually.

Plenary: 2* and a wish of performance / summary of unit

Radios What went well during your first race? What do you need to improve to do better today? How might your pace change from last lesson? What training did you do to improve? How will you prepare for cross country next year?

Appoint most able as team leaders / calculate team result

Least able to run a shorter course. Individual time targets set based on previous run.

Bands Stopwatches Clipboard Pencils Target times