Scheme of work Adventurous Activities key stage 2

IntroductionThis scheme of work has been devised to help teachers deliver the adventurous activities element of the 2008 PEcurriculum. It consists of four units of work with twelve lessons in each unit, aimed at years 3 to year 6.The scheme of work is designed to be delivered in conjunction with the OEAP Outdoor learning card resource pack. Itcovers four areas of physical activity, journeying, teambuilding, bouldering and orienteering.The Outdoor Learning Cards and associated resources have been developed by the Outdoor Education Advisers panel toenable non specialist teachers to deliver high quality outdoor learning experiences in and around the school grounds.The scheme of work is not prescriptive and can be used in part or in its entirety, depending on available resources. Itcontributes directly towards meeting the Adventure Activities area of experience in the 2008 PE curriculum and can alsobe used to promote the wider curriculum.The activities within the Outdoor Learning Cards are an ideal medium to develop:• Learning across the curriculum ­ PSE, citizenship, Cwricwlwm Cymreig.• Skills across the curriculum ­ thinking, communication, ICT and number.• Cross­curricular themes – e.g. geography, science, languages etc.Although primarily designed to be used at KS2, learners at Key Stage 3 can build on previously acquired skills, knowledgeand understanding by applying their skills to new, more challenging environmentIn the past adventurous activities have often been delivered by specialist staff in remote locations, and has often onlybeen available to a limited number of children. This exciting new scheme of work offers an opportunity for all children toexperience a range of exciting outdoor learning experiences and children can be exposed to carefully managed riskwithout exposing them to significant dangers.AuthorsDavid Evans Associate Adviser for Outdoor EducationBeverley Symonds Physical Education and School Sport Coordinator- 1 ­

PageContent1 Introduction2 Contents3 The Skills Framework4 General learning outcomes for the scheme5 Unit 1 expectations6 Summary of unit 1 lesson outcomes7 Unit 1 lesson plans20 Unit 2 expectations21 Summary of unit 2 lesson outcomes23 Unit 2 lesson plans35 Unit 3 expectations36 Summary of unit 3 lesson outcomes38 Unit 3 lesson plans50 Unit 4 expectations51 Summary of unit 4 lesson outcomes53 Unit 4 lesson plans65 Additional Resource Cards- 2 ­

General Learning Outcomes for the SchemeAcquiring and Developing Skills• Develop pupils understanding in a variety of land and water based adventurous activities• Take part in problem solving or survival activities requiring pupils to plan collaboratively in pairs or small groupsSelecting and Applying Skills• Develop pupils problem solving skills in a variety of situations in adventurous activities• Enable pupils to plan and work successfully as individuals, in pairs and in groups• Develop pupils understanding of the importance and significance of rules and safetyEvaluate and Improve• Develop pupils observation and evaluation skills which involves:o Working with otherso Asking questions of one anothero Listening to otherso Communicating with otherso Using key words ‘word power’o Co-operating with otherso Understanding roles and responsibilitieso Taking responsibility for their own learningo Identifying strengths and weaknesseso Setting goals and targetso Employing different strategies to evaluate their own and others performances e.g. using ICT- 3 ­

Expectations for Unit 1 (year 3)Acquiring and Developing SkillsPupils understand / are able to:• Enter the water safely and develop water confidence and competence• Map colours and common basic symbols• Use maps and diagrams to orientate themselves and successfully navigate around a simple course• Undertake simple orienteering exercises both indoors and in the school grounds• Apply the safety considerations required when participating in a particular activity• Participate in a range of activities which involve working with and trusting othersSelecting and Applying SkillsPupils understand / are able to:• Respond to simple challenges and problem solving tasks in a familiar environment• Listen and follow instructions and recognise what is needed to keep themselves safeEvaluate and ImprovePupils understand / are able to:• Talk about what they and others have done using the appropriate key words. Make suggestions with guidance about how toimprove performance• Use visual and linguistic prompts effectively to guide discussion and improve performance- 4 ­

7• Create symbols for use on an orienteering map and agree class symbols• Plot symbols onto a school map and agree on an accurate school map for class use• Demonstrate ability to operate safely in small groups when working outside8• Complete a simple ‘star’ orienteering activity in pairs / groups• Record information accurately and neatly• Follow rules when completing a star orienteering activity9• Plan and undertake a journey from A to B around the school grounds• Draw a simple map of the route• Assess the potential risks associated with your journey and areas to avoid10• Follow a journey planned by another group• Give thoughtful feedback that helps others improve their planning• Plan a simple journey off-site e.g. a local park or point of interest• Make a list of items you need to take on a journey and understand why they are important11• Undertake a planned journey off-site• Understand the potential hazards of the journey• Recognise the safety and environmental considerations (country code) that must be adhered to whenundertaking a journey12 • Plan carefully in groups and then work together to build a shelter from the equipment provided• Describe 3 things to consider when planning where to build a shelter• Evaluate other groups shelters using agreed criteria- 6 ­

The Skills FrameworkThe relevant skills icons are placed adjacent to the lesson outcomes- 7 ­

TBUnit 1 (Year 3) Lesson 1Phase 1: IntroductionPhase 2: Teacher InputIntroduce the unit (see unit outcomes and Skills Discuss and agree class ‘ground rules’ for working in groups e.g.background information) Framework: only one person talking at one time, everyone is given a chanceto contributeLesson outcomes:• Work cooperatively to solve group /Introduce the Newspaper Game (OL Card TB1)paired challenges• Listen to and evaluate all ideas andIntroduce the Paper Mountain Activity (OL card TB2)suggestions• Contribute to the group discussion byspeaking clearly and offer constructivesuggestionsKey Words: co-operation, participate, role /jobGeirfa Allweddol: cydweithrediad, cyfranogi,rôl / swyddPhase 3: Pupil InteractionNewspaper game: Pupils re-assemble a ripped up comic /newspaper, putting it back together using tapePaper Mountain: Pupils build the tallest free standing structureusing the resources provided (paper, glue, tape etc)Phase 4: ReviewRe-visit the lesson outcomes;• What helped the group to succeed?• Did everyone in the group speak?• Did you divide jobs fairly amongst the group?• Did everyone in the group have a job?Think of your own personal target for next lessonResources and equipment: Outdoor Learning cards TB1, TB2, Newspapers / comics, roll of clear sticky tape, glue, paper clips- 8 ­

TBUnit 1 (Year 3) Lesson 2Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Explore different methods ofcommunication (verbal / non-verbal) anddecide which is most effective for you• Demonstrate a willingness to trust othersand accept supportKey Words: communication, trust, support,verbal, non-verbal, evaluateGeirfa Allweddol: cyfathrebu, ymddiriedaeth,cefnogaeth, geiriol, di-eiriau, gwerthusoPhase 3: Pupil InteractionPupils complete the following challenges:• OL card TB3; All Aboard• Hoop Challenge• Bench Shuffle• Magic Carpet• OL card TB4; Cross the SwampSkillsFramework:Phase 2: Teacher InputDiscuss with pupils different forms of non-verbal communicationE.G. demonstration, mime, gestureIntroduce the activities one by oneWarm up activity: amoeba tag. 2 pupils ‘on it’ and holding hands.When another pupil is tagged, the join hands to make a three.When a fourth person is tagged they can split into two. Mobilisead stretch.Phase 4: ReviewRe-visit the lesson outcomes;• How did you plan each of the responses to the tasks?How did this help?• What was the most important factor in helping you tosucceed?• Did you listen to everyone’s ideas and suggestions?• Which form of communication did you find most / leastuseful? Why?• Which activity did you like most / least? Why?Think of your own personal target for next lessonResources and equipment: Outdoor Learning cards TB3, TB4, TB11, AR cards AR1, AR2, Hoops, mats, piece of carpet/cottonsheet, benches, skipping ropes- 9 ­

Unit 1 (Year 3) Lesson 3TBPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Give clear and concise instructions• Follow instructions and accept supportfrom a partner (verbal / physical)• Recognise when your partner needssupportKey Words: Instructions, support, trust,circuitGeirfa Allweddol: Cyfarwyddiadau,cefnogaeth, ymddiriedaeth, cylch cerddedSkillsFramework:Phase 2: Teacher InputDiscuss with pupils the key point to remember when givinginstructions;• Clear voice projected in the direction of your partner• Think about what you are going to say before you say it• Imagine what you would want to hear if you could not seeSet out and explain the blindfold circuit to pupilsPhase 3: Pupil InteractionPupils work with partners to undertake a series of trust buildingexercises.Pupils complete the blindfold circuit as set out in the time givenPupils think of a different way to guide their partner through theobstacle e.g. clapping, sounds, holding hands, whistlePhase 4: ReviewRe-visit the lesson outcomes;• What was good about the way your partner guided you?• Did you feel safe?• Did you peek? If so why?• What did you say to your partner when you were guidingthem?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card TB5, AR3, benches, cones, blindfolds, rope / tape, whistles- 10 ­

Unit 1 (Year 3) Lesson 4TBPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Plan the task carefully with eachgroup member contributing theirideas• Work as a team to solve the problem• Explain how you solved the taskKey Words: Plan, teamwork, experiment,chooseGeirfa Allweddol: Cynllunio, gwaith tîm,arbrofi, dewisSkillsFramework:Phase 2: Teacher InputPupils should have brought to school their favourite teddy toschool to be rescued from an island in the swamp.Draw 4 or 5 3 metre diameter circles (enough for groups ofaround 5)Explain the task as outlined on TB13. The Lesson follows thesame format as Toxic Waste but substitutes rescuing a Teddyfrom a swamp.Warm up activity; use the circles to run/skip/hop/jump around,change direction, change circles. Mobilise and stretch.Phase 3: Pupil InteractionPupils plan, experiment and choose the best way to rescue teddywith the given resources (skipping ropes 3 metres long, hoops,elastic ring e.g. bungee cord, bicycle inner tube, large elasticbandIn their groups, pupils discuss what they did to the rest of theclass.Phase 4: ReviewRe-visit the lesson outcomes;• What methods did you try? What worked?• What didn’t work and why?• How did you decide which to choose?• Did everyone agree?• If you were to do this task again, what would you dodifferently?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card TB13 (Toxic Waste adapted) Teddy’s, tape / chalk, skipping ropes, elasticrings- 11 ­

Unit 1 (Year 3) Lesson 5OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Demonstrate understanding of theconcept of a basic map• Navigate your way around a simpleorienteering course• Understand the term ‘orientate’ or‘setting’ a mapKey Words: map, orientate, set, symbol,birds-eye viewSkillsFramework:Phase 2: Teacher InputWarm up activities;• Pupils spin around in space to experience ‘disorientation’.Highlight how this feels i.e. not knowing where you are. Theopposite of which is ‘orientation’• Pupils run around in space and get into groups of a setnumber as directed by teacher (end in 2’s) Do this part justbefore pupils do physical activityIntroduce the concept of drawing a plan and what symbols we mightuse to represent objectsGeirfa Allweddol: map, cyfeiriadu, gosod,symbol, golygfa oddi uchodPhase 3: Pupil InteractionBuild a model of a house, farm, garden etc from a ‘birds eyeview’ using blocks (a demonstration of Google Earth can explain‘birds-eye’ very well)Draw a plan of the model. Discuss the size of the planDraw a map of your table and who sits whereRepeat this after changing places with others (teacher specifieswho is to swap with whom e.g. No 1 swap with No 5 so pupilshave to use their maps to see who they should swap with)Remember to alter maps after each turn or their map will not becorrect!Pupils complete a round map activity indoors (AR4)Phase 4: ReviewRe-visit the lesson outcomes;• Define orientation (knowing where you are in relation to amap)• What do you need to do to ‘orientate’ or ‘set’ your map? (turnit to fit the ground)• How do you know when you have set your map correctly?(objects around you are in the same place as on the map)• How do you show objects on a map? (symbols)• What is different about the maps we have used? ( sizes)• What is scale? (changing the size of objects or an area to fit aplan or map)Think of your own personal target for next lessonResources & Equipment: AR4, building blocks, round maps, pencil, paper, internet access, round map examples- 12 ­

OUnit 1 (Year 3) Lesson 6Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Design and create a route for others tofollow• Follow a route using a simple map• Discuss safety considerations whenorienteeringSkillsFramework:Phase 2: Teacher InputIntroduce the activity as outlined on O1. Set out the course areaand give out the maps. Pupils will develop their ability to orientatea map and navigate a simple course.Warm up activities; pupils run randomly in space, on the whistlethey run to a specified area, marked with cones or hoops. Thelast one in completes a forfeit. Mobilise and stretch.Key Words: route, safety, map, symbolGeirfa Allweddol: llwybr, diogelwch, map,symbolPhase 3: Pupil InteractionPupils work in pairs to match the shapes on the map to those onthe ground (see activity card O1 for details)Design a route for others to follow using the given mapSwap with another pair / group to test your route.In groups pupils discuss the safety considerations applicablewhen completing the activity inside (no running, be aware ofothers, objects around the hall) Feedback to the class.Class discussion on how we might safely undertake this activityoutdoors (stay in your group, have clearly defined boundariese.g. tarmac area of playground, school gates)Phase 4: ReviewRe-visit the lesson outcomes;• What was your task today?• What did you need to do to follow a route?• Was it as easy to follow other people’s routes? Why?• Are there ways that it could be made easier or harder?• Was there a clear start and finish? How can they beshown on the map?• Think of another word for shapes that describes objectson a map (symbols)Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O1, AR13, cones, maps (previously drawn), pencils- 13 ­

OUnit 1 (Year 3) Lesson 7Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Create symbols for use on anorienteering map and agree classsymbols• Plot symbols onto a school map andagree on an accurate school map forclass use• Demonstrate ability to operate safely insmall groups when working outsideKey Words: symbol, plot, accurate, scale,safetySkillsFramework:Phase 2: Teacher InputDiscuss with pupils what they might find within their schoolgrounds (trees, bike shed, buildings, fences etc) What symbolsmight they use to describe what they see? This may be aclassroom lesson.Introduce a simple map of the school grounds containing anoutline of the major features e.g. school buildingsGeirfa Allweddol: symbol, plotio, manwlgywir, graddfa, diogelwchPhase 3: Pupil InteractionPupils work in groups to design map symbols. Class feedbackand discussion to agree a common set of symbols (possibleclassroom lesson)Pupils work in groups to plot the class symbols onto a mapsPupils check that another groups’ feature has been placed in theright location by visiting each point in turnFeedback, discuss and agree on a final school map for use nextlesson during a ‘star’ orienteering activityPhase 4: ReviewRe-visit the lesson outcomes;• As a class how did you decide which were the mostrelevant symbols to use?• How did you know what size to draw each of thesymbols?• How did you check the accuracy of the map? (visually)• Name some of the safety considerations when workingoutside (reference lesson 6)Resources and equipment: Paper, pencils, school maps (previously drawn)Think of your own personal target for next lesson- 14 ­

OUnit 1 (Year 3) Lesson 8Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Complete a simple ‘star’ orienteeringactivity in pairs / groups• Record information accurately and neatly• Follow rules when completing a starorienteering activityKey Words: control point, star orienteering,accurate, rulesGeirfa Allweddol: rheolfan, cyfeiriadu seren,manwl gywir, rheolauSkillsFramework:Phase 2: Teacher InputIntroduce the concept of ‘star’ orienteering i.e. pupils going outfrom a central point to visit one control point at a time. Pupils thenreturn to confirm where they have been to the teacher havingaccurately recorded the details (letters / numbers) found at thecontrol point. The control points could be orienteering markers,photographs or jig-saw pieces of the area to make a trail ortreasure hunt. If correct pupils can then be sent to collect the nextoneShow pupils the recording sheet and explain what they shouldwrite whereWarm up activity: place a number of coloured hoops around theoutside of the space. All pupils start in the centre of the spaceand on command run to a specified colour hoop and return tocentre. Mobilise and stretch.Phase 3: Pupil InteractionPupils work in pairs / groups to collect as many control points asthey can in the time givenPupils should be as accurate as possible in writing their answersand check their answers with teacher each timeLink with art / DT to create marker stampsPhase 4: ReviewRe-visit the lesson outcomes;• How did you apply your knowledge of the safety rules toyour orienteering task?• Why is this activity called ‘star’ orienteering?• How did we show that we had been to each point?Think of your own personal target for next lessonResources and equipment: Paper, pencils, school maps, hoops, AR14- 15 ­

JUnit 1 (Year 3) Lesson 10Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Follow a journey planned by another group• Give thoughtful feedback that helps othersimprove their planningKey Words: Journey, feedback, on-site, off-site,plan (to plan, a plan)Geirfa Allweddol: Taith, adborth, ar y safle, oddi ar ysafle, cynllun (cynllunio, cynllun)SkillsFramework:Phase 2: Teacher InputOrganise the pupils and their respective plans into thesame groups from last week.Re-cap the ground rules for working outside of theclassroom and swap group journeysDuring classroom time lead a discussion on planning an offsitejourney that will be undertaken next lesson. Introduceequipment that may be needed for a more extendedjourney e.g. rucksack, healthy packed lunch, first aid kit,spare jumper, waterproofs, sensible footwear, inhaler, epipen.Agree class rules and code of conduct for an off sitejourney.Phase 3: Pupil InteractionPupils undertake a journey planned by another group following their mapand directions. Pupils discuss how easy it was to follow the journey andprovide feedback to the group that provided the description and map.Pupils contribute to a class discussion on how to plan an off-site journey.Pupils make a list of things they may need. Discuss why you may needeach item.Phase 4: ReviewRe-visit the lesson outcomes;• How helpful was the description provided by theother group?• How could you have improved it?• Did the map make it easier or harder to follow theroute? How could it have been improved?• What do we mean by the terms on-site and off-site?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card J3, AR9, AR10, AR11, AR12, maps and route descriptions from last lesson- 17 ­

JUnit 1 (Year 3) Lesson 11Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Undertake a planned journey off-site• Understand the potential hazards of thejourney• Recognise the safety and environmentalconsiderations (countryside code) thatmust be adhered to when undertaking ajourneyKey Words: Journey, hazard, safety,environmentSkillsFramework:Phase 2: Teacher InputDiscuss the safety considerations that should be adhered towhen undertaking a journey.Apply the agreed class rules and code of conduct that should beadhered to when journeying off-site.Lead the class on a simple off site journey to a local feature orplace e.g. park, statue, monument, neighbouring school.Ensure the necessary planning forms (EV1 and risk assessment)have been completed and approved.Geirfa Allweddol: Taith, perygl, diogelwch,amgylcheddPhase 3: Pupil InteractionPupils follow safety and conduct rules when undertaking theirjourney.Pupils discuss the potential hazards of the journey (teacher led).Consider the risks you may face when journeying in more remotecountryside/ terrain.Teacher can expand this idea by providing examples of moreadventurous journeys e.g. polar exploration, mountaineering toEverest. Pupils may then write a diary of their imaginaryadventurous journey.Phase 4: ReviewRe-visit the lesson outcomes;• Describe some of the hazards you encountered duringthe journey.• Were there any unexpected hazards?• List some of environmental considerations associatedwith a journey in the countrysideThink of your own personal target for next lessonResources and equipment: Outdoor Learning card J3, AR 11, clothing / equipment for the journey, teachers rucksack wit h safetypackUnit 1 (Year 3) Lesson 12J- 18 ­

Phase 1: IntroductionRecap last lesson:Lesson outcomes:• In groups work together to build a shelterfrom the equipment provided• Describe 3 things to consider whenplanning where to build a shelter• Evaluate other groups shelters usingagreed criteriaKey Words: Shelter, weather, evaluate,criteriaGeirfa Allweddol: Lloches, tywydd,gwerthuso, meini prawfSkillsFramework:Phase 2: Teacher InputTeacher explains the scenario:You are on a journey in the Sherwood Forest; the Sheriff ofNottingham has stolen all your supplies. You need to make ashelter for the night to protect you from the weather and thebears using the equipment provided.Outline the different environments you may find, and thepossibilities for constructing a shelter in one of them e.g.woodland, meadow with livestock, open mountain side,riverbank, desert, arcticPhase 3: Pupil InteractionPupils plan carefully how and where to construct a shelter thenconstruct their shelter in groups using the resources availablePupils decide in groups what makes a good shelter and usingagreed criteria, evaluate theirs and other groups’ shelters.Feedback from each group as to the effectiveness of the shelters(2 stars and a wish)Example criteria; the ability to withstand, wind, rain, flooding,polar bears!Phase 4: ReviewRe-visit the lesson outcomes;• How effective was your shelter?• What else would you need if you were caught outunexpectedly in the wilds?• Describe 3 things you considered when planning to buildyour shelter• How could you improve your shelter?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card J1, materials to make a shelter e.g. tarpaulin, polythene sheet, cardboard, rope,poles, tent pegs, rocks- 19 ­

Expectations for Unit 2 (year 4)Acquiring and Developing SkillsPupils understand / are able to:• Develop a variety of different ways of entering the water and show an increasing confidence and competence in the water• Read a map using more complex keys and symbols to complete a variety of orienteering exercises• Participate in a range of problem solving and adventure games, introducing additional variations such as non-verbalcommunication, no physical contact etc.• Construct a basic shelter in a safe environmentSelecting and Applying SkillsPupils understand / are able to:• Respond to more varied challenges in different environments• Recognise what is needed to keep themselves and others safe• The need for and correct use of specialist equipmentEvaluate and ImprovePupils understand / are able to:• Describe what they and others have done using an increasing range of vocabulary in order to improve their performances• Make use of ICT to view performances- 20 ­

Unit 2 (Year 4) Lesson OutcomesLessonOutcomes1• Listen to and follow instructions• Give and receive verbal instruction that guides others through a pre-determined course• Retain information in order to accurately relay to others in the group2• Think of and agree ways in which to communicate with others using both verbal and non-verbal instructions• Listen to and carry out instructions• Collaborate with others when working towards common goals• Demonstrate the skills and qualities required for each role3• Plan and complete an on-site journey using a map of the school grounds• Recap and explain the knowledge and skills acquired in unit 1• Demonstrate the ability to locate your position using a formal (orienteering) map4• Recognise and interpret features and symbols on a suitable map• Plan an off-site journey• Consider the risks and what safety measures need to be put in place to minimise them• Decide what to take and how it should be carried5• Undertake your planned journey from lesson 4• Demonstrate an understanding of safety measures• Adhere to the Country Code6 • Lesson 6 is a continuation of lesson 5- 21 ­

7• Design and build varying sized shelters using set equipment• Work successfully as a group, having considered and evaluated each members’ contributions• Compare and evaluate the shelters in relation to their sturdiness, durability, weatherproofing and whether it isfit for purpose8• Check component parts of the tent and agree on a method of construction• Construct a tent in groups, giving each person a specific role• Compare different size / design of tent and their suitability for use• List other equipment that would be needed to spend a night in a tent9• Develop understanding of maps and match map symbols with their corresponding explanation• Memorise and retain map information• Recall information previously learned regarding star orienteering10• Recognise features and symbols on the map• Understand how to orientate the map• Record information accurately11• Demonstrate understanding of a line orienteering course (short loop)• Compare line and star orienteering• List the pros and cons of each type of orienteering course12• Demonstrate orientating a map to find control points• Develop trust and support with your partner• Record accurate information- 22 ­

Unit 2 (Year 4) Lesson 1TBPhase 1: IntroductionRecap work completed in year 3.Lesson outcomes:• Listen to and follow instructions• Give and receive verbal instructions thatguides others through a pre-determinedcourse• Retain information in order to accurately relayto others in the groupKey Words: remember / retain, orientate, routeGeirfa Allweddol: cofio / cadw, cyfeiriadu, llwybrSkillsFramework:Phase 2: Teacher InputSet the scenario as outlined on AR5 ‘The EnchantedForest’Set the challenge: Pixies must evade the sleeping trollshidden under various toadstools by crossing the Forestclearing via the toadstools (hoops). One group membershould take on the role of the ‘Wise Wizard’ to help guidethe pixies. The Wizard has a map showing where each trollis sleeping.Phase 3: Pupil InteractionFrom the starting point, each pupil in turn makes their way through thetoadstool field, avoiding the sleeping trolls. Each time a pupil steps ona new toadstool, the Wizard indicates whether it’ is safe or whether itharbours a sleeping troll. Pupils indicate the danger with a bean-bag.The winning group is the one with everyone sat down at the finish.To progress the game;• play without bean-bags so that pupils must remember the saferoute• give groups different routes to follow• ask pupils to plan courses for others to followPhase 4: ReviewRe-visit the lesson outcomes;• How did you remember the route when the beanbags were taken away?• What skills did the wizard demonstrate in order toexplain which part of the route was safe / unsafe?(orientate the map, give clear and timelyinstructions)• What did you need to consider when planning acourse for another group?Think of your own personal target for next lessonResources and equipment: AR5 ‘The Enchanted Forest’- 23 ­

Unit 2 (Year 4) Lesson 2TBPhase 1: IntroductionPhase 2: Teacher InputRecap last lesson. Skills Outline roles and responsibilities as explained in OutdoorFramework: Learning card TB8 (Director, Robot, Caller).Lesson outcomes:• Think of and agree ways in which toExplain the challenge.communicate with others using both verbaland non-verbal instructions• Listen to and carry out instructions• Collaborate with others when working towardscommon goals• Demonstrate the skills and qualities requiredfor each roleKey Words: communicate, verbal, non-verbal,collaborate, listenGeirfa Allweddol: cyfathrebu, geiriol, di-eiriau,cydweithio, gwrandoPhase 3: Pupil InteractionPupils work in groups of 3, each undertaking one of the roles in turn.The aim is to guide the blindfolded robot across a simple course topick up a ball and place it in a containerPhase 4: ReviewRe-visit the lesson outcomes;• How did you agree upon a set of instructions?• How successful were your instructions?• Did you need to revise them once tested?• Which role did you find easiest / hardest?• Which skill/quality was the most critical to thesuccess of your role?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card TB8- 24 ­

Unit 2 (Year 4) Lesson 3JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Plan and complete an on-site journey using amap of the school grounds• Recap and explain the knowledge and skillsacquired in unit 1• Demonstrate the ability to locate your positionusing a formal (orienteering) mapSkillsFramework:Phase 2: Teacher InputRecap the skills and knowledge acquired in unit 1:• The ability to write and follow simple directions• The ability to draw a simple map• Consider potential risks associated with yourjourney and any areas to avoidSet out 12 pre-positioned pictures of natural features e.g.waterfall, rope bridge, gorgeKey Words: Journey, Locate, Danger, MapGeirfa Allweddol: Taith, Lleoli, Perygl, MapPhase 3: Pupil InteractionPupils plan and undertake a short on-site journey in groups ensuringthat they visit 5 places of interest along the way. Record evidence ofthe journey by locating and identifying the pre-positioned pictures ofnatural features.Pupils may write a journal of their journey, describing how theyovercame some of the difficulties en route e.g. how did they cross theriver?Phase 4: ReviewRe-visit the lesson outcomes;• How did you decide where to go?• Was it easy to agree? How did you manage yourdiscussions?• Pick one of the locations and outline how you mayhave overcome that obstacle E.G. How would theyhave crossed the river?Think of your own personal target for next lessonResources and equipment: Paper, pencils, pictures of natural features, AR 6a-6l- 25 ­

Unit 2 (Year 4) Lesson 4JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Recognise and interpret features and symbolson a map• Plan an off-site journey• Consider the risks and which safety measuresneed to be put in place in order to minimisethem• Decide what to take and how it should becarriedKey Words: Journey, symbol, map, risk, safetyGeirfa Allweddol: Taith, symbol, map, risg,diogelwchSkillsFramework:Phase 3: Pupil InteractionPupils take turns to run the relay to collect a piece of the jigsaw eachtime. Once every piece is collected they assemble the map. Discuss.Complete the same activity with map symbols. They then match thesymbol with the descriptors.Discuss the merits of differing styles of bags / rucksack. Thenundertake a practical investigation with loaded bags in order to decidewhich would be the most suitable for use on a journey.Classroom activityThe class then plans the journey and completes a risk assessment inpreparation for the next lesson.Phase 2: Teacher InputWarm up activity: complete jogging paced relay activitieswhich may include picking up set out cones, going throughhoops, skipping etc. Mobilise and stretch.Set out relay stations, enough for one per group (4 in agroup)Set out jigsaw pieces of 1 the off-site map 2 the mapsymbolsPossibilities to compete an offsite journey include: a schoolexchange, visit to local park, canal path, country park. UseGoogle Earth, Street Map, Ordnance Survey, local authorityplanning department to obtain a map of your school and itssurrounding streets/places of interestPhase 4: ReviewRe-visit the lesson outcomes;• Identify symbols as displayed (teacher holds upcard)• What are the potential risks associated with thejourney?• What safety measures have you put in place?• What are you going to carry in your bag and why?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card J4, visual resources for bags, contents of a rucksack, symbols cards, map jigsaws- 26 ­

Unit 2 (Year 4) Lesson 5JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Undertake your planned journey from lesson 4• Demonstrate an understanding of the safetymeasures• Adhere to the Country CodeKey Words: Journey, safety, Country CodeGeirfa Allweddol: Taith, diogelwch, Cod CefnGwladSkillsFramework:Phase 2: Teacher InputDecide if the weather conditions are suitable to undertakethe journey. Have an alternative bad weather option.Ensure the necessary planning has been undertaken andapproval has been obtained (EV1, EV2, risk assessment)Ensure pupils are well equipped for the journey and thattoileting considerations have been addressedRemind pupils of what is expected of them when out ofschool.Phase 3: Pupil InteractionPupils complete the journey. They should be able to follow the routeusing the map and recognise simple features.Pupils should ensure that they adhere to the agreed safety measuresand to the country code.Phase 4: ReviewRe-visit the lesson outcomes;• How successful was the journey?• What were the highs and lows?• How could it have been improved?• Was there any equipment that you didn’t have thatwould have been useful?• What factors did you decide when deciding what totake for lunch? (e.g. healthy eating, nutritional value,packaging, etc)Think of your own personal target for next lessonResources and equipment: Outdoor Learning card J4, required equipment for an off site journey, teachers rucksack with safetypack- 27 ­

Unit 2 (Year 4) Lesson 6JPhase 1: IntroductionRecap last lesson.Lesson outcomes:SkillsFramework:Phase 2: Teacher InputLesson 6 is a continuation of lesson 5 inconsideration of the time required to complete anoff site journey.Key Words:Geirfa Allweddol:Phase 3: Pupil InteractionPhase 4: ReviewRe-visit the lesson outcomes;Resources and equipment:Think of your own personal target for next lesson- 28 ­

Unit 2 (Year 4) Lesson 7JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Design and build varying sized shelters usingset equipment• Work successfully as a group, havingconsidered and evaluated each members’contributions• Compare and evaluate the shelters in relationto their sturdiness, durability, weatherproofingand whether it is fit for purposeKey Words: Shelter, evaluate, compare,sturdiness, durabilitySkillsFramework:Phase 2: Teacher InputSet out the equipment. Divide children into groups ofaround 5.Give groups a different sized shelter to build e.g. for 1person or 6 people.Set a time limit to complete the task (e.g. 15 minutes).Geirfa Allweddol: Lloches, gwerthuso, cymharu,cadernid, gwydnwchPhase 3: Pupil InteractionPupils plan how to build their shelter in their groups considering itspurpose and the resources provided. Set a time limit for this e.g. 5minutesThey construct the shelter.Pupils discuss the types of situation in which their shelter could beused. Pupils present a scenario back to the rest of the class.Pupils directly compare the shelters (similarities and differences) andevaluate how effective they would bePhase 4: ReviewRe-visit the lesson outcomes;• How effective were the different design of shelters?• How did you ensure that each group membercontributed to the task?• List the similarities and differences between theshelter designs• How could you improve your shelter?Think of your own personal target for next lessonResources and equipment: A selection of tarpaulin, sheets, ropes, poles, polythene sheet, cardboard, tent pegs, rocks- 29 ­

Unit 2 (Year 4) Lesson 8JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Check component parts of the tent and agreeon a method of construction• Construct a tent in groups, giving each persona specific role• Compare different size / design of tent andtheir suitability for use• List other equipment that would be needed tospend a night in a tentKey Words: Tent, construct, poles, tent pegs,material, roleSkillsFramework:Phase 2: Teacher InputSupply suitable tents of various sizes and designs. One tentper group x 4 groups minimum. (Tents are available fromsupermarkets, Halfords etc. at very cheap prices. Morespecialist tents may be loaned from local authority Duke ofEdinburgh organisers or Outdoor Centres).Discuss the safety issues e.g. tent poles in eyes.Set guidelines for safe construction:• Don’t force poles through sleeves or put them underundue pressure• Ensure everyone has a role to play in the group(e.g. reading instructions, collecting and assemblingcomponent parts)Geirfa Allweddol: Pabell, adeiladu, polion, pegiaupabell, defnydd, rôlPhase 3: Pupil InteractionPupils check the components against the list and construct the tent.Groups may sit in their tents to discuss the following:• The varying tents and their suitability for different locations anduse.• A list of other equipment needed if staying overnight in theirtentGroups pack their equipment away ensuring it is dry and clean.Phase 4: ReviewRe-visit the lesson outcomes;• How easy was the tent to construct? What were thedifficulties?• What were the best and worst design features?• List and discuss the equipment required for anovernight stayThink of your own personal target for next lessonResources and equipment: Outdoor Learning Card J5, tents of varying size- 30 ­

Unit 2 (Year 4) Lesson 9OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Develop understanding of maps and matchmap symbols with their correspondingexplanation (keys)• Memorise and retain map information• Recall information previously learnedregarding star orienteeringKey Words: map, symbol, control point, starorienteering, keySkillsFramework:Phase 2: Teacher InputSet out relay lanes ready for warm up and main activity. Setout jig-saw pieces of the map at selected points relevant tothe symbols (or inside the school hall if preferred)Warm up: In teams of 4 pupils complete relay races suchas walking, jogging, running, skipping, crawling etc.Mobilise and stretch.Set out the symbols and jig-saw pieces at the far end of therelay with the corresponding explanations at the near end.Repeat the relay exercise to obtain jig-saw sections of aschool map. Teams can race each other or be timed.Geirfa Allweddol: map, symbol, rheolfan,cyfeiriadu seren, allweddPhase 3: Pupil InteractionEach team member in turn picks up a name card and runs to the farend of the course to pick up the corresponding symbol. They then runback to the start with both cards. Each runner repeats the exerciseuntil all the cards have been collected and symbols matched to names.Pupils complete the relay again collecting the jig-saw pieces of theschool map.Teams complete a star orienteering exercise by taking one section ofthe jig-saw each and visiting and identifying the control point shown onthat section. The winning team is the one with the assembled map andall control points correctly identified.Explain the ‘star’ exercisePhase 4: ReviewRe-visit the lesson outcomes;• What does each of the symbols mean? (holdexamples up)• Why are symbols used on maps?• How easy were the symbols to understand?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card O4, O14 – as an indoor alternative to the jig-saw activity, cones, mapjigsaw- 31 ­

Unit 2 (Year 4) Lesson 10OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Recognise features and symbols on the map• Understand how to orientate the map• Record information accuratelySkillsFramework:Phase 2: Teacher InputSet out the Star Orienteering course as outlined on OutdoorLearning Card O8.Warm pupils up by sending them to various corners of theplayground as in a star exercise. Mobilise and stretch.Key Words: symbols, key, features, orientateGeirfa Allweddol: symbolau, allwedd,nodweddion, cyfeiriaduPhase 3: Pupil InteractionPupils complete the star exercise in pairs (OL card 8)Phase 4: ReviewRe-visit the lesson outcomes;• How did you keep you map orientated all of thetime?• How do you know you visited the correct controls?• Were any of the map symbols unclear or confusing?In what way?• How could you improve next time?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O8, control point record card, pencils, maps- 32 ­

Unit 2 (Year 4) Lesson 11OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Demonstrate understanding of a lineorienteering course (short loop)• Compare line and star orienteering• List the pros and cons of each type oforienteering courseKey Words: star, line, orienteering, record,accurate, compareGeirfa Allweddol: seren, llinell, cyfeiriadu, cofnod,cywir, cymharuSkillsFramework:Phase 2: Teacher InputPrepare 6-10 school maps with short line (loop) courses(around 3 control points per course + start and finish). Eachmap should be different. You can send two pairs on thesame course starting in opposite directions and / or timedintervalsWarm pupils up by asking them to shadow their partnerrunning along lines of a netball court, on the whistle theyshould change direction, change the way they are travellingor change the leader. Mobilise and stretch.Give a map to each pair and explain the task.Phase 3: Pupil InteractionPairs take their map and collect the marked control points on theirshort loop course. Once completed they may return to the base andcollect another map. The focus should be on accuracy rather thanspeed.Phase 4: ReviewRe-visit the lesson outcomes;• Explain what the differences are between line andstar orienteering• What are the pros and cons of each type oforienteering course?• Which do you think is the most skilful?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O5 (optional), whistle, school maps with pre-set short loop courses markedout, pencils, orienteering control point record card, AR14- 33 ­

Unit 2 (Year 4) Lesson 12OPhase 1: IntroductionPhase 2: Teacher InputRecap last lesson. Skills Set out the ‘Netball Numbers’ activity as outlined on OLFramework: Card O6.Lesson outcomes:• Demonstrate orientating the map to findCopies of the master maps can be found on the Outdoorcontrol pointsLearning CD.• Develop trust and support with your partner• Record accurate informationKey Words: orientate, control point, accurateGeirfa Allweddol: cyfeiriadu, rheolfan, manwlgywirPhase 3: Pupil InteractionPupils complete the Netball Numbers activity in pairs (OL card O6)Phase 4: ReviewRe-visit the lesson outcomes;• Why was it important to keep the map orientated forthis activity?• How did you balance speed with accuracy?• How important was it to record the informationcorrectly?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O6, numbered cones, paper, pencils, netball numbers maps, netball court- 34 ­

Expectations for Unit 3 (Year 5)Acquiring and Developing SkillsPupils understand / are able to:• Show increased water competence when performing and developing basic survival skills• Plan and organise a simple orienteering trail using a variety of map reading and compass skills• Make more complex route choices• Develop skills in unfamiliar and varying terrain• Apply the skills and safety requirements for survival in an outdoor environmentSelecting and Applying SkillsPupils understand / are able to:• Devise appropriate responses to challenges and tasks and adapt to changing circumstances• Accept responsibility for personal and group safetyEvaluate and ImprovePupils understand / are able to:• Make informed judgements about their own and others performances and use this to improve the quality and variety of theirown work using an increasingly wider range of subject vocabulary• Record, view and evaluate their own performances independently- 35 ­

Unit 3 (Year 5) Lesson OutcomesLessonOutcomes1• Demonstrate how to warm up and cool down safely for bouldering activities• Demonstrate an understanding of the safety considerations essential when bouldering I.E. ‘spotting’• Practice finding and using appropriate hand and foot holds• Develop trust with a partner in order to give and accept support2 • Demonstrate effective footwork techniques• Use the correct terms to describe what they are doing• Evaluate the effectiveness of each of the techniques learned3• Traverse across the wall using routes of varying difficulty• Provide constructive support and feedback to others• Apply previously learned skills to complete the tasks4• Apply learned techniques to climb in the most efficient manner• Memorise moves learned from individual sections to successfully complete a longer continuous traverse• Improve own learning and performance through reflective thinking and actions• Persevere to overcome difficult challenges5• Undertake a planned journey• Demonstrate understanding of the safety measures that have been considered and an understanding of theCountry Code• Understand the benefits of using a route card to include distances, route description and compass bearings6• Undertake a planned journey• Demonstrate understanding of the safety measures that have been considered and an understanding of theCountry Code• Understand the benefits of using a route card to include distances, route description and compass bearings- 36 ­

7• Devise and implement practical solutions to given problems• Work collaboratively to ensure that the group arrives at an agreed decision• Evaluate the effectiveness of the decision making process and discuss how it may be improved8• Work collaboratively to solve the problem• Generate ideas and express them to the group• Evaluate how effective your methods were9• Develop expertise in the orienteering skills of orientating a map, following a course, and recognition of relevantmap symbols• Successfully record information• Demonstrate an understanding of the relationship between pacing and distance• Apply safety considerations when completing the practical task10• Plan a short loop course for another pair to follow• Improve confidence in map reading and the transfer of information from map to ground• Provide advice and constructive feedback11• Apply skills of orienteering including thumbing the map, route choice and symbol recognition• Plan the most efficient route so that the course is completed in the quickest time• Identify the key navigation skills required12 • Develop map reading skills• Complete the orienteering course in the fastest time possible competing against a partner• Listen carefully to instructions- 37 ­

Unit 3 (Year 5) Lesson 1BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Demonstrate how to warm up and cool downsafely for bouldering activities• Demonstrate an understanding of the safetyconsiderations essential when bouldering i.e.‘spotting’• Practice finding and using appropriate handand foot holds• Develop trust with a partner in order to giveand accept supportKey Words: warm up, cool down, bouldering,hand hold, foot hold, spotting, trust, supportSkillsFramework:Phase 2: Teacher InputIntroduce’ bouldering’ and explain what it entails.Warm up activity; fun activity to increase heart rate such asjogging in small space and following commands such asright hand touch the floor, left hand touch the floor, jump uphigh etcDemonstrate how to mobilise the joints (see CD, boulderingcard 1)Demonstrate how to stretch the appropriate muscles (seeCD, bouldering card 1)Introduce ‘spotting’Geirfa Allweddol: cynhesu, oeri, dringo clogfeini,twll llaw, twll troed, sbotio, ymddiried, cefnogiPhase 3: Pupil InteractionPupils develop trust with their partner by completing the trust exercisesand practice the spotting technique.Pupils take turns to complete the ‘climb on demand’ activities with theirpartner spotting in turn (see card for challenges OL Card B1)Phase 4: ReviewRe-visit the lesson outcomes;• Why is it important to warm up and cool down afterbouldering activities?• Name some of the safety considerations whenbouldering• What is spotting?• How should you stand when spotting?Resources and equipment: Outdoor Learning Card B1, CD bouldering card 1, AR 3a-3gThink of your own personal target for next lesson- 38 ­

Unit 3 (Year 5) Lesson 2BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Demonstrate effective footwork techniques• Use the correct terms to describe what theyare doing• Evaluate the effectiveness of each of thetechniques learnedKey Words: centre of balance, frogging position,Egyptian position, foot swap, cross throughGeirfa Allweddol: craidd cydbwysedd, osgodolennog, osgo Eifftaidd, cyfnewid traed, croesidrwyddoSkillsFramework:Phase 2: Teacher InputWarm pupils up using the ‘climb on demand’ activity andmobilising and stretching exercises from last lesson.Introduce pupils to the various techniques as described onOL card B2:• ‘Edging’ foot position• Frogging / Egyptian positions• Centre of Balance• Foot swap sequence• Cross through sequencePhase 3: Pupil InteractionPupils practice the various techniques with their partner spotting forthem.Describe to your partner which technique you are performing.Phase 4: ReviewRe-visit the lesson outcomes;• Why is good footwork important?• What is the best part of your foot to use whenstanding on footholds?• Before moving your foot, what should you do withyour centre of gravity?• What was the hardest move for you?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card B2- 39 ­

Unit 3 (Year 5) Lesson 3BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Traverse across the wall using routes ofvarying difficulty• Provide constructive support and feedback toothers• Apply previously learned skills to complete thetasksSkillsFramework:Phase 2: Teacher InputMark out a series of footholds using chalk along the base ofthe wall and along some of the lower level holds. Vary thesize and spacing to create easier or more difficult sections.Warm pupils up using the ‘climb on demand’ activity andmobilising and stretching exercises from last lesson.Outline the different routes (colour coded).Key Words: Traverse, support, feedback, route,cruxGeirfa Allweddol: Croesi, cefnogi, adborth, llwybr,craiddPhase 3: Pupil InteractionPupils complete the challenges with their partner spotting for them.Partners should offer support and feedback to their climber in order toassist their traverse.Phase 4: ReviewRe-visit the lesson outcomes;• What footwork technique did you use on thetraverse?• What was the hardest part of the traverse?• How did you solve this ‘crux’ move?• Did your partner use the same technique toovercome the problem?Resources and equipment: Outdoor Learning card B3, CD bouldering card 3, chalkThink of your own personal target for next lesson- 40 ­

Unit 3 (Year 5) Lesson 4BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Apply learned techniques to climb in the mostefficient manner• Memorise moves learned from individualsections to successfully complete a longercontinuous traverse• Improve own learning and performancethrough reflective thinking and actions• Persevere to overcome difficult challengesKey Words: memorise, reflect, persevere,efficient, continuousGeirfa Allweddol: cofio, adlewyrchu, dal ati,effeithlon, parhausSkillsFramework:Phase 2: Teacher InputWarm pupils up using the ‘climb on demand’ activity andmobilising and stretching exercises from last lesson.Set out the sections as shown on OL Card B4. Explain thetask.Groups to be given a set time period to practice on each ofthe sectionsPhase 3: Pupil InteractionPupils practice the various sections as described on OL card B4.Pupils complete a continuous traverse.Phase 4: ReviewRe-visit the lesson outcomes;• What was the crux of the traverse for you?• How did you overcome this section?• Was the crux the same for you and your partner?• When you tried to link the sections, what helped youto remember the easiest way across?• Did you use the same holds when you did thecontinuous traverse as you did when traversing theindividual sections?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card B4, CD Bouldering card 4- 41 ­

Unit 3 (Year 5) Lesson 5JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Undertake a planned journey• Demonstrate understanding of the safetymeasures that have been considered andadhere to the Country Code• Understand the benefits of using a route cardto include distances, route description andcompass bearings (general bearing)SkillsFramework:Phase 2: Teacher InputDecide if the weather conditions are suitable to undertakethe planned journey. Have an alternative bad weatheroption.Ensure the necessary planning has been undertaken andapproval has been obtained (EV1, EV2, risk assessment)Ensure pupils are well equipped for the journey includingknowing what they should take for the day. Ensure toiletingconsiderations have been addressed. Remind pupils ofwhat is expected of them when out of school.Key Words: general bearing, compass, countrycode, route descriptionGeirfa Allweddol: cyfeirbwynt cyffredinol,cwmpawd, cod cefn gwlad, taith, disgrifiadPhase 3: Pupil InteractionPupils complete the journey. They should be able to follow the routeusing the map and compass and recognise simple features and theirrespective map symbols.Pupils should ensure that they adhere to the agreed safety measuresand to the country code.Before the journey is undertaken, prior work should becompleted in class on the 8 cardinal points. These canthen be used to help orientate the map and to gaugedirection of travel using a general bearing.Phase 4: ReviewRe-visit the lesson outcomes;• How successful was the journey?• What were the highs and lows?• How could it have been improved?• Was there any equipment that you didn’t have thatwould have been useful?• How did you use your compass to help you followthe correct route?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card J4, maps, compasses, route cards, rucksack and equipment for the journey,teachers rucksack with safety pack- 42 ­

Unit 3 (Year 5) Lesson 6JPhase 1: IntroductionRecap last lesson.Lesson outcomes:SkillsFramework:Phase 2: Teacher InputLesson 6 is a continuation of lesson 5 inconsideration of the time required to complete anoff site journey.Key Words:Geirfa Allweddol:Phase 3: Pupil InteractionPhase 4: ReviewRe-visit the lesson outcomes;Resources and equipment:Think of your own personal target for next lesson- 43 ­

Unit 3 (Year 5) Lesson 7TBPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Devise and implement practical solutions togiven problems• Work collaboratively to ensure that the grouparrives at an agreed decision• Evaluate the effectiveness of the decisionmaking process and discuss how it may beimprovedSkillsFramework:Phase 2: Teacher InputShow pupils’ examples of different knots, explain their usesand let them practice e.g. reef, figure of 8 (AR cards 7a, b)Explain the tasks outlined on TB6 and TB7.Key Words: Untangle, chain, knotGeirfa Allweddol: Datrys, cadwyn, cwlwmPhase 3: Pupil InteractionPupils practice how to tie each of the knots.Pupils complete the tasks as outlined on TB6 and TB7Phase 4: ReviewRe-visit the lesson outcomes;• Was everyone involved in offering a solution to theproblem?• Why are listening skills important in the completionof this exercise?• Could you have completed the task more effectively,if so how?• How could you improve next time?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card TB6, TB7, rope, AR 7a, 7b- 44 ­

Unit 3 (Year 5) Lesson 8TBPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Work collaboratively to solve the problem• Generate ideas and express them to the group• Evaluate how effective your methods wereKey Words: collaborate, generate (ideas) evaluateGeirfa Allweddol: cydweithio, cynhyrchu(syniadau) gwerthusoSkillsFramework:Phase 2: Teacher InputWarm pupils up by asking them to jog around in shapescircles, squares. Mobilise, stretch.Complete TB11 activitiesExplain the activity as outlined on TB10, ensuring thatpupils complete a variety of challenges i.e. time limit, more /less people, no talkingPhase 3: Pupil InteractionPupils complete activities as outlined on TB10, TB11.Pupils discuss their methodsPhase 4: ReviewRe-visit the lesson outcomes;• Why is it important to talk to each other during theseexercises?• Why is it important to listen?• How did you reach an agreement?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card TB10, TB11, blindfolds, ropes- 45 ­

Unit 3 (Year 5) Lesson 9OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Develop expertise in the orienteering skills oforientating a map, following a course andsymbol recognition• Successfully record information• Demonstrate an understanding of therelationship between pacing and distance• Apply safety considerations when completingthe practical taskSkillsFramework:Phase 2: Teacher InputSet out the orienteering Cross Country course as outlinedon O10 (an extended ‘short loop’ course with up to 6controls)Warm pupils up by using the 4 cardinal points set out atvarious distances (e.g. 10 m, 15 m, 50 m, 25 m) Discusswith pupils the relationship between pacing and distance(double paces).Mobilise and stretch.Explain the Cross Country challenge.Key Words: orientate, record, cross country, pace,distance, control pointGeirfa Allweddol: cyfeiriadu, cofnodi, traws gwlad,cyflymder, pellter, rheolfanPhase 3: Pupil InteractionPupils complete the course as described using the control descriptioncard to record their answers.Phase 4: ReviewRe-visit the lesson outcomes;• What helped you to work out where to go?• Can you describe the routes you followed?• Could you have taken a better route?• Name some of the safety considerations youfollowedThink of your own personal target for next lessonResources and equipment: Outdoor Learning Card O10, OL CD ‘Orienteering Record Sheets’, maps, cones, AR14- 46 ­

Unit 3 (Year 5) Lesson 10OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Plan a short loop course for another pair tofollow• Improve confidence in map reading and thetransfer of information from map to ground• Provide advice and constructive feedbackKey Words: short loop, master map, transfer ofinformation, feedbackGeirfa Allweddol: dolen fer, y prif fap, trosglwyddogwybodaeth, adborthSkillsFramework:Phase 2: Teacher InputSet out around 10 cones randomly. Warm pupils up bydividing them into pairs and asking them to run between 3cones of their choice then to tag their partner who willcomplete the same. Ensure pupils run to different coneseach turn. They should have around 3-5 turns each. It maybe easier to split the class in half with different startingpoints for each.Mobilise and stretch.Explain to pupils how to plot a short loop course. i.e. eitheruse existing control points with a master map, or havepupils devise and position their own control points settingout cones to mark the area.Phase 3: Pupil InteractionPupils plan in pairs, a short loop course for another pair to follow (3 – 5control points).Pairs complete the course and provide feedback as to the accuracy ofthe mapPhase 4: ReviewRe-visit the lesson outcomes;• What did you do to make sure you put the control inthe right place?• How easy was it to find the other pairs’ controls?• Were the control markers located accurately?• Was the route a sensible one, if not how could it beimproved?Resources and equipment: Cones, maps, pencils, control card, master mapThink of your own personal target for next lesson- 47 ­

Unit 3 (Year 5) Lesson 11OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Apply skills of orienteering including thumbingthe map, route choice and symbol recognition• Plan the most efficient route so that the courseis completed in the quickest time• Identify the key navigation skills requiredKey Words: Thumbing, route, score event,symbol, efficientGeirfa Allweddol: Bodio, taith, sgoriogweithgaredd, symbol, effeithlonSkillsFramework:Phase 2: Teacher InputWarm pupils up by getting them to run in a circle and oncommand do the following;1 = touch the floor2 = jump high and stretch3 = side step4 = star jump5 = sit downMobilise and stretch.Explain a score event (scatter orienteering). Set thechallenge of visiting as many control points as possible inany order within the specified time (15 mins). Explain topupils that this is a competitive event and that details ofcontrol points should be kept secret!Phase 3: Pupil InteractionPupils should work in pairs (or individually) to plan their own route.Pupils complete the challenge as outlined on O9Phase 4: ReviewRe-visit the lesson outcomes;• What planning did you do before setting off for yourfirst control?• Would you change anything next time?• List the navigation skills you usedResources and equipment: Outdoor Learning Card O9, maps, control cardThink of your own personal target for next lesson- 48 ­

Unit 3 (Year 5) Lesson 12OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Develop map reading skills• Complete the orienteering course in the fastesttime possible whilst competing against apartner• Listen carefully to instructionsSkillsFramework:Phase 2: Teacher InputWarm pupils up by understanding short relay races in pairs.Mobilise and stretch.Set out 18 control points. Divide them into 3 courses with 3different maps.Explain the task as outlined on O12.Key Words: compete, listen, fast, partnerGeirfa Allweddol: cystadlu, gwrando, cyflym,partnerPhase 3: Pupil InteractionPupils complete the challenge against their partners.Pupils take part in a further 2 races with winner vs. winners, runners upvs. runners up.Scoring System3 points for the winner1 point for runners upPhase 4: ReviewRe-visit the lesson outcomes;• Did you orientate and thumb your map at all times?• If you made a mistake, why do you think that was?• Which was more important – speed or accuracy?• How could you improve on both?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O12, maps with 3 different courses marked, control card, pencils- 49 ­

Expectations for Unit 4 (Year 6)Acquiring and Developing SkillsPupils understand / are able to:• Show increasing control when performing more advanced survival skills• Plan and navigate a variety of orienteering challenges using map reading and compass skills in unfamiliar settings• Plan and undertake a journey in the outdoors• Participate in the different types of orienteering courses in preparation for competition and participating in the sport oforienteeringSelecting and Applying SkillsPupils understand / are able to:• Plan and respond to more complex challenges in different environments and in unfamiliar circumstances• Work with others to identify potential hazards and devise strategies to ensure that safe working practices and followedEvaluate and ImprovePupils understand / are able to:• View and appraise their own and others performances with confidence using range of appropriate language- 50 ­

Unit 4 (Year 6) Lesson OutcomesLessonOutcomes1• Recap basic skills of spotting, foot holds, positions and sequences• Apply safety considerations• Demonstrate and name the various foothold techniques.• Apply each technique to the most appropriate situation2• Identify and practice the different types of handhold (jug, jam, edge, pinch, undercut, pocket, sloper)• Practice the more advanced climbing techniques e.g. shake out (resting on 1 arm) and slap / dyno sequence toreach a distant hold• Apply each technique to the most appropriate situation3• Practice climbing techniques to find the most comfortable and energy efficient position on the rock face• Successfully complete a task whilst hanging one handed in a comfortable position on the wall• Develop stamina for climbing4• Further develop climbing skills by completing bouldering ‘problems’• Develop communication skills by presenting and expressing ideas, offering constructive support and feedback, anddiscussing solutions to problems5• Develop communication skills in terms of speaking and listening• Work as a group to overcome a challenge• Review how well the group performed the task and outline ways to work more effectively to complete future tasks6• Develop map reading and running skills in a competitive situation• Further develop navigational skills by planning ahead, identifying problems and making decisions• Learn to balance speed and accuracy- 51 ­

7 • Become familiar with the ‘Silva’ (protractor) compass• Set, read and follow a bearing• Practice and develop pacing skills8• Reinforce setting, reading and following a compass bearing• Undertake a cross country (short loop) course using bearings and pacing9• Be able to take a bearing from a map and use that bearing to find a control point• Combine map reading and compass skills• Measure the distance between control points and, using the map scale, estimate the number of paces required toreach the each control10• Successfully undertake an orienteering competition using an unfamiliar map in a new location e.g. visit to anotherschool site• Demonstrate effective use of orientating a map, using a compass, setting, reading and following bearings, and scaleto navigate around a score (scatter) orienteering course11• Undertake a planned journey and put up a tent or other shelter as a lunch stop• Pack and carry a suitable rucksack containing a healthy lunch and necessary equipment for the journey• Understand and implement the safety rules and adhere to the country code• Demonstrate the effective use of a simple route card12• Undertake a planned journey and put up a tent or other shelter as a lunch stop• Pack and carry a suitable rucksack containing a healthy lunch and necessary equipment for the journey• Understand and implement the safety rules and adhere to the country code• Demonstrate the effective use of a simple route card- 52 ­

Unit 4 (Year 6) Lesson 1BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Recap basic skills of spotting, foot holds,positions and sequences• Apply safety considerations (as listed in OLCard B1)• Demonstrate and name the various footholdtechniques.• Apply each technique to the most appropriatesituationKey Words: rock over, heel hook, smear, bridge,EgyptianGeirfa Allweddol: dros y graig, bachu'r sawdl, iro,pont, EifftaiddSkillsFramework:Phase 2: Teacher InputWarm pupils up using the ‘climb on demand’ activity.Mobilise and stretch as outlined on CD card 1.Introduce the various foothold techniques to pupilsMark out 5 coned off sections, one for each techniqueUse the resource card 5 from the CD to provide a visualprompt for pupils.Phase 3: Pupil InteractionPupils practice the various foothold techniques as outlined on B5 intheir pairs in the designated sections.Pupils traverse along the wall applying the varying techniques asappropriate. Partners ‘spot’ and advise as to which technique may bebest suited to each hold.Phase 4: ReviewRe-visit the lesson outcomes;• What move felt the hardest to do?• How did you make it easier?• Which moves allowed you to rest your arms themost?• Which move did you / your partner do best?• Which move do you / your partner need to work onthe most?Resources and equipment: Outdoor Learning Card B5, CD Bouldering card 5Think of your own personal target for next lesson- 53 ­

Unit 4 (Year 6) Lesson 2BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Identify and practice the different types ofhandhold (jug, jam, edge, pinch, undercut,pocket, sloper)• Practice the more advanced climbingtechniques e.g. shake out (resting on 1 arm)and slap / dyno sequence to reach a distanthold• Apply each technique to the most appropriatesituationKey Words: jug, jam, edge, pinch, undercut,pocket, sloper, shake out, slap / dyno SequenceSkillsFramework:Phase 2: Teacher InputWarm pupils up by asking them to work in pairs with anidentified leader. The leader demonstrates different ways oftravelling (e.g. jog, side step, jump etc) and varyingmovements (e.g. star jump, long stretched position,superman jump) their partner performs them as a mirrorimage. They swap roles.Mobilise and stretch as outlined on CD card 1.Organise pupils in 3’s, lined up across the wall. Introduceeach of the hand holds and give pupils opportunity topractice each one.Introduce the more advanced climbing techniques and giveopportunity for practice.Geirfa Allweddol: jwg, jam, ymyl, pinsiad,tandoriad, poced, ar oledd, ysgwyd allan, trefndyno / slapPhase 3: Pupil InteractionPupils practice the various hand hold techniques in their 3’s in theirdesignated area of the wall.Pupils practice the shake out and slap / dyno techniques.Pupils then complete a scored challenge with points given for eachtype of handhold used. Bonus points awarded for the 2 advancedtechniques. Roles = climber, spotter, scorer. The class is organisedinto 2 halves, starting at either end and working towards the middle ofthe wall.Phase 4: ReviewRe-visit the lesson outcomes;• Which hand hold / moves did you find the hardest /easiest?• Which hand holds are best for shaking out from?• Name some of the hand holds you practicedThink of your own personal target for next lessonResources and equipment: Outdoor Learning Card B6, CD card 6- 54 ­

Unit 4 (Year 6) Lesson 3BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Practice climbing techniques to find the mostcomfortable and energy efficient position onthe rock face• Successfully complete a task whilst hangingone handed in a comfortable position on thewall• Develop stamina for climbingKey Words: comfortable, energy efficient,stamina, shake outGeirfa Allweddol: cyfforddus, defnyddio ynni'neffeithlon, stamina, ysgwyd allanSkillsFramework:Phase 2: Teacher InputWarm pupils up by throwing a tennis ball between pairs onehanded, two handed, under arm, over arm etc.Traverse across the wall using a zigzag or wave system(use tape or chalk to outline where hands can go)Mobilise and stretch as outlined on CD card 1Set out paper on the wall (as on OL card B7)Phase 3: Pupil InteractionPupils complete the challenge traversing the wall until they reach apiece of paper, find a position where they can take one hand off, drawa picture and sign it. Carry on to the next paper and repeat.Climbing races can be organised as a fun activity to end. A pupil startsat either end of the wall and race each other to the middle. If you falloff you go back to the start.Phase 4: ReviewRe-visit the lesson outcomes;• Where was the easiest / hardest place to stop anddraw?• What techniques did you use to hang in there?• Why is it important to stop and find a relaxedposition when you are climbing?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card B7, paper, pencils, cones- 55 ­

Unit 4 (Year 6) Lesson 4BPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Further develop climbing skills by completingbouldering ‘problems’• Develop communication skills by presentingand expressing ideas, offering constructivesupport and feedback and discussing solutionsto problemsKey Words: communication, feedback, support,discuss, sit startGeirfa Allweddol: cyfathrebu, adborth,cefnogaeth, trafod, cychwyn o eisteddSkillsFramework:Phase 2: Teacher InputWarm pupils up by jogging to different coloured cones oncommand. Mobilise and stretch as outlined on CD card 1.Set out some graded bouldering problems by chalkingaround different holds. Some to be undertaken fromstanding and some from a sitting start. Hoops or ‘rescueteddy’ may be used to increase the challenge (see CD card8)Phase 3: Pupil InteractionPupils work in pairs to complete as many challenges as possible.Pupils can be given the opportunity to design their own boulderingproblems.Phase 4: ReviewRe-visit the lesson outcomes;• What was your favourite bouldering problem?• Why was it so good?• Which hand / foot hold techniques did you use tosolve the problem?• What skills do you still need to work on?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card B8, CD card 8- 56 ­

Unit 4 (Year 6) Lesson 5TBPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Develop communication skills in terms ofspeaking and listening• Work as a group to overcome a challenge• Review how well the group performed the taskand outline ways to work more effectively tocomplete future tasksKey Words: communication, speaking , listening,team work, trust, support, evaluateGeirfa Allweddol: cyfathrebu, siarad, gwrando,gwaith tîm, ymddiried, cefnogi, gwerthusoSkillsFramework:Phase 2: Teacher InputGive each pupil a piece of paper with an animal written onit. Without showing what animal they are, pupils movearound the room finding other animals in the same group bymaking the respective animal noise. You should end upwith 4 groups. Mobilise and stretch.Explain the Sheep and Shepherd activity as outlined onTB12Explain the Magic Carpet activity as explained on theadditional resource card (if time allows)Phase 3: Pupil InteractionPupils complete the challenges as outlined on the activity cards. Fourgroups of pupils work in 4 separate areas.Groups can either complete their task one by one (easier) or all fourtogether (harder)Pupils discuss and evaluate how well they performed the taskPhase 4: ReviewRe-visit the lesson outcomes;• How effective did your communicate during theSheep and Shepherd activity?• If it was successful, why. If not why not?• How did you feel when you were blindfolded?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card TB12, magic carpet activity card, blindfolds, rope or tape to mark out sheeppens, piece of carpet (1.2m x 1.5 m) or tent ground sheet (anything not slippery)- 57 ­

Unit 4 (Year 6) Lesson 6OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Develop map reading and running skills in acompetitive situation• Further develop navigational skills by planningahead, identifying problems and makingdecisions• Learn to balance speed and accuracySkillsFramework:Phase 2: Teacher InputWarm pupils up by working in pairs, one partner joggingbehind the other, on command the lead partner tries to‘lose’ their shadow by changing speed and direction.Mobilise and stretch.Pair up pupils of equal ability. Explain the rules of the raceas outlined on O12.Key Words: competition, navigate, speed,accuracy, decision makingGeirfa Allweddol: cystadleuaeth, canfod ffordd,cyflymder, manwl gywirdeb, gwneud penderfyniadPhase 3: Pupil InteractionPupils take part in the Sprint Race, with points being award as outlinedon O12. Pupils practice their skills of orientating (setting) the map,thumbing the map and planning ahead to identify the route.Phase 4: ReviewRe-visit the lesson outcomes;• Did you keep your map set all the time?• If you made a mistake why do you think that was?• What was the most useful skill you used?Resources and equipment: Outdoor Learning Card O12, control cards, pencils, AR14Think of your own personal target for next lesson- 58 ­

Unit 4 (Year 6) Lesson 7OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Become familiar with the ‘protractor (Silva)compass• Set, read and follow a bearing• Practice and develop pacing skillsKey Words: Silva, protractor, compass, bearing,pacing, set, magnetic northGeirfa Allweddol: Silva, Protractor, cwmpawd,cyfeirbwynt, cyflymdra, gosod, gogledd magnetigSkillsFramework:Phase 2: Teacher InputSet out an orienteering course e.g. 8 control points within amanageable area.Complete activity 1 in O15Explain the parts of the protractor (Silva) compass i.e. baseplate, rotating compass housing, magnetic needle, directionof travel arrow (CD Orienteering resources ‘taking acompass bearing’) This may be done in a classroomlesson.Explain how to set and read a compass bearing and how tofollow that bearing to a control point.Phase 3: Pupil InteractionComplete activity 2 individually but working in pairs.Pupils work in pairs to practice setting and reading their compass.Pairs visit as many star bearing controls as possible. The emphasis ison making sure they visit the correct control point and accuracy inpacing the distance correctly.Using the scorecard (shown on O15) estimated distances can becompared when completed to the actual distance and undertaken as acompetitive event i.e. whose pacing is the most accurate?Phase 4: ReviewRe-visit the lesson outcomes;• When using the compass how did you ensure thatyou went to the correct control?• Was your estimated distance close to or verydifferent to the actual distance?• Were you more accurate walking or running?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card 15, compasses, CD Orienteering resources ‘taking a compass bearing- 59 ­

Unit 4 (Year 6) Lesson 8OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Reinforce setting, reading and following acompass bearing• Undertake a cross country (short loop) courseusing bearings and pacingKey Words: set, compass, short loop, bearing,pacing, accuracyGeirfa Allweddol: gosod, cwmpawd, dolen fer,cyfeirbwynt, cyflymdra, manwl gywirdebSkillsFramework:Phase 2: Teacher InputPrepare a series of cards (6-8 controls) indicating bearingsand paces for short loop courses.Pupils will warm up by walking the first short loop course.They may jog or run on subsequent loops.Set each pair their first short loop course.Phase 3: Pupil InteractionPupils work in pairs to undertake the short loop courses. They shouldaim to complete as many as possible but the emphasis is on accuracyrather than speed.Phase 4: ReviewRe-visit the lesson outcomes;• How important was it to measure your pacingaccurately?• Did you find all of the controls? If not why not?• How accurate did you need to be when turning yourcompass housing?• What do you need to do to make sure the compassneedle settles correctly?Resources and equipment: Short loop answer cards, pencils, compasses, short loop task cardsThink of your own personal target for next lesson- 60 ­

Unit 4 (Year 6) Lesson 9OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Be able to take a bearing from a map and usethat bearing to find a control point• Combine map reading and compass skills• Measure the distance between control pointsand, using the map scale, estimate thenumber of paces required to reach the eachcontrolKey Words: bearing, compass, measure, distance,paces, scaleGeirfa Allweddol: cyfeiriant, cwmpawd, mesur,pellter, cyflymdraau, graddfaSkillsFramework:Phase 2: Teacher InputPrepare a number of short courses around the school. 3-4courses each with 3-4 controls (OL card O16)Explain to pupils how to take a bearing from the map (CDOrienteering card ‘taking a bearing’). Reinforce the conceptof ‘scale’ This may be done in classroom lessons.Explain the line orienteering ‘short loop’ task. Lines may bedrawn on the map between controls to make the taskeasier.Set pupils on task in pairs.Phase 3: Pupil InteractionPupils must take a bearing using the map and compass and thenfollow it around each of the courses. Pupils measure and record thedistance between controls and estimate the number of paces required.Phase 4: ReviewRe-visit the lesson outcomes;• Ask the pupils to teach you how to take a bearingfrom the map• Explain how to estimate distance using scale• How did you allocate roles and responsibilities inyour pairs?Think of your own personal target for next lessonResources and equipment: Outdoor Learning card O16, CD Orienteering card ‘taking a bearing’, compasses, pencils, maps- 61 ­

Unit 4 (Year 6) Lesson 10OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Successfully undertake an orienteeringcompetition using an unfamiliar map in a newlocation(e.g. visit to another school site)• Demonstrate effective use of orientating amap, using a compass, setting, reading andfollowing bearings and scale to navigatearound a score (scatter) orienteering courseKey Words: competition, unfamiliar, off-siteSkillsFramework:Phase 2: Teacher InputArrange to visit another school site to practice orienteeringin unfamiliar surroundings. A visit to another local schoolmay not need transport. The host school may use theirpupils to run the competition taking on leadershipresponsibilities. This could be a reciprocal arrangement.An EV2 form is not required.Ensure pupils are warmed up (possibly run by the hostschool) before they embark on the competition.Geirfa Allweddol: cystadleuaeth, anghyfarwydd,oddi ar y saflePhase 3: Pupil InteractionPupils should work in pairs to navigate their way around the scoreevent. They should balance speed with accuracy in order to score themost possible points against peers.Phase 4: ReviewRe-visit the lesson outcomes;• What were the difficulties associated with using anunfamiliar map?• Did anything look the same as on your own schoolmap or grounds?• How did you balance accuracy with speed?• Did you plan your route before you set off?• If you were to do another similar event in anunfamiliar location, how could you improve?Think of your own personal target for next lessonResources and equipment: score cards, pencils, maps, compasses- 62 ­

Unit 4 (Year 6) Lesson 11JPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Undertake a planned journey and put up a tentor other shelter as a lunch stop• Pack and carry a suitable rucksack containinga healthy lunch and necessary equipment forthe journey• Understand and implement the safety rulesand adhere to the country code• Demonstrate the effective use of a simpleroute cardKey Words: journey, shelter, route card, safety,country codeSkillsFramework:Phase 2: Teacher InputEnsure the necessary EV forms have been approved forthe journey and check that the weather conditions aresuitable.Ensure pupils are well equipped for the journey and knowwhich group they are part of in order that they take turns tocarry the tent.Discuss the implications and requirements for an overnightstay either camping, at a hostel or an outdoor centre. Thiscould be considered as an option if resources and staffingallows.Geirfa Allweddol: taith, lloches, cerdyn taith,diogelwch, cod cefn gwladPhase 3: Pupil InteractionPupils undertake the journey, following the planned route using theroute card. Pupils should regularly identify features on the map and beable to pin point their current position.Whilst eating lunch pupils should compile a list of skills and equipmentthat is required to undertake an overnight stay e.g. lighting a stove,devising a kit listPhase 4: ReviewRe-visit the lesson outcomes;• Did the group work as a team to carry and constructthe tent?• Did the route take in some interesting features?What were they?• How did you identify where you were on the mapduring the journey?Think of your own personal target for next lessonResources and equipment: Outdoor Learning Cards J4, J5, J7, CD card Journeying ‘kit list for overnight journey’, tents,rucksacks, route cards, teachers rucksack with safety pack, pencils, AR 15 a & b- 63 ­

Unit 4 (Year 6) Lesson 12JPhase 1: IntroductionRecap last lesson.Lesson outcomes:SkillsFramework:Phase 2: Teacher InputLesson 12 is a continuation of lesson 11 inconsideration of the time required to complete anoff site journey.Key Words:Geirfa Allweddol:Phase 3: Pupil InteractionPhase 4: ReviewRe-visit the lesson outcomes;Resources and equipment:Think of your own personal target for next lesson- 64 ­