This document outlines an orienteering curriculum for 7th grade students over 4 weeks. It includes learning objectives, skills developed, decisions made, physical and mental challenges, and roles and responsibilities. Each week focuses on a new aspect of orienteering like map reading, route planning, teamwork, and course design. Students work individually and collaboratively to problem solve, make decisions, improve fitness, and take on roles like leader, organizer, and evaluator. The goal is for students to gain knowledge and skills in orienteering while building confidence, cooperation, and physical ability.

1. YEAR: SEVEN ACTIVITY: ORIENTEERING
WEEK Learning Objectives Developing Making & Applying Developing Physical & Evaluating K & U of Range
Skills Decisions Mental Capacity & Improving Involvement, of
Health & Fitness & Content
Different Roles
1 To develop and refine To use and recognise Selecting which route to take to Confidence in following a Checking other pupils’ plans for Awareness of the sport and def
problem solving skills symbols for start, finish find control points. Deciding plan or route on a map and accuracy. Marking own record how it differs from others.
Single when working in groups or & control points. Record which information to record. working individually. cards using answers from the Taking an active role by
Double individually. control points Finding ways of communicating Sense of achievement and teacher. Checking the cone doing individual tasks.
To understand the accurately, with a circle, with peers to carry out tasks. success in finding objects and placements in groups. Discussing Taking the role of leader
principles & basic skills onto a map or plan. Find doing it for themselves and with teacher and peers any during the team exercises and
needed for Orienteering. a control point by using others. Express themselves mistakes & how they can be put supporting other pupils who
To understand the symbols a map. using different methods, such right. are finding the work difficult.
displayed on a map and the Take part in team as speech, thought, hand Learning the need to take part
Meanings of key words building exercises. signals. Face challenges, such in exercise to develop fitness
as to get from one place to levels, especially
another using the details on a cardiovascular.
map.
2 To create and plan their Carry out tasks which Assimilating information and Use of muscles, heart & lungs Marking their own maps, to Taking on the role of time adef
own line route. involve setting a map, selecting the correct course to when carrying out tasks, check accuracy and that answers keeper, designer and
Single To understand and stationary, walking, take. particularly the line are correct organiser when planning the
Double demonstrate what is meant running. Point and Deciding which route would be orienteering. Determination to Discuss with peers and teacher, line route.
by ‘setting’ a map & ‘Line move to specific points more challenging and fun for follow the line as quickly as their strengths & weaknesses. Encouraging others, giving
Orienteering’ on the map. Use others to follow, when planning possible to try to win. positive feedback and helping
different types of maps their own line map. Judging the Confidence in ones own ability them in their tasks.
to find control points. length of the line route and to find the control points. Increasing energy output to
Follow marked lines. selecting objects which will be Dealing with emotions of put more stress on the body
Record correctly & easily identified. frustration and disappointment therefore improving fitness
accurately, points, Look for hazards, so that they if they fail to achieve the task levels.
symbols and pictures. make the route safe. set. Learning to be modest in
Consider weather conditions success and gracious in defeat.
when carrying out tasks.

2. 3 To develop and refine Guide a blindfolded Consider the best and safest Exercises incorporated, Discuss whether they felt safe Pupils to take on the role of adef
problem solving skills partner through an way of communicating to a designed specifically to with their partners and feedback performer, leader, time-
Single when working in groups or obstacle course. partner, when guiding them improve stamina, speed and any problems. keeper and organiser. Putting
Double individually. Take part in speed races through the course. muscle strength. Warm up to Check answers on master map to out equipment, counting,
Travel effectively between simulating obstacles that Deciding on the effort to sustain include sprinting, jumping, see if they were successful. checking the clipper cards,
control points using a map might be found in the in running so as to complete the stretching as they might do out Question & Answer with teacher, counting the matching cards
at a faster pace, performing country-side. Use more course first, with the fewest in the field. Timed races to following each task to check and counting up the pegs.
periods of effort running. specialised equipment errors and without tiring. encourage pupils to run instead understanding. When working in groups
Recognise their own such as clippers, Decide which controls they will of walk. select an activity that they
position on a map and ordinance survey maps visit and in which order to Testing mental ability by using think they are good at to help
relate the features of the etc. Plot control points achieve the best result. clippers and punching the the other team members.
environment to a map. from a master map onto Assimilate information and correct box under pressure. Compare physical fitness
Recognise that an activity their own maps. Take decide the best course of action Also having to match up cards levels and how they can test
requires some planning. part in exercises which in finding a match for the cards in a set period of time and and improve it.
Develop observation skills. need powers of and where the objects might be developing mental & physical
observation such as map located. agility.
matching and photo Look for hazards, so that they
orienteering. Take part carry out tasks safely.
in timed, competitive, Consider weather conditions
races. when outside.
4 To develop and refine Carry out a team race Work out how to get over, Dealing with their own and Evaluate their own and others Pupils to act as organisers, by adef
problem solving skills moving obstacles over under across hazards without others emotions when working work by completing an setting up the courses and
Double when working in groups or & under set hazzards gaining penalties. together as a team to design evaluation sheet, stating strengths putting the control points out.
Single individually. from one place to Decide which box on the the course and having to be & weaknesses and what Taking on the role of leader
To use Orienteering another without control card needs to be clipped. critical when evaluating theirs improvements could be made. or co-ordinator in the
equipment effectively incurring penalties. Make decisions as to which & others work. Checking their own routes to creation of an orienteering
whilst under pressure. To In a competitive race direction they should move. Testing their mental & make sure all control points are course.
understand and be able to take part in an extended When following the line route physical ability by carrying out accurately and correctly Helping each other so the
follow compass directions. race to find points on a make judgements as to whether the clipper and direction race recorded. course is set up accurately
To be able to follow line map and use clippers to it was a good or bad course. under pressure. Compare times taken to run the and quickly.
routes created by their punch control cards. Select suitable places in the Challenging themselves and courses against the planners’ Encouraging others by giving
peers and evaluate Using compass school grounds to set up others by setting a demanding times. constructive feedback about
strengths & weaknesses. directions move from markers. Decide which objects and difficult course. the line courses and the team
Be able to work as a team, cone to cone recording should be linked to each Carrying out the courses as course.
plotting and organising an number and direction in numbered point. quickly as possible to put Getting involved by putting
orienteering course for the fastest possible time. Make judgements as to the stress on the heart, lungs & full effort into running the
others to follow. Follow a line route physical effort required in each muscles. courses to beat the times set.
devised by another task to achieve maximum output
person and record without becoming exhausted.
objects on route. On
their return complete an
evaluation sheet.
Produce and set up a
course with a minimum
of 4 controls.