Orienteering is a challenging outdoor adventure sport that exercises both the mind and the body.
The aim is to navigate in sequence between control points marked on a unique orienteering map and decide the best route to complete the course in the quickest time.
It does not matter how young, old or fit you are, as you can run, walk or jog the course and progress at your own pace. Orienteering can take place anywhere from our forest and to your local countryside to urban parks and school playgrounds.
It’s a great sport for runners, joggers and walkers who want to improve their navigation skills or for anyone who loves the outdoors.
Orienteering is a sport, like football, where specific skills can be worked on in isolation during sessions – building towards the being able to take part in an full competitive orienteering event.
At KS1 we suggest simple fun map games and our simple star course right up to KS3/4’s taking part in up to competition standard courses run off site or just relaxed orienteering (and deer spotting in our woods). It is a chance for KS2 to get into the woods in small groups and operate independently.
Orienteering is one of the 4 sections of the Outdoor Learning Cards system – designed to be delivered in schools & youth clubs by teachers & youth workers.
*Once trained you could deliver these basic sessions to your group either at the centre or back at base, building it into your curriculum or using the provided scheme of work.
Our offer for Orienteering goes from KS1 right through to competitive levels for all ages:
Map Games / Treasure Island / Barnfield O / Top site O / Woodland O
1a Asking geographical questions.
1d – Communicate in different ways [for example, in pictures, speech, writing]
2a Using geographical vocabulary
2c Use maps and plans at a range of scales [for example, following a route on a map]
2e Make maps and plans [for example, a pictorial map of a place in a story].
3a Identify and describe what places are like [for example, in terms of landscape, jobs, weather]
3b Make observations about where things are located and about other features in the environment
2c. Taking exercise and eating the right types and amounts of food help humans to keep healthy
1 Acquiring and developing skills
a. Explore basic skills, actions and ideas with increasing understanding
3. Evaluating and improving performance
a. Describe what they have done
3b. Observe, describe and copy what others have done
3c. Use what they have learnt to improve their skills.
4a Understand the importance of being active
4b. Recognise and describe how their bodies feel during different activities
En1 Speaking and listening: Speaking
a. Speak with clear diction and appropriate intonation
b. Choose words with precision
c. Organise what they say
d. Focus on the main point(s)
e. Include relevant detail
f. Take into account the needs of their listeners
1d. Use the correct language and vocabulary for shape, space and measures
1f. Communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols.
a. Describe properties of shapes that they can see or visualise using the related vocabulary
b. Observe, handle and describe common 2D and 3- shapes; name and describe the mathematical features of common 2D and 3D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres
3c Recognise right angles
Improving Own Learning and Performance
Information and Communication Technology (ICT)
Working With Others
Orienteering and Navigation has numerous application across the whole curriculum – for a full break down speak to us about a copy of the scheme of work.