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Chambers & Luttrell, SCPE Physical Education Learning Wall, Adventure Education,: Learning Domain Podium, 2013

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NCCA, Curriculum Models, 2020, p.25 & 26.

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SCPE, Senior Cycle PE Framework, Essential Elements, 2020, p.25

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Walking
Running
Dodging
Turning
Stretching

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Week 1

Team Challenges

LI: Principles of teamwork and communication emphasised and put into practice.

Adventure Ed Approach

Activities that challenge the students to think and do through thinking, also promoting teamwork.

Warm-up in groups.

Sequence and order lines (age, height etc..)

Bench and Mat activity (Move objects as a team to specified places)

Reflection on teamwork tasks as a group.

Repetition of activity after refletion.

Student-led cooldown.

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Week 2

Team Challenges

LI: Further developing teamwork and cooperation in students.

Adventure Ed Approach

Further development of above skills. Further personal responsiblity.

Warmup – Student-led

Mini-games in groups.

Letters game – create letters as large groups (communication and creativity). (literacy)

Hula-hoop course where students mst change direction to avoid running into each other. (Various courses to challenge the class. Encouragement is plentiful)

Student-led cooldown

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Week 3

Directions and map-   reading

LI: Introduce map-reading such as thumbing the map. Directions used throughout Adventure Ed Approach

Holding the map correctly, orientation and directions promoted and practiced.

Warm-up using NSEW.

Direction Game – varied cones course.

Holding the map well– improving sense of direction.

Map-reading in groups to complete 9 cone orienteering course that is differnent for each group, each group knows they must go to each cone (roles given to each member) (numeracy)

Cool down as a class – ‘Shared Commitment’

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Week 4

Trivia Orienteering

LI: Students create a map of school, sharing maps to create the best possible ones, then doing the course.

Adventure Ed Approach

The promotion of creativity and independence  is promoted among students. Sharing maps with others promotes teamwork.

Students work in groups to create map of school with fun questions (eg) where is the science lab?

Share maps between each other to allow all to complete the course using map-reading, running and directional skills.

Class fills out review on a peer's map.

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Week 5

Orienteering Symbols

LI: Relays and learning walls used to create an understanding of symbols.

Adventure Ed Approach

Students use recalling skills to memorise the symbols over time.

Introduction to symbols via a learning wall. (literacy)

Challenge created to match symbols with their meanings in groups (relay).

Personal challenges on memorising the symbols (10 push ups for incorrect answers etc..)

Recap on the class

Cool down using directions (run in a northernly direction)

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Week 6

Orienteering Course

LI: Compete around Midleton woods using previous knowledge

Adventure Ed Approach

Students use knowledge acquired over previous weeks. Buddy system to ensure teamwork.

Students do orienteering in the woods with their chosen buddy.

Map-reading skills, directions and symbols are practiced throughout.

Class works reflection reflect on the unit.

Exit cards and reflection sheet completed by all.

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" 1. Participate in individual and group adventure activities which challenge them physically, mentally and/or emotionally
2. Set realistic personal goals for challenges which include opportunities for co-operation, appropriate risk-taking, building trust and/or problem-solving
3. Contribute to problem-solving in group adventure activities
4. Demonstrate an ability and willingness to adhere to an agreed protocol regarding their personal behavior and their interactions with other group members
5. Reflect on the different adventure challenges, including consideration of how their learning might be applied in future challenges
6. Develop their own adventure activity task(s) including organizing them for another individual or group
7. Adhere to the necessary safety precautions in adventure activity challenges
8. Demonstrate basic emergency first aid for outdoor adventure
settings
9. Consider different environmental features when participating in adventure activities including landscape features, tide and weather variations
10. Undertake a short expedition combining independent planning, navigation and adventure pursuit
11. Take responsibility for one or more roles in an adventure activity challenge
12. Model the individual and team behaviors which contribute to team morale and effectiveness when participating in adventure activities
13. Discuss the benefits of adventure activities for health and wellbeing" (SCPE, 2020, P.26)

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Each of the lesson plan titles, (eg)Team Challenge, are “Essential Elements” from Senior Cycle PE Framework (SCPE, 2020, P.25)

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6th Year A

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Orienteering, 6 weeks, 6 lessons

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Female, 24 students

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My outlook on PE is that it can often be a means of not only helping students to learn new material, but it can
also be a means of encouraging the students to build and improve on things that they already do.
Each week students will unknowingly encounter activities that they may have completed before, this means
that they will be able to use their previous knowledge and then build on it. This for me is something that I
strongly believe in, as it allows students to feel as though they are quite competent in a certain area.
This UoL means students will be very active, which as a PE teacher, is something I believe that all students
should be in a PE class. They will work as a class, helping to build on teamwork, in order to spur each other on
and complete each task to the best of their ability. This for me is hugely important as it builds on
communication skills and teamwork skills.

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This Adventure Ed. unit will be delivered through the orienteering strand. This activity is not so popular  in the school, so it is important that the girks complete it during school, as unbeknownst to them, they will need directional skills in everyday life. The Adevnture Ed. model will ensure that students students learn new skills whilst developing already acquired skills through fun, active settings. Adventure education aims to encourage learners to challenge themselves as they learn to co-operate with others, take appropriate risks, develop trust in themselves and in others, have due regard for their safety and solve physical activity challenges with others’ help and guidance. (NCCA, Curriculum Models, 2020). They will learn the importance of teamwork, communication and leaderships sklls through groupwork actvities.

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SILVER: COGNITIVE: “Experiential learning, problem solving, critical thinking and group processing.”
BRONZE: PSYCHOMOTOR: “Participation in adventure activities. Development of skill themes through challenges. Challenge is viewed as a means of growth”
GOLD: AFFECTIVE: “Foster positive attitudes and subscribe to the Full Value Contract Tree. Communication and cooperation. Process orientated.” Chambers, F & Luttrell , S (2013)

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Students have been on orienteering trips with the school and completed orienteering in third year and TY. They have basic map and compass reading skills, and have basic directional skills. They are looking forward to being outdoors as the weather is nice and it is a break away from school

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Assessment Modes
Assessment is done on a continuously. Assessment will include the final assessment of navigating through the woods. This will be marked by the teacher and based on the length of time it took and the number of onbjects located. Peer feedback will be provided in some lessons. .
Teacher Assessment – Feedback
Self-Assessment – Knowledge & Ability level
Peer-Assessment – Critique of maps