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Introductory/Development ideas for Outdoor and Adventurous Activities

(Ideas contributed by Andrea Parry)

Giants, Wizards and Dwarfs

Team Work

  • Divide the class into two groups, standing either end of the hall
  • Groups have 20 seconds to decide which of the three characters they want to be
  • On the whistle they stand opposite each other in rows about 5-8metres apart
  • On the second whistle they perform the action and the winners have to chase the opposition back to their safe zone
  • If they tag anyone, they join their team/or reward points per tag

Progression - Pupils lying face down to wait for the second whistle

Scoring - Giants win over Dwarfs
Wizards win over Giants
Dwarfs win over Wizards

Tank Tracks

Team work
Abiding by rules
Problem Solving
Working against the clock

  • Divide class into groups of 4 and 5, each with two gym mats at one end of the hall behind a common line
  • Groups to have 5-10 mins discussion on how they will get from one end to the other end of the hall without touching the floor only the mats.
  • Perform task after 10mins and find winners
  • Discuss and evaluate success - Strategies used etc
  • Repeat with new ideas - Tank motion works best

Communication Bench

Problem solving
Abiding by rules

  • Arrange pupils in groups of 8-12 per bench
  • Give tasks to the groups, such as reorganise in order of birth dates, shoe size, height etc
  • Award points to the winning bench

Progression - Blind fold the pupils and give each one an animal name in secrecy, pupils to reorganise in size of animal using only their animal noises to communicate

Sheep Pen

Abiding by rules
Problem solving

  • Introduce idea - In groups (sheep!) a Shepherd will guide his sheep to their sheep pen, avoiding electric fences, however as we know sheep can't speak or understand English!
  • Organise the hall with a number of obstacles such as benches, boxes, chairs, tables etc and enough mats for 1 per group.
  • Groups of 5 or 6 work well
  • Each group to sit on the mats
  • Give groups 10mins to choose a Shepherd and plan how the Shepherd will communicate to his sheep in order to know which way he wants them to go (ideas such as stamps/claps/whistles)
  • All sheep will be blindfolded and hands on knees
  • Teacher to spread out the sheep from all the groups around the room
  • Teacher secretly tells each Shepherd which pen (mat) is theirs
  • Pupils then perform. Deduct points when sheep (pupils) touch any obstacle (electric fence)
  • Discuss success strategies and repeat with new Shepherd

Symbol Recognition Game

Symbol recognition
Problem solving

  • Layout the two sets of cards at either end of the hall on benches, with the symbols with letters at one end and the symbols and numbers at the other end
  • Pair the pupils up and provide them with a sheet where they number 1-15
  • Decide in the pairs who is to go first and have the others standing to the side
  • Give each pupil a different number to start with and on the command, they run to the symbol card with their number on and memorise the symbol
  • Then run to the other end and find the symbol and record the letter with that symbol against the specific number on their sheet
  • Repeat until all numbers have a corresponding letter and then rearrange letters to find a specific word (Drakes Broughton)
  • After 2-3mins, blow the whistle and the partners have to swop over
  • Discuss and evaluate


Problem Solving
Team work
Using tactics
Map reading

  • In pairs, one partner runs out into the school grounds with a map and plastic cup on a piece or string. They attach the cup to the place of their choice and mark the position on the map with a piece of blutac
  • No verbal communication allowed during the event
  • Partner runs and tries to locate the cup and bring it back
  • Map is divided into scoring zones and the cup must be placed in a different zone each time otherwise a penalty is occurred
  • Pupils allowed 5-10mins to decide strategy to gain most points
  • Teacher to keep record of points as they come in to reward the winners Line Orienteering Map reading Plotting and following a line on a map
  • Lay out a range of apparatus in the hall
  • Provide each pupil with a piece of paper
  • They draw a plan of the room and then add a route through and around the room with a line
  • They practice following their line routes
  • Working with a partner, one follows the others route and the other checks and visa versa
  • Discuss and evaluate


Working against the clock

  • Whole class circle in the middle of the hall
  • All pupils hold hands
  • A hoop is put on a pupils arm
  • The hoop has to get all the way around the circle without the pupils breaking the link
  • It is up to the rest of the pupils to guide the hoop around, telling the pupil with the hoop the best way for them.

Progression- Smaller groups, race to see who can get the hoop around the circle the quickest - award points



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