Orienteering Research Task

Overview

This 71-minute Year 10 PDHPE lesson focuses on a research-based task exploring orienteering. Students use laptops to investigate the sport’s physical, mental, and social health benefits, skills and techniques, safety considerations, and environmental awareness. This lesson aligns with the NSW PDHPE syllabus for Stage 5 and develops students’ research, digital literacy, and critical thinking, linking directly to curriculum content and outcomes.

Curriculum Links (NSW PDHPE Stage 5)

Content Description:

Movement Skill and Performance (5.1): Investigate how skills and tactics enhance movement efficiency and performance, including strategies for navigation and spatial awareness in outdoor activities (PDHPE Syllabus 5.1.2).
Factors Affecting Performance (5.2): Examine physical, mental, and social factors influencing participation in physical activities like orienteering (PDHPE Syllabus 5.2.1).
Health Benefits and Risks (5.3): Analyse health benefits associated with outdoor physical activities and strategies to manage safety and injury risks relevant to orienteering (PDHPE Syllabus 5.3.4).
Critical and Creative Thinking: Use a range of strategies to locate, process, and present health and physical education information (general outcome from syllabus).

Learning Outcomes:

By the end of this lesson, students will:

Describe the physical, mental, and social benefits of orienteering as an outdoor physical activity.
Analyse key skills and strategies used in orienteering, including map reading and compass use.
Evaluate safety considerations and environmental responsibility in orienteering.
Develop, organise and present research findings collaboratively using digital tools.

Lesson Breakdown

Time	Activity	Description	Resources	Curriculum Links
0–10 mins	Introduction & Task Briefing	Teacher introduces orienteering and explains research task. Outlines research questions and expectations. Demonstrates laptop use and collaborative document tool (e.g., Google Docs or similar—no hyperlink provided, user to select platform).	Whiteboard/Screen, Research questions handout	PDHPE 5.1.2, 5.2.1 & 5.3.4
10–55 mins	Research & Collaborative Note-taking	Students work in pairs to research assigned subtopics: 1) Physical and mental benefits; 2) Key orienteering skills and equipment; 3) Environmental impact and respect; 4) Safety protocols and risk management. They add key points in shared digital document. Teacher circulates to guide and probe deeper thinking.	Laptops, research questions, collaborative doc	PDHPE 5.1.2, 5.2.1, 5.3.4
55–65 mins	Group Presentation Preparation	Pairs consolidate their findings into 2-3-minute oral presentations supported by digital slides or posters created on laptops. Focus on clarity and relevance to research questions.	Laptops, presentation templates	PDHPE 5.1.2, 5.2.1, 5.3.4
65–71 mins	Presentations & Reflection	Selected pairs present to class. Teacher facilitates class reflection on key insights, emphasising health benefits, skills, safety and sustainability in orienteering.	Class Discussion	PDHPE general outcomes, Critical thinking

Detailed Research Questions by Group

Group 1: Physical and Mental Benefits

What physical fitness components (endurance, strength, coordination) does orienteering develop?
How does orienteering affect mental skills like concentration and problem-solving?
What social benefits come from orienteering in teams or groups?

Group 2: Skills and Equipment

What navigation skills are essential (map reading, compass use)?
How do these skills improve spatial awareness and decision-making?
What equipment is necessary and why?

Group 3: Environmental Responsibility

What impact can orienteering have on natural environments?
How should participants minimise environmental footprints?
How does orienteering connect participants to nature and ecological awareness?

Group 4: Safety Considerations

What risks are associated with orienteering?
What safety measures and risk management strategies are recommended?
How do these contribute to a safe and enjoyable experience?

Assessment

Formative:

Observation of research engagement and collaboration.
Quality and relevance of notes contributed in collaborative documents.
Presentation clarity and coverage of research questions.

Summative:

Students submit a structured summary (can be a digital report or slide deck) of their research findings after class (teacher to assign as homework or next lesson task).

Teacher Reflection Tips

Encourage students to critically evaluate their sources for reliability.
Prompt students with probing questions to deepen understanding.
Use the collaborative document as a live formative assessment tool.
Consider integrating an Orienteering practical lesson later to connect theory with practice.

Alignment Summary to NSW PDHPE Stage 5

Enhances movement skill knowledge in a niche but highly relevant outdoor context (5.1.2).
Explores physical, mental and social factors affecting participation and performance (5.2.1).
Promotes understanding of health benefits, safety and environmental respect (5.3.4).
Incorporates critical and creative thinking via digital research and presentation.

If desired, this lesson can be expanded into a multi-lesson unit combining practical orienteering sessions with theory.

This approach utilises laptops to develop tertiary-level enquiry and presentation skills within the PDHPE curriculum framework, providing authentic, student-centred learning in an engaging context.

This lesson plan highlights informed, technology-rich pedagogy following the NSW curriculum’s emphasis on holistic health and physical education for Year 10 students, ideal for your PASS and PDHPE teaching focus. Thank you for the opportunity to support your innovative teaching practices.

Please let me know if you require accompanying resources, templates, or differentiation strategies!

Teaching Instructions