Overview

These two 55-minute lessons build on the class’s recent two-day tramp. Students reflect on how decisions were made in an unfamiliar outdoor environment, then develop practical navigation skills using six-figure grid references and a compass. Learning is connected to safe, collaborative participation in outdoor education and informed decision-making.

Lesson One: Decisions and Grid References

Learning intentions

Students will:

• reflect on decisions made during the tramp and identify the decision-making approach used
• distinguish between direct, consultative, delegated and collaborative decision-making
• read and communicate six-figure grid references accurately
• explain how grid references support safety and rescue communication

Success criteria

• I can describe a decision made during the tramp and justify how it was made.
• I can identify whether a decision was direct, consultative, delegated or collaborative.
• I can read and give a six-figure grid reference using “along the corridor, up the stairs”.
• I can communicate a location clearly and accurately in a rescue situation.

Curriculum links

• Health and Physical Education: Outdoor Education—developing skills and strategies for safe participation in outdoor environments.
• Health and Physical Education: Relationships with Other People—working collaboratively, communicating effectively and making responsible decisions.
• New Zealand Curriculum key competencies: managing self, relating to others, participating and contributing, and thinking.
• Physical Education learning area: applying knowledge and skills to respond safely and effectively in physical activity contexts.

Lesson structure (55 minutes)

1. 0–5 min · Rescue hook. Teacher plays the opening rescue scenario from the decision-making and grid-reference slide deck: a person is injured, has limited phone battery and must communicate their location. Students discuss with a partner: “What information would rescuers need first?”
2. 5–17 min · Tramp reflection. Teacher displays a simple timeline of the two-day tramp and prompts students to recall moments involving route choice, pace, weather, equipment, food, rest or group safety. Students individually record one significant decision on the tramp reflection and grid-reference worksheet, including who was involved, what information was available and what happened.
3. 17–27 min · Decision-making spectrum. Teacher introduces direct, consultative, delegated and collaborative decision-making, using examples from outdoor situations. Students move into groups of four, classify their examples and justify their choices; groups then identify which approach was most appropriate and why.
4. 27–38 min · Teach six-figure references. Teacher uses the decision-making and grid-reference slide deck and a large topographic map to model the rule “along the corridor, up the stairs”, reading the easting first and northing second. Students practise locating two teacher-called references and explain each step to a partner.
5. 38–50 min · Map rescue challenge. Teacher gives pairs a real topographic map and calls out locations, then reverses the task by naming landmarks for students to provide six-figure references. Students complete the map tasks on the tramp reflection and grid-reference worksheet and take turns as caller, navigator and checker.
6. 50–55 min · Communicate and review. Teacher shows the final rescue prompt in the decision-making and grid-reference slide deck. Students give a partner one precise location message including the grid reference, landmark and safety information, then submit the worksheet.

Resources

• the decision-making and grid-reference slide deck
• the tramp reflection and grid-reference worksheet
• Real topographic maps of the local tramp area
• Grid-reference overlays or rulers
• Projector or interactive display
• Pens, pencils and highlighters
• Short, school-approved rescue/navigation video

Assessment

• Listen for students accurately distinguishing the four decision-making approaches and justifying their classification.
• Check grid-reference practice for correct easting, northing and six-digit format.
• Use the final partner message as a formative check: accurate reference, clear delivery and relevant safety information.

Differentiation

• Provide a colour-coded map example, numbered steps and the sentence starter: “I go ___ along, then ___ up.”
• Pair students strategically and allow students who need support to use a grid-reference ruler or enlarged map.
• Challenge confident students to explain why a decision-making approach changed as the tramp situation developed, or to give a reference without pointing to the map.
• Provide written and spoken instructions, allow rehearsal before speaking, and check understanding privately for EAL learners or students with processing needs.

Lesson Two: Compass Skills

Overview

Students apply the navigation knowledge developed in Lesson One by learning the anatomy and safe use of a compass. They practise orientating a map, taking and following a bearing, and finish by applying the skill to a short local navigation task.

Learning intentions

Students will:

• identify the main parts of a baseplate compass
• explain how a compass supports accurate and safe navigation
• orientate a map and follow a basic bearing
• use teamwork and clear communication during a navigation activity

Success criteria

• I can name the baseplate, direction-of-travel arrow, orienting lines, orienting arrow and magnetic needle.
• I can orientate a map to match the surrounding environment.
• I can take and follow a bearing safely and accurately.
• I can communicate navigation decisions and check them with my group.

Curriculum links

• Health and Physical Education: Outdoor Education—using practical skills and strategies to participate safely in an outdoor environment.
• Health and Physical Education: Movement skills—applying movement concepts and responding to changing environmental conditions.
• New Zealand Curriculum key competencies: managing self, thinking, relating to others, and participating and contributing.
• Physical Education learning area: demonstrating responsible behaviour and applying practical knowledge in an outdoor setting.

Lesson structure (55 minutes)

1. 0–6 min · Navigation hook. Teacher shows the second scenario from the compass skills slide deck: a group has lost the track in low visibility. Students predict which compass information would help them communicate and travel safely.
2. 6–15 min · Compass anatomy. Teacher uses a large compass and the labelled sequence in the compass skills slide deck to introduce the baseplate, direction-of-travel arrow, magnetic needle, orienting arrow and orienting lines. Students handle a compass and label the parts on the compass practical worksheet.
3. 15–25 min · Demonstration and video. Teacher plays the short compass demonstration video, pausing before each key action. Students observe, then rehearse the safety rules: hold the compass flat, keep it away from magnetic objects, rotate the body rather than twisting the compass, and check the direction-of-travel arrow.
4. 25–38 min · Paired practice. Teacher demonstrates orientating a map and taking a simple bearing, then circulates while pairs practise one skill at a time. Students alternate navigator and checker, recording one accurate observation and one correction on the compass practical worksheet.
5. 38–50 min · End-of-lesson navigation task. Teacher sets a short, bounded course using visible markers or map points and revisits the final challenge slide in the compass skills slide deck. Groups of four use a compass to orientate the map, follow a bearing and locate the finish point while maintaining safe spacing and regular checks.
6. 50–55 min · Debrief and exit check. Teacher asks students to demonstrate or explain one compass skill and one safety consideration. Students complete the final reflection on the compass practical worksheet and identify one skill requiring further practice.

Resources

• the compass skills slide deck
• the compass practical worksheet
• Baseplate compasses, one per pair
• Local topographic maps
• Cones or visible navigation markers
• Projector or interactive display
• Short, school-approved compass-use video
• First-aid kit, class roll and weather-appropriate clothing

Assessment

• Observe compass handling, map orientation, bearing-taking and communication during paired practice.
• Question students about compass anatomy and safety while circulating.
• Use the final practical task and worksheet reflection to identify who can apply the skill independently and who needs further instruction.

Differentiation

• Use a large demonstration compass, colour-coded labels and a step-by-step visual sequence; keep students in stable pairs.
• Allow students to practise on a stationary map before moving and provide a teacher-led group for additional support.
• Challenge students to plan a bearing between two points, explain possible sources of error and independently check another group’s route.
• Use short instructions, repeated demonstrations and verbal rehearsal for EAL learners or students with coordination, vision or processing needs. Provide alternative roles such as checker, map holder or communicator where appropriate.