Health related exercise activity: components of fitness

Dance activity: an introduction to choreographic processes, devices and intention, performing set choreography and devising of individual work

Games activity: developing fundamental and transferable skills

Athletic activity: acquiring techniques

Outdoor and adventurous activity: following instructions and problem solving skills

Health related exercise activity: personalised fitness

Dance activity: developing the use and application of appropriate action, space and dynamics linked to the intention of seeing 'below the surface'

Games activity: analysing and improving performance

Athletic activity: developing power, strength and speed

Outdoor and adventurous activity: Developing critical thinking

Physical Education

Y7 Physical Education

Key Stage 3

Year 7

UNIT

In this lesson, we will collect a number of items found in the home which could be used on a walking expedition.



Timed collection

﻿Hello, my name is Mrs Repton, and I'm going to be your teacher for the year seven, outdoor and adventurous activities lessons. I hope you're going to join me for all of the lessons so that we can develop our problem-solving, decision-making, evaluating, improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities, make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place indoors but if it's safe, warm, and dry to do so, you're welcome to go outside. Ensure that there's enough space for you to work safely, including overhead. Use bare feet, not socks and make sure that the floor isn't slippery that you're going to be working on. Wear comfortable clothing, put your hair up if needed, and remove any jewellery. Pause now if there's anything that you need to get ready. In this lesson, you're going to need some household items, a timer, you might want to use the app on your phone, a pencil, and some paper. You're not going to know what the household items are yet but if you need to go and sort a timer, a pencil, and some paper, pause the video now and go and get them. So in today's lesson, we're going to do a little warm up activity. Then we're going to do activity one, which is called time collection. Then we're going to do activity two, which is a personal challenge before you complete your exit quiz which I know you're going to do really well on. We also have some keywords in all lessons today. Our first keyword is scavenger. And our first activity is a bit like a scavenger hunt. So a scavenger is a person who searches for and collects items. Our second word is route. And route is a way to travel from one point to another which could include a number of stops. Our third key keyword is navigation. The actual practise of staring, directing the course of, or finding a way through. We're going to start off with a little warm up activity. Welcome to a activity for lesson one. In this warm up activity, we're just going to familiarise ourselves with the compass. You might have an app on your phone, or you might have seen or have used some encompasses that look a little bit like this. You will notice on a compass that the red part of the needle is always pointing North. This helps us to orientate ourselves to find out where we are. And this is particularly useful if you're doing orienteering, orientating competitions, or challenges. Did you know that orienteering originated in Scandinavia? Anyway, moving on. When we're looking at our compass, we have North, East, South, and West. So we'll just have a little practise about orientating ourselves using our compass. So I'm going to start at North. I'm using a red pen just to show you that the red part of the needle on the compass is pointing red. Can we all jump to South. Well done. Can we jump to West. Can we jump to North. Can't we jump to East. well done. when you look at your compass, as well as having North, South, East, and West. We also have numbers. These are all bearings. So, if I was at North and I was going to jump a bearing of 90 degrees, I always go in a clockwise direction. So if I was jumping a bearing of 90 degrees, I would end up at East. If one was to jump a bearing of 180 degrees, I would end up at South. Time for you to have a little challenge. Can you jump at a bearing of 270 degrees. Which compass point of view ended up on? Well done. You should be standing at West. What bearing if you jumped, if you were jumping to South? Well done. You should have jumped 180 degrees. Hopefully that's given you a bit of guidance on how we use our compass and you can use some of these compass skills in our next activity. Activity one is timed collection. So this is our activity time collection, select amount of time to play, perhaps 10 minutes and an area to place items that you're going to collect. This will be your designated area. Travel safely through your house to find the items that are listed on the next slide. Once you've found an item, take it back to your designated area before going to collect the next item on your list. You must only collect one item at a time. Once your time's ended, add up the points they're listed on the next slide. And if you have somebody at home, maybe use them, could they call out the next item for you. Move on to the next slide to find out what your items are going to be. But these are your items that you need to go and collect. Set your timer for 10 minutes, press pause, and off you go. Remember, press play once you're finished. How did you get them? How many points did you collect? Did you manage to get all the items and before the time finished? How did you decide which items you were going to collect? Did you have a strategy? What approach did you take? Did you go for the ones that were nearest to you? Did you try and get the points that will have the largest value first? Have a little think. If you were to repeat this activity, what would you do differently? So now it's time for activity two, your personal challenge. Your time to try and achieve your personal best. All of the instructions are down below. What I would like you to do is to pause the video to complete your task and then press resume and play once you've finished. How did you get on? Did you get more points? Did you get more items in the time that you were given? What affected your decision making during the activity? What helped you decide where to go next? What direction or what bearing to take? Have a little think. How could you make the activity easier or perhaps how could you make it harder so that you were giving yourself more of a challenge? And now, let's have a think about when we might need to navigate or use our orienteering skills in real life. When in real life might you need to use navigation and navigating a route in the quickest possible time. Would it be option one, when taking some food out of the oven? Option two, when turning your alarm clock off? Option three, when competing in an orienteering competition? Or option four, when going to hand an assignment in? Which would you click on, which option? Well done, repeat to navigate when you were competing in an orienteering competition. So let's think about our learning outcomes for today. In this lesson, we've developed lots of skills. But in particular, you've developed your planning and evaluation skills. Your ability to improve your performance to achieve your personal best. Your ability to make fast and effective decisions. And your ability to perform under pressure. I look forward to seeing you for our next outdoor and adventurous activity lesson. If you'd like to share any if you work with Oak National, then please ask your parent or carer to share your work on Twitter using the hashtag below. I look forward to seeing you for our next outdoor and adventurous activities lesson.

In this lesson, we will develop our observation and memory skills, as well as making decisions to solve problems.



Memory tray

﻿Hello. My name is Mrs. Repton, and I'm going to be your teacher for the Year 7 Outdoor and Adventurous Activities lessons. I hope you're going to join me for all of the lessons so that we can develop our problem solving, decision making, evaluating, and improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities, make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place indoors, but if it's safe, warm, and dry to do so, you're welcome to go outside. Ensure that there's enough space for you to work safely, including overhead. Use bare feet, not socks, and make sure that the floor isn't slippery that you're going to be working on. Wear comfortable clothing. Put your hair up if needed and remove any jewellery. Pause now if there's anything that you need to get ready. In this lesson, you're going to need 10 to 15 different household items, a tray, and a tea towel. Pause the video now so that you can go and get those things ready. So in today's lesson, our first activity is called Memory Tray, also known as Kim's Game. Our second activity is called Turn the Towel. And then you've got an exit quiz, which I know you're going to do really well at. We also have some keywords for today's lesson. The first word is recall, the ability to remember. Our second word is observation, the act of careful watching and listening. And our third keyword is perseverance, continuing to do something in spite of any difficulties; basically, don't give up. So now it's time for Activity 1, memory game. You're now going to watch a video of me completing the challenge. So watch the video, then move on to the instructions. So it's time for Activity 1. This is called Memory Tray, and this is all about developing our visualisation skills and our short-term memory. So our short-term memory is the things that we're aware of in the here and now. Chunking is a really good way of trying to develop our memory skills, breaking things up into smaller segments and smaller pieces to help us remember them. And memory visualisation are all really good skills that we need when we're doing outdoor and adventurous activities and problem solving tasks. So for this activity, Memory Tray, it's sometimes known as Kim's Game, you're going to need a tray with lots of household items. So, if we have a look at what I found, just been around my house. I've got a cereal bar. I've got a little tub of Vaseline. I've got a teaspoon. I've got a pen. I've got some hand gel. Everybody must have one of those at the moment. I've got a ball, I've got a tea bag. So you roughly need between 10 and 15 items. What I want you then to do is to take the tray back and try and visualise all of the items that are on your tray. Try and get them to sink into your short-term memory. Then find a member in your household who comes and places a tea towel over the top of your tray. This is now the time for you to look away. Ask the member of your household to remove one item from the tray. After they've removed the item, remove the tea towel, and see if you can remember which item is missing. Good luck. So you've now seen me complete the task. If you need a bit of a recap, all the instructions are down below. Press pause, complete the task, and then resume once you've finished. How effective were your observation and recall skills during that activity? Did you remember what had gone from the tray? Have a little think. What strategies did you help to remember the items? Did you split the tray up into quarters? Did you try and visualise all of the larger items first? Have a little think, what strategies did you use? If you were to repeat the activity, what would you do differently? Would you use a different strategy or a different approach? Have a little think. And now it's time for Activity 2, Turn the Towel. You're going to see a video of me completing the challenge. This will show you and explain what it is that you need to do. There's also some instructions on the next slide. Now it's time for Activity 2, Turn the Towel, and this is quite challenging. For this activity, you're going to need a towel, a tea towel, or you haven't got one of those, a T-shirt. I'd like you to place your towel or your tea towel on the floor. This challenge is asking you to stand on the tea towel and turn the tea towel over so that you're standing on the other side without your feet touching the floor. Let's see if I can do it. Oh, I've still got the rest of my tea towel tucked over. Excellent. I've turned the tea towel. My feet haven't touched the floor. So now I'm going to challenge myself even further, how I reduce the surface area. Can I make the tea towel smaller? So I'm going to change it and move it in half. So I now have a smaller area in which I'm going to try and turn the tea towel. This is definitely more challenging, oh! I'm sure you'll be able to do far better than me. What's the smallest surface area that you can manage to stand on that you can turn the towel without touching the floor? Good luck with your challenge. So you've seen me complete the task. The instructions are down below if you needed a little recap. Have a go at the task. Press pause and resume when you've finished. What was the hardest aspect of that challenge? Which bit did you find most difficult? How did you overcome that challenge? What skills or strategies did you apply? Did you have to adapt your approach as the tea towel reduced in size? Did you have to do anything differently? Have a little think. So let's think about real life. When, in real life, are observation skills and memory really important? Is it option 1, when sitting your exams? Is it option 2, when making a phone call? Is it option 3, when playing sport? Or is it option 4, when doing the food shopping? Have a little think. Well done. It's when you're sitting your exams. You need to use your observation and your memory skills to bring up lots of that past learning and knowledge to help you answer the questions correctly. So what have we learned in today's lesson? You've developed your observation and memory skills. You've improved your concentration skills. You've developed your ability to solve problems and your ability to improve your performance. Well done. You've done incredibly well. So if you'd like to share your work with Oak National, please ask a parent or carer if they can share your work on Twitter using the hashtag and the link below. Hopefully I'll see you again for Lesson 3.

In this lesson, we will develop our ability to break down a task, decide on a solution and try it out before reviewing the task.



Mission Impossible

﻿Hello, my name's Mrs Repton, and I'm going to be your teacher for the year seven outdoor and adventurous activities lessons. I hope you're going to join me for all of the lessons so that we can develop our problem-solving, decision-making, evaluating and improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities, make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place indoors, but if it's safe, warm, and dry to do so, you're welcome to go outside. And show that there's enough space for you to work safely including overhead, use bare feet, not socks, and make sure that the floor isn't slippery that you're going to be working on. Wear comfortable clothing, put your hair up if needed, and remove any jewellery. Pause now, if there's anything that you need to get ready. In this lesson, you're going to need some household items of which one item needs to be a toilet roll, paper and scissors, and some sticky tape or blu tac. Pause the video now, and get anything ready that you need. So today, we're going to do our activity one, which is called mission impossible. Then activity two is a personal challenge, and then you'll complete an exit quiz which I know you're going to do really well at. We also have some keywords for today's lesson. Our first word is manoeuvre. Manoeuvre means a movement or series of moves that requires skill and care. You're definitely going to need this later. Flexibility, the range of movement possible at a joint. Being flexible is definitely going to help you later. And the solution, the actual process of solving a problem or a question. So activity one is called mission impossible. You're now going to watch a video of me completing the challenge. Watch the video, then move on to the next slide to find out more instructions. So this is our first activity. It's called mission impossible, and it is definitely a challenge. So you're going to need your scissors and you're probably going to need a few sheets of paper. Your challenge is to get your piece of paper and your scissors, and to make a shape and to try and get your body through the shape without ripping the paper. So I'm going to have a go first. I'm going to try and make the biggest shape that I possibly can, and I'm going to try and get my body through the shape without ripping the paper. So I'm going to make a bit of a frame shape. Okay. I'm probably a little bit bigger than some of you, but this is the biggest shape that I can make. Can I get my body through the shape? No. This is where I've failed. So I'm going to give you a few minutes now. Can you have a go at making a shape and getting the piece of paper through your body, whether it's from head to toe or toe to head, without making the paper rip. Press pause, come back to me when you've had a few attempts. How did you get on? Was anybody successful with our first attempt? No, everybody failed like me? I'm going to show you how to do it. I'm going to show you the solution for the activity. So what I would like you to do, watch me then have a go. See if you can complete the task. So you're going to fold your piece of paper in half. You're going to make a cut from the fold out to the edge of the paper. You're then going to miss a few inches, and you're going to work your way down the paper, cutting from the fold to the open edge. Then flip the piece of paper over, and cut in the opposite direction from the open edge into the fold. And once you've cut all the way down, you are then going to cut through where the fold is, missing the end piece. So you're going to make a cut. Didn't quite make it all the way to the end. Make a cut. Make a cut. Make a cut. And finally making a cut, making sure that that final piece at the end is still intact. When you then open your piece of paper up, you should have a nice, big flexible area, and the piece of paper should be a lot bigger. Can you get a piece of paper through your body without ripping it? Well done, challenge complete. So you've now seen me complete the task. If you need a recap, the instructions are down below. Pause the video to complete the task, then press play and resume once you've finished. So what difficulties or challenges did you encounter in that challenge? It wasn't easy. What did you do differently on your second attempt? Have a little think. What did you do in the first attempt that didn't work? So maybe you changed it in your second attempt. But now it's time for activity two, your personal challenge. You're going to see a video of me completing the activity, and then it's going to be your turn to have a go. Okay, now we're on to our second activity of mission impossible. And this is a bit like if you were going on a survival expedition. Now we're onto our second challenge. And this is a bit more where you've got to bring in your problem solving skills. You're going to have to ask somebody at your house if you're allowed to do this activity, and what I would like you to do, using some toilet roll is just sellotape or blu tac, a few different strips at different angles over a doorway. You need to make sure that you've got some gaps because you are going to survive and rescue some household items that are on the other side. So this is a bit like a survival mission. If you were on a survival mission, what type of things would you have in your survival kit? Being that you're going to have to keep warm, so you might need a survival blanket. You might need things that are going to help you create a fire, some Flint, some matches, some costume wall, and ideally, some food. Or thinking about what was around you that you might be able to eat or drink to keep you alive. If you did ever get lost when you're out on a survival expedition or you're out on a walk, don't panic, apply the stop process. S is for stop, stay where you are. T is for think. Think about where you are, where you've come from. Think about if there's anything around you that you remember or that you recognise. O is for observe. Are there any landmarks, are there any points of focus that you might have remembered passing? And p, think of a plan. Think about what's best for you, or if you're in a group, what's best for the members of your group, then put that plan into operation, but stay where you are. Right, back to our challenge. Your challenge is to try and rescue some of the items on the other side of the doorway. You've got to try and get them from that side through the holes without ripping the toilet paper. But you can only use each gap once. So have a think. How would you plan this? Which item would you bring through the biggest gap? Which item would you bring through the smallest gap? Okay, I'm going to have a go. So I've got to get my body through one of the gaps without ripping the toilet paper. I've got through, now I need to rescue an item. My biggest item is my handbag. Excellent, I've rescued an item. So I can't through the same gap again. I'm rescuing my breakfast cereal. Mission complete, over to you to have a go. So you've seen me complete the task. If you need to recap, the instructions are below. Press pause, complete the task, and then press resume once you've finished. What skills did you have to use to successfully complete this challenge? Did you have to use any of those key words like manoeuvre, being flexible, coming up with a solution? Have a little think. Which was the easiest or the hardest gap to get through? Was the bigger gap or smaller gap easier or harder? Were the higher up or the lower gaps easier or harder? But when we think about real life, what skills that we used in today's challenge would come in useful? Would it be option one, sitting your exams, option two, making breakfast, option three, taking part in a quiz, or would it be option four, going on a walk when there were lots of stiles and fences. What would your answer be? Definitely option four, having flexibility, being able to manoeuvre, thinking of a solution, how to get over those stiles and fences. Well, let's think about our learning from today's challenges. In this lesson, we've developed your creative thinking skills, your ability to perform under pressure, your ability to adapt and review a task, and your ability to improve your performance, your ability to do better and achieve your personal best. If you'd like to share any of your work with us at Oak National, please ask a parent or carer to share your work on Twitter @OakNational, and use the #LearnwithOak. I look forward to seeing you for lesson four.

In this lesson, we will develop our ability to follow instructions to be successful and to recognise some features of a map.



Make whole again

﻿Hello, my name is Mrs. Repton, and I'm going to be your teacher for the year seven outdoor and adventurous activities lessons. I hope you're going to join me for all of the lessons, so that we can develop our problem solving, decision making, evaluating improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities, make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place indoors, but if it's safe, warm, and dry to do so, you're welcome to go outside. Ensure that there's enough space for you to work safely, including overhead. Use bare feet, not socks, and make sure that the floor isn't slippery that you're going to be working on. Wear comfortable clothing, put your hair up if needed, and remove any jewellery. Pause now if there's anything that you need to get ready. In this lesson, you're going to need some magazine or newspaper images, a timer, and a bag. Pause the video now if you need to go and get anything ready. So today's activities are going to take place in this order. Activity one is called make whole again. Activity two is a personal challenge. And then you're going to complete an exit quiz, which I know you're going to do really well on. We've also got some keywords in today's lesson. Our first keyword is recognition, the act of knowing and remembering from seeing. Our second keyword is reconstruction, the process of putting something back together in a good condition. And our third and final word is solution, the act or process of solving a problem or a question. So Activity one is called make whole again, and you're going to see a video of me completing and explaining this activity. So now it's time to start our challenge, make whole again. And this challenge is really going to draw on your senses, in particular, your sight. We're going to be doing lots of visual recognition, seeing different problems, trying to solve them using our memory, but using our sight to really help us with the challenge. So I'd like you to get some magazines or some old newspapers, find some pages that have got some good images or pictures on. Rip those images out, and then what I would like you to do is to cut those images up, and I'm just going to show you the images that I've chosen so you can see, not loads of difference, really quite similar. And I'm going to cut those pieces up into roughly 10 pieces each. It doesn't matter whether you put them vertically or horizontally. The smaller you cut the pieces the trickier the challenge will be. And when you've cut all of your pieces up, you need to go and place those pieces in a bag at one end of your space. So I've cut all my pieces up. I'm going to gather them together and put them inside my bag. I'm going to go and place my bag at one end of my room and I am going to go and start at the opposite end. Obviously, you can have a distance as long as you want. So now what I'm going to do is I'm going to go to my bag and I'm going to take one piece out of it and return to my starting area. You're going to go and place this back down on the floor. Now, I need to go back and choose a second piece. However, this piece has got to match my initial and my original image. If it's from the other image, then it's no good, and I need to take it back. I'm trying to rebuild and reconstruct my original picture. Remember, one item at a time. I just looked, this doesn't match. I'm going to go and put it back. Returning. Place it down. And you will keep repeating this process until you have made your image whole again. Good luck. See how you get on. So now you've seen me complete the activity. If you need a bit of a recap, all of the instructions are below, but now I'd like you to pause your video, complete the task, and then resume once you've finished. How did you find that challenge? What difficulties or challenges did you encounter? Which were the easy bits? Which were the hard bits? Have a little think. What would you do differently if you were to do that challenge again? Which bits would you change? Which bits would you review? Now it's time for activity two, your personal challenge. Move on to the next slide, and you'll see an explanation. But for your personal challenge, you're going to repeat the previous activity, but rather than using images from a magazine or a newspaper, we'd like you to print off two or three ordinance survey maps that are really detailed and they've got lots of key features on. Then, repeat the process. Cut the maps up into approximately 10 pieces, put them in a bag, and then try and reconstruct the map as we did in the first activity. Pause the video and then resume once you've finished. Good luck. Thinking about that task, what skills did you have to use to successfully complete the challenge? Have a little think. Were the maps harder to reconstruct than the images from the magazines or the newspapers? If so, why? What made them more challenging? So now think about real life and when we might use our recognition skills. Would we use them when I'm taking part in a quiz? Would we use them when making a phone call? Would we use them when playing sport? Or would we use them when we were doing the food shopping? What would your answer be? Option one, we'd use our recognition skills when we were taking part in a quiz to try and recall and remember lots of those information and answers to the questions. So let's think about today's lesson and our learning outcomes. In this lesson, we've developed a lot of skills. You've developed your ability to follow instructions, your ability to perform under pressure, your ability to recognise features on a map, and your ability to improve your performance. Well done. You've worked really hard. We'd love you to share the work that you've been doing with Oak National. If you'd like to, ask a parent or carer to share your work on Twitter, tagging @OakNational, using the #LearnwithOak. I look forward to seeing you on our outdoor and adventurous activities lesson five.

In this lesson, we will develop our map reading skills to navigate routes using compass points and degrees.


Cardinal markers

﻿Hello, my name is Mrs. Repton and I'm going to be your teacher for the year seven, outdoor and adventurous activities lessons. I hope you're going to join me for all of the lessons so that we can develop our problem-solving, decision-making, evaluating improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place in doors, but if it's safe, warm, and dry to do so, you're welcome to go outside. Ensure that there's enough space for you to work safely, including overhead, use bare feet not socks, and make sure that the floor isn't slippery that you're going to be working on. wear comfortable clothing, put your hair up if needed and remove any jewellery. Pause now if there's anything that you need to get ready. In this lesson, you're going to need nine different items that you can use as markers. You're also going to need a pencil and some paper. Pause the video now so that you can go and get anything that you're going to need. So in today's lesson, our first activity is called Cardinal numbers. Our second activity is a personal challenge and then you'll complete an exit quiz which I know you'll do really well at. We also have some key words in today's lesson. Our first key word is compass and a compass is a tool that we use for finding direction. Our second key word is degrees. The unit that we use to measure the size of an angle. And our third Key word is route. A way to travel from one point to another which could include a number of stops. Well, our first activity today is called Cardinal markers. On the next slide, you're going to watch a video of me completing the task and explaining what it is you need to do. Watch the video and then move on to the next slide. So now we're onto our activity, Cardinal markers. You're going to need to set out some markers in a three by three grid. I'm at school today so I'm using cones, but you can use any household items. You're also going to need your pencil or pen and the directions and instructions that are on the worksheets or the download. Let's just have a recap of our compass points. Remember, the red parts of the needle is always pointing to north that helps us to orientate ourselves. So we'll do a few practise goes together. I'm going to face backwards so that we're all doing this in the same direction. So I'm going to start from the central red cone. Let's all move one step to the West. Well done. Have we move one step south? Well done. Let's move two steps East. Brilliant. And we'll go back to our starting marker. Well, the thing that we're going to need to use this time in today's activity is looking not just at North, East South and West, but thinking about Northeast, Northwest Southeast and Southwest. So we're going to be moving diagonally as well as vertically and horizontally. When we're thinking about Northeast, Northwest, Southeast Southwest, the North of the south always comes first. So, let's go back to our mark in the middle and we're all going to move in a southeasterly direction. I know that south is behind me and I know east is to my right. So Southeast is going to be diagonally behind me. Well done. Back to my central marker. This time I'm going to move Northwest. I know that North is in front of me, I know that West is to my left, so Northwest will be diagonally up to the left. Well done. So we're now going to complete our challenge. My first instruction says, start at the Northwest marker. Move east one marker, I know that East is to my right, so I'm going to move one marker and I'm going to draw on my print. Move East one marker, move and draw. Move Southwest one marker, Southwest. Move Southwest one marker, Southwest Move East one marker, East and move East one marker. What letter of the alphabet have you created the shape of? Well hopefully if you followed the same pattern as me everybody has created the letter Z. Well done. Now it's time for you to have a go. print off the instructions from the worksheets or the download and have a go at completing the different courses. See what shapes and what letters you can create. Good luck. So you've just seen me have a go at completing the task. Now it's your turn. There's a little recap on this slide to explain what it is you need to do. And on the next slide it will have the first set of instructions. So, move to the next slide, pause the video to complete the task then resume when you're finished. These are the directions that I used have a little go yourself. Then resume once you finish the activity and then move on to the next slide. Well done. I hope you enjoyed those challenges. What difficulties or challenges did you encounter when you were doing them? Was there anything that was a little bit hard? Anything that you had to really sit and work out? Have a little think? What helped you to make your decisions? Was it logical thinking? Was it having a compass? Was it trying to work out that you were trying to create a letter or a shape? What helped you? Now it's time for activity two, your personal challenge. So now it's time for activity two, personal challenge. We're going to repeat the previous activity but rather than using compass points, we're going to use bearings. If you didn't do lesson one with me we'll have a quick recap on bearings now. So with our bearings, we always orientate ourselves to North If I was to move a bearing of 90 degrees, I'm going to move 90 degrees and I would be facing East. Then I'm going to orientate myself at North again. If I was to move a bearing in a clockwise direction of 180 degrees, I would end up at South. So I would be taking a step backwards. I orientate myself again at North. If I was to take a bearing of 270 degrees I would find myself at West. But like with the previous challenge, we could bring in Northeast, Northwest, Southeast, Southwest. So I'm going to orientate myself at North again. And if I was to take a bearing of 45 degrees, I would find myself at Northeast, orientate myself at North. If I was to take a bearing of 135 degrees, I would find myself going again in a Southeasterly direction So, have a go at completing the challenges using bearings. And then could you write some of your own challenges using compass points and bearings. See if you can challenge somebody in your household to complete your activities. Good luck. You're going to repeat the previous activity, the Cardinal markers, but this time you're going to use degrees instead of compass points. After you've successfully completed your routes create your own using compass points and degrees and try them out. You might even want to try them out on a member of your household. Pause the video now and resume when your finished. Did you find it easier completing the routes using the compass points or degrees? Did you prefer using North, South, East, West or using 90, 180, 270 degrees? Why? what would you do to make the routes more challenging? So let's think about real life and when you might use a compass and a map. Would you use a compass and a map when you went shopping, when you were going on a walk, when you're playing a game or when you're doing a gym class. what would your answer be? I think I'm going to go for option two and I'm right. When I'm going on a walk, I might need a compass or a map to help me find my way, to help me navigate and find the right route. Well, let's think about our learning outcomes. You've worked really hard today, Well done. In this lesson we've developed the following skills, your ability to follow instructions your ability to evaluate your performance your ability to improve your performance. You've worked really hard today well done. We'd love you to share your work with us at Oak National. So, if you'd like to, ask a parent or carer to share your work on Twitter, tagging at Oak national and using the hashtag learn with Oak. I look forward to seeing you again in our final lesson of our outdoor and adventurous activities units.

In this lesson, we will develop our problem solving skills.


1 - 5

﻿Hello, my name is Mrs. Repton, and I'm going to be your teacher for the year seven, outdoor and adventurous activities lessons. I hope you're going to join me for all of the lessons so that we can develop our problem-solving, decision-making, evaluating, improving skills. So we need to start thinking about keeping safe in this lesson. If you're unsure about doing any of the activities, make sure that you've got a trusted adult nearby when you start. Ideally, we want this activity to take place in doors, but if it's safe, warm, and dry to do so, you're welcome to go outside. Ensure that there's enough space for you to work safely, including overhead. Use bare feet, not socks, and make sure that the floor isn't slippery, that you're going to be working on. Wear comfortable clothing, put your hair up if needed, and remove any jewellery. Pause now if there's anything that you need to get ready. In this lesson, you're going to need: five stackable items of different sizes, three cushions, towels or T-shirts. Pause the video now and go and get anything that you need to get ready. So today's lesson structure is going to consist of one activity called 1-5. You'll then complete an exit quiz, which I know you're going to be really successful at. We've also got some key words for today's lesson. Our first key word is challenge, a difficult task or problem. A second key word is methodical, done or arranged in a planned way. And our third and final word is process, a course of action from start to finish. Though it's time to do our first activity, 1-5. On the next slide, you're going to see a video of me completing the activity, and explaining what it is that you need to do. This activity is called 1-5, but it can also be named the tower of handling. Your challenge is to have three different bases. I've just used tea towels. You may want T-shirts, cushions, but you need three different bases. And five objects that are five different sizes, but can be stacked on top of each other. So I've used a similar box, a cookbook, a DVD box, a takeaway container, and the coaster. Decide which your starting base is going to be, and create a tower of your five objects, with the largest at the bottom and the smallest at the top. This challenge involves taking the objects and moving them one at a time to recreate this tower on a different base. However, you can't have a larger object on top of a smaller object, and only one object can be moved at once. You get the idea. What's I wouldn't be able to do now, is to move a larger object and place it on top of a smaller object. I have to think of they formula and a process, be like if I was doing a mathematical challenge to work out a strategy so that the smaller item is always on the top, and that I'm only moving one item at a time. Can you challenge yourself and see if you can complete this activity. Off you go. So now it's your turn to have a go at the task. If you need a bit of a recap, the instructions are down below. Pause the video to complete your task, and then press play and resume once you finished. Well done. I hope you enjoyed that. How did you break the challenge down? Did you break it into smaller steps? How did you go through the process? What helped you to make decisions? What skills did you draw on? Have a little think. And did your initial solution work? And if so, why? In real life, you need to be methodical when doing which of the following? Would it be option one, watching TV, option two, sleeping, option three going for a walk, or option four, following a recipe? When would you need to be methodical? That's right, option four, when following a recipe. If you didn't do a recipe in the right order, then you definitely wouldn't get the right outcome. Then let's think about our learning outcomes for today's activity. In this lesson, you've developed: your ability to break down and follow instructions, your ability to make decisions, your ability to evaluate and improve your performance. We'd love you to share your work with us here at Oak National. So, ask a parent or carer to share your work on Twitter, tagging @OakNational and using the hashtag, #LearnwithOak. I hope you've enjoyed your outdoor and adventurous activity lessons.

Unit Overview: Outdoor and adventurous activity: following instructions and problem solving skills

Lessons: