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Intervene to suggest ideas and teach new skills
Give the children regular feedback on how they are getting on
Figure 5.1 O&AA scheme of work for 1
st
and 2
nd
class
The lesson plans contained detailed instructions for the sequence/structure of the
lesson, specific learning intentions
linked to the curriculum, activities, assessment and
in some instances questions that would need to be asked to develop learning.
The key
feature of the lesson plans were as follows:
Each lesson included a warm up, a specific skill to be taught,
time for the
children to practice the skills and engage in other activities.
The main activity was based around orienteering activities, with
activities on walking and/or outdoor challenges and/or understanding and
appreciation of O&AA.
Teaching points were highlighted on each lesson.
Continuity and progression from Junior Infants
to Sixth class was
evident.
Lave and Wenger (1991) emphasise the importance of contextualised learning
and suggest that practitioners should generate knowledge within the practice in which it
would be required. Therefore, all materials were sourced or constructed to fit the case
study school to ensure teachers had what was required for them to teach a lesson. The
following is a brief list of the type of resources that were constructed:
Maps for each class level and for activities
such as point to point
orienteering, star and photo orienteering were drawn and laminated
(Figure 5.2).
Photographs were taken of various places and objects around the school
for photo orienteering for each class level (Figure 5.3).
Controls and control cards for each class
level for orienteering
Scavenger and treasure hunt clues/worksheets
(See Appendix Ti-Tvii for further samples of resources)
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Figure 5.2 Ordinance survey map adapted for school use
Figure 5.3 Sample photographs for photo orienteering
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