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Supported by Walker Books

Hidden treasure

Blindfolded treasure hunters need their friends’ help to make it through an obstacle course and claim the prize.
Plan a session with this activity

You will need

  • Objects (for example chairs, poles, boxes, rope, cones)
  • Treasure (for example chocolate coins or pretend money)

Our pick for the October and November Scouts Book Club​ is Shadowghast by Thomas Taylor. In this eerie adventure, Herbie and Violet try to uncover the truth when a hypnotic stage magician turns up on the eve of Ghastly Night. If you enjoy this activity, you’ll love reading the book.

Learn more about our partnership with Walker Books >

Make the obstacle course

  1. The person leading the game should introduce a signal that means ‘stop’, to keep everyone safe. If players hear this signal, they should put both feet on the floor, stand still, and be quiet.
  2. Place the treasure at one end of the room.
  3. Use the objects to create obstacles in the middle of the room.

Tackle the obstacle course

  1. Split into pairs. In each pair, one person will be the instructor and the other the treasure hunter. The pairs will swap after, so everyone gets a turn at each role.
  2. Pairs should stand at the opposite side of the room to the treasure, so that the obstacles block their path.
  3. The treasure hunters should be blindfolded. They can’t talk.
  4. Using words only, instructors must guide their treasure hunters to the treasure, avoiding the obstacles in the way. Instructors should stand still and give instructions from the start line.
  5. Once the treasure hunters have the treasure (or after half of the time has passed), players should swap roles in their pair.


To get the treasure, you had to communicate well. Was it easy to communicate with just your voice?
Was it easy to understand the directions you were given?
Was it easy to listen when lots of other activity was going on? How did you talk to make it easy to understand your instructions?
Did any of the instructors give really good instructions? Why were they so helpful?

To reach the treasure, you also had to problem solve. How did you choose how to deal with problems?
Did you try more than one technique before you found one that worked?
Did each obstacle have the same solution, or did you have to adapt your plan?
Which role did more of the problem solving, the instructor or the treasure hunter?


All activities must be safely managed. Use the safety checklist to help you plan and risk assess your activity. Do a risk assessment and take appropriate steps to reduce risk. Always get approval for the activity and have suitable supervision and an InTouch process.


Check for allergies before you begin and read the guidance on food safety. Make sure you have suitable areas for storing and preparing food and avoid cross contamination of different foods.

Active games

The game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed.

Make it accessible

All Scout activities should be inclusive and accessible.