Lesson 6 - Decision-Making Skills
Outdoor Skills & Teamwork
•Year 1
•Outdoor Adventurous Activities
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How can we make smart decisions and remember patterns to solve problems?
Learning Objectives
- To develop decision-making skills through equipment placement and retrieval activities
- To practise pattern recognition and repetition using speed stack cups
- To improve organisation and handling skills with equipment management
Key Outcomes
- Students will demonstrate improved decision-making when placing and finding equipment
- Students will successfully perform a 3-stack pattern with speed cups
- Students will show better organisation and coordination skills
Equipment & Resources Required
Distribute sets of 3 cups to each small group workspace
Alternative: Plastic stacking cups, small cones, beakers
Ensure clear colour differentiation for easy identification
Alternative: Bean bags, small cones, hoops, balls in different colours
Mark safe areas for equipment placement around playground
Alternative: Spots, rope, chalk lines
Key Vocabulary
A pyramid pattern made with three cups - two on the bottom, one on top
Building cups into a pyramid pattern from a flat stack
Taking apart a pyramid pattern back to a flat stack
The hand you use most for writing and detailed tasks
Thinking carefully before choosing what to do
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic handling and moving of small equipment
- Understanding of colours and simple categorisation
- Following simple rules and instructions in games
Current Skills
- Decision-making in equipment placement
- Pattern recognition with speed stacking
- Coordination of both hands in sequenced movements
Next Steps
- More complex speed stacking patterns
- Advanced decision-making in competitive situations
- Leadership roles in organising group activities
Milestone Indicators
Key Teaching Points
- Always lead speed stacking movements with the dominant hand for consistency and control
- Pick up cups from the sides using 'soft hands' - never grab from the top rim
- Emphasise thinking before acting in all decision-making activities
- Focus on technique accuracy over speed throughout all stacking activities
- Encourage systematic searching strategies rather than random running around
- Celebrate effort and improvement rather than comparing abilities between students
- Use bilateral coordination activities to develop both sides of the brain simultaneously
Common Misconceptions
- Speed stacking is only about moving fast - actually technique and control are more important
- You need to use your strongest hand for everything - actually both hands working together is key
- Hiding equipment in hard-to-reach places is best - safety and accessibility should guide decisions
- If you can't do something immediately you're not good at it - learning takes practice and patience
- Competition means you have to beat everyone else - personal improvement and effort matter most
SEN Adaptations
ADHD
- Use shorter activity segments with clear transitions, provide fidget-friendly equipment handling, frequent positive reinforcement for maintained focus
dyspraxia
- Allow extra practice time for bilateral coordination, use hand-over-hand support for speed stacking, provide larger equipment for easier handling
autism spectrum
- Provide clear, structured routines for each activity, use visual schedules for speed stacking steps, create quiet space for breaks if overwhelmed
visual impairment
- Use brightly coloured equipment with high contrast, provide verbal descriptions of all visual demonstrations, pair with sighted buddy for equipment activities
hearing impairment
- Use clear visual demonstrations, written instruction cards for speed stacking steps, ensure face-to-face communication during instructions
physical disability
- Provide larger, easier-to-grip equipment, allow seated speed stacking if needed, modify equipment placement distances based on mobility
Cross-Curricular Links
Maths
Counting completed 3-stack cycles, recognising and creating patterns, understanding spatial relationships in equipment placement
Science
Forces and motion in cup stacking, balance and stability in pyramid structures, cause and effect in decision-making
Geography
Spatial awareness and mapping skills when placing and finding equipment, understanding directions and locations
PSHE
Decision-making skills, working cooperatively with others, managing emotions during challenges, celebrating individual achievements
Teacher Guidance
Positioning
Central location during demonstrations, circulating between small groups during practice activities
Observation Focus
Watch for proper cup handling technique, decision-making processes, and group cooperation
Intervention Points
Step in when students show frustration, provide immediate feedback on unsafe equipment handling
Demonstration Notes
Always demonstrate speed stacking very slowly first, then gradually increase to normal pace. Use exaggerated movements to show bilateral coordination clearly.
Verbal Cues
- •'Soft hands, pick up from the sides!'
- •'Think first, then decide where to place it!'
- •'Smooth movements, no rushing!'
- •'Help your partner succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 15m x 20m for equipment activities
Surface Check
Non-slip surface for speed stacking activities, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Check speed stack cups for cracks or sharp edges before use
- •Ensure coloured equipment is appropriate size for age group
- •Verify boundary markers are stable and visible
Risk Management
Key Risks
- •Slips and falls during equipment searching
- •Collision between students during competitive activities
- •Frustration during challenging speed stacking tasks
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups during all activities
- •Progressive skill building from simple to complex
- •Emphasis on technique over speed throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during equipment placement
- •Monitor emotional responses during competitive elements
- •Circulate actively during small group speed stacking practice
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, ensure clear access for emergency services if needed