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Lesson 6 - Decision-Making Skills

Outdoor Skills & Teamwork

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Year 1

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Outdoor Adventurous Activities

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45 min

Big Question

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

Perforated Cups

3 per group (90 cups total for 30 students)

Distribute sets of 3 cups to each small group workspace

Alternative: Plastic stacking cups, small cones, beakers

Coloured Equipment Sets

30 pieces per colour (4 colours - 120 total)

Ensure clear colour differentiation for easy identification

Alternative: Bean bags, small cones, hoops, balls in different colours

Sun Markers

8-12 cones

Mark safe areas for equipment placement around playground

Alternative: Spots, rope, chalk lines

Key Vocabulary

3 stack

A pyramid pattern made with three cups - two on the bottom, one on top

Up stacking

Building cups into a pyramid pattern from a flat stack

Down stacking

Taking apart a pyramid pattern back to a flat stack

Dominant hand

The hand you use most for writing and detailed tasks

Decision-making

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

Consistent 3-stack pattern completion

Strategic thinking in equipment games

Smooth coordination between both hands

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