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Lesson 5 - Communication Skills

Social Skills & Cooperation

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Year 1

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Outdoor Adventurous Activities

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Big Question

How can we use words and actions to help our partners succeed?

Learning Objectives

To develop clear verbal communication skills with partners
To understand the importance of listening carefully to instructions
To experience different forms of communication including visual cues

Key Outcomes

Students will give clear, simple instructions to guide a partner safely
Students will demonstrate active listening by following partner instructions accurately
Students will recognise when communication works well and when it needs improvement

Equipment & Resources Required

Blindfolds

15 (1 per pair plus spares)

Check all blindfolds are clean and secure but not too tight

Alternative: Eye masks, scarves, or students can close eyes

Cones

50 (various colours if possible)

Scatter around area for activities, keep extras for boundaries

Alternative: Bean bags, hoops, or markers

Hoops

6 (different colours if available)

Place around perimeter of teaching area

Alternative: Chalk circles, rope circles, or marked areas

Key Vocabulary

Instructions

Clear directions that tell someone what to do

Communication

Sharing information with others using words or actions

Guide

A person who helps lead someone safely to where they need to go

Visual cues

Using your eyes to see signals or signs instead of hearing words

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of personal space
Ability to follow simple classroom instructions
Experience working in pairs

Current Skills

Giving clear verbal instructions
Active listening skills
Visual communication through gestures

Next Steps

Leading small groups through activities
Problem-solving together as a team
More complex communication challenges

Milestone Indicators

Instructions are clear and specific

Partner follows instructions accurately

Both students show patience and encouragement

Key Teaching Points

Emphasise safety responsibility when guiding others
Model clear, specific instruction language throughout
Celebrate both successful communication and learning from mistakes
Connect different types of communication (verbal, visual, physical)
Build trust and cooperation through positive partnership experiences
Reinforce that good communication helps everyone succeed
Link communication skills to everyday life and other subjects

Common Misconceptions

Students may think louder instructions are clearer - teach that specific, calm instructions work better
Some may believe physical guidance is always better - show power of clear verbal instructions
Students might think only 'smart' people can give good instructions - demonstrate that everyone can learn communication skills
May assume communication is just talking - explore visual and non-verbal communication too

SEN Adaptations

ADHD

Build in regular movement breaks, provide clear and immediate feedback, use shorter activity segments

dyspraxia

Allow extra time for processing instructions, provide physical support if needed, use simplified movement patterns

autism spectrum

Provide clear structure and routine, offer quiet spaces if overwhelmed, use visual timetables for lesson sequence

visual impairment

Provide clear verbal descriptions of all activities, use tactile guides for boundaries, ensure safety partner always present

hearing impairment

Use visual demonstrations for all instructions, provide written instruction cards, use clear gestures and sign language

physical disability

Adapt movement to individual abilities, use seated versions of activities, ensure appropriate support available

Cross-Curricular Links

English

Clear verbal communication, following and giving instructions, vocabulary development for directional language

Maths

Counting actions and star jumps, number recognition with finger signals, spatial awareness with directions

Science

Understanding how our senses work, what happens when one sense is removed, how we adapt

PSHE

Building trust with others, taking responsibility for others' safety, cooperation and teamwork skills

Teacher Guidance

Positioning

Move around perimeter to observe all pairs during blindfold activities, stay central for demonstrations

Observation Focus

Listen to quality of instructions given, watch for safe guiding practices, note partnership dynamics

Intervention Points

Step in if safety compromised, if instructions unclear, or if students becoming frustrated

Demonstration Notes

Use exaggerated examples of good and poor communication, model blindfold activities carefully, show patience and encouragement

Verbal Cues

•'Remember to use clear, specific instructions!'
•'Guides, your job is to keep your partner safe!'
•'One instruction at a time works best!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area, free from obstacles and hazards

Surface Check

Non-slip surface essential for blindfold activities, check for any wet areas

Equipment Safety

Safety Checks

•Blindfolds clean and comfortable - not too tight
•Cones stable and not cracked or damaged
•Hoops flat on ground to prevent tripping

Risk Management

Key Risks

•Collisions when blindfolded
•Trips and falls over equipment
•Anxiety or panic when vision restricted

Risk Mitigation

•Clear boundaries established before blindfold activities
•Guides trained in safety responsibility
•Walking pace only - no running when blindfolded
•Immediate removal of blindfolds if student distressed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all blindfolded students
•Monitor guide behaviour and instruction quality
•Watch for signs of distress or unsafe practices

Emergency Procedures

Stop all activity immediately if unsafe behaviour observed. Remove blindfolds if any student distressed. Clear communication of safety rules throughout.