Lesson 5 - Communication Skills
Social Skills & Cooperation
•Year 1
•Outdoor Adventurous Activities
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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
Check all blindfolds are clean and secure but not too tight
Alternative: Eye masks, scarves, or students can close eyes
Scatter around area for activities, keep extras for boundaries
Alternative: Bean bags, hoops, or markers
Place around perimeter of teaching area
Alternative: Chalk circles, rope circles, or marked areas
Key Vocabulary
Clear directions that tell someone what to do
Sharing information with others using words or actions
A person who helps lead someone safely to where they need to go
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
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.