Lesson 7 - Partner and Group Problem Solving
Social Skills & Cooperation
•Year 1
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together to solve problems and achieve our goals?
Learning Objectives
- To plan with a partner and small group to solve problems effectively
- To listen to others and share ideas constructively
- To develop communication and cooperation skills in physical activities
Key Outcomes
- Students will demonstrate basic teamwork skills with partners and small groups
- Students will show listening skills and contribute ideas appropriately
- Students will apply problem-solving strategies in physical challenges
Equipment & Resources Required
Scattered randomly around teaching area for collection activities
Alternative: Small balls, bean bags, or soft objects for collecting
Distributed throughout space, some used as markers, others as collectibles
Alternative: Plastic bottles, markers, or other small objects
Initially placed in lines for train activities, then distributed for group work
Alternative: Chalk circles, rope circles, or marked squares on ground
Key Vocabulary
Working together with others to achieve a common goal
Sharing ideas and information clearly with others
A plan or method to solve a problem or complete a task
Working together willingly and helping each other
Finding ways to overcome challenges or difficulties
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can work independently on simple tasks
- Basic understanding of taking turns
- Can follow single-step instructions
Current Skills
- Working cooperatively with partners
- Contributing to small group discussions
- Planning simple strategies together
- Active listening and idea sharing
Next Steps
- Leading small group activities
- Resolving disagreements constructively
- Complex multi-step problem solving
- Evaluating group performance
Milestone Indicators
Key Teaching Points
- Emphasise communication and planning over speed and winning
- Model and reinforce positive team language and encouraging behaviours
- Allow adequate time for groups to process instructions and plan strategies
- Celebrate effort and cooperation rather than just successful outcomes
- Use specific examples of good teamwork when giving feedback
- Connect activities to real-life situations where teamwork is important
- Ensure all students have opportunities to contribute ideas and lead within their groups
Common Misconceptions
- Thinking that the fastest team is the best team - emphasise cooperation over speed
- Believing that one person can solve problems alone - reinforce group decision-making
- Assuming that disagreement means failure - teach that discussion leads to better solutions
- Focusing only on individual performance - consistently redirect to team achievements
- Thinking planning is waste of time - demonstrate how strategy improves outcomes
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular refocus points and positive reinforcement for attention
dyspraxia
- Simplified train movements initially, extra practice time, buddy support for coordination challenges
autism spectrum
- Clear visual schedule of activities, quiet planning time, predictable routines and consistent groupings
visual impairment
- Use bright coloured equipment, verbal descriptions of layout, buddy system for navigation and safety
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, peer support for communication
physical disability
- Adapted train movements (seated/standing options), modified equipment collecting (larger items), wheelchair accessible formations
Cross-Curricular Links
English
Verbal communication skills, listening and responding, following and giving instructions
Maths
Counting and adding points in collection activity, understanding number values and basic strategy
Science
Understanding of movement and forces when moving as connected chains and trains
PSHE
Cooperation and teamwork, respect for others, taking responsibility within groups
Teacher Guidance
Positioning
Move around perimeter of teaching area to observe all groups, position centrally during demonstrations
Observation Focus
Watch for inclusive participation, effective communication, and problem-solving approaches in teams
Intervention Points
Step in if groups become frustrated with train movement, support strategic planning if groups struggle
Demonstration Notes
Use student volunteers for demonstrations, emphasise safety in all movements, model positive communication
Verbal Cues
- •'Remember to include everyone in your planning!'
- •'What is your team's strategy?'
- •'Listen to your teammates' ideas!'
- •'Work together - help each other succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 15m x 20m, clear of obstacles and hazards
Surface Check
Non-slip surface suitable for movement activities, check for adequate grip and no wet areas
Equipment Safety
Safety Checks
- •Check all hoops are intact with no sharp edges or cracks
- •Ensure beanbags are properly sealed and not overfilled
- •Verify cones are stable and not cracked
Risk Management
Key Risks
- •Collisions during movement activities
- •Trips and falls over scattered equipment
- •Over-excitement during competitive elements
- •Pulling or pushing in group activities
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Controlled pace with regular safety reminders
- •Adequate spacing between groups during activities
- •Emphasis on cooperation over competition to reduce aggressive behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups simultaneously
- •Monitor group dynamics for over-competitiveness or exclusion
- •Watch for safe equipment handling and sharing
Emergency Procedures
Stop signal established, first aid kit accessible, emergency contact procedures known to all staff