Lesson 2 - Partner Cooperation
Social Skills & Cooperation
•Year 1
•Outdoor Adventurous Activities
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How can working together help us solve challenges that seem impossible alone?
Learning Objectives
- To cooperate and communicate effectively with a partner to solve physical challenges
- To develop listening skills and follow instructions accurately
- To understand the importance of teamwork in achieving shared goals
Key Outcomes
- Students will demonstrate effective partner cooperation in problem-solving activities
- Students will communicate clearly with partners using verbal and non-verbal cues
- Students will show improved listening skills and ability to follow multi-step instructions
Equipment & Resources Required
Place around perimeter of activity area for easy access
Alternative: Bean bags, foam balls, or small footballs
Mark start/finish lines and boundaries
Alternative: Markers or chalk lines
Create simple obstacles for 'Share the Load' variations
Alternative: Ropes between cones, chalk lines to step over
For extension activities requiring smaller objects
Alternative: Small bean bags or juggling balls
Key Vocabulary
Working together with someone to achieve a shared goal
Sharing ideas, feelings or information with others through words or actions
Someone you work closely with to complete tasks or activities
Staying steady and not falling over while moving or standing still
Believing that someone will help you and keep you safe
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 instructions
- Awareness of working with others
Current Skills
- Partner cooperation and communication
- Problem-solving through physical challenges
- Listening and responding to others
Next Steps
- Small group cooperation (3-4 students)
- More complex problem-solving challenges
- Leadership roles in group activities
Milestone Indicators
Key Teaching Points
- Emphasise that both partners must contribute equally to succeed
- Communication is as important as physical effort in partner work
- Trust and encouragement help partners overcome challenges together
- Problem-solving improves when partners share ideas and listen to each other
- Patience with your partner creates a positive learning environment
- Celebrating joint successes builds stronger partnerships
- Different challenges require different cooperation strategies
Common Misconceptions
- That one partner should do all the work - emphasise equal participation
- That talking during activities is disruptive - teach constructive communication
- That physical contact should be avoided - demonstrate appropriate supportive contact
- That failing attempts means they can't do it - frame as learning opportunities
- That only verbal communication matters - include non-verbal cooperation
- That competition between pairs is necessary - focus on collaborative achievement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use movement to channel energy positively
dyspraxia
- Use larger, easier-to-grip equipment, reduce complexity of coordinated movements, allow extra practice time
autism spectrum
- Provide clear structure and routine, allow choice of partner, create quiet space for breaks if needed
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of partner positions, assign sighted partner for guidance
hearing impairment
- Use visual signals and demonstrations, ensure partner can see teacher's face, provide written instructions
physical disability
- Adapt challenges to wheelchair users (hand-to-hand activities), modify carrying activities, provide seated alternatives
Cross-Curricular Links
English
Listening skills, following instructions, expressing ideas clearly
Maths
Counting during activities, understanding pairs and halves, problem-solving strategies
Science
Forces working together, balance and gravity, how bodies work together
PSHE
Cooperation, communication, building friendships, respecting others
Teacher Guidance
Positioning
Move around the teaching area to observe different pairs, positioning for maximum visibility of all activities
Observation Focus
Watch for effective communication, mutual support, and appropriate physical contact between partners
Intervention Points
["Step in if partners are struggling to communicate effectively", "Provide support if physical activities are too challenging", "Address any inappropriate behaviour immediately"]
Demonstration Notes
Use confident, successful pairs to demonstrate techniques. Always show activities yourself first to ensure clarity.
Verbal Cues
- •'Talk to your partner!'
- •'Work together!'
- •'Trust each other!'
- •'Both partners need to help!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area suitable for partner activities and movement games
Surface Check
Ensure surface is even, dry, and free from obstacles that could cause trips or falls
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Ensure no damaged equipment that could cause injury
- •Keep pathways clear of loose equipment
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls during Partner Stand activity
- •Inappropriate physical contact between students
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Teach appropriate physical contact levels
- •Supervise Partner Stand attempts closely
- •Ensure gentle tagging in Sandwich Tag game
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all partner activities
- •Monitor physical contact during trust exercises
- •Watch for signs of frustration or conflict between partners
Emergency Procedures
Stop activity immediately if unsafe behaviour observed. Provide first aid for any injuries. Have alternative activities ready for students who cannot participate.