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Lesson 4 - Leading with Cues

Teamwork & Creative Problem-Solving

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Year 2

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Outdoor Adventurous Activities

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45 min

Big Question

How can we use different types of communication to help and guide our friends safely?

Learning Objectives

To understand what the word 'cue' means and use it in appropriate contexts
To develop skills in leading someone who is blindfolded using verbal and tactile cues
To build trust and confidence when being led by a partner while blindfolded

Key Outcomes

Students will be able to explain what a cue is and give examples
Students will successfully guide a blindfolded partner using both verbal and tactile communication
Students will demonstrate trust and effective listening skills when being guided

Equipment & Resources Required

Cones

40-60 cones (divisible by 4)

Scattered randomly around playing area initially

Alternative: Bean bags, small hoops, or markers

Blindfolds

15 (1 per pair)

Clean between uses, check for comfort

Alternative: PE bands, scarves, or students close eyes

Small Equipment Collection

Various pieces per pair

Pre-sorted piles positioned around activity area

Alternative: Tennis balls, bean bags, small hoops, cones

Dish Cones

20 cones

Positioned to create clear route around space

Alternative: Natural landmarks, PE equipment as markers

Key Vocabulary

Cue

A signal or hint that tells someone what to do next

Verbal cue

Instructions given using words and voice

Tactile cue

Instructions given using gentle touch or physical guidance

Trust

Believing that your partner will keep you safe

Blindfolded

Having your eyes covered so you cannot see

Skill Progression Pathway

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

Prior Learning

Basic understanding of following simple instructions
Experience working in pairs cooperatively
Awareness of personal space and safe movement

Current Skills

Using verbal and tactile cues to guide others
Building trust through communication
Following directions when vision is restricted

Next Steps

Using map reading skills in orienteering activities
Leading groups through more complex problem-solving challenges
Developing advanced communication skills for team challenges

Milestone Indicators

Clear, helpful verbal instructions given

Appropriate use of touch to guide partner

Confident movement when blindfolded

Effective partnership communication

Key Teaching Points

Safety is paramount - never leave blindfolded students unattended
Build trust gradually - start with simple tasks before complex challenges
Model clear verbal communication - be specific and encouraging
Emphasise appropriate touch boundaries and consent
Celebrate successful communication and partnership working
Use patience and encouragement to build confidence
Connect learning to real-life communication skills

Common Misconceptions

Thinking louder instructions are clearer - teach that calm, precise language is more effective
Believing faster movement shows confidence - emphasise that slow, careful movement builds trust
Assuming all students comfortable with being blindfolded - provide alternatives and check comfort levels
Thinking tactile cues are always better than verbal - help students discover personal and situational preferences
Missing the connection between these skills and everyday communication - make clear links to helping others

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries and expectations, offer movement breaks between challenging trust activities

dyspraxia

Simplify trail routes, allow extra time for spatial navigation, provide additional support for coordination during guidance activities

autism spectrum

Provide advance warning about blindfolding activities, allow opt-out options, create predictable routines and clear structure

visual impairment

Adapt activities to focus more on tactile and auditory cues, provide additional verbal descriptions of environment and setup

hearing impairment

Use visual demonstrations and hand signals, provide written instructions, focus on tactile cues rather than verbal communication

physical disability

Modify trail routes for wheelchair access, adapt tactile guidance methods, provide seated alternatives for circle activities

Cross-Curricular Links

English

Developing precise vocabulary for giving instructions, using descriptive language for spatial directions

Maths

Understanding multiples of 4, counting objects in groups, spatial awareness and directional language

Science

Exploring senses - how we rely on different senses when one is restricted, understanding trust and communication

PSHE

Building trust and friendship, taking responsibility for others' safety, developing empathy and consideration

Teacher Guidance

Positioning

Move continuously around the activity area to observe all pairs. Position for maximum visibility during trail activities.

Observation Focus

Watch for safe movement, appropriate touch, clear verbal communication, and emotional comfort levels of all students.

Intervention Points

Step in immediately if students moving unsafely, using inappropriate touch, or showing signs of distress with trust activities.

Demonstration Notes

Demonstrate: Model clear verbal instructions with calm, encouraging tone. Show appropriate tactile guidance with light, respectful touch.

Verbal Cues

•'Remember to move slowly and carefully'
•'Use your words to help your partner'
•'Check your partner is feeling safe and comfortable'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space with defined boundaries and varied landmarks for trail activities

Surface Check

Even, non-slip surface essential for blindfolded activities. Check for obstacles, holes, or hazards

Equipment Safety

Safety Checks

•Check blindfolds are clean and comfortable
•Ensure equipment piles are stable and won't trip students
•Verify trail route is clear of obstacles

Risk Management

Key Risks

•Collisions while blindfolded
•Trips and falls due to unseen obstacles
•Emotional distress from trust activities
•Inappropriate touch during tactile guidance

Risk Mitigation

•Clear boundaries established and explained
•Constant supervision of blindfolded activities
•Emphasis on slow, careful movement
•Clear guidelines about appropriate touch
•Immediate support for any student feeling uncomfortable

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs simultaneously
•Move around to monitor different activities
•Intervene immediately if unsafe practices observed

Emergency Procedures

Stop all activity immediately if any student injured or distressed. Remove blindfolds and provide appropriate first aid or emotional support