Lesson 4 - Leading with Cues
Teamwork & Creative Problem-Solving
•Year 2
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Scattered randomly around playing area initially
Alternative: Bean bags, small hoops, or markers
Clean between uses, check for comfort
Alternative: PE bands, scarves, or students close eyes
Pre-sorted piles positioned around activity area
Alternative: Tennis balls, bean bags, small hoops, cones
Positioned to create clear route around space
Alternative: Natural landmarks, PE equipment as markers
Key Vocabulary
A signal or hint that tells someone what to do next
Instructions given using words and voice
Instructions given using gentle touch or physical guidance
Believing that your partner will keep you safe
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
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