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Lesson 1 - Team Rescue and Communication

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 work together as a team to solve challenges and rescue equipment using creative thinking?

Learning Objectives

Work as part of a team to complete a task
Adapt to use equipment in unconventional ways
Volunteer ideas to help the team succeed

Key Outcomes

Students will communicate effectively within a team to suggest and implement rescue strategies
Students will demonstrate creative problem-solving by using equipment in innovative ways
Students will show leadership skills by offering ideas and supporting teammates

Equipment & Resources Required

Large Sheets

1 per group (8 groups = 8 sheets)

Pre-distribute around the room perimeter

Alternative: Large towels, parachute sections, blankets

Balls

1 per group + 20-30 treasure items

Place in central 'wreck' area

Alternative: Bean bags, soft toys, foam shapes

Cones

15-20 cones

Create boundaries and obstacles

Alternative: Markers, hoops, spots

Hoops

4-6 hoops

Positioned as targets around the room

Alternative: Chalk circles, rope circles

Ropes

7 ropes

Available as rescue tools

Alternative: Ribbons, bands, scarves

Foam Noodles

8-10 noodles

For extending reach

Alternative: Long cardboard tubes, sticks

Key Vocabulary

Teamwork

Working together with others to achieve a common goal

Strategy

A plan of action designed to achieve a goal

Rescue

To save something or someone from danger or difficulty

Equipment

Tools or objects that help us complete tasks

Communication

Sharing ideas and information with others

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and taking turns
Experience with simple equipment handling
Awareness of personal space and safety

Current Skills

Team communication and collaboration
Creative problem-solving with equipment
Strategic thinking and planning

Next Steps

Advanced team challenges with time constraints
Multi-step problem-solving activities
Leadership rotation within teams

Milestone Indicators

Students can suggest at least two different rescue methods

Teams can complete tasks without adult intervention

Students can explain their thinking to other teams

Key Teaching Points

Emphasise communication before action - teams should plan together before attempting rescues
Model creative equipment use - show how rescued items become tools for further rescues
Celebrate innovative solutions over speed or competition
Maintain focus on safety through controlled movements and proper balance
Encourage inclusive participation where every team member contributes ideas
Use positive reinforcement to build confidence in problem-solving abilities
Connect rescue strategies to real-life teamwork and problem-solving situations

Common Misconceptions

Students may think they can only use their hands - emphasise rescued equipment as tools
Teams might compete rather than focus on their own creativity - redirect to innovation
Some may believe faster equals better - reinforce that thoughtful planning is more valuable
Students might think there's only one right way to rescue items - celebrate multiple solutions
Some may assume they need to rescue everything - focus on quality teamwork over quantity

SEN Adaptations

ADHD

Frequent activity changes, clear role definitions, movement breaks, visual reminders of rules

dyspraxia

Simplified equipment combinations, additional practice time, larger target equipment, step-by-step visual guides

autism spectrum

Clear visual boundaries, predictable structure with visual schedule, quiet reflection space available, sensory break options

visual impairment

Use brightly coloured equipment, provide verbal descriptions of wreck layout, buddy system with sighted partner

hearing impairment

Visual signals for instructions, demonstration-heavy teaching, written instruction cards available

physical disability

Seated rescue options, modified reaching tools, adapted equipment manipulation, wheelchair-accessible positioning

Cross-Curricular Links

English

Speaking and listening skills, explaining strategies, giving clear instructions, descriptive vocabulary development

Maths

Counting rescued treasure pieces, sorting equipment by categories, measuring distances reached, timing challenges

Science

Forces and motion when pulling equipment, balance and stability concepts, simple machines using ropes and tools

Geography

Understanding boundaries and maps, directions during train activity, spatial awareness concepts

PSHE

Team cooperation, communication skills, leadership qualities, appreciating others' contributions, problem-solving resilience

Teacher Guidance

Positioning

Move constantly between groups during rescue activity, stand at central observation point during train activity

Observation Focus

Team communication quality, creative problem-solving approaches, safe movement and balance

Intervention Points

Step in if groups are not communicating, provide hints for struggling teams, ensure safety rules are followed

Demonstration Notes

Always demonstrate safely with exaggerated movements for visibility, model excellent team communication, show creative equipment use

Verbal Cues

•'Talk to your teammates about your plan!'
•'How can you use that equipment to help you?'
•'Remember to keep your balance and stay safe!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 15m x 20m, clear of obstacles and tripping hazards

Surface Check

Non-slip surface, dry and even, checked for any debris or unsafe areas

Equipment Safety

Safety Checks

•Check materials have no tears or sharp edges
•Ensure ropes and equipment are in good condition
•Verify cones are stable and visible

Risk Management

Key Risks

•Slips and falls while reaching or moving
•Collisions between teams during train activity
•Overreaching and loss of balance during rescue activities

Risk Mitigation

•Clear boundaries established and explained
•Emphasis on controlled movement rather than speed
•Practice safe reaching positions before main activity
•Adult supervision focused on high-activity areas

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during rescue activity
•Monitor train activity for safe spacing
•Be ready to assist with balance during reaching

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid, modify activity if needed for continued safety