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Lesson 2 - Treasure Hunt & Coordination

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 teamwork and coordination skills to solve challenges and find hidden treasures?

Learning Objectives

To develop problem-solving skills through treasure hunting activities
To improve coordination through progressive movement patterns
To practice teamwork and communication in small group challenges

Key Outcomes

Students will successfully complete a treasure hunt using observation and teamwork skills
Students will demonstrate improved coordination through varied movement patterns
Students will show effective collaboration and communication with partners

Equipment & Resources Required

Perforated Cups

6 cups per group (30 groups = 180 cups)

Pre-arrange in sets of 6 near starting positions

Alternative: Plastic cups, bean bags for stacking practice

Shape Cut-Outs

20-30 shapes of different types

Hide around designated area before lesson begins

Alternative: Laminated shape cards, foam shapes, shape stickers

Score Sheets

1 per pair (15 pairs = 15 sheets)

Attached to clipboards for easy carrying

Alternative: Clipboards with pencils, tablet devices

Cones

1 per group for coordination lines (6 groups = 6 cones)

Placed across hall width with 3m spacing

Alternative: Bean bags, hoops, markers on ground

Pencils

1 per pair (15 pencils)

Attached to clipboards or kept in teacher's bag

Alternative: Pens, crayons, whiteboard markers

Key Vocabulary

Treasure hunt

An activity where you search for hidden objects using clues

Coordination

Using different parts of your body together smoothly and skilfully

Problem-solving

Working out how to overcome challenges or find solutions

Speed stacking

Quickly building and taking down stacks of cups in specific patterns

Teamwork

Working together with others to achieve a common goal

Skill Progression Pathway

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

Prior Learning

Basic understanding of shapes from mathematics
Simple coordination movements from previous PE lessons
Experience working in pairs or small groups

Current Skills

Problem-solving through treasure hunting
Progressive coordination patterns with increasing complexity
Teamwork and communication in OAA contexts

Next Steps

More complex treasure hunts with multiple stages
Advanced coordination patterns requiring greater precision
Leadership roles in team challenges

Milestone Indicators

Can solve clues independently within time limits

Demonstrates smooth, controlled coordination movements

Shows leadership and helps team members effectively

Key Teaching Points

Always read treasure hunt clues twice before searching
Coordination improves with practice - focus on control before speed
Teamwork means both partners contribute to problem-solving
Safety boundaries must be respected during all activities
Bilateral coordination develops through progressive practice

Common Misconceptions

Treasure hunting is about speed rather than systematic searching
Coordination patterns should be performed as fast as possible
Only one person needs to read clues in a partnership
Complex movements should be mastered immediately
Helping other teams means giving them direct answers

SEN Adaptations

ADHD

Shorter activity bursts, clear physical boundaries marked, regular movement breaks, hands-on manipulatives

dyspraxia

Simplified coordination patterns, extra practice time for movements, visual demonstrations repeated frequently, step-by-step breakdown of complex moves

autism spectrum

Clear visual schedule of activities, quiet zones available if overwhelmed, predictable routine with minimal unexpected changes

visual impairment

Use bright, high-contrast shapes for treasure hunt, provide verbal descriptions of hidden locations, buddy system for navigation

hearing impairment

Visual demonstrations of all coordination patterns, written clue cards, visual signals for activity changes

physical disability

Adapted coordination movements suitable for mobility, treasure hunt clues at accessible heights, modified speed stacking if needed

Cross-Curricular Links

English

Reading comprehension of clues, vocabulary development, following written instructions

Science

Coordination and balance, body systems, observation and investigation skills

Geography

Directional language, mapping skills, spatial relationships and position

PSHE

Teamwork and cooperation, problem-solving, resilience and perseverance

Teacher Guidance

Positioning

Central position during demonstrations, circulate actively during treasure hunt, side position for coordination lines to observe all groups

Observation Focus

Watch for teamwork quality, coordination development, problem-solving strategies, and safety awareness

Intervention Points

Step in if students struggling with clues, unsafe movement patterns, or team conflicts

Demonstration Notes

Use clear, slow demonstrations for new skills, repeat key points multiple times, show both correct technique and common mistakes

Verbal Cues

•'Think about what the clue is telling you'
•'Show me controlled coordination'
•'Work together, think together'
•'Safety first, then speed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall-sized space plus outdoor area for treasure hunt, clear pathways

Surface Check

Dry, even surfaces both indoor and outdoor, check for hazards before hiding shapes

Equipment Safety

Safety Checks

•Check speed stacking cups for cracks or sharp edges
•Ensure hidden shapes are in safe, accessible locations
•Confirm cones are stable and visible

Risk Management

Key Risks

•Collisions during coordination lines
•Unsafe searching behaviour during treasure hunt
•Overexertion during speed stacking

Risk Mitigation

•Clear spacing between coordination lines
•Designated safe search area with clear boundaries
•Gradual warm-up and emphasis on control over speed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility across treasure hunt area
•Monitor coordination lines for safe spacing
•Circulate during activities to ensure safe practices

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, ensure other students are safe and calm