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Lesson 6 - Collaborative Group Skills

Trust & Communication Skills

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Year 2

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Outdoor Adventurous Activities

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1h 5min

Big Question

How can we work together as a team to solve problems and support each other?

Learning Objectives

To develop skills in interacting positively within a group setting
To work collaboratively to solve problems and overcome challenges
To demonstrate active listening and effective communication with teammates

Key Outcomes

Students will demonstrate improved listening skills when working in groups
Students will contribute ideas and solutions to team challenges
Students will reflect on successful teamwork strategies they have used

Equipment & Resources Required

Balloons

One balloon per group of 5 students, extras for replacements

Alternative: Lightweight scarves, foam balls

Cones

Distributed around teaching area for collection activities

Alternative: Bean bags, markers, chalk circles

Game Balls

One per group for sound-based challenges

Alternative: Balls with bells attached, tambourine, small bells

Tambourine

Alternative to goal balls for sound activities

Alternative: Bell, wooden blocks, whistle

Key Vocabulary

Collaboration

Working together with others to achieve a common goal

Communication

Sharing ideas, thoughts, and instructions clearly with others

Problem-solving

Finding solutions to challenges or difficulties as a team

Coordination

Moving together in time and working in harmony with teammates

Reflection

Thinking about what worked well and what could be improved

Skill Progression Pathway

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

Prior Learning

Basic understanding of taking turns
Experience working in pairs
Awareness of personal space and movement

Current Skills

Active listening in group settings
Collaborative problem-solving
Non-verbal communication and coordination
Reflection on team performance

Next Steps

Leading small group activities
Resolving conflicts within teams
Complex multi-step team challenges

Milestone Indicators

Students voluntarily offer ideas to their team

Teams can complete challenges without adult intervention

Students show patience when teammates are struggling

Groups can self-regulate their communication and pace

Key Teaching Points

Model positive communication and active listening throughout all activities
Emphasise process over outcome - celebrate attempts and improvement
Use specific praise for teamwork behaviours you want to see repeated
Allow thinking time before expecting responses during reflection
Encourage students to support teammates rather than criticise mistakes
Connect physical challenges to real-life teamwork situations
Maintain focus on inclusion - ensure all students feel valued in their teams

Common Misconceptions

Teamwork means everyone doing the same thing - clarify that different roles and contributions are valuable
Loud communication is better - teach that clear, calm communication is more effective
Competition between teams is most important - emphasise that learning and cooperation matter more than winning
Mistakes mean failure - help students understand that mistakes are learning opportunities
Only verbal communication matters - highlight the importance of non-verbal communication and actions

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries, regular movement breaks, specific roles within teams

dyspraxia

Extra demonstration time, simplified coordination tasks, peer support for complex movements

autism spectrum

Clear visual schedule of activities, predictable routines, quiet space available if overwhelmed

visual impairment

Use brightly coloured equipment, clear verbal descriptions of space and activities, buddy system for navigation

hearing impairment

Visual demonstrations of all activities, hand signals for instructions, ensure eye contact when speaking

physical disability

Adapt elephant walk to seated version or wheelchair users, modify balloon activities for different mobility levels

Cross-Curricular Links

English

Vocabulary development, speaking and listening skills, following and giving instructions clearly

Maths

Counting balloon touches, measuring distances for challenges, timing activities, patterns in movement sequences

Science

Understanding sound production with bells, air pressure with balloons, forces in movement and balance

Geography

Directional language, spatial awareness, mapping movement around space

PSHE

Cooperation and collaboration, conflict resolution, empathy and supporting others, communication skills

Teacher Guidance

Positioning

Move around perimeter to observe all groups, step in closer when groups need support

Observation Focus

Watch for communication patterns, inclusion of all members, problem-solving strategies, and physical coordination

Intervention Points

["If groups struggle to form or include all members", "When safety becomes a concern during challenges", "If conflicts arise within teams", "When students become frustrated with team challenges"]

Demonstration Notes

Use clear, exaggerated movements to show coordination. Model positive communication and problem-solving language. Show how to support struggling teammates.

Verbal Cues

•'Remember to communicate with your team'
•'How can you help your teammate succeed?'
•'What strategy might work better?'
•'Great teamwork - I can see you're listening to each other'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area, minimum 15m x 20m clear space

Surface Check

Even, non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check balloons for proper inflation and no damage
•Ensure goal balls/bells are secure and not sharp
•Cones placed safely, not creating trip hazards

Risk Management

Key Risks

•Collisions during movement activities
•Falls during elephant walk coordination
•Balloon popping causing startle or debris
•Exclusion or conflict within groups

Risk Mitigation

•Clear boundaries and spacing established
•Progressive skill building from simple to complex
•Adult supervision of group formation and dynamics
•Stop signals established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Monitor for students who may feel left out
•Watch for safe physical coordination during challenges

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, ensure other students remain calm and safe