Lesson 2 - Partner Problem Solving
Trust & Communication Skills
•Year 2
•Outdoor Adventurous Activities
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How can we work together to solve challenges more effectively than working alone?
Learning Objectives
- To develop effective partnership and negotiation skills through collaborative challenges
- To practice following instructions and sharing ideas constructively
- To reflect on successful teamwork strategies and apply them to new situations
Key Outcomes
- Students will demonstrate effective partner communication during problem-solving activities
- Students will show improved negotiation skills when deciding roles and approaches
- Students will identify and articulate what makes good teamwork successful
Equipment & Resources Required
Place balls around the perimeter of the teaching area for easy collection
Alternative: Bean bags, tennis balls, or soft foam balls
Mark start and finish lines, and any obstacle positions if used
Alternative: Chalk lines, rope, or existing playground markings
Key Vocabulary
Someone you work with to complete tasks and solve problems together
Talking together to agree on the best way to solve a problem or complete a task
Copying exactly what your partner does, like looking in a mirror
A task or problem that requires effort and thinking to solve successfully
Thinking carefully about what happened and what we learned from it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space and safe movement
- Experience following simple instructions from adults
- Familiarity with taking turns in activities
Current Skills
- Partnership communication and active listening
- Collaborative problem-solving and negotiation
- Reflection on teamwork effectiveness
Next Steps
- Working effectively in small groups (3-4 students)
- Leading team activities and supporting struggling teammates
- Applying teamwork skills across different subjects and contexts
Milestone Indicators
Key Teaching Points
- Effective partnerships require both students to contribute equally and support each other
- Good communication involves both talking clearly and listening carefully to your partner
- Trust is built through keeping your partner safe and being reliable in shared challenges
- Problem-solving together is often more successful than working alone
- Negotiation means finding solutions that work for both partners, not just getting your own way
- Reflection helps us learn from our experiences and improve our teamwork skills
- Challenges become easier when partners encourage and support each other
Common Misconceptions
- Teamwork means one person does all the work while the other watches - correct this by emphasising equal participation
- Being a leader means telling your partner what to do - teach that good leaders listen and include their partner's ideas
- If something is difficult, it's better to give up - encourage persistence and trying different approaches together
- Working with someone else slows you down - help students see that partnership can make tasks easier and more successful
- You should only work with your best friends - promote inclusive partner selection and working with different people
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, offer fidget tools during reflection time, positive reinforcement for focus
dyspraxia
- Break down complex movements into smaller steps, allow extra practice time, provide physical prompts, celebrate effort over outcome
autism spectrum
- Provide clear structure and routine, use visual schedules, offer quiet break space if needed, prepare student for partner changes
visual impairment
- Use bright coloured equipment, provide clear verbal descriptions of activities, assign sighted partners for guidance and support
hearing impairment
- Use visual demonstrations and gestures, written instructions on cards, ensure student can see teacher's face for lip reading
physical disability
- Adapt activities for seated participation, modify balance challenges, provide alternative ways to transport equipment
Cross-Curricular Links
English
Vocabulary development (negotiate, cooperate, challenge), listening and speaking skills, following and giving instructions
Maths
Counting body parts, spatial awareness and positioning, problem-solving strategies, symmetry in letter formation
Science
Understanding balance and forces, centre of gravity during partner stands, muscles working together
PSHE
Building relationships, cooperation and teamwork, managing emotions during challenges, respect and kindness towards others
Teacher Guidance
Positioning
Move around the outside of the teaching area to maintain visibility of all students, position centrally during instruction giving
Observation Focus
Monitor partnership dynamics, communication quality, safety during physical challenges, and inclusion of all students
Intervention Points
Step in if partnerships become unbalanced, support students struggling with coordination, encourage students who appear left out
Demonstration Notes
Use clear, exaggerated movements for all demonstrations, involve confident students as examples, break down complex activities into simple steps
Verbal Cues
- •'Work together - both of you are important!'
- •'Take time to agree before you start'
- •'Help your partner succeed!'
- •'If it's not working, try a different way'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear area minimum 15m x 20m, suitable for running and floor work
Surface Check
Clean, dry surface free from obstacles, suitable for sitting and lying activities
Equipment Safety
Safety Checks
- •Check playground balls are properly inflated and free from damage
- •Ensure cones/markers are stable and positioned safely
- •Bean bags checked for secure fastenings if used
Risk Management
Key Risks
- •Collisions during jogging and partner-finding activities
- •Falls during partner balance challenges
- •Inappropriate physical contact during partner work
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Emphasis on gentle, controlled contact in all partner work
- •Adult supervision focused on balance activities and potential falls
- •Safe spacing maintained between pairs during activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during jogging activities
- •Monitor closely during partner stand challenge for potential falls
- •Watch for inclusive partner selection and appropriate interactions
Emergency Procedures
Stop activity immediately if unsafe behaviour observed, assess any injuries, ensure first aid available