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Lesson 2 - Partner Problem Solving

Trust & Communication Skills

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Year 2

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Outdoor Adventurous Activities

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Big Question

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

Balls

Place balls around the perimeter of the teaching area for easy collection

Alternative: Bean bags, tennis balls, or soft foam balls

Cones

8-10

Mark start and finish lines, and any obstacle positions if used

Alternative: Chalk lines, rope, or existing playground markings

Key Vocabulary

Partner

Someone you work with to complete tasks and solve problems together

Negotiate

Talking together to agree on the best way to solve a problem or complete a task

Mirror

Copying exactly what your partner does, like looking in a mirror

Challenge

A task or problem that requires effort and thinking to solve successfully

Reflection

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

Students quickly and fairly decide on roles without adult intervention

Partners support each other when activities become challenging

Students can explain what makes their partnership successful

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