Lesson 4 - Team Problem Solving
Trust & Communication Skills
•Year 2
•Outdoor Adventurous Activities
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How can we work together to solve challenges and support each other as a team?
Learning Objectives
- To be able to solve problems as a team
- To plan for the best solution to challenges
- To support each other during team activities
Key Outcomes
- Students will demonstrate effective listening and communication skills within a team
- Students will contribute ideas and solutions to team challenges
- Students will reflect on successful strategies and plan improvements
Equipment & Resources Required
Variety of colours if possible for differentiated scoring
Alternative: Bean bags, markers, or spot markers
Different sizes available for differentiation
Alternative: Rope circles, chalk circles (outdoor), or tape circles (indoor)
Key Vocabulary
Working together with others towards a common goal
Finding ways to overcome challenges or obstacles
A plan or method to achieve something
Sharing ideas and listening to others clearly
Thinking about what happened and what we learned
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can follow simple instructions
- Students understand basic turn-taking
- Students can move safely in shared space
Current Skills
- Problem-solving in small groups
- Planning and discussing strategies
- Supporting teammates during challenges
- Reflecting on team performance
Next Steps
- Leading team discussions and planning
- Resolving conflicts within teams
- Creating and adapting strategies independently
Milestone Indicators
Key Teaching Points
- Allow genuine planning time before each challenge - this is where the learning happens
- Focus reflection on what worked well before discussing improvements
- Ensure all students contribute to team discussions and decision-making
- Model and reinforce respectful communication and active listening
- Connect problem-solving skills to other areas of school and life
- Celebrate effort and improvement rather than just success
- Use team celebrations to reinforce positive relationships
Common Misconceptions
- That the fastest solution is always the best solution - emphasise planning and strategy
- That there's only one correct way to solve each challenge - encourage creative thinking
- That some students are 'not good at teamwork' - focus on different contributions everyone can make
- That winning is more important than learning - redirect focus to improvement and cooperation
- That planning is wasting time - demonstrate how planning leads to better outcomes
SEN Adaptations
ADHD
- Short, clearly defined challenges, frequent movement breaks, specific roles within teams, celebration of focus and cooperation
dyspraxia
- Simplified movement patterns, extra practice time, clear step-by-step instructions, paired support during complex activities
autism spectrum
- Provide clear structure for each activity, visual schedule of challenges, quiet reflection time, consistent team groupings
visual impairment
- Use brightly coloured hoops and cones, provide clear verbal descriptions of spatial arrangements, buddy system for navigation
hearing impairment
- Use visual signals and demonstrations, ensure student can see teacher's face during instructions, written strategy cards for complex activities
physical disability
- Adapt team sizes, allow wheelchair users to carry hoops between team members, modify movement requirements as needed
Cross-Curricular Links
English
Speaking and listening skills, describing strategies, reflecting on experiences and sharing ideas
Maths
Counting cones collected, timing activities, comparing scores and working with different point values
Science
Understanding forces and movement, problem-solving methods, observation and hypothesis testing
PSHE
Cooperation, respect for others, managing emotions during challenges, celebrating success together
Teacher Guidance
Positioning
Move actively between teams during planning and execution phases to monitor and support
Observation Focus
Watch for inclusive behaviour, strategic thinking, and positive communication within teams
Intervention Points
Step in if teams struggling with planning, if students being excluded, or if unsafe behaviour observed
Demonstration Notes
Model planning discussions, show active listening, demonstrate problem-solving thinking aloud
Verbal Cues
- •'Great teams always plan first!'
- •'I can hear brilliant ideas being shared!'
- •'Show me how you can help your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (minimum 15m x 20m) or outdoor playground area
Surface Check
Non-slip surface free from obstacles, adequate space between team activity areas
Equipment Safety
Safety Checks
- •Check hoops for cracks or sharp edges before use
- •Ensure cones are stable and not trip hazards
- •Verify adequate space for safe movement between activities
Risk Management
Key Risks
- •Collisions during movement activities
- •Tripping over equipment or teammates
- •Overexcitement leading to unsafe behaviour
- •Exclusion or conflict within teams
Risk Mitigation
- •Clear boundaries and rules established before each activity
- •Adequate spacing between teams during challenges
- •Emphasis on controlled movement and gentle contact
- •Active monitoring of team dynamics and inclusion
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all teams during challenges
- •Move between teams during planning phases to monitor discussions
- •Watch for signs of exclusion or conflict within teams
Emergency Procedures
Stop activity immediately if unsafe behaviour, assess any injuries, ensure all students feel safe and included