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Lesson 4 - Team 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 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

Cones

Variety of colours if possible for differentiated scoring

Alternative: Bean bags, markers, or spot markers

Hoops

Different sizes available for differentiation

Alternative: Rope circles, chalk circles (outdoor), or tape circles (indoor)

Key Vocabulary

Team work

Working together with others towards a common goal

Problem solving

Finding ways to overcome challenges or obstacles

Strategy

A plan or method to achieve something

Communication

Sharing ideas and listening to others clearly

Reflection

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

Students contribute ideas without prompting

Teams self-organise and plan before starting activities

Students encourage struggling teammates naturally

Groups reflect on performance and adjust strategies

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