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Lesson 5 - Trust and Communication

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 use our voices to help others succeed when they cannot see?

Learning Objectives

To communicate effectively using clear verbal instructions
To develop trust and teamwork through guided activities
To demonstrate active listening and following instructions

Key Outcomes

Students will give clear directional instructions to guide their partner
Students will demonstrate trust by following verbal guidance while blindfolded
Students will work cooperatively to solve movement challenges together

Equipment & Resources Required

Blindfolds

15 (1 per pair)

Check blindfolds are clean and comfortable

Alternative: Fabric strips, scarves, or students can close eyes

Cones

30 (various colours if available)

Scatter around area for collection activities

Alternative: Bean bags, hoops, or markers

Benches

2-3 (optional)

Position safely for crawling activities

Alternative: Low walls, mats, or ropes on ground

Ropes

5 (optional)

Lay straight for balance walking

Alternative: Chalk lines, tape lines on floor

Tunnels

2-3 (optional)

Ensure stable and safe for crawling

Alternative: Tables, hoops held by children

Key Vocabulary

Trust

Believing that someone will keep you safe and help you

Communication

Sharing information clearly so others can understand

Guide

To help someone move safely using words or actions

Instructions

Clear directions telling someone what to do

Skill Progression Pathway

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

Prior Learning

Basic directional vocabulary (forward, backward, left, right)
Understanding of personal space and movement control
Experience working in pairs and taking turns

Current Skills

Giving clear verbal instructions for movement
Building trust through communication
Active listening and following complex directions

Next Steps

Leading larger groups through verbal communication
Problem-solving as a team with limited information
Advanced trust-building activities

Milestone Indicators

Student gives instructions that partner can follow successfully

Student shows confidence when blindfolded with trusted partner

Student reflects thoughtfully on communication strategies

Key Teaching Points

Trust is built through consistent, caring actions and clear communication
Specific instructions work better than general directions
Both partners are equally important in trust-building activities
Safety comes first - guides must stay close and alert
Communication skills transfer to many other life situations
Everyone experiences trust differently and that's perfectly normal
Practice and patience help communication skills improve

Common Misconceptions

Trust activities are scary - actually they build confidence and friendship
Only the blindfolded person is learning - guides develop crucial communication skills
Some people are just naturally good at giving instructions - it's a skill everyone can learn
Trust happens immediately - it actually develops gradually through positive experiences
Physical guidance is always better than verbal - voice-only guidance builds important skills

SEN Adaptations

ADHD

Clear boundaries, regular active breaks, specific role responsibilities

dyspraxia

Simplified obstacle courses, extra time for movements, clear step-by-step instructions

autism spectrum

Clear routines, predictable partner pairings, quiet zones for overstimulation

visual impairment

Use of verbal cues already central to lesson, may be natural advantage

hearing impairment

Use visual signals and demonstrations, partner can guide with gentle touch

physical disability

Adapt obstacles for wheelchair access, seated guiding activities

Cross-Curricular Links

English

Precise vocabulary, clear instruction giving, active listening skills

Maths

Directional language, counting cones, scoring systems, measuring distances

Science

Understanding senses, how we rely on different senses for information

PSHE

Trust, cooperation, empathy, managing emotions, building relationships

Teacher Guidance

Positioning

Move continuously around space to monitor all pairs, position for quick intervention

Observation Focus

Watch for trust development, communication quality, and safety awareness

Intervention Points

Step in if students show distress, unsafe behaviour, or communication breakdown

Demonstration Notes

Model excellent communication by giving clear examples vs unclear examples

Verbal Cues

•'Remember to stay close to your partner'
•'Use specific words like forward, backward, stop'
•'Your partner is trusting you to keep them safe'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 15m x 15m for safe movement

Surface Check

Non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Blindfolds clean and properly fitted
•Cones positioned away from walls and fixed objects
•Obstacle course equipment stable and age-appropriate

Risk Management

Key Risks

•Blindfolded students colliding with obstacles or others
•Falls due to disorientation or unclear instructions
•Anxiety or distress from trust activities

Risk Mitigation

•Guides must stay within arm's reach of blindfolded partner
•Clear stop signal for immediate activity cessation
•Gradual progression from eyes-closed to blindfolded activities
•Regular emotional check-ins with all students

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs
•Monitor emotional responses to trust activities
•Ready to intervene if any student shows distress

Emergency Procedures

Immediate stop signal, remove blindfolds, assess and provide appropriate support