Lesson 5 - Trust and Communication
Trust & Communication Skills
•Year 2
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Check blindfolds are clean and comfortable
Alternative: Fabric strips, scarves, or students can close eyes
Scatter around area for collection activities
Alternative: Bean bags, hoops, or markers
Position safely for crawling activities
Alternative: Low walls, mats, or ropes on ground
Lay straight for balance walking
Alternative: Chalk lines, tape lines on floor
Ensure stable and safe for crawling
Alternative: Tables, hoops held by children
Key Vocabulary
Believing that someone will keep you safe and help you
Sharing information clearly so others can understand
To help someone move safely using words or actions
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
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