Lesson 4 - Problem Solving and Shape Making
Collaborative Navigation Adventures
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together effectively to solve problems when we can't rely on sight?
Learning Objectives
- To develop problem-solving skills through collaborative activities
- To improve communication and listening skills in challenging situations
- To demonstrate agility, balance, coordination and precision in group tasks
Key Outcomes
- Students will successfully work together to solve shape-making challenges
- Students will demonstrate effective communication strategies when blindfolded
- Students will show improved agility, balance, coordination and precision through problem-solving activities
Equipment & Resources Required
Place in central hoop before lesson starts
Alternative: Bean bags, soft balls, foam balls
Central hoop in middle, team hoops spaced around perimeter
Alternative: Chalk circles, rope circles, cones in circles
Each rope should be 6-8 metres in circumference
Alternative: Long skipping ropes tied in loops, elastic bands (large)
Check all blindfolds are clean and secure fitting
Alternative: Scarves, eye masks, 'eyes closed' method
Set in grid pattern with 3-4 metre spacing
Alternative: Markers, spots, playground markings
Pre-written numbers or mathematical instructions
Alternative: Laminated paper, whiteboard markers on cones
Each showing 4-6 cone sequence with clear start/finish
Alternative: Simple drawn maps, written instructions
For timing activities and transitions
Alternative: Phone timer, classroom clock
Key Vocabulary
Working together to find solutions to challenges or difficulties
Sharing ideas, instructions and information clearly with others
A plan or method for achieving a goal or solving a problem
Working together towards a common goal
Being exact and accurate in movements and actions
Moving quickly and easily with good balance and coordination
2D shapes like squares, triangles, rectangles with specific properties
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork and cooperation
- Simple balance and coordination skills
- Following basic instructions and rules
Current Skills
- Advanced problem-solving in groups
- Communication without visual cues
- Complex shape recognition and creation
- Mathematical thinking in physical contexts
Next Steps
- Leading problem-solving activities
- Creating own challenges for others
- Advanced orienteering skills
- Independent navigation tasks
Milestone Indicators
Key Teaching Points
- Communication is essential for successful problem-solving - encourage constant dialogue between team members
- Physical skills develop through practice - celebrate improvement and effort rather than just perfect technique
- Trust building requires patience - allow adequate time for students to feel comfortable with blindfolded activities
- Mathematical thinking can be applied practically - link number work to real problem-solving situations
- Teamwork skills transfer across activities - highlight connections between different challenges
- Self-reflection builds awareness - encourage honest assessment of both successes and areas for growth
- Safety comes first - establish clear rules and boundaries before beginning each activity
Common Misconceptions
- Perfect shapes are more important than good communication - emphasise process over product
- Fastest completion means best performance - celebrate thoroughness and teamwork alongside speed
- Only strong mathematical students can succeed at number trails - highlight that cooperation matters most
- Blindfolded activities are just fun games - explain the serious learning about trust and communication
- Physical skills can't be improved - show how practice and persistence lead to development
- Self-assessment should always be positive - encourage honest reflection about genuine areas for growth
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, offer regular movement breaks and positive reinforcement
dyspraxia
- Simplify rope handling techniques, allow extra time for spatial activities, provide step-by-step visual guides for complex tasks
autism spectrum
- Provide clear visual schedules of activities, offer quiet space if overwhelmed, use consistent routines and clear expectations
visual impairment
- Provide tactile maps with raised elements, use verbal descriptions of cone locations, buddy system for navigation support
hearing impairment
- Use visual signals and demonstrations, provide written instructions, ensure teacher is visible when speaking
physical disability
- Adapt rope activities for seated participation, modify running games to walking or alternative movements, provide supportive equipment as needed
Cross-Curricular Links
English
Speaking and listening skills, giving clear instructions, following complex directions, vocabulary development for geometric terms
Maths
2D shape recognition and properties, mental addition and subtraction, problem-solving strategies, following sequential instructions
Science
Understanding forces when pulling ropes, balance and coordination concepts, sensory awareness and adaptation
Geography
Map reading skills, understanding grids and coordinates, directional vocabulary, spatial awareness and navigation
PSHE
Teamwork and cooperation, building trust with others, communication skills, resilience when facing challenges
Teacher Guidance
Positioning
Move between groups during activities to observe and encourage, position centrally during whole-class instructions for maximum visibility
Observation Focus
Watch for effective communication strategies, note physical skill development, monitor group dynamics and inclusion
Intervention Points
Step in if groups become frustrated with blindfolded activities, support students who struggle with mathematical concepts, address any exclusion or negative behaviour immediately
Demonstration Notes
Show clear examples of good communication, demonstrate safe techniques for all physical activities, model positive encouragement and support language
Verbal Cues
- •'Talk to your team!' when groups work silently
- •'Check your shape before calling out!' for accuracy
- •'One step at a time!' for complex problems
- •'How can you help your partner?' for cooperation
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 20m x 15m clear space
Surface Check
Dry, even surface free from loose objects or trip hazards, suitable for running activities
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and in good condition
- •Ensure rope loops have no frayed edges or sharp knots
- •Verify cones are stable and won't tip over easily
- •Confirm tennis balls are properly inflated and undamaged
Risk Management
Key Risks
- •Collisions during running activities
- •Disorientation when blindfolded
- •Trips and falls over equipment
- •Rope burns from pulling too hard
- •Anxiety or claustrophobia with blindfolds
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups during blindfolded activities
- •Proper instruction on safe rope handling techniques
- •Continuous supervision during all blindfolded work
- •Alternative activities for students who cannot use blindfolds
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during blindfolded activities
- •Monitor running activities for safe technique
- •Watch for signs of distress or discomfort with blindfolds
- •Ensure fair play and safe tagging during chasing games
Emergency Procedures
Stop activity immediately if anyone appears distressed, provide appropriate first aid for minor injuries, have clear procedure for contacting school office if needed