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Lesson 2 - Team Problem Solving

Collaborative Navigation Adventures

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

How can we work together as a team to overcome challenges and solve problems under pressure?

Learning Objectives

To develop problem-solving skills through team challenges
To demonstrate effective communication and negotiation within a group
To show resilience and perseverance when facing difficulties

Key Outcomes

Students will work collaboratively to solve physical challenges
Students will communicate effectively to achieve team goals
Students will demonstrate creative thinking when finding solutions

Equipment & Resources Required

Crash Mats

6-8 mats

Placed around hall for 'stepping stones' activity

Alternative: Large PE mats, gymnastics mats

Balls

1 per team (6 items)

Used for team relay warm-up activities

Alternative: Soft toys, foam shapes

Cards

20-30 pairs

Spread at far end of hall for relay activity

Alternative: Picture cards, flag/capital city cards, jigsaw pieces

Hoops

8-10 hoops

Alternative equipment for 'stepping stones'

Alternative: Large rope circles, chalk circles

Spots

15-20 spots

Additional equipment option for crossing challenges

Alternative: Small mats, chalk marks

Cones

6 cones

Used as 'pots of gold' for final challenge

Alternative: Bean bags, markers

Tablets

1 device

For recording students' problem-solving attempts

Alternative: Phone camera, video recorder

Key Vocabulary

Strategy

A plan of action designed to achieve a particular goal

Negotiate

To discuss and reach an agreement with others

Collaborate

To work together effectively towards a common goal

Persevere

To keep trying even when something is difficult

Creative thinking

Coming up with new and original ideas to solve problems

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working in pairs or small groups
Ability to move safely around equipment

Current Skills

Collaborative problem-solving techniques
Communication and negotiation skills
Strategic thinking under pressure

Next Steps

Leading team problem-solving activities
Complex multi-stage challenges
Outdoor adventurous activities with real equipment

Milestone Indicators

Shows increased confidence in team discussions

Demonstrates creative thinking in solutions

Exhibits persistence when challenges become difficult

Key Teaching Points

Every team member's ideas and contributions are valuable and should be heard
Problem-solving requires both creative thinking and strategic planning
Adaptation and perseverance are more important than immediate success
Effective communication is essential for successful teamwork
Multiple solutions exist for most challenges - creativity should be celebrated
Supporting teammates is as important as contributing ideas
Learning happens through both success and constructive failure

Common Misconceptions

That only the loudest voice or first idea should be followed - address by ensuring all students contribute
That there is only one 'correct' solution to each challenge - show multiple successful strategies
That failing the first time means the team is not good enough - emphasise learning through iteration
That competition means teams cannot help each other - model supportive competition
That physical ability is more important than thinking and communication - celebrate diverse contributions

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear boundaries and expectations

dyspraxia

Allow extra time for equipment manipulation, provide step-by-step visual guides, offer alternative equipment sizes

autism spectrum

Provide clear structure and routine, offer quiet space if needed, use visual schedules for activities

visual impairment

Use brightly coloured equipment, provide clear verbal descriptions of spatial arrangements, assign sighted buddy for guidance

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure clear sight lines for lip reading

physical disability

Adapt equipment height and distance, allow seated participation where appropriate, modify movement requirements

Cross-Curricular Links

English

Speaking and listening skills, vocabulary development, following and giving instructions clearly

Maths

Spatial awareness and geometry through equipment positioning, problem-solving strategies and logical thinking

Science

Forces and movement when positioning equipment, understanding cause and effect in strategy adaptation

Geography

Spatial awareness and mapping skills through navigation challenges, understanding of terrain and obstacles

PSHE

Teamwork and cooperation, communication skills, resilience and perseverance, leadership and responsibility

Teacher Guidance

Positioning

Move actively between teams during activities, position centrally during instructions for maximum visibility

Observation Focus

Watch for quality of communication, creative problem-solving, and safe equipment use

Intervention Points

Step in when teams struggle with communication, when safety rules are forgotten, or when frustration levels rise

Demonstration Notes

Use clear, exaggerated movements when showing equipment use, model excellent listening and communication skills throughout

Verbal Cues

•'Remember to include everyone's ideas!'
•'What other strategies might work?'
•'How can your team adapt this plan?'
•'Excellent communication, I can see real teamwork!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m, clear of obstacles and hazards

Surface Check

Clean, dry, non-slip surface suitable for moving equipment and students

Equipment Safety

Safety Checks

•Check crash mats are secure and in good condition
•Ensure no damaged or worn equipment
•Verify adequate equipment quantity for safe use

Risk Management

Key Risks

•Slips and falls when moving between equipment
•Injuries from unsafe equipment positioning
•Collisions between teams during competitive activities
•Frustration leading to unsafe risk-taking behaviour

Risk Mitigation

•Clear boundaries established for each team's working area
•Adequate spacing maintained between teams throughout
•Consistent enforcement of rules about equipment movement
•Teacher positioning for optimal supervision of all teams

Supervision & Emergency Procedures

Supervision Points

•Position centrally for visibility of all teams simultaneously
•Monitor emotional responses to challenge and competition
•Watch for safe equipment use and movement patterns

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, ensure other students remain calm and safe