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Lesson 3 - Team Cooperation Skills

Progressive Problem-Solving

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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 that seem impossible?

Learning Objectives

To develop effective teamwork skills through collaborative problem-solving
To understand the roles and responsibilities within a team structure
To apply strategic thinking and communication skills in physical challenges

Key Outcomes

Students will successfully complete team challenges through effective cooperation
Students will demonstrate understanding of team roles and responsibilities
Students will show improved communication and strategic thinking skills

Equipment & Resources Required

Benches

7 benches

Space benches 3 metres apart for safety

Alternative: PE benches, wooden planks on stable supports, playground benches

Dish Cones

20-30 cones

Check pens have caps and can stand independently

Alternative: Water bottles, small cones, bean bags (anything that can stand upright)

Measuring Tapes

2-3 tapes

For accurate distance measurement and fair play

Alternative: Metre rulers, pre-marked lines on floor

Stopwatch

1 stopwatch

For timing challenges and adding excitement

Alternative: Phone timer, wall clock with second hand

Key Vocabulary

Collaboration

Working together effectively to achieve a common goal

Strategy

A plan or method for achieving something successfully

Communication

Sharing ideas, thoughts and instructions clearly with others

Responsibility

Taking ownership of your role and actions within the team

Resilience

Continuing to try your best even when things are challenging

Skill Progression Pathway

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

Prior Learning

Basic understanding of taking turns and sharing
Experience working in pairs or small groups
Following simple instructions and rules

Current Skills

Collaborative problem-solving techniques
Effective team communication strategies
Understanding individual roles within team dynamics

Next Steps

Leading teams in more complex challenges
Developing advanced strategic thinking
Applying teamwork skills across different contexts

Milestone Indicators

Students naturally organise themselves into effective team formations

Teams show clear communication patterns and role allocation

Groups demonstrate resilience when initial attempts fail

Key Teaching Points

Every team member has an important role to play in solving problems
Communication is just as important as physical skills in teamwork
Learning from mistakes is more valuable than getting everything right first time
Different strategies work for different teams - there's no single 'right' way
Supporting teammates creates stronger teams than individual excellence
Safety and cooperation must always come before winning or completing challenges
Resilience and positive attitude help teams overcome difficult problems

Common Misconceptions

MISCONCEPTION: The strongest or tallest student should always be the leader. CORRECTION: Explain that different challenges need different types of leadership and skills.
MISCONCEPTION: If a team fails a challenge, someone must be 'bad' at teamwork. CORRECTION: Emphasise that failure is part of learning and teams succeed or struggle together.
MISCONCEPTION: The winning team must have the best individual players. CORRECTION: Show how cooperation and communication often matter more than individual ability.
MISCONCEPTION: Following rules exactly means you can't be creative or strategic. CORRECTION: Demonstrate how rules create fair boundaries within which teams can be very creative.
MISCONCEPTION: Helping struggling teammates will make the team slower or less successful. CORRECTION: Show how inclusive teams often find the most innovative solutions.

SEN Adaptations

ADHD

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

dyspraxia

Allow extra time for balance activities, provide additional support during coordination challenges, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use brightly coloured equipment, clear verbal descriptions of spatial setup, buddy system for navigation

hearing impairment

Visual demonstration of all instructions, hand signals for important cues, written rule cards available

physical disability

Modify bench challenges to floor level, adapt pen challenge for wheelchair access, ensure all students have meaningful roles

Cross-Curricular Links

English

Following complex instructions, non-verbal communication, team discussion skills

Maths

Measuring distances, comparing heights, calculating scores and point systems

Science

Understanding balance and forces, centre of gravity, lever principles

PSHE

Cooperation, communication, resilience, taking responsibility for others

Teacher Guidance

Positioning

Central location with clear sight lines to all team areas, move between groups during activities

Observation Focus

Watch for effective communication, safety on equipment, inclusive team behaviour

Intervention Points

Step in if teams struggling with cooperation, safety concerns arise, or students being excluded

Demonstration Notes

Model positive team language, show safe movement techniques, demonstrate problem-solving thinking aloud

Verbal Cues

•'How can your team work together on this?'
•'Think about everyone's role in your team'
•'Safety first - help your teammates stay balanced'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 15m x 20m or outdoor area with level surface

Surface Check

Dry, even surface free from hazards, adequate grip for bench work

Equipment Safety

Safety Checks

•Check benches are stable and weight-bearing appropriate
•Ensure pens have secure caps and no sharp edges
•Verify adequate spacing between team work areas

Risk Management

Key Risks

•Falls from benches during height ordering
•Collisions between teams during challenges
•Frustration leading to unsafe risk-taking
•Students losing balance when reaching in pen challenge

Risk Mitigation

•Clear rules about helping teammates maintain balance
•Adequate spacing between team areas to prevent interference
•Teacher positioning to observe all teams simultaneously
•Emphasis on safety over competition throughout activities

Supervision & Emergency Procedures

Supervision Points

•Position to see all benches during height ordering challenge
•Circulate actively during pen challenge to monitor reaching
•Watch for signs of frustration that might lead to unsafe behaviour

Emergency Procedures

Stop signal established for immediate safety concerns, first aid accessible, clear pathways maintained