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Lesson 4 - Communication and Code Breaking

Team Communication Leadership

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

How can we communicate effectively without speaking to solve problems as a team?

Learning Objectives

To develop effective communication skills within a team setting
To learn problem-solving strategies through collaboration
To understand the importance of clear communication for team success

Key Outcomes

Students will demonstrate non-verbal communication techniques
Students will work collaboratively to solve code-breaking challenges
Students will identify characteristics of effective teamwork

Equipment & Resources Required

Cones

20-30 mixed colours

Arrange in sets of 4-6 different colours for each team

Alternative: Bean bags, coloured markers, foam shapes

Benches

1 per team (6-8 teams)

Place as visual barriers between team leader and team members

Alternative: Mats stood upright, large cones, portable barriers

Scorecards

1 set per team

Prepare different sequences for each team to prevent copying

Alternative: Laminated pictures, tablet displays, whiteboard drawings

Stopwatch

1 for teacher

For timing challenges and creating urgency

Alternative: Phone timer, classroom timer

Clipboards

1 per team

For team leaders to hold code cards

Alternative: Hard books, folder backing

Key Vocabulary

Communication

Sharing information, ideas and feelings with others

Collaboration

Working together towards a common goal

Non-verbal communication

Communicating without words using gestures, signals and body language

Team leader

The person who guides and directs the team's actions

Sequence

Things arranged in a particular order

Strategy

A plan of action to achieve a goal

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork concepts
Experience working in small groups
Basic listening and following instructions skills

Current Skills

Non-verbal communication techniques
Problem-solving through collaboration
Leadership and team member roles

Next Steps

Advanced communication strategies in challenging environments
Complex problem-solving scenarios
Leadership rotation and role flexibility

Milestone Indicators

Clear use of gestures and signals

Active listening demonstrated through appropriate responses

Successful completion of code-breaking challenges through teamwork

Key Teaching Points

Non-verbal communication requires clear, exaggerated gestures to be effective
Good teamwork involves both giving and receiving communication respectfully
Leadership can be shown through different communication styles and approaches
Problem-solving is more successful when teams listen to all members' ideas
Patience and persistence are essential when learning new communication skills
Effective teams support each other and celebrate successes together
Clear signals and good listening work together to solve complex challenges

Common Misconceptions

That communication is only about talking - emphasise the power of non-verbal signals
That leaders must be loud or forceful - show how quiet, clear signals can be very effective
That teams should complete challenges as quickly as possible - stress that good communication takes time
That mistakes mean failure - highlight how teams learn and improve through attempts
That only one person can lead - demonstrate how leadership can be shared and rotated

SEN Adaptations

ADHD

Include regular movement breaks, use timer for clear activity boundaries, provide fidget tools during discussion time

dyspraxia

Use larger, well-spaced equipment, allow extra processing time for instructions, provide clear visual demonstration of movements

autism spectrum

Provide clear visual schedule of activities, offer quiet observation space if overwhelmed, use consistent signals and routines

visual impairment

Use high-contrast coloured cones, provide tactile code cards with raised elements, pair with sighted buddy for support

hearing impairment

Emphasise visual communication which benefits these students, use clear written instructions on boards, ensure good lighting for signal visibility

physical disability

Adapt to seated positions for team members, use larger lightweight equipment, modify cone distances for accessibility

Cross-Curricular Links

English

Exploring different forms of communication beyond spoken language, understanding body language and its meanings

Maths

Sequencing and patterns in cone arrangements, counting cones correctly, spatial awareness and positioning

Science

Understanding how visual and auditory senses work together, learning about communication in the animal kingdom

Art

Understanding visual communication through symbols and signs, creating meaning through gesture and movement

PSHE

Developing teamwork skills, building confidence in leadership roles, learning to support and encourage others

Teacher Guidance

Positioning

Central position with clear sight lines to all teams, move actively between groups during activities

Observation Focus

Watch for quality of non-verbal communication, team collaboration, leadership development, and problem-solving strategies

Intervention Points

Step in if teams become frustrated, if safety rules are ignored, or if communication completely breaks down

Demonstration Notes

Model clear non-verbal signals throughout lesson, show examples of effective gestures, demonstrate positive team interaction

Verbal Cues

•'Remember - leaders can only use signals!'
•'Great teamwork - you're really listening to each other!'
•'Take your time - good communication is more important than speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor or outdoor area minimum 20m x 15m with clear boundaries

Surface Check

Even, dry surface free from obstacles, holes or slippery areas

Equipment Safety

Safety Checks

•Check all cones are undamaged with no sharp edges or cracks
•Ensure benches are stable and cannot tip over during use
•Verify code cards are laminated to prevent paper cuts

Risk Management

Key Risks

•Collisions between students moving quickly between activities
•Tripping over cones or equipment
•Frustration leading to pushing or aggressive behaviour

Risk Mitigation

•Clear movement pathways established between team areas
•Controlled movement with turn-taking rules enforced
•Regular monitoring of team dynamics and emotional states
•Clear signals for stopping activity immediately if needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all teams simultaneously
•Circulate regularly to monitor equipment and team interactions
•Be particularly attentive during high-energy moments and transitions

Emergency Procedures

Whistle signal for immediate stop, clear evacuation routes maintained, first aid kit accessible