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Lesson 1 - Communication and Tactics

Team Communication Leadership

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

What makes a team unstoppable when they work together?

Learning Objectives

To understand the characteristics of an effective team
To create and apply simple tactics in team games
To develop communication and cooperation skills through strategic thinking

Key Outcomes

Students will identify key attributes of successful teams
Students will create and apply tactics in competitive situations
Students will demonstrate improved communication and collaboration

Equipment & Resources Required

Dish Cones

45 total (9 per grid x 5 grids)

Same colour markers for grid layout, different colours for team markers

Alternative: Bean bags, tennis balls, or laminated squares

Markers Cones

40 total (5 per team x 8 teams)

Each team needs 5 identical markers in their team colour

Alternative: Coloured bean bags, bibs, or laminated shapes

Clipboards

8 (1 per team)

For recording tactics and tournament scores

Alternative: Whiteboards or paper sheets

Score Sheets

8 copies

Pre-prepared with team names and scoring system

Alternative: Simple paper with team names

Key Vocabulary

Tactics

A plan or strategy to achieve a goal in a game or challenge

Strategy

The overall approach or method used to win

Collaboration

Working together effectively to achieve a common goal

Communication

Sharing ideas and information clearly with team members

Round Robin

A tournament where every team plays every other team

Skill Progression Pathway

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

Prior Learning

Basic understanding of turn-taking
Experience working in pairs
Simple game rules comprehension

Current Skills

Team communication strategies
Tactical thinking and planning
Leadership and responsibility skills

Next Steps

Complex multi-step tactics
Advanced problem-solving challenges
Inter-team communication strategies

Milestone Indicators

Students suggest tactics without prompting

Teams adapt strategies based on opponents

Clear evidence of collaborative decision-making

Key Teaching Points

Emphasise collaborative tactical planning over individual decision making
Connect tactical thinking to problem-solving in other subjects and life contexts
Model positive competitive behaviour that celebrates smart thinking over just winning
Use questioning to deepen tactical analysis - 'Why did that work?' 'What would you change?'
Encourage adaptation of tactics based on opponents and changing game situations
Celebrate diverse tactical approaches to show multiple paths to success

Common Misconceptions

Tactics are only about winning - emphasise learning and improvement
Good teams never disagree - show that healthy discussion improves tactics
Tactics are too complicated for Year 3 - break down into simple, concrete steps
Only team captains create tactics - ensure all students contribute to planning
Tactics never change during games - demonstrate adaptive thinking

SEN Adaptations

ADHD

Shorter tactical planning phases, regular movement opportunities, clear visual boundaries for activity areas

dyspraxia

Simplified equipment handling, extra practice time for tactical concepts, visual tactical planning aids

autism spectrum

Clear structure with visual schedule, quiet planning zones, predictable game format with consistent rules

visual impairment

Use contrasting coloured markers, provide verbal descriptions of grid layouts, buddy system for navigation

hearing impairment

Visual hand signals for game instructions, written tactical planning sheets, clear visual demonstrations

physical disability

Adapted markers (larger/easier to handle), modified movement patterns, seated tactical planning role

Cross-Curricular Links

English

Vocabulary development through tactical language, clear communication skills, listening and speaking in team contexts

Maths

Counting tournament points, calculating win percentages, understanding grid coordinates and spatial relationships

Science

Logical thinking and hypothesis testing, cause and effect in tactical decisions, systematic observation and analysis

PSHE

Teamwork and collaboration, leadership skills, managing competition emotions, building positive relationships

Teacher Guidance

Positioning

Central position with clear sight lines to all activity areas, circulate during activities

Observation Focus

Team collaboration quality, tactical thinking development, fair play and sportsmanship

Intervention Points

["Step in if tactical discussions become dominated by one student", "Support teams struggling with tactical concepts", "Address any unsportsmanlike behaviour immediately"]

Demonstration Notes

Model collaborative discussion, show tactical thinking process aloud, demonstrate positive competitive behaviour

Verbal Cues

•'Think like a team!'
•'What's your plan?'
•'Adapt your tactics!'
•'Great teamwork!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor/outdoor space, multiple activity stations

Surface Check

Even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all markers and cones have no sharp edges or damage
•Ensure adequate spacing between activity areas
•Secure storage of unused equipment away from play areas

Risk Management

Key Risks

•Collisions between students moving between grids
•Trips over equipment or markers
•Competitive behaviour leading to arguments

Risk Mitigation

•Clear boundaries established for each activity area
•Controlled movement with clear instructions
•Emphasis on positive competition and fair play
•Adequate supervision of multiple simultaneous activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Circulate regularly to monitor fair play
•Monitor intensity levels during competitive phases

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support, clear area if needed