Lesson 1 - Communication and Tactics
Team Communication Leadership
•Year 3
•Outdoor Adventurous Activities
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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
Same colour markers for grid layout, different colours for team markers
Alternative: Bean bags, tennis balls, or laminated squares
Each team needs 5 identical markers in their team colour
Alternative: Coloured bean bags, bibs, or laminated shapes
For recording tactics and tournament scores
Alternative: Whiteboards or paper sheets
Pre-prepared with team names and scoring system
Alternative: Simple paper with team names
Key Vocabulary
A plan or strategy to achieve a goal in a game or challenge
The overall approach or method used to win
Working together effectively to achieve a common goal
Sharing ideas and information clearly with team members
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
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