Lesson 5 - Island Hopping Teamwork
Team Communication Leadership
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together like explorers to overcome challenges and reach our destination safely?
Learning Objectives
- To develop effective communication skills within a team setting
- To understand individual roles and responsibilities in collaborative challenges
- To create and apply simple tactics to solve problems as a team
Key Outcomes
- Students will communicate clearly and listen to teammates during problem-solving activities
- Students will understand their specific role within the team and how it contributes to success
- Students will demonstrate cooperation and encourage others during challenging tasks
Equipment & Resources Required
Store hoops at team starting positions before lesson begins
Alternative: Large PE mats, rope circles, chalk circles
Scattered across playing area for treasure collection games
Alternative: Bean bags, plastic bottles, soft play blocks
Mixed with cones to create different point values
Alternative: Small balls, foam blocks, juggling scarves
For displaying maths problems and point values clearly
Alternative: Large paper and thick pens, verbal instructions
Key Vocabulary
Sharing ideas, instructions and encouragement clearly with teammates
Working together as a team where everyone contributes to success
A plan or strategy that helps the team complete challenges successfully
Having a specific job or role that your team depends on you to do well
Moving from one safe area to another without touching the dangerous ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following rules and instructions
- Experience working in pairs or small groups
- Awareness of taking turns and sharing equipment
Current Skills
- Clear verbal communication within teams
- Understanding of individual roles and responsibilities
- Basic tactical thinking and problem-solving
- Active listening and responding to teammates
Next Steps
- Leading team discussions and decision-making
- Creating more complex tactics for multi-stage challenges
- Evaluating team performance and suggesting improvements
Milestone Indicators
Key Teaching Points
- Effective teams communicate clearly and listen to all members equally
- Everyone has an important role to play and teams succeed when all members contribute
- Good sportsmanship means encouraging others and following rules even when challenging
- Planning and tactics are just as important as physical skills in team challenges
- Communication comes in many forms - verbal, non-verbal, and through actions
- Teams can learn from mistakes and adapt their strategies to improve performance
- Leadership can be shown by anyone through helping, encouraging and including others
Common Misconceptions
- Teams think louder communication is more effective - teach that clear, calm communication works better
- Students believe only verbal instructions count as communication - demonstrate non-verbal methods like gestures and positioning
- Some think the fastest person should always go first - explain that tactical thinking about order is more important
- Teams assume they failed if they don't win - emphasise that learning and good teamwork are the real measures of success
- Students think mistakes mean starting over is punishment - frame restarts as learning opportunities and chances to improve
- Some believe team challenges are just about individual skill - highlight how team coordination creates success
SEN Adaptations
ADHD
- Break challenges into shorter segments with clear endpoints, provide movement breaks between planning phases, use hands-on roles to maintain engagement
dyspraxia
- Allow extra time for physical coordination in hopping, provide larger hoops for easier targeting, focus on planning and communication strengths rather than physical precision
autism spectrum
- Provide clear structure and routine for each challenge phase, offer quiet planning spaces away from main group noise, use visual schedules showing lesson progression
visual impairment
- Use brightly coloured hoops and treasure items, provide verbal descriptions of all visual cues, assign sighted buddy for navigation support during challenges
hearing impairment
- Use clear visual signals and demonstrations, provide written instructions and rule reminders, ensure face-to-face communication during team discussions
physical disability
- Adapt island hopping to seated or supported movement, modify treasure collection with larger items or closer placement, ensure full participation in planning roles
Cross-Curricular Links
English
Developing vocabulary for communication and teamwork, practicing clear verbal instructions and active listening skills
Maths
Calculating point combinations, solving equations to determine treasure targets, measuring distances and spaces for tactical planning
Science
Understanding forces and balance when moving between hoops, discussing teamwork in nature and animal cooperation
Geography
Exploring concepts of islands, rivers and navigation, understanding maps and spatial relationships during challenge setup
PSHE
Building confidence in social situations, developing empathy and understanding of others' perspectives, learning about cooperation and conflict resolution
Teacher Guidance
Positioning
Move constantly between teams during planning phases, position centrally during demonstrations, ensure all teams visible during challenges
Observation Focus
Watch for quality of communication, inclusion of all team members, fair play and rule following, problem-solving approaches
Intervention Points
Step in if teams struggle with maths calculations, mediate disputes over rules fairly, support students who become frustrated with challenges
Demonstration Notes
Use exaggerated movements for island hopping technique, model positive communication clearly, show both successful and unsuccessful examples for contrast
Verbal Cues
- •'Remember to communicate clearly with your team!'
- •'What's your team's plan before you start?'
- •'How can you encourage your teammates?'
- •'Think about what worked well for your team'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m outdoor area or large indoor hall, clear of obstacles and hazards
Surface Check
Even, dry surface suitable for moving with hoops - check for holes, wet patches, or debris
Equipment Safety
Safety Checks
- •Hoops inspected for cracks, sharp edges or damage before use
- •Treasure items (cones/bean bags) checked for wear and safe edges
- •Whiteboard secured safely and markers capped when not in use
Risk Management
Key Risks
- •Slips and falls when moving between hoops
- •Collisions between teams during treasure collection
- •Trapping fingers when placing or moving hoops
- •Competitive behaviour leading to pushing or unsafe rushing
Risk Mitigation
- •Clear boundaries established with adequate space between teams
- •Restart rule enforces safe movement and attention to placement
- •Teacher monitors for competitive tensions and intervenes early
- •Calm, supportive atmosphere maintained throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all teams simultaneously during challenges
- •Move between groups during planning to monitor discussions
- •Watch for students who may struggle with competitive elements
- •Ensure fair play and rule following consistently
Emergency Procedures
Stop all activity immediately if injury occurs, assess and provide appropriate first aid, calm other students and continue with modified activities if safe to do so