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Lesson 5 - Island Hopping Teamwork

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 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

Hoops

15-18 (3 per team for 5-6 teams)

Store hoops at team starting positions before lesson begins

Alternative: Large PE mats, rope circles, chalk circles

Cones

20-30 mixed colours

Scattered across playing area for treasure collection games

Alternative: Bean bags, plastic bottles, soft play blocks

Balls

15-20

Mixed with cones to create different point values

Alternative: Small balls, foam blocks, juggling scarves

Sun Markers

8 cones

For displaying maths problems and point values clearly

Alternative: Large paper and thick pens, verbal instructions

Key Vocabulary

Communication

Sharing ideas, instructions and encouragement clearly with teammates

Collaboration

Working together as a team where everyone contributes to success

Tactics

A plan or strategy that helps the team complete challenges successfully

Responsibility

Having a specific job or role that your team depends on you to do well

Island Hopping

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

Students communicate without shouting or talking over others

Teams can restart challenges calmly after mistakes

Students can explain what makes their team successful

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