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Lesson 2 - Communication and Teamwork

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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Big Question

How can we communicate effectively to solve challenges together?

Learning Objectives

To work effectively with a partner
To develop communication skills through physical challenges

Key Outcomes

Students will demonstrate clear verbal instructions
Students will show trust and cooperation with partners
Students will reflect on successful communication strategies

Equipment & Resources Required

Benches

Place parallel, 3 metres apart for obstacle course

Alternative: Gym mats or painted lines for boundaries

Blindfolds

15 (1 per pair)

Check all students comfortable wearing before use

Alternative: Eye masks, scarves, or students close eyes

Cones

Various colours for clear visual markers

Alternative: Bean bags, markers, or chalk marks

Hoops

Mix of sizes - small for stepping, large for crawling

Alternative: Rope circles or marked circles on floor

Hurdles

Various heights: low (20cm), medium (30cm), high (40cm)

Alternative: Benches, ropes, or cones with bands

Key Vocabulary

Communication

Sharing ideas, thoughts or instructions clearly with others

Trust

Believing that your partner will keep you safe and help you succeed

Instructions

Clear directions telling someone what to do

Cooperation

Working together towards the same goal

Reflection

Thinking about what went well and what could be improved

Skill Progression Pathway

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

Prior Learning

Basic understanding of following simple instructions
Experience working in pairs or small groups
Awareness of personal space and safety

Current Skills

Clear verbal communication with partners
Trust-building through physical challenges
Problem-solving as a team

Next Steps

Leading small groups through challenges
Non-verbal communication skills
Complex problem-solving scenarios

Milestone Indicators

Students give instructions without physical demonstration

Partners complete tasks first time without repetition

Students choose appropriate communication for different challenges

Key Teaching Points

Clear communication requires patience, practice, and checking for understanding
Trust is built through consistent care for others' safety and wellbeing
Problem-solving improves when partners share ideas and listen to each other
Instructions work best when they are short, specific, and given one step at a time
Empathy helps us understand what others need to feel safe and successful
Reflection on experiences helps us improve our communication skills
Working with different partners teaches us to adapt our communication style

Common Misconceptions

Misconception: 'Louder instructions are clearer instructions' - Correction: Clear, calm instructions are more effective than loud ones
Misconception: 'Good partners can read each other's minds' - Correction: Even good partners need to communicate clearly
Misconception: 'Trust means never being scared' - Correction: Trust means feeling safe even when challenges seem difficult
Misconception: 'Instructions should be given quickly to save time' - Correction: Patient, step-by-step instructions prevent mistakes and build confidence
Misconception: 'Only one person should lead in a partnership' - Correction: Both partners contribute to successful teamwork by sharing ideas and responsibilities

SEN Adaptations

ADHD

Use clear, short instructions with regular check-ins, provide movement breaks, celebrate frequent successes

dyspraxia

Break down complex movements into smaller steps, allow extra practice time, provide physical support when needed

autism spectrum

Provide visual schedule of activities, allow practice time before challenges, offer quiet retreat space if overwhelmed

visual impairment

Use tactile markers for boundaries, provide audio descriptions of course layout, pair with confident guide

hearing impairment

Use visual demonstrations and gesture systems, written instruction cards, ensure face-to-face communication

physical disability

Adapt obstacles for wheelchair/mobility aid access, modify movement requirements, focus on achievable challenges

Cross-Curricular Links

English

Developing speaking and listening skills, giving clear instructions, vocabulary for describing movement and emotions

Maths

Following sequential instructions, understanding positional language (forward, left, right), counting steps

Science

Understanding how senses work, discussing how loss of sight affects movement and balance

PSHE

Building trust, empathy, cooperation, managing emotions, taking responsibility for others' wellbeing

Teacher Guidance

Positioning

Move constantly during activities to observe all pairs, position near most challenging activities

Observation Focus

Watch for communication quality, trust-building behaviours, safety consciousness, and emotional wellbeing

Intervention Points

Step in if safety is compromised, support emotional distress, provide communication prompts when needed

Demonstration Notes

Demonstrate: Use teacher aide or confident student to show communication techniques, always model positive partnership behaviours

Verbal Cues

•'Remember to communicate before you move!'
•'What instructions would help your partner feel safe?'
•'Show me how you can work as one team!'
•'Trust is built through patience and clear communication.'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface suitable for movement, free from hazards and debris

Equipment Safety

Safety Checks

•All blindfolds checked for hygiene and comfort before use
•Obstacle course equipment stable and appropriate height for age group
•Hoops and cones positioned with adequate spacing

Risk Management

Key Risks

•Falls during blindfolded activities
•Collisions between pairs during movement
•Emotional distress from trust challenges

Risk Mitigation

•Clear safety briefing before blindfold use
•Guides trained in responsibility for partner safety
•Teacher positioned for optimal supervision throughout
•Immediate stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all blindfolded activities
•Monitor emotional responses to trust challenges
•Stay mobile during obstacle course activities

Emergency Procedures

Stop all activity immediately if any safety concern, provide reassurance for emotional distress, ensure first aid available for physical incidents