Lesson 2 - Communication and Teamwork
Team Skills Challenges
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Place parallel, 3 metres apart for obstacle course
Alternative: Gym mats or painted lines for boundaries
Check all students comfortable wearing before use
Alternative: Eye masks, scarves, or students close eyes
Various colours for clear visual markers
Alternative: Bean bags, markers, or chalk marks
Mix of sizes - small for stepping, large for crawling
Alternative: Rope circles or marked circles on floor
Various heights: low (20cm), medium (30cm), high (40cm)
Alternative: Benches, ropes, or cones with bands
Key Vocabulary
Sharing ideas, thoughts or instructions clearly with others
Believing that your partner will keep you safe and help you succeed
Clear directions telling someone what to do
Working together towards the same goal
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
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