Lesson 1 - Cooperation and Teamwork Skills
Team Skills Challenges
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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What makes a team stronger - individual brilliance or working together?
Learning Objectives
- To develop cooperation and teamwork skills through collaborative challenges
- To communicate effectively in a group and listen to others' ideas
- To follow and give clear instructions to support team success
Key Outcomes
- Students will demonstrate effective communication skills in team challenges
- Students will show cooperation by sharing ideas and supporting teammates
- Students will successfully complete team tasks through collaborative problem-solving
Equipment & Resources Required
Position benches with 2m spacing around activity area for safety
Alternative: Long wooden planks, balance beams, or marked lines on floor
Only use with confident students and ensure extra supervision
Alternative: Scarves, bandanas, or asking students to close eyes
Use to define boundaries for warm-up game
Alternative: Bean bags, spots, or chalk marks
Key Vocabulary
Working together towards a common goal, sharing ideas and responsibilities
Sharing ideas clearly through speaking, listening, and body language
When everyone in a group contributes their skills to achieve something together
Clear, step-by-step directions that tell someone how to do something
Working out how to overcome a challenge or difficulty
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of taking turns and sharing
- Ability to follow simple one-step instructions
- Experience working in pairs or small groups
Current Skills
- Multi-step instruction following and giving
- Active listening and idea sharing in groups
- Collaborative problem-solving strategies
Next Steps
- Leading team discussions and delegating roles
- Resolving conflicts within groups constructively
- Planning and executing complex multi-stage challenges
Milestone Indicators
Key Teaching Points
- Effective teamwork requires both talking and listening - model this consistently
- Planning together before action is more important than speed of completion
- Every team member has valuable ideas - actively ensure all voices are heard
- Problem-solving is a process that includes struggle and requires persistence
- Safety always comes first - stop any activity if students are at risk
- Celebrate the process of cooperation, not just successful task completion
- Communication can be verbal, non-verbal, and through actions - explore all forms
Common Misconceptions
- Teams are successful only when they complete tasks quickly - emphasise quality of cooperation over speed
- Louder or more confident students should always lead - demonstrate how to include quieter members
- If the first plan doesn't work, the team has failed - teach that adaptation and new plans show good teamwork
- Physical challenges are more important than communication - highlight that talking and planning are equally skilled
- Competition between teams is necessary for motivation - focus on each team's improvement and celebrate all efforts
SEN Adaptations
ADHD
- Break activities into shorter segments with clear endpoints, provide movement breaks as needed, use physical positioning for focus, celebrate successes frequently
dyspraxia
- Allow extra time for physical coordination, provide peer support for balance activities, focus on verbal contributions to teams, break down complex instructions into smaller steps
autism spectrum
- Provide clear structure and routine for each activity, use visual schedule of lesson sections, offer quiet reflection time between activities, prepare students for changes between tasks
visual impairment
- Use verbal descriptions of spatial arrangements, provide tactile guides for bench edges, ensure clear verbal communication of all instructions, pair with sighted buddy for safety
hearing impairment
- Use visual demonstrations extensively, develop hand signals for key instructions, provide written task cards, ensure visual contact before giving instructions
physical disability
- Adapt bench activities to seated or wheelchair versions, focus on communication and planning roles, modify physical challenges to match abilities, ensure full participation in discussion elements
Cross-Curricular Links
English
Speaking and listening skills, giving clear instructions, vocabulary development (cooperation, communication, teamwork), descriptive language during machinery creation
Maths
Ordering and sequencing (height order, alphabetical order), comparison of sizes (hand measurements), spatial reasoning during team challenges
Science
Forces and motion during bench balancing, understanding of stability and balance, body systems working together like team systems
PSHE
Cooperation and collaboration, respecting others' ideas, managing emotions during challenges, celebrating diversity of contributions
Teacher Guidance
Positioning
Position centrally during multi-group activities for visibility of all teams. Move between groups during planning phases to listen and support without solving problems for them.
Observation Focus
Watch for quality of communication, inclusion of all team members, safety during physical challenges, and creative problem-solving approaches.
Intervention Points
Step in for safety concerns, when groups become frustrated and stop communicating, or when team members are being excluded from planning or participation.
Demonstration Notes
Demonstrate all safety aspects clearly. Model good communication by thinking aloud during problem-solving. Show how to include quieter team members in discussions.
Verbal Cues
- •'What's your team's plan before you start moving?'
- •'I can see your team is listening to everyone's ideas!'
- •'How can you help your teammate understand?'
- •'Remember to hold hands for safety on the bench.'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space with clear boundaries and 2m clearance around activity area
Surface Check
Dry, non-slip surface essential for bench activities. Check for obstacles or uneven areas before lesson
Equipment Safety
Safety Checks
- •Inspect benches for stability and any sharp edges or splinters
- •Ensure blindfolds are clean and only used with confident, willing students
- •Check marker cones have no damage that could cause cuts
Risk Management
Key Risks
- •Falls from benches during balancing activities
- •Collisions during Team Tag warm-up game
- •Discomfort during hand-holding activities if students grip too tightly
- •Frustration during problem-solving leading to unsafe behaviour
Risk Mitigation
- •Demonstrate safe movement on benches before challenges begin
- •Establish clear boundaries and spacing for all activities
- •Teach appropriate grip strength for hand-holding activities
- •Monitor group dynamics and intervene if frustration levels rise
- •Position teacher for maximum visibility of all groups
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during bench challenges to observe all groups
- •Move between teams during problem-solving to monitor safety and inclusion
- •Watch for fatigue during physical challenges and allow rest as needed
- •Ensure blindfolded students have extra supervision and willing partners
Emergency Procedures
Stop activity immediately with clear signal. Assess any injured students. Have first aid kit accessible. Know location of nearest medical support.