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Lesson 1 - Cooperation and Teamwork Skills

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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55 min

Big Question

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

Benches

Position benches with 2m spacing around activity area for safety

Alternative: Long wooden planks, balance beams, or marked lines on floor

Blindfolds

9 (optional)

Only use with confident students and ensure extra supervision

Alternative: Scarves, bandanas, or asking students to close eyes

Dish Cones

Use to define boundaries for warm-up game

Alternative: Bean bags, spots, or chalk marks

Key Vocabulary

Cooperation

Working together towards a common goal, sharing ideas and responsibilities

Communication

Sharing ideas clearly through speaking, listening, and body language

Teamwork

When everyone in a group contributes their skills to achieve something together

Instructions

Clear, step-by-step directions that tell someone how to do something

Problem-solving

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

Students naturally include quieter team members

Groups self-organise without adult intervention

Teams reflect on their process, not just outcomes

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.