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Lesson 5 - Team Problem Solving

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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1h 6min

Big Question

How can we work together as a team to overcome challenges when everyone has different abilities?

Learning Objectives

To work positively towards a team goal
To involve all team members in an activity
To communicate effectively and listen to others' ideas

Key Outcomes

Students will demonstrate effective communication skills within a team
Students will show understanding of how to include all team members
Students will apply problem-solving strategies collaboratively

Equipment & Resources Required

Hoops

14 (1 per team plus spares)

Store around perimeter for easy access by teams

Alternative: Rope circles, chalk circles, cones arranged in circles

Team bibs

5 (different colours)

Ready to distribute quickly for cat identification

Alternative: Coloured bibs, coloured scarves, coloured tape strips

Tennis Balls

42 (6 per team of 7 teams)

6 balls placed in each target hoop at start

Alternative: Bean bags, foam balls, juggling balls

Balls

6-8

For easier version of ball collection activity

Alternative: Slightly deflated footballs, larger foam balls

Cones

20-30

Mark start and finish lines, create boundaries

Alternative: Markers, spots, chalk marks

Obstacles

2-3 benches or low hurdles

Set up for extension activities if space allows

Alternative: Mats to step over, rope on ground, cardboard barriers

Key Vocabulary

Teamwork

Working together with others to achieve a common goal

Communication

Sharing ideas and listening to others clearly

Strategy

A plan or method for solving a problem

Cooperation

Working together willingly and helping each other

Problem-solving

Finding solutions to challenges or difficulties

Inclusion

Making sure everyone is involved and can contribute

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working with a partner
Simple problem-solving in familiar contexts

Current Skills

Team communication and listening skills
Collaborative problem-solving strategies
Including all team members in activities
Adapting to physical constraints and challenges

Next Steps

Leadership roles in team activities
Complex multi-step problem solving
Evaluating team performance and improvement

Milestone Indicators

Students naturally include quieter team members

Teams discuss strategies before attempting challenges

Students adapt their approach when initial attempts fail

Key Teaching Points

Emphasise that teamwork means using everyone's ideas and abilities, not just the loudest voices
Model positive responses to setbacks - 'What can we learn?' rather than blame
Highlight specific examples of good teamwork during activities for others to learn from
Connect physical teamwork skills to broader life applications in other subjects and situations
Celebrate effort and improvement rather than just successful completion of challenges
Encourage teams to adapt strategies based on their members' strengths and needs
Build complexity gradually so all students experience success before facing harder challenges

Common Misconceptions

Misconception: Teamwork means everyone doing the same thing. Correction: Good teams use different people's strengths
Misconception: Faster teams are better teams. Correction: Effective teams work at a pace that includes everyone
Misconception: Team problems are caused by weak individuals. Correction: Team success depends on supporting all members
Misconception: Planning takes too much time away from doing. Correction: Good planning makes action more effective
Misconception: Teams should have one leader giving orders. Correction: Best teams share leadership and listen to all ideas
Misconception: Failing means your team isn't good enough. Correction: Learning from setbacks makes teams stronger

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, specific roles within teams, movement breaks between planning phases, immediate positive feedback

dyspraxia

Extra practice time for coordination activities, simplified versions of complex movements, clear step-by-step instructions, patient encouragement for motor skills

autism spectrum

Clear structure with predictable progression, visual schedule of activities displayed, quiet break space available, advance notice of rule changes

visual impairment

Use brightly coloured equipment, verbal descriptions of spatial setup, buddy system for navigation, tactile markers for boundaries

hearing impairment

Visual demonstrations of all activities, clear written instructions on display, hand signals for communication, ensure visual contact when speaking

physical disability

Adapt grip requirements for balls, allow seated participation in hoop transport, modify team sizes to accommodate needs, provide alternative roles

Cross-Curricular Links

English

Clear communication skills, listening and responding, expressing ideas to groups

Maths

Counting balls, measuring distances, calculating time taken, working with constraints and variables

Science

Forces needed for coordination, friction in movement, teamwork in scientific investigations

Geography

Spatial awareness, mapping routes between hoops, understanding boundaries and territories

PSHE

Cooperation, resilience, leadership, inclusion, managing emotions, celebrating differences

Teacher Guidance

Positioning

Central position with view of all teams, move between groups during planning phases to listen and support

Observation Focus

Watch for natural leadership, inclusive behaviour, creative problem-solving, and resilience during setbacks

Intervention Points

Step in if teams become exclusive, if safety rules are broken, or if frustration levels rise significantly

Demonstration Notes

Model inclusive teamwork yourself, demonstrate problem-solving processes aloud, show positive responses to setbacks

Verbal Cues

•'All voices heard in your team?'
•'What's your team's strategy?'
•'How can you support your teammate?'
•'What will you adjust after that attempt?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor space minimum 20m x 30m with clear boundaries

Surface Check

Dry, even surface free from obstacles and trip hazards, adequate space between teams

Equipment Safety

Safety Checks

•Check hoops for cracks or sharp edges
•Ensure tennis balls are in good condition without splits
•Team bands securely fastened and visible
•Cones placed for visibility not as trip hazards

Risk Management

Key Risks

•Collisions between teams during activities
•Strain from unusual body positions in hoop transport
•Frustration leading to unsafe behaviour
•Slips from tennis balls on floor

Risk Mitigation

•Clear team boundaries and adequate spacing maintained
•Progressive challenge structure builds confidence
•Emphasis on team support reduces individual pressure
•Regular equipment checks and clear safety instructions

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all teams simultaneously
•Monitor for signs of frustration or overexertion
•Watch for unsafe risk-taking in competitive moments
•Ensure inclusive participation throughout

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, restart only when safe