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Lesson 3 - Trust, Teamwork and Communication

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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56 min

Big Question

How can we work together effectively to solve challenges when we can't always see or hear everything?

Learning Objectives

To develop trust and team work through cooperative challenges
To follow and give clear, descriptive instructions to teammates
To plan and apply strategies to solve problems as a team

Key Outcomes

Students will demonstrate effective communication skills with partners and small groups
Students will show trust and support when working with blindfolded teammates
Students will reflect on successful strategies and adapt their approach to challenges

Equipment & Resources Required

Blindfolds

6-8

Check all blindfolds are clean and block vision completely

Alternative: Eye masks, scarves, or fabric strips that can be tied securely

Cones

Mix colours if available - half facing up, half facing down for dishes and domes

Alternative: Plastic cups, bean bags, or small objects that can be flipped

Team bibs

30 (6 of each colour for 5 teams)

Mix colours together in centre area for 'Find My Team' activity

Alternative: Coloured bean bags, cards, or small objects

Sun Markers

8-12

Clear 7m x 7m area marked for safe movement space

Alternative: Chalk lines, tape, or rope to mark 7m x 7m square

Key Vocabulary

Communication

Sharing information clearly through speaking, listening, and signals

Trust

Having confidence that your partner will keep you safe and help you succeed

Strategy

A plan or method for achieving a goal successfully

Non-verbal signals

Ways to communicate without speaking, using sounds, claps, or gestures

Cooperation

Working together towards a shared goal, helping each other succeed

Skill Progression Pathway

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

Prior Learning

Basic listening and following simple instructions
Working with a partner in structured activities
Understanding the concept of taking turns

Current Skills

Clear verbal communication in challenging situations
Trust-building through blindfolded activities
Non-verbal communication using signals and sounds
Strategic thinking and problem-solving as a team

Next Steps

Leading larger groups through complex challenges
Adapting communication for different environments
Creating and teaching strategies to other teams
Independent problem-solving in unfamiliar situations

Milestone Indicators

Gives instructions that can be followed accurately

Shows patience and support when partner makes mistakes

Suggests practical solutions to overcome obstacles

Reflects thoughtfully on what worked and what didn't

Key Teaching Points

Communication must be clear, specific and descriptive rather than vague
Trust develops through patient, supportive interactions with teammates
Non-verbal signals need to be planned, practiced and agreed upon by the team
Reflection and adaptation improve problem-solving effectiveness
Teamwork requires listening to all members and including everyone's ideas
Safety awareness is essential during blindfolded and trust activities
Strategic thinking helps teams work more effectively than just trying harder

Common Misconceptions

Louder instructions are clearer instructions - emphasise speaking slowly and descriptively instead
Faster movement equals better performance - focus on controlled, safe movement for success
Only team leaders should give instructions - encourage all team members to contribute ideas
Mistakes mean failure - frame errors as learning opportunities to improve communication
Complex signals are better - simple, clear signals are more effective under pressure

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles for engagement

dyspraxia

Give extra time for coordination activities, provide larger equipment for easier handling, offer demonstration and practice opportunities

autism spectrum

Provide clear activity structure and transitions, offer quiet break spaces if overwhelmed, use visual schedules for activity sequence

visual impairment

Use high contrast coloured bands, provide detailed verbal descriptions of activity areas, assign sighted buddy for additional support

hearing impairment

Use visual signals and gestures alongside verbal instructions, ensure clear sight lines for lip reading, provide written instruction cards

physical disability

Adapt movement requirements (sitting/wheelchair versions), modify equipment for easier handling, adjust activity boundaries for accessibility

Cross-Curricular Links

English

Speaking and listening skills, following and giving instructions, collaborative discussion and problem-solving

Maths

Spatial awareness and directional language, timing and measurement during activities, counting and strategic thinking

Science

Understanding of sensory systems and how we use different senses for communication, forces and movement

PSHE

Building trust and relationships, cooperation and teamwork, managing emotions during challenges, empathy and support for others

Teacher Guidance

Positioning

Move around perimeter to observe all teams, position near centre area during blindfolded activities for safety oversight

Observation Focus

Watch for clear communication, supportive teamwork, safe movement patterns, and inclusive participation

Intervention Points

Step in if students become distressed, communication breaks down completely, or safety rules are ignored

Demonstration Notes

Always demonstrate communication techniques with volunteer students, show both effective and ineffective examples for comparison, model patience and encouragement

Verbal Cues

•'Remember to speak clearly and slowly'
•'Check they understand before they move'
•'Support your teammate with encouraging words'
•'Safety first - controlled movements only'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area, additional 7m x 7m marked square for team activities

Surface Check

Dry, even surface suitable for hands and knees movement, free from debris or sharp objects

Equipment Safety

Safety Checks

•Blindfolds clean and properly fitted to prevent slipping
•Cones stable and free from cracks or sharp edges
•Team bands/objects large enough to prevent choking hazards
•Boundary markers clearly visible and securely placed

Risk Management

Key Risks

•Collisions during blindfolded movement
•Falls when moving on hands and knees
•Disorientation or anxiety when blindfolded
•Overexcitement leading to unsafe movement

Risk Mitigation

•Clear boundaries established and maintained
•Hands and knees movement only in centre area
•Adequate spacing between teams during activities
•Constant supervision of blindfolded students
•Regular safety reminders about controlled movement

Supervision & Emergency Procedures

Supervision Points

•Position to observe all blindfolded students simultaneously
•Monitor communication between team members
•Watch for signs of distress or disorientation
•Ensure boundary rules are followed consistently

Emergency Procedures

Stop activity immediately if student becomes distressed, remove blindfold, provide reassurance and support, assess for any injuries