Lesson 3 - Trust, Teamwork and Communication
Team Skills Challenges
•Year 3
•Outdoor Adventurous Activities
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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
Check all blindfolds are clean and block vision completely
Alternative: Eye masks, scarves, or fabric strips that can be tied securely
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
Mix colours together in centre area for 'Find My Team' activity
Alternative: Coloured bean bags, cards, or small objects
Clear 7m x 7m area marked for safe movement space
Alternative: Chalk lines, tape, or rope to mark 7m x 7m square
Key Vocabulary
Sharing information clearly through speaking, listening, and signals
Having confidence that your partner will keep you safe and help you succeed
A plan or method for achieving a goal successfully
Ways to communicate without speaking, using sounds, claps, or gestures
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
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