Lesson 5 - Communication and Challenge
Trust in Navigation
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we work together to overcome challenges using clear communication?
Learning Objectives
- Identify what they need to do to complete a challenge
- Participate safely, considering others
- Confidently work closely with others
Key Outcomes
- Students will demonstrate problem-solving skills in team challenges
- Students will show safe participation and consideration for others
- Students will communicate effectively to achieve team goals
Equipment & Resources Required
Distribute around activity areas for quick access
Alternative: Footballs, playground balls, or bean bags
Keep spare hoops ready for extensions
Alternative: Rope circles or large elastic bands
Mark activity boundaries and team areas
Alternative: Markers, spots, or rope
For timing competitive elements
Alternative: Phone timer or classroom clock
Key Vocabulary
A task or activity that requires effort and teamwork to complete
Sharing information clearly with your team to help achieve goals
The shape or pattern a team makes when standing together
A plan or method for completing a challenge successfully
Working together as a team to achieve a common goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic following of simple instructions
- Understanding of personal space
- Experience working in pairs
Current Skills
- Team communication strategies
- Problem-solving in group challenges
- Trust and cooperation skills
Next Steps
- Leading team activities independently
- Creating own challenge variations
- Teaching communication skills to others
Milestone Indicators
Key Teaching Points
- Communication is the foundation of effective teamwork
- Safety and cooperation must always come before speed or competition
- Every team member has a valuable contribution to make
- Problem-solving requires patience, creativity, and working together
- Trust and support help teams achieve more than individuals can alone
- Listening to others is just as important as sharing your own ideas
- Challenges become easier when everyone supports each other
Common Misconceptions
- That faster movement always leads to better team performance - emphasise control and coordination
- That only the loudest person should lead - teach that good leaders listen and include everyone
- That physical strength is most important - highlight communication and strategy skills
- That mistakes mean failure - frame errors as learning opportunities for the whole team
- That competition means not helping others - promote good sportsmanship and mutual support
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, regular movement breaks, provide fidget tools if helpful
dyspraxia
- Simplified movements initially, extra practice time, visual and verbal cues combined, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, use visual schedules for activity sequence, offer quiet zones if overwhelmed, prepare for sensory needs
visual impairment
- Use bright coloured equipment, provide verbal descriptions of all activities, assign sighted partners for support, use tactile markers for boundaries
hearing impairment
- Use visual demonstrations and hand signals, written instructions on boards, ensure face-to-face communication, assign supportive partners
physical disability
- Adapt formations for wheelchair users, modify hand-holding to appropriate contact, adjust movement requirements, ensure accessible equipment
Cross-Curricular Links
English
Speaking and listening skills, following and giving instructions, collaborative discussion, vocabulary development around teamwork
Maths
Spatial awareness and positioning, counting team members, timing and sequencing activities, problem-solving strategies
Science
Understanding of forces in movement, balance and coordination, body systems working together
PSHE
Working collaboratively, building relationships, managing feelings, recognising achievements, developing confidence and responsibility
Teacher Guidance
Positioning
Move around the outside of activities to maintain visual contact with all students, position centrally during whole-class discussions
Observation Focus
Watch for effective communication, safe movement in formations, inclusive participation, and problem-solving strategies
Intervention Points
Step in if students become unsafe, if exclusion occurs, if communication breaks down, or if frustration levels rise
Demonstration Notes
Use clear, exaggerated movements for formations, involve students in demonstrations, model positive communication throughout
Verbal Cues
- •'Talk to your team!'
- •'Safety first, teamwork second!'
- •'Think before you move!'
- •'How can you help your teammates?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 15m, clear of obstacles
Surface Check
Non-slip surface, check for wet areas if outdoors, ensure no trip hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated and in good condition
- •Ensure hoops have no cracks or sharp edges
- •Cones positioned safely away from activity areas
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls when moving in connected formations
- •Over-excitement leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between teams and individuals
- •Progressive skill building from simple to complex
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor hand-holding techniques for comfort
- •Watch for inclusive participation and potential conflicts
Emergency Procedures
Clear stop signal established, first aid knowledge for minor bumps, emergency contact procedures