Lesson 4 - Teamwork and Problem Solving
Trust in Navigation
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we achieve more by working together than we can alone?
Learning Objectives
- To respond effectively to problems in a group situation through cooperation and communication
- To identify what worked well and what needs improvement when working as a team
- To play competitively and fairly while supporting teammates
Key Outcomes
- Students will demonstrate effective teamwork and problem-solving skills
- Students will reflect on their performance and identify areas for improvement
- Students will show fair play and mutual support during competitive activities
Equipment & Resources Required
Have extras ready in case balls go out of bounds
Alternative: Bean bags, foam balls, tennis balls
Keep bibs accessible at the side of the playing area
Alternative: Different coloured pinnies or arm bands
Ensure mats are lightweight enough for students to move safely
Alternative: Carpet squares, large hoops, or marked areas
Various sizes if available to increase challenge levels
Alternative: Cones, markers, or chalk circles
Ensure rope is visible and safe for students to handle
Alternative: Long jump ropes, masking tape for indoor use
Mark start and finish lines clearly
Alternative: Chalk lines, masking tape
Key Vocabulary
Working together effectively to achieve a common goal
A plan of action designed to achieve a particular goal
Sharing ideas, listening to others, and giving clear instructions
Finding solutions to challenges using thinking and teamwork
Thinking about what happened and how we can improve
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following rules and instructions
- Experience of working with a partner
- Simple problem-solving in familiar contexts
Current Skills
- Effective communication in larger groups
- Collaborative problem-solving under pressure
- Reflection and evaluation of team performance
- Supporting others to achieve common goals
Next Steps
- Leading teams in complex problem-solving scenarios
- Developing strategies for different types of challenges
- Mentoring others in teamwork skills
Milestone Indicators
Key Teaching Points
- Every team member must contribute for the group to succeed - emphasise that cooperation means everyone is needed
- Problems often have multiple solutions - encourage teams to try different approaches and adapt when needed
- Communication is the foundation of cooperation - model and teach active listening and clear instruction-giving
- Trust between team members develops gradually - start with easier challenges and build to more complex cooperation requirements
- Celebrating team success is more important than individual achievement - focus praise on group efforts and mutual support
- Reflection helps teams improve - teach students to identify what worked well and what they could do differently next time
- Resilience and patience are essential cooperation skills - help students understand that frustration is normal but working through difficulties together leads to success
Common Misconceptions
- Misconception: 'The strongest/fastest person should lead the team' - Correction: 'Every team member has valuable ideas and abilities that contribute to success'
- Misconception: 'If one person makes a mistake, they've let the team down' - Correction: 'Mistakes are learning opportunities, and good teams support each other through difficulties'
- Misconception: 'Cooperation means doing what the loudest person says' - Correction: 'True cooperation involves listening to everyone's ideas and finding solutions that work for the whole team'
- Misconception: 'Some people are just better at teamwork' - Correction: 'Cooperation skills can be learned and improved with practice and reflection'
- Misconception: 'If we finish first, we're the best team' - Correction: 'Success is measured by how well teams work together and help each other, not speed of completion'
SEN Adaptations
ADHD
- Short, focused activity segments, clear boundaries and expectations, regular movement breaks, positive reinforcement for cooperation
dyspraxia
- Extra time for processing instructions, simplified movements, buddy support for navigation, alternative ways to contribute to team success
autism spectrum
- Clear visual schedule of activities, designated quiet space available if needed, consistent routines, advance warning of transitions
visual impairment
- Use bright coloured equipment, provide verbal descriptions of spatial layout, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Visual demonstrations of all instructions, hand signals for communication, written instruction cards, ensure student can see teacher clearly
physical disability
- Modify challenges to suit individual needs, provide alternative roles in team activities, adapt equipment height/size, wheelchair accessible versions
Cross-Curricular Links
English
Communication and listening skills, vocabulary development (cooperation, strategy, reflection), giving clear instructions
Maths
Problem-solving strategies, spatial awareness in positioning, measuring distances for challenges, counting team members and equipment
Science
Forces and motion when moving equipment, physics of balance in All Aboard activity, human body systems working together
Geography
Spatial awareness, navigation through obstacles, mapping routes across shark-infested waters
PSHE
Teamwork and cooperation, building trust and friendships, communication skills, resilience and perseverance
Teacher Guidance
Positioning
Move between groups during challenges to monitor progress and safety. Stand where you can see all groups during activities.
Observation Focus
Watch for effective cooperation strategies, inclusive behaviours, and safe equipment handling. Monitor group dynamics for any students being excluded.
Intervention Points
Step in if groups become frustrated and start blaming individuals. Intervene if safety issues arise. Support groups that are struggling with cooperation.
Demonstration Notes
Model positive cooperation behaviours. Show physical techniques for safe equipment handling. Demonstrate appropriate physical support in trust activities.
Verbal Cues
- •'What ideas does your team have?'
- •'How can you help each other succeed?'
- •'What strategy is working best?'
- •'Remember, everyone needs to be successful!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 15m, clear of obstacles
Surface Check
Dry, even surface free from hazards. Check for any slippery areas if using floor spots
Equipment Safety
Safety Checks
- •Ensure gym mats are lightweight enough for students to move safely
- •Check soft balls are appropriate softness and size
- •Verify rope/string has no sharp or rough edges
- •Confirm floor spots are not slippery and lie flat
Risk Management
Key Risks
- •Physical contact during All Aboard activity
- •Lifting and moving gym mats
- •Collision between groups during activities
- •Falls when balancing on equipment
Risk Mitigation
- •Clear boundaries established between groups
- •Appropriate supervision of physical contact
- •Progressive difficulty levels to build confidence
- •Clear instructions about safe equipment handling
- •Monitor for students who may be uncomfortable with physical contact
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during challenges
- •Monitor physical contact levels in All Aboard activity
- •Watch for unsafe equipment moving techniques
- •Be ready to intervene if group dynamics become negative
Emergency Procedures
Stop activity immediately if unsafe behaviour occurs. Assess injury and provide appropriate first aid/support. Have clear evacuation routes established.