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Lesson 4 - Teamwork and Problem Solving

Trust in Navigation

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

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

Small Foam Balls

2-3

Have extras ready in case balls go out of bounds

Alternative: Bean bags, foam balls, tennis balls

Coloured Bibs

10-12

Keep bibs accessible at the side of the playing area

Alternative: Different coloured pinnies or arm bands

Gym Mats

6-9 (3 per group)

Ensure mats are lightweight enough for students to move safely

Alternative: Carpet squares, large hoops, or marked areas

Mats

30-40

Various sizes if available to increase challenge levels

Alternative: Cones, markers, or chalk circles

Rope

3.5 pieces (2-3 metres each)

Ensure rope is visible and safe for students to handle

Alternative: Long jump ropes, masking tape for indoor use

Cones

8-10

Mark start and finish lines clearly

Alternative: Chalk lines, masking tape

Key Vocabulary

Cooperation

Working together effectively to achieve a common goal

Strategy

A plan of action designed to achieve a particular goal

Communication

Sharing ideas, listening to others, and giving clear instructions

Problem-solving

Finding solutions to challenges using thinking and teamwork

Reflection

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

Actively contributes ideas to group discussions

Shows patience when team faces difficulties

Celebrates team successes rather than individual achievements

Offers specific suggestions for improvement

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.