Lesson 6 - Trust and Leadership
Trust in Navigation
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we learn to trust others and take responsibility for leading safely?
Learning Objectives
- To lead and be led by others safely
- To take part in trust-based activities with confidence
- To understand the importance of communication in teamwork
Key Outcomes
- Students will demonstrate leadership skills in guiding others
- Students will show trust by following instructions from peers
- Students will communicate clearly using verbal and non-verbal cues
Equipment & Resources Required
Ensure all blindfolds are clean and comfortable
Alternative: Clean tea towels, bandanas, or students close eyes
Position at knee height maximum for safety
Alternative: Painted lines on floor, rope lines
Create stepping stone patterns
Alternative: Small mats, chalk marks, tape markers
Maximum 30cm height for safety
Alternative: Cones with pool noodles, skipping ropes on floor
Place beside all climbing obstacles for safety
Alternative: Carpet tiles, foam mats
Create clear station boundaries around the space
Alternative: Markers, signs, coloured bibs
Different sounds for each group to avoid confusion
Alternative: Wooden clappers, bells, shakers
Key Vocabulary
Believing that someone will keep you safe and help you succeed
Taking responsibility for guiding and helping others
Spoken instructions that help guide movement and actions
Communicating without speaking using sounds, gestures, or signals
A series of physical challenges arranged in sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement skills
- Understanding of following simple instructions
- Experience working in pairs and small groups
Current Skills
- Leadership and following skills
- Trust-building through guided movement
- Non-verbal communication techniques
- Problem-solving in challenging situations
Next Steps
- Leading larger groups in outdoor activities
- Complex problem-solving challenges
- Advanced communication in challenging environments
Milestone Indicators
Key Teaching Points
- Safety is always the absolute priority when students cannot see
- Trust must be built gradually through positive experiences
- Clear communication is essential - encourage specific, descriptive language
- Both leading and following are important life skills
- Celebrate effort and progress, not just success
- Model responsibility and encourage students to look after each other
- Allow students to opt out of blindfold activities if genuinely distressed
Common Misconceptions
- Students may think leadership means being bossy rather than helpful and supportive
- Some may believe they cannot do activities when they cannot see, rather than trusting their other senses
- Students might rush through activities rather than understanding the importance of patience and clear communication
- Some may think trust activities are scary rather than opportunities to develop confidence
- Students may not realise that good leaders adapt their style to help different people succeed
SEN Adaptations
ADHD
- Use clear, short instructions repeated regularly, provide movement breaks, emphasise positive partnership roles
dyspraxia
- Allow extra practice time with coordination challenges, provide simplified obstacle courses, offer additional support with spatial awareness
autism spectrum
- Provide clear routine and structure, allow practice time with blindfolds before activity, create quiet zone for breaks if needed
visual impairment
- Students already experienced with spatial navigation can support others, use high-contrast markers for courses, provide detailed verbal descriptions of all equipment
hearing impairment
- Use visual signals and gestures in addition to sound makers, provide written instructions, ensure face-to-face communication when speaking
physical disability
- Adapt to wheelchair movement or seated positions, modify obstacle courses for accessibility, allow alternative movement patterns
Cross-Curricular Links
English
Speaking and listening skills through clear verbal communication, following and giving precise instructions, collaborative discussion
Maths
Spatial awareness and direction, understanding distance and measurement through movement, sequencing and following step-by-step instructions
Science
Understanding senses and how we rely on different senses when others are removed, exploring how sound travels and carries information
PSHE
Building positive relationships, developing trust and responsibility, understanding emotions and managing feelings in challenging situations
Teacher Guidance
Positioning
Move constantly around the space to supervise all groups, maintaining clear sight lines to blindfolded students at all times
Observation Focus
Watch for quality of communication, signs of growing trust and confidence, safety awareness, and positive partnership dynamics
Intervention Points
Step in if any student shows distress with blindfolds, if safety rules are not being followed, or if communication is not effective
Demonstration Notes
Model excellent guiding techniques yourself. Show the difference between helpful and unhelpful instructions. Demonstrate how to be a responsible partner.
Verbal Cues
- •'Remember to use your clear guiding words'
- •'Take your time, safety first'
- •'Trust your partner, they're keeping you safe'
- •'Excellent communication, I can see your partner feels confident'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space or outdoor area, clear of all obstacles and hazards
Surface Check
Non-slip surface essential, check for wet areas or loose equipment before blindfold activities
Equipment Safety
Safety Checks
- •All blindfolds clean and hygienic
- •Obstacle course equipment stable and no higher than knee height
- •Safety mats positioned beside all climbing obstacles
- •Sound-making equipment appropriate volume to avoid hearing damage
Risk Management
Key Risks
- •Falls while blindfolded
- •Collisions between students
- •Anxiety or panic when unable to see
- •Unsafe movement during crawling activities
Risk Mitigation
- •Thorough safety briefing before any blindfold use
- •Constant supervision of all blindfolded students
- •Clear boundaries established for all activities
- •Partners trained in responsibility for safety
- •Right to stop and remove blindfold at any time
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines to all activities
- •Move around space to monitor different groups
- •Watch particularly for signs of distress or unsafe movement
- •Be ready to intervene immediately if needed
Emergency Procedures
Stop all activity immediately if any safety concern arises. First aid trained staff available. Clear evacuation route maintained.