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Lesson 6 - Trust and Leadership

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 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

Blindfolds

15 (half class)

Ensure all blindfolds are clean and comfortable

Alternative: Clean tea towels, bandanas, or students close eyes

Benches

4-5

Position at knee height maximum for safety

Alternative: Painted lines on floor, rope lines

Mats

20-30

Create stepping stone patterns

Alternative: Small mats, chalk marks, tape markers

Low Hurdles

8-10

Maximum 30cm height for safety

Alternative: Cones with pool noodles, skipping ropes on floor

Gym Mats

Place beside all climbing obstacles for safety

Alternative: Carpet tiles, foam mats

Cones

15-20

Create clear station boundaries around the space

Alternative: Markers, signs, coloured bibs

Whistles

4 (one per group)

Different sounds for each group to avoid confusion

Alternative: Wooden clappers, bells, shakers

Key Vocabulary

Trust

Believing that someone will keep you safe and help you succeed

Leadership

Taking responsibility for guiding and helping others

Verbal cues

Spoken instructions that help guide movement and actions

Non-verbal communication

Communicating without speaking using sounds, gestures, or signals

Obstacle course

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

Students volunteer to lead activities

Confident movement when blindfolded

Clear, helpful verbal instructions given

Positive team dynamics observed

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.