Lesson 2 - Group Problem Solving
Map Skills & Team Solutions
•Year 4
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together to solve challenging problems under pressure?
Learning Objectives
- To work collaboratively in small groups to solve physical challenges
- To develop problem-solving skills through creative thinking
- To compete effectively whilst maintaining teamwork and communication
Key Outcomes
- Students will demonstrate effective teamwork in problem-solving activities
- Students will show creative thinking when facing physical challenges
- Students will communicate clearly and negotiate solutions within their group
Equipment & Resources Required
One mat per group at starting line, others available at side
Alternative: Large PE mats, crash mats
Alternative equipment for progression activities
Alternative: Rope circles, chalk circles
For creating stepping stones and boundaries
Alternative: Bean bags, small mats
To mark starting/finishing lines and 'pot of gold'
Alternative: Skittles, markers
For warm-up activity and 'treasure'
Alternative: Bean bags, soft toys
Laminated cards spread at opposite end of hall
Alternative: Picture matching cards, symbol cards
Key Vocabulary
A plan of action designed to achieve a goal
To discuss and reach agreement with others
To keep trying even when something is difficult
To work together towards a common goal
To change your approach when circumstances change
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic cooperation and turn-taking
- Following simple rules and instructions
- Working in pairs effectively
Current Skills
- Small group collaboration and communication
- Problem-solving under time pressure
- Strategic thinking and planning
Next Steps
- Leading larger group challenges
- Complex multi-stage problem solving
- Competitive team strategy development
Milestone Indicators
Key Teaching Points
- Emphasise process over outcome - celebrate good thinking and teamwork regardless of completion
- Use questioning to guide learning rather than providing direct solutions
- Maintain safety focus even when competitive pressure increases
- Recognise different types of contributions - planning, encouraging, physical skills, leadership
- Connect problem-solving strategies to real-life situations and other subjects
- Model positive communication and resilience when facing setbacks
- Balance individual recognition with team achievements
Common Misconceptions
- Thinking that fastest solution is always the best solution
- Believing that competition means abandoning teamwork and communication
- Assuming that one person should lead and others should just follow
- Thinking that failing at first attempt means you can't succeed
- Believing that physical ability is more important than strategic thinking
- Assuming that there is only one correct way to solve each challenge
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear role definitions within teams, immediate feedback and recognition, fidget tools available during planning
dyspraxia
- Extra time for physical movements, simplified equipment choices, buddy support for coordination, focus on planning role rather than physical execution
autism spectrum
- Clear visual schedule of activities, quiet planning areas available, predictable team compositions, advance warning of competitive elements
visual impairment
- Use brightly coloured equipment, verbal descriptions of spatial layout, buddy system for navigation, tactile boundaries for river area
hearing impairment
- Visual demonstrations of all activities, hand signals for instructions, written rule cards available, ensure student can see teacher clearly
physical disability
- Adapted crossing methods (wheelchair accessible routes), modified equipment sizes, alternative roles within teams, flexible participation levels
Cross-Curricular Links
English
Discussion and debate, persuasive language, listening skills, giving clear instructions
Maths
Spatial reasoning, measuring distances, calculating optimal routes, angles and direction
Science
Forces and motion, friction and grip, centre of gravity and balance
Geography
Map reading skills, navigation, understanding scale and distance
PSHE
Teamwork, communication, resilience, leadership, managing competition and emotions
Teacher Guidance
Positioning
Move between groups during planning, central position during demonstrations, mobile during activities for maximum observation
Observation Focus
Look for: strategic thinking evidence, inclusive communication, creative problem-solving, persistence during setbacks, adaptation under pressure
Intervention Points
Step in if: safety rules are ignored, teams become stuck without productive discussion, negative dynamics develop, students become frustrated or upset
Demonstration Notes
Demonstrate: Always model positive communication, show problem-solving thinking out loud, emphasise safety in all physical demonstrations, use students as positive examples when appropriate
Verbal Cues
- •'What might happen if you tried...?'
- •'How is your team working together?'
- •'What could you do differently?'
- •'Remember to listen to all ideas'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or large indoor space, minimum 20m x 15m clear area
Surface Check
Clean, dry, non-slip surface free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Check mats for tears or damage before use
- •Ensure hoops and spots are not slippery
- •Verify all markers and cones are stable
- •Check balls are properly inflated and not cracked
Risk Management
Key Risks
- •Falls when moving between equipment
- •Collisions during competitive race phase
- •Unsafe mat handling and placement
- •Overexcitement leading to risky behaviour
Risk Mitigation
- •Clear rules about mat handling and movement
- •Adequate spacing between team areas
- •Consistent enforcement of safety rules
- •Teacher positioning for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all teams simultaneously during activities
- •Move between groups during planning phases
- •Focus on competitive race section for increased risks
- •Monitor emotional responses and team dynamics
Emergency Procedures
Stop activity immediately if injury occurs, assess student, apply first aid if qualified, contact emergency services if serious, inform senior staff and parents as required