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Lesson 1 - Collaborative Problem Solving

Navigation & Collaboration

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Year 4

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Outdoor Adventurous Activities

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45 min

Big Question

How can we work together effectively to overcome physical challenges?

Learning Objectives

Perform collaborative tasks as part of a group to complete problem-solving challenges
Suggest creative ways to solve physical problems using available resources
Support and encourage others to participate actively in team tasks

Key Outcomes

Students will successfully complete group challenges requiring cooperation
Students will demonstrate effective communication and problem-solving skills
Students will show leadership and support for team members

Equipment & Resources Required

Balloons

7 (plus spares)

One balloon per team of 6 students, extras for replacements

Alternative: Light foam balls, beach balls

Cones

Mark team areas and start/finish lines for challenges

Alternative: Bean bags, markers

Benches

2-3

Create obstacles for extension activities

Alternative: Gym mats, low obstacles

PE Equipment

Various

Additional challenges for carrying during activities

Alternative: Tennis balls, quoits, bean bags

Stopwatch

Time planning periods and activity durations

Alternative: Smartphone timer, wall clock

Key Vocabulary

Collaboration

Working together as a team to achieve a common goal

Problem-solving

Finding solutions to challenges using thinking and planning

Strategy

A plan of action designed to achieve a particular goal

Adaptation

Changing your approach when the first attempt doesn't work

Support

Helping team members through encouragement and assistance

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of teamwork and cooperation
Simple problem-solving in pairs
Following safety rules in PE activities

Current Skills

Collaborative problem-solving in groups
Creative thinking under physical constraints
Supporting and encouraging team members

Next Steps

More complex multi-stage problem-solving challenges
Leadership roles in outdoor activities
Navigation and orienteering skills

Milestone Indicators

Students suggest multiple solutions before starting

Groups communicate effectively during challenges

Teams adapt strategies when initial attempts fail

Key Teaching Points

Planning before action leads to more successful outcomes in problem-solving
Every team member has valuable contributions to make regardless of physical ability
Adaptation and trying again is part of successful problem-solving, not failure
Effective communication includes both speaking ideas and listening to others
Supporting other teams creates a positive learning environment for everyone
Physical challenges require cooperation and coordination, not individual strength
Different teams may find different solutions to the same problem - celebrate variety

Common Misconceptions

Misconception: 'The fastest team wins' - Correction: Success is measured by cooperation and problem-solving, not speed
Misconception: 'If someone can't do it, the team fails' - Correction: Good teams adapt to include everyone's abilities
Misconception: 'There's only one right way to solve the challenge' - Correction: Multiple creative solutions are possible and valuable
Misconception: 'Planning wastes time that could be spent doing' - Correction: Planning time leads to more efficient and successful action
Misconception: 'Stronger students should lead physical activities' - Correction: Different students may excel at different aspects of problem-solving

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, use positive reinforcement frequently

dyspraxia

Allow extra planning time, provide simplified movement patterns, offer peer support during complex coordination tasks

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet planning space available if needed

visual impairment

Use bright coloured equipment, provide clear verbal descriptions of boundaries and objectives, assign sighted partner for guidance

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication

physical disability

Modify body part requirements to match individual abilities, provide seated versions of challenges, use alternative equipment if needed

Cross-Curricular Links

English

Communication skills, articulating strategies, listening to others' ideas, presenting solutions to class

Maths

Counting body parts, calculating team scores, measuring distances, timing planning periods

Science

Forces and balance during physical challenges, gravity effects on movement, simple machines principles in problem-solving

Geography

Spatial awareness, navigation concepts, understanding of direction and position

PSHE

Teamwork and cooperation, resilience when facing challenges, leadership skills, respecting different abilities

Teacher Guidance

Positioning

Move constantly between teams to observe problem-solving processes and provide support

Observation Focus

Watch for effective team communication, safe physical movement, and inclusive behaviour

Intervention Points

Step in when teams struggle with inclusion, safety is compromised, or frustration levels rise

Demonstration Notes

Model positive team language, show safe movement techniques, demonstrate problem-solving thinking aloud

Verbal Cues

•'Remember to include everyone in your planning!'
•'What would happen if we tried a different approach?'
•'I can see your team is really listening to each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 15m x 10m or outdoor grass area of similar size

Surface Check

Ensure floor is clean and dry, outdoor area free from hazards and obstacles

Equipment Safety

Safety Checks

•Check balloons for potential allergens - have alternatives ready
•Ensure benches and obstacles are stable and secure
•Small equipment stored safely when not in use

Risk Management

Key Risks

•Students placing too much weight on hands/wrists during floor contact
•Collisions between team members during movement challenges
•Balloon allergies or latex sensitivity
•Slips and falls during ground-based movements

Risk Mitigation

•Teach safe body positioning for floor contact activities
•Ensure adequate space between teams during all activities
•Have alternative activities ready for students with balloon allergies
•Progress gradually from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams during floor-based activities
•Monitor for signs of fatigue or strain during challenges
•Watch for appropriate inclusion of all team members

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, apply appropriate first aid, have alternative activities for affected student if needed