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Lesson 2 - Partner Communication and Trust

Trust & Teamwork Challenges

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Year 4

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Outdoor Adventurous Activities

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1h 11min

Big Question

How can we use clear communication to help our partner succeed in challenging situations?

Learning Objectives

To work effectively with a partner using clear communication
To develop trust and cooperation through physical challenges
To give and follow precise instructions in movement activities

Key Outcomes

Students will demonstrate effective partner communication during physical challenges
Students will show trust and responsibility when guiding a blindfolded partner
Students will reflect on successful communication strategies and teamwork

Equipment & Resources Required

Benches

Position as obstacles in course, ensure stable and safe

Alternative: Gym mats, low tables, or sturdy boxes

Blindfolds

15 (half the class)

Clean and ready for distribution, check for comfort

Alternative: Sleep masks, bandanas, or PE blindfolds

Cones

Various colours for course markers and boundaries

Alternative: Markers, spots, or bean bags as markers

Hoops

Mix of sizes for course obstacles and targets

Alternative: Chalk circles, rope circles, or marked areas

Hurdles

Set at ankle height for safety, adjustable if needed

Alternative: Cones with ropes, benches, or marked lines to step over

Key Vocabulary

Communication

Sharing information clearly through speaking and listening

Trust

Believing that your partner will keep you safe and help you succeed

Instructions

Clear directions that tell someone exactly what to do

Guidance

Helping someone by giving them directions and support

Cooperation

Working together towards the same goal

Reflection

Thinking about what went well and what could be improved

Skill Progression Pathway

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

Prior Learning

Basic listening skills in PE contexts
Understanding of simple movement vocabulary
Experience working in pairs for short activities
Basic safety awareness in movement

Current Skills

Clear verbal communication during physical activities
Trust-building through guided movement challenges
Following multi-step instructions accurately
Problem-solving collaboratively with a partner

Next Steps

Leading small groups through complex challenges
Using communication skills in competitive team activities
Developing advanced trust exercises and problem-solving
Mentoring younger students in communication skills

Milestone Indicators

Can give instructions that result in successful partner completion

Shows confidence when being guided by partner

Uses specific vocabulary to describe movements and directions

Demonstrates patience and encouragement with partner

Key Teaching Points

Trust is built through consistent, safe actions and clear communication
Specific instructions work better than general directions
Both partners are responsible for successful teamwork
Communication includes tone of voice, not just words
Problem-solving together is more effective than individual efforts
Safety and comfort are always more important than speed or success
Good partners encourage and support each other through challenges

Common Misconceptions

That being blindfolded is scary rather than a trust-building opportunity - emphasise safety and partner responsibility
That loud instructions are clearer - teach that calm, specific directions work better
That one partner should lead all the time - stress shared responsibility and role swapping
That mistakes mean failure - frame challenges as learning opportunities
That trust happens instantly - explain that trust builds through repeated positive experiences

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks, specific roles and responsibilities

dyspraxia

Slower movement pace encouraged, extra practice time for coordination, simplified obstacle arrangements

autism spectrum

Clear routine explanation, quiet space available if overwhelmed, visual schedule of activities, familiar partner when possible

visual impairment

Extra verbal descriptions of activities, buddy system with sighted guide, tactile markers for boundaries

hearing impairment

Visual demonstrations of all activities, written instruction cards, hand signals for communication

physical disability

Adapted obstacle course with wheelchair access, seated versions of partner challenges, modified movement requirements

Cross-Curricular Links

English

Clear speaking and listening, following instructions, descriptive language, vocabulary development

Maths

Directional language, counting steps, spatial awareness, measuring distances in instructions

Science

Understanding balance and coordination, how communication affects the brain and body

PSHE

Trust building, cooperation, empathy, responsibility for others' safety and wellbeing

Teacher Guidance

Positioning

Mobile throughout space to supervise all pairs, particularly close during blindfold activities

Observation Focus

Quality of communication, trust development, safety awareness, positive partnership behaviours

Intervention Points

Step in if unsafe guidance, emotional distress, or exclusion occurs

Demonstration Notes

Model excellent communication during activities, show clear instruction examples, demonstrate trust and safety

Verbal Cues

•'Guides, keep your partner safe'
•'Use specific instructions like forward three steps'
•'Trust your partner, they want to help you succeed'
•'Celebrate when your partner helps you'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m, or outdoor area with safe surface

Surface Check

Non-slip surface essential for blindfold activities, clear of trip hazards

Equipment Safety

Safety Checks

•Blindfolds checked for cleanliness and proper fit
•Obstacle course equipment stable and appropriate height
•Benches secured and not wobbly
•Hoops checked for cracks or sharp edges

Risk Management

Key Risks

•Falls during blindfold activities
•Collisions between pairs
•Emotional distress from trust activities
•Inappropriate guidance leading to unsafe situations

Risk Mitigation

•Guides trained in safety responsibilities
•Clear boundaries and obstacle-free areas
•Walking pace only during blindfold activities
•Teacher positioned for optimal supervision
•Students comfortable removing blindfolds if needed

Supervision & Emergency Procedures

Supervision Points

•Position to observe all blindfold activities
•Move between pairs during obstacle course
•Monitor emotional responses to trust challenges
•Ensure guides taking safety responsibilities seriously

Emergency Procedures

Stop all activity, assess situation, remove blindfolds if needed, apply first aid or comfort as appropriate