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Lesson 4 - Teamwork and Problem Solving

Trust & Teamwork Challenges

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Year 4

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Outdoor Adventurous Activities

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1h 23min

Big Question

How can we work together effectively to solve challenges and achieve our goals?

Learning Objectives

To work effectively in small groups and communicate ideas clearly
To develop planning and problem-solving skills through physical challenges
To reflect on strategies and adapt approaches based on experience

Key Outcomes

Students will demonstrate effective teamwork and communication in group challenges
Students will plan and execute strategies to solve physical problems
Students will evaluate their success and adapt their approach for improvement

Equipment & Resources Required

Cones

Distributed around activity area as 'gold nuggets' for collection game

Alternative: Bean bags, markers, or any small objects for collection challenges

Hoops

24 (4-5 per team)

Used as 'stepping stones' - teams need one less hoop than team members

Alternative: Rope circles, mats, or marked circles on ground

Gymnastics Mats

6 (1 per team)

Placed in activity areas for body parts challenge

Alternative: Blankets, carpet squares, or marked floor areas

Base Stations

As needed

Alternative to hoops for increased difficulty in stepping stone challenge

Alternative: Large hoops, rope circles, or marked ground areas

Key Vocabulary

Strategy

A plan of action designed to achieve a particular goal

Communication

Sharing ideas, listening to others, and working together effectively

Problem-solving

Finding solutions to challenges through thinking and trying different approaches

Reflection

Thinking about what happened and why it was successful or unsuccessful

Cooperation

Working together towards a common goal, supporting each other

Skill Progression Pathway

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

Prior Learning

Basic understanding of cooperation and taking turns
Experience working in pairs and small groups
Fundamental movement skills and spatial awareness

Current Skills

Effective communication within a team context
Strategic planning and problem-solving approaches
Reflection and evaluation of group performance

Next Steps

Leadership roles in larger group challenges
More complex multi-stage problem-solving activities
Independent strategy development and implementation

Milestone Indicators

Students naturally share ideas without prompting

Groups can adapt their strategy mid-challenge

Teams can identify what made them successful

Key Teaching Points

Planning and communication are essential before attempting physical challenges
Effective teams listen to all ideas before making decisions
Problem-solving involves trying, evaluating, and adapting approaches
Every team member has valuable contributions to make
Reflection helps teams improve their performance and strategies
Cooperation and support are more important than individual achievement
Strategic thinking involves weighing different options and consequences

Common Misconceptions

That the loudest person is automatically the best leader - address by highlighting listening and encouraging behaviours
That teams should rush to be first - emphasise planning and strategy over speed
That failing at a challenge means the team is unsuccessful - reframe as learning opportunities
That only one person should plan for the team - encourage sharing and building on ideas
That physical strength is most important - show how strategy and teamwork overcome physical challenges

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use visual cues for instructions, regular movement breaks between static planning

dyspraxia

Allow extra time for planning and coordination, provide step-by-step instruction breakdowns, encourage verbal planning before physical attempts

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet preparation time before each challenge, consistent team groupings

visual impairment

Use verbal descriptions of challenges, provide physical guidance for spatial awareness, ensure clear audio instructions and team communication

hearing impairment

Use visual demonstrations and hand signals, written instruction cards, ensure visual contact during communication, buddy system for support

physical disability

Adapt balance challenges for seated participation, modify stepping stone distances, ensure all challenges can include wheelchair users or reduced mobility

Cross-Curricular Links

English

Communication skills, listening comprehension, vocabulary development (strategy, cooperation, reflection), speaking in group discussions

Science

Understanding balance and forces during physical challenges, gravity and support during body part activities

Mathematics

Counting body parts, calculating group sizes, scoring systems, strategic thinking about numbers and spatial reasoning

PSHE

Teamwork and cooperation, leadership skills, resilience and persistence, communication and listening skills, celebrating diversity of ideas

Teacher Guidance

Positioning

Move between teams during activities to observe communication and offer guidance without taking over problem-solving

Observation Focus

Watch for quality of team planning, inclusive participation, and strategic adaptation during challenges

Intervention Points

Support teams struggling with communication, ensure safety during balance challenges, prompt reflection when teams rush through activities

Demonstration Notes

Demonstrate: Model effective questioning and reflection rather than providing solutions. Show enthusiasm for the problem-solving process.

Verbal Cues

•'Plan first, then try!'
•'What ideas does your team have?'
•'How can you include everyone?'
•'What would you change next time?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) or outdoor area minimum 20m x 15m with clear boundaries

Surface Check

Non-slip surface free from obstacles, mats checked for cleanliness and security

Equipment Safety

Safety Checks

•Hoops checked for cracks or damage that could cause tripping
•Mats inspected and positioned securely
•Cones placed with adequate spacing to avoid collisions

Risk Management

Key Risks

•Falls during body part balance challenges
•Collisions during stepping stone activities
•Overexertion during sustained physical challenges

Risk Mitigation

•Emphasise safe supporting positions during balance challenges
•Clear boundaries and spacing between team activity areas
•Progressive challenge structure allowing adaptation to student needs
•Regular monitoring of team dynamics to prevent exclusion

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams during balance challenges
•Monitor team communications for positive dynamics
•Watch for safe movement during stepping stone activities

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any incidents appropriately, ensure first aid access available