Lesson 4 - Teamwork and Problem Solving
Trust & Teamwork Challenges
•Year 4
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Distributed around activity area as 'gold nuggets' for collection game
Alternative: Bean bags, markers, or any small objects for collection challenges
Used as 'stepping stones' - teams need one less hoop than team members
Alternative: Rope circles, mats, or marked circles on ground
Placed in activity areas for body parts challenge
Alternative: Blankets, carpet squares, or marked floor areas
Alternative to hoops for increased difficulty in stepping stone challenge
Alternative: Large hoops, rope circles, or marked ground areas
Key Vocabulary
A plan of action designed to achieve a particular goal
Sharing ideas, listening to others, and working together effectively
Finding solutions to challenges through thinking and trying different approaches
Thinking about what happened and why it was successful or unsuccessful
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
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