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Lesson 3 - Trust and Communication

Trust & Teamwork Challenges

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Year 4

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Outdoor Adventurous Activities

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Big Question

How can we use clear communication and trust to solve challenges together?

Learning Objectives

To develop trust and teamwork through collaborative challenges
To accurately follow and give clear instructions to others
To work effectively with partners and small groups in problem-solving activities

Key Outcomes

Students will demonstrate improved communication skills through verbal and non-verbal instruction
Students will show increased trust and cooperation when working with blindfolded partners
Students will apply problem-solving strategies effectively in team-based challenges

Equipment & Resources Required

Blindfolds

Clean and check for comfort before use

Alternative: Fabric strips, scarves, or eye masks

Cones

Mix of colours for differentiated activities

Alternative: Plastic cups, markers, or bean bags

Team bibs

30 (6 per team colour)

5 different colours, 6 bands per colour

Alternative: Coloured bean bags, fabric strips, or laminated cards

Key Vocabulary

Communication

Sharing information, ideas or feelings clearly with others

Trust

Having confidence that your partner will keep you safe and help you succeed

Strategy

A plan or method to solve a problem or complete a challenge

Non-verbal signals

Ways of communicating without using words, such as claps, stamps or gestures

Reflection

Thinking carefully about what happened and how to improve

Skill Progression Pathway

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

Prior Learning

Basic understanding of following simple instructions
Experience working in pairs and small groups
Awareness of the importance of listening to others

Current Skills

Giving clear, descriptive verbal instructions
Developing trust through guided movement activities
Using non-verbal communication signals effectively
Problem-solving as part of a team

Next Steps

Leading larger group challenges with multiple objectives
Creating complex communication systems for advanced OAA tasks
Taking responsibility for team safety during trust activities

Milestone Indicators

Students give specific, actionable instructions rather than vague directions

Blindfolded students move confidently when guided by teammates

Teams develop and refine their own communication strategies

Groups reflect constructively on what worked and what didn't

Key Teaching Points

Clear, specific instructions are more helpful than vague directions
Trust builds gradually through successful experiences together
Good communication involves both talking clearly and listening carefully
Teams work better when they plan and reflect together
Non-verbal signals can be just as effective as words when planned well
Everyone has different strengths in communication and teamwork
Patience and encouragement help teammates feel confident and safe

Common Misconceptions

That giving lots of instructions quickly is better than giving clear, simple directions
That blindfolded activities are just about the person who can't see, rather than about team communication
That if something doesn't work the first time, the whole strategy is wrong
That only verbal communication is important in teamwork
That trust activities are scary rather than opportunities to support each other

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks, offer specific team responsibilities

dyspraxia

Simplify movement patterns, provide extra practice time, use larger equipment, break instructions into single steps

autism spectrum

Provide clear visual schedule, offer alternative to blindfold activities, create quiet space for breaks, use structured team roles

visual impairment

Provide additional verbal descriptions, use tactile markers for boundaries, buddy system with sighted partner for all activities

hearing impairment

Use visual signals and gestures, written instruction cards, ensure face-to-face communication and clear visual demonstrations

physical disability

Adapt movement to seated or supported positions, modify equipment for easy handling, adjust challenge distance and complexity

Cross-Curricular Links

English

Clear verbal communication, giving precise instructions, listening skills and vocabulary development for directional language

Maths

Directional language, spatial awareness, counting bands and developing systematic approaches to problem-solving

Science

Understanding senses, how we rely on different senses when one is restricted, and communication in the natural world

PSHE

Building trust, teamwork, leadership skills, resilience when facing challenges and supporting others' emotional needs

Teacher Guidance

Positioning

Move around perimeter during activities to observe all teams, position near centre during blindfolded challenges

Observation Focus

Watch for clear communication, evidence of trust building, team cooperation and safety awareness

Intervention Points

Step in if students struggle with instruction clarity, if teams become frustrated, or if safety is compromised

Demonstration Notes

Model excellent instruction-giving, show patience and clarity, demonstrate how trust builds through successful activities

Verbal Cues

•'Use specific words like left, right, forward, stop'
•'Take your time - clear instructions are better than quick ones'
•'Trust your team - they want to help you succeed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 15m, with additional 7m x 7m marked area for team challenge

Surface Check

Dry, non-slip surface suitable for hands and knees movement. Check for obstacles or hazards

Equipment Safety

Safety Checks

•Check blindfolds are clean and comfortable
•Ensure cones have no sharp edges or cracks
•Verify team bands are in good condition with no loose parts

Risk Management

Key Risks

•Collisions between students during blindfolded activities
•Trips or falls when moving with restricted vision
•Anxiety or distress in students uncomfortable with blindfolds
•Overexcitement leading to unsafe movement

Risk Mitigation

•Clear boundaries established for all movement areas
•Adequate supervision during blindfolded activities
•Thorough briefing on hands and knees movement safety
•Alternative participation for students uncomfortable with blindfolds
•Constant monitoring of student comfort and confidence levels

Supervision & Emergency Procedures

Supervision Points

•Position staff around perimeter during team challenges
•Monitor blindfolded students closely for signs of distress
•Ensure guiding students take safety responsibility seriously
•Watch for overexcitement and manage activity pace

Emergency Procedures

Stop activity immediately if any safety concern. Remove blindfolds calmly. Provide reassurance and support as needed.