Lesson 3 - Trust and Communication
Trust & Teamwork Challenges
•Year 4
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Clean and check for comfort before use
Alternative: Fabric strips, scarves, or eye masks
Mix of colours for differentiated activities
Alternative: Plastic cups, markers, or bean bags
5 different colours, 6 bands per colour
Alternative: Coloured bean bags, fabric strips, or laminated cards
Key Vocabulary
Sharing information, ideas or feelings clearly with others
Having confidence that your partner will keep you safe and help you succeed
A plan or method to solve a problem or complete a challenge
Ways of communicating without using words, such as claps, stamps or gestures
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
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.