Lesson 6 - Trust and Communication
Trust & Teamwork Challenges
•Year 4
•Outdoor Adventurous Activities
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How can clear communication and trust help us overcome challenges together?
Learning Objectives
- To develop trust and accept support from teammates
- To listen carefully to others and follow instructions accurately
- To communicate clearly and effectively when giving directions
Key Outcomes
- Students will demonstrate trust by following partner instructions during blindfolded activities
- Students will give clear, specific directions using descriptive language
- Students will work collaboratively to solve team challenges
Equipment & Resources Required
Ensure all blindfolds are clean and suitable for multiple users
Alternative: Clean cloth strips, bandanas, or PE bibs
Use different coloured cones for point allocation system
Alternative: Bean bags, hoops laid flat, or marked objects
Position outside activity area as collection points
Alternative: Marked circles, containers, or designated areas
Check all rackets are in good condition with secure strings
Alternative: Short tennis rackets, ping pong bats, or small trays
Ensure balls are appropriate size for racket transport
Alternative: Foam balls, bean bags, or lightweight objects
Key Vocabulary
Having confidence that your teammate will keep you safe and help you succeed
Sharing information clearly using words, tone and volume
A plan for achieving a goal or solving a problem
Helpful directions or advice given to support someone
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 and following simple instructions
- Understanding of personal space and safety boundaries
- Experience working in pairs and small groups
Current Skills
- Developing trust through blindfolded partner activities
- Giving clear, specific verbal instructions
- Strategic thinking and problem-solving in teams
Next Steps
- Leading larger group activities requiring coordination
- Problem-solving in more complex outdoor scenarios
- Developing resilience when facing challenging situations
Milestone Indicators
Key Teaching Points
- Trust is built through consistent, safe actions and clear communication
- Effective instructions use specific, descriptive language and personal names
- Patience and empathy are essential when supporting teammates through challenges
- Strategic thinking improves when teams communicate openly about goals and methods
- Reflection helps consolidate learning and connect skills to broader life applications
- Safety must always be the priority, especially during trust-building activities
- Different students may need different communication styles and support levels
Common Misconceptions
- Trust develops automatically in teams - actually requires deliberate actions and behaviours
- Louder instructions are clearer instructions - volume doesn't improve communication clarity
- Only leaders need communication skills - every team member benefits from effective communication
- Trust activities are just games - they develop real life skills for relationships and collaboration
- Some students can't do blindfolded activities - with proper support and adaptation, most students can participate safely
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks between listening intensive activities
dyspraxia
- Allow extra time for equipment handling, provide larger or adapted equipment, break complex instructions into smaller steps
autism spectrum
- Provide clear activity structure and visual timetables, allow preparation time before blindfolded activities, offer alternative roles if trust activities cause anxiety
visual impairment
- Use high contrast cones and equipment, provide clear verbal descriptions of all activities, pair with confident partner for guidance activities
hearing impairment
- Use visual signals and gestures alongside verbal instructions, provide written instruction cards, use partner demonstrations
physical disability
- Adapt blindfolded activities to seated or supported positions, modify movement requirements, use alternative equipment as needed
Cross-Curricular Links
English
Speaking and listening skills, giving clear instructions, descriptive language, following complex verbal directions
Maths
Spatial awareness and directions, understanding of position and movement, measuring distances and areas
Science
Understanding how different senses work, exploring balance and coordination, forces and movement concepts
Geography
Directional language and compass points, spatial awareness and navigation, understanding of relative positions
PSHE
Building trust and relationships, cooperation and teamwork, managing emotions and anxiety, empathy development
Teacher Guidance
Positioning
Move around perimeter of activities to observe all teams, position near blindfolded activities for immediate intervention if needed
Observation Focus
Watch for effective communication development, monitor trust-building progress, assess safety and comfort levels throughout
Intervention Points
Step in if students show distress during blindfolded activities, support teams struggling with communication strategies, ensure safety protocols maintained
Demonstration Notes
Demonstrate: Clear directional language with specific examples, safe movement techniques for blindfolded activities, effective team communication strategies
Verbal Cues
- •'Use their name first, then give the direction'
- •'Check if they're ready before you pass the ball'
- •'Move slowly and stay safe'
- •'What specific words helped you feel safe?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 20m clear area, additional 10m x 10m marked area for blindfolded activities
Surface Check
Flat, dry surface free from obstacles, stones, or other hazards that could cause injury during blindfolded movement
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and comfortable before use
- •Ensure tennis rackets have secure strings and no sharp edges
- •Verify all cones are stable and visible
- •Check tennis balls are in good condition with no splits
Risk Management
Key Risks
- •Collisions during blindfolded activities
- •Falls when moving on hands and knees
- •Anxiety or discomfort when blindfolded
- •Equipment-related injuries from rackets or balls
Risk Mitigation
- •Clear boundaries established for all activities with adequate space
- •Blindfolded students must remain on hands and knees at all times
- •Voice commanders positioned safely outside activity area
- •Gradual introduction to blindfolded activities building confidence
- •Continuous monitoring of student comfort levels during trust activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all blindfolded students during activities
- •Monitor emotional responses to trust challenges
- •Intervene immediately if any student shows distress or unsafe behaviour
- •Ensure voice commanders maintain appropriate distance from activity area
Emergency Procedures
Stop activity immediately if any student appears distressed, remove blindfolds promptly, provide reassurance and support, appropriate first aid if physical injury occurs