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Lesson 6 - 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 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

Blindfolds

20 (1 per student plus spares)

Ensure all blindfolds are clean and suitable for multiple users

Alternative: Clean cloth strips, bandanas, or PE bibs

Cones

30 (various colours for point system)

Use different coloured cones for point allocation system

Alternative: Bean bags, hoops laid flat, or marked objects

Hoops

10 (collection points for teams)

Position outside activity area as collection points

Alternative: Marked circles, containers, or designated areas

Tennis Rackets

30 (1 per student)

Check all rackets are in good condition with secure strings

Alternative: Short tennis rackets, ping pong bats, or small trays

Tennis Balls

30 (for transport activity)

Ensure balls are appropriate size for racket transport

Alternative: Foam balls, bean bags, or lightweight objects

Key Vocabulary

Trust

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

Communication

Sharing information clearly using words, tone and volume

Strategy

A plan for achieving a goal or solving a problem

Guidance

Helpful directions or advice given to support someone

Reflection

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

Students demonstrate confidence when blindfolded with trusted partner

Instructions become more specific and directional over time

Teams show improved coordination and strategic planning

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