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Lesson 1 - Communication and Non-Verbal Skills

Building Team Trust Through Communication Challenges

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Year 5

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Outdoor Adventurous Activities

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59 min

Big Question

How can we communicate effectively without using words, and why might this be more powerful than verbal communication?

Learning Objectives

Develop verbal and non-verbal communication skills in team settings
Understand the difference between verbal and non-verbal communication methods
Apply effective communication strategies to solve problems collaboratively

Key Outcomes

Students will demonstrate clear verbal instructions and effective non-verbal communication
Students will explain when non-verbal communication is more effective than verbal communication
Students will work cooperatively to solve problems using agreed communication methods

Equipment & Resources Required

Numbered Papers

1 sheet per student (60 sheets)

Pre-distributed or available in central location

Alternative: Whiteboards and pens

Pencils

1 per student (30)

Ensure all writing implements work properly

Alternative: Whiteboard markers

Gym Mats

8-10 mats

Used as barriers and safe zones

Alternative: Cones or markers to define safe areas

Blindfolds

15-20 blindfolds

Clean and hygienic, check for any student concerns

Alternative: PE bands or scarves

Benches

4-6 obstacles

Positioned to create safe navigation challenges

Alternative: Cones, hoops, or other safe obstacles

Stopwatch

For timing activities and creating urgency

Alternative: Classroom timer or phone timer

Key Vocabulary

Verbal communication

Using spoken words to share information or give instructions

Non-verbal communication

Communicating without words using gestures, body language, or demonstrations

Active listening

Concentrating fully on what someone is saying and responding appropriately

Collaboration

Working together effectively to achieve a common goal

Strategy

A plan of action designed to achieve a particular goal

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working in pairs and small groups
Awareness of different ways to communicate

Current Skills

Verbal communication and giving clear instructions
Non-verbal communication through gestures and demonstration
Active listening and following complex instructions
Problem-solving through effective communication

Next Steps

Leadership skills and guiding others
Advanced problem-solving in outdoor environments
Risk assessment and safety communication

Milestone Indicators

Clear, specific verbal instructions given to partners

Effective use of gestures and body language

Successful completion of communication challenges

Positive team collaboration and problem-solving

Key Teaching Points

Effective communication requires both clear speaking and active listening
Non-verbal communication can be more effective than verbal in noisy or crowded situations
Specific, detailed instructions are more helpful than general descriptions
Trust and safety must always come first in team challenges
Communication methods must be adapted to suit different situations and audiences
Leadership includes taking responsibility for others' safety and success
Problem-solving improves when teams communicate systematically and clearly

Common Misconceptions

That louder speaking always means clearer communication
That gestures and mime are less important than words
That communication is only about giving instructions, not listening
That one communication method works best in all situations
That leadership means giving orders rather than supporting others
That perfect replication is more important than learning and trying
That communication skills are only needed in PE and sport

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear roles and responsibilities, use movement as communication tool, offer leadership opportunities

dyspraxia

Focus on verbal rather than complex physical communication, provide extra time for processing instructions, use simple, clear signals

autism spectrum

Provide clear structure and routine, offer choice in communication methods, create quiet spaces for reflection, prepare for sensory considerations with blindfolds

visual impairment

Use enhanced verbal descriptions and tactile guidance, provide additional audio cues, allow touch-based communication methods

hearing impairment

Focus on visual demonstration and sign language, use written instructions, emphasise visual communication methods

physical disability

Adapt body positions to individual capabilities, modify obstacles for wheelchair access, focus on verbal communication strengths

Cross-Curricular Links

English

Descriptive language development, precise vocabulary use, active listening skills, following complex verbal instructions

Maths

Spatial awareness and positional language, systematic approaches to problem-solving, measuring and describing angles and positions

Science

Understanding how senses work together, exploring how visual information affects balance and coordination

PSHE

Trust and cooperation, leadership and responsibility, supporting others, effective communication in relationships

Teacher Guidance

Positioning

Circulate actively between groups, maintain clear sight lines to all students, position near blindfold activities for immediate intervention

Observation Focus

Communication clarity and effectiveness, safety awareness during guidance activities, cooperation and listening skills, leadership development in shepherd roles

Intervention Points

Step in immediately if shepherds not prioritising sheep safety, support groups struggling with communication systems, model effective description techniques if needed

Demonstration Notes

Model safe guidance techniques before blindfold activities, demonstrate clear vs vague instructions, show systematic description methods for body positions

Verbal Cues

•'Be specific about position and angle'
•'Safety first - keep your sheep close'
•'Use your listening skills carefully'
•'Describe what you see, not what you think'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor flat area, minimum 20m x 30m for distance communication and group activities

Surface Check

Non-slip, dry surface suitable for hands and knees movement, free from hazards that could injure blindfolded students

Equipment Safety

Safety Checks

•Check all blindfolds are clean and comfortable
•Ensure writing implements are functional and safe
•Position obstacle equipment with rounded edges only
•Mats placed securely and flat to prevent tripping

Risk Management

Key Risks

•Collisions during blindfolded activities
•Trips and falls around obstacle equipment
•Students feeling unsafe or anxious when blindfolded
•Inadequate supervision during trust-based activities

Risk Mitigation

•Shepherds trained in safe guidance techniques before blindfold activities
•All obstacles positioned with adequate space for safe navigation
•Clear emergency stop procedures established
•Active teacher supervision during all trust-based activities
•Opt-out procedures for students uncomfortable with blindfolds

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all groups during activities
•Circulate actively during blindfold challenges
•Monitor communication effectiveness and safety simultaneously
•Intervene immediately if unsafe guidance observed

Emergency Procedures

Clear 'STOP' command halts all activity immediately, established protocol for blindfold removal, first aid available for any incidents