Lesson 1 - Communication and Non-Verbal Skills
Building Team Trust Through Communication Challenges
•Year 5
•Outdoor Adventurous Activities
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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
Pre-distributed or available in central location
Alternative: Whiteboards and pens
Ensure all writing implements work properly
Alternative: Whiteboard markers
Used as barriers and safe zones
Alternative: Cones or markers to define safe areas
Clean and hygienic, check for any student concerns
Alternative: PE bands or scarves
Positioned to create safe navigation challenges
Alternative: Cones, hoops, or other safe obstacles
For timing activities and creating urgency
Alternative: Classroom timer or phone timer
Key Vocabulary
Using spoken words to share information or give instructions
Communicating without words using gestures, body language, or demonstrations
Concentrating fully on what someone is saying and responding appropriately
Working together effectively to achieve a common goal
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
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