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Lesson 5 - Team Communication and Strategic Planning

Building Team Trust Through Communication Challenges

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Year 5

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Outdoor Adventurous Activities

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Big Question

How can effective communication and planning help teams achieve their goals in challenging situations?

Learning Objectives

Work collaboratively with others to apply a strategic plan effectively
Communicate clearly and listen actively to team members during problem-solving activities
Demonstrate self-motivation and physical confidence in competitive team situations

Key Outcomes

Students will successfully implement team plans to solve complex challenges
Students will communicate effectively and show good listening skills throughout activities
Students will display confidence and motivation when facing competitive scenarios

Equipment & Resources Required

Hoops

27 (9 per group for 3 groups)

Arrange in 3x3 grid formation with 2m spacing between grids

Alternative: Floor spots, poly spots, or chalk circles

Cards

24 cards (1-8 for each group)

Shuffle and distribute randomly to players

Alternative: Laminated numbers, coloured bibs with numbers

Blindfolds

10-12

Check for hygiene and ensure comfortable fit

Alternative: Eye masks, bandanas, or scarves

Pegs

15 (5 per group)

Attach securely to clothing without causing discomfort

Alternative: Velcro strips, sticky notes, or ribbon pieces

Foam Mats

Ensure all edges are soft and safe for tagging

Alternative: Pool noodles, rolled newspaper, or soft play sticks

Cones

30-40

Use for gauntlet, boundaries, and jail areas

Alternative: Markers, chairs, or other boundary markers

flags

Place in designated flag zones at each end

Alternative: Bean bags, balls, or coloured objects

Timer

Visible to teacher for timing activities

Alternative: Mobile phone timer or wall clock

Key Vocabulary

Strategy

A plan of action designed to achieve a particular goal or outcome

Communication

The successful sharing of information and ideas between team members

Teamwork

Working together cooperatively to achieve a common goal

Problem-solving

The process of finding solutions to difficult or complex challenges

Tactics

Specific actions or methods used to implement a strategy

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience with simple problem-solving activities
Awareness of basic communication skills

Current Skills

Strategic planning and implementation in team contexts
Advanced communication and active listening techniques
Self-motivation and confidence in competitive scenarios

Next Steps

Leadership skills in complex team challenges
Adaptation of strategies based on changing circumstances
Mentoring and coaching teammates

Milestone Indicators

Teams successfully complete challenges using planned strategies

Clear evidence of effective communication during activities

Sustained motivation and confidence throughout lesson

Key Teaching Points

Effective teams always plan before taking action
Clear communication includes both speaking clearly and listening actively
Different team members can contribute in different ways to achieve success
Strategies need to be adapted based on changing circumstances
Trust and support between team members builds confidence
Reflection and evaluation help teams improve their performance
Competition can be motivating while maintaining respect for others

Common Misconceptions

Thinking that the loudest person is the best communicator - teach that clear, calm communication is more effective
Believing that physical ability is the only way to contribute to team success - emphasise strategic thinking and support roles
Assuming that plans shouldn't change once made - teach flexibility and adaptation
Thinking that winning is more important than learning - focus on process over outcome
Believing that teamwork means everyone doing the same thing - teach about different roles and contributions

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear role definitions, allow for movement breaks, use high-energy activities constructively for engagement

dyspraxia

Simplify movement patterns, provide additional practice time, use larger equipment where possible, focus on strategic rather than physical contributions

autism spectrum

Provide clear structure and routine, give advance warning of competitive elements, create quiet zones for breaks if needed, use visual schedules for activity transitions

visual impairment

Use brightly coloured equipment and high-contrast markers, provide detailed verbal descriptions of all layouts, assign sighted partner for guidance during complex activities

hearing impairment

Use visual signals and hand gestures for communication, provide written instructions for complex rules, ensure visual demonstration of all activities

physical disability

Adapt movement requirements based on individual needs, allow wheelchair users alternative roles such as strategic coordinator, modify tagging rules as appropriate

Cross-Curricular Links

English

Clear verbal communication skills, active listening techniques, descriptive language for giving instructions, vocabulary development for strategic terminology

Maths

Problem-solving strategies, spatial awareness in grid puzzles, time management during planning phases, calculating optimal team formations and movement patterns

Science

Understanding of human senses and how blindfolding affects spatial awareness, forces and motion in competitive movement, reaction time and decision-making processes

PSHE

Leadership skills development, conflict resolution, building trust and confidence, emotional regulation during competitive situations, celebrating diversity in team roles

Teacher Guidance

Positioning

Move constantly between groups during activities, positioning to observe blindfolded activities closely while maintaining awareness of all students

Observation Focus

Watch for effective team communication, strategic thinking development, confidence building, and safe participation in all activities

Intervention Points

Step in when teams struggle with planning, if safety concerns arise, when students become frustrated, or to facilitate deeper strategic discussions

Demonstration Notes

Model clear communication techniques, show safe tagging methods, demonstrate strategic thinking approaches, and exhibit positive coaching behaviours

Verbal Cues

•'Plan first, then act!'
•'What information does your team need?'
•'How can you communicate that more clearly?'
•'What's your backup plan?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 30m x 20m for Capture the Flag, plus additional space for warm-up activities

Surface Check

Ensure playing surface is dry, even, and free from obstacles. Check for adequate grip to prevent slipping during competitive games

Equipment Safety

Safety Checks

•Inspect all blindfolds for cleanliness and comfort
•Check foam batons are intact with no hard edges
•Ensure hoops lie flat and won't cause tripping
•Verify clothes pegs are secure but won't damage clothing

Risk Management

Key Risks

•Collisions during blindfolded activities
•Falls during competitive chasing games
•Overexcitement leading to unsafe play
•Disputes during competitive activities

Risk Mitigation

•Constant supervision during blindfolded activities
•Clear boundaries and safety zones established
•Regular safety reminders during competitive play
•Immediate intervention for unsafe behaviour

Supervision & Emergency Procedures

Supervision Points

•Position to observe all blindfolded activities simultaneously
•Monitor competitive games for fair play and safety
•Be ready to pause activities if safety concerns arise
•Ensure additional adult support for complex activities if available

Emergency Procedures

Stop all activity immediately if injury occurs. Assess and provide appropriate first aid. Ensure other students are safely occupied while dealing with emergencies.