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Lesson 2 - Team Problem Solving and Communication

Collaborative Problem Solving Through Adventure Challenges

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Year 5

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Outdoor Adventurous Activities

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Big Question

How does effective communication transform a group of individuals into a successful team?

Learning Objectives

To develop effective communication skills within team challenges
To understand the characteristics and responsibilities of effective team members
To apply tactical thinking and problem-solving strategies in collaborative activities

Key Outcomes

Students will demonstrate clear verbal and non-verbal communication during team challenges
Students will identify and exhibit leadership qualities whilst supporting all team members
Students will evaluate team performance and suggest improvements for future challenges

Equipment & Resources Required

Cards

4 complete suits (52 cards total)

Pre-sort into 4 complete suits before lesson

Alternative: Number cards 1-13, laminated number tiles

Gymnastics Benches

4 benches

Place benches in corners of activity area, ensure stability

Alternative: Low balance beams, painted lines on floor

Cones

16 cones

Use to mark team areas and card placement zones

Alternative: Marker spots, rope circles

Stopwatch

For timing challenges and creating urgency

Alternative: Mobile phone timer, wall clock with second hand

Sun Markers

1 portable board

For recording strategies and team discussions

Alternative: Large paper sheets, clipboards

Key Vocabulary

Strategy

A planned approach to solving a problem or completing a challenge

Collaboration

Working together effectively, sharing ideas and supporting each other

Communication

Sharing information clearly through speaking, listening, and body language

Leadership

Guiding and supporting others whilst taking responsibility for group success

Tactics

Specific methods or techniques used to achieve a goal

Skill Progression Pathway

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

Prior Learning

Basic understanding of working in pairs and small groups
Experience following simple instructions and rules
Awareness of taking turns and sharing equipment

Current Skills

Effective verbal and non-verbal communication in pressured situations
Strategic thinking and tactical planning as a team
Leadership skills and supporting teammates who need help

Next Steps

Leading multi-team collaborative challenges
Developing conflict resolution strategies
Creating original problem-solving challenges for others

Milestone Indicators

Teams complete challenges through clear communication rather than trial and error

Students naturally rotate leadership roles based on individual strengths

Teams self-evaluate performance and suggest concrete improvements

Key Teaching Points

Effective communication includes both speaking clearly and listening actively to teammates
Successful teams adapt their strategies when initial approaches don't work
Leadership can be shared and everyone has opportunities to contribute to team success
Problem-solving requires systematic thinking rather than random trial and error
Supporting struggling teammates strengthens the whole team's performance
Resilience and positive attitude are as important as physical skills in team challenges
Strategic planning before action leads to more successful outcomes than rushing ahead

Common Misconceptions

Teams succeed only because of individual talent rather than effective collaboration
Communication means only giving instructions rather than listening and responding
Leadership means being the loudest or most dominant person in the group
Winning is more important than learning effective teamwork processes
Teams that complete challenges fastest are automatically the most effective
Helping struggling teammates slows down the whole team rather than strengthening it

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer movement breaks, use engaging variation

dyspraxia

Simplify coordination requirements, provide extra practice time, offer supportive equipment, allow alternative movement patterns

autism spectrum

Provide clear structure and routine, offer quiet break areas, use visual schedules, prepare for changes in activity

visual impairment

Use large print number cards, provide tactile markers for positions, assign sighted buddy support, ensure clear verbal descriptions

hearing impairment

Use visual signals and gestures, provide written instructions, ensure face-to-face communication, assign communication partner

physical disability

Adapt bench activities for seated participation, provide alternative card handling methods, modify relay distances, ensure wheelchair accessible routes

Cross-Curricular Links

English

Verbal communication skills, listening comprehension, vocabulary development, instruction following

Maths

Logical sequencing, number patterns, time measurement, spatial awareness in clock face arrangement

Science

Problem-solving methodology, hypothesis testing, cause and effect relationships, systematic investigation

PSHE

Teamwork, leadership, resilience, conflict resolution, emotional regulation, empathy development

Teacher Guidance

Positioning

Central location with ability to move quickly between teams, maintain visual contact with all groups

Observation Focus

Communication effectiveness, inclusive behaviour, strategic thinking development, safety compliance

Intervention Points

Step in when teams struggle with communication, provide encouragement during setbacks, mediate conflicts

Demonstration Notes

Model positive communication, show strategic thinking processes, demonstrate resilience and encouragement

Verbal Cues

•'How can you help your teammate understand?'
•'What strategy might work better?'
•'I notice excellent listening here!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m or outdoor area with level surface

Surface Check

Ensure floor/ground is dry, level, and free from obstacles or trip hazards

Equipment Safety

Safety Checks

•Check gymnasium benches are stable and in good condition
•Ensure playing cards are in good condition without sharp edges
•Verify cones are visible and positioned to avoid collision risks

Risk Management

Key Risks

•Falls from benches during balance challenges
•Collisions during relay activities
•Emotional frustration leading to conflict between team members

Risk Mitigation

•Establish clear movement protocols and safety rules for bench activities
•Maintain adequate spacing between teams and activity areas
•Provide emotional support and conflict resolution strategies
•Ensure adult supervision is positioned for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position teacher with clear view of all team areas during challenges
•Circulate regularly to monitor both physical safety and emotional wellbeing
•Be particularly attentive during bench activities and relay running

Emergency Procedures

Clear stop signal established, first aid readily available, emergency contact procedures known