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Lesson 3 - Creative Team Challenges

Navigation & Communication Skills

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Year 5

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Outdoor Adventurous Activities

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Big Question

How can we think creatively and work together to overcome seemingly impossible challenges?

Learning Objectives

To develop creative thinking skills when faced with physical challenges
To demonstrate effective teamwork and communication in problem-solving situations
To show leadership and support skills within a group context

Key Outcomes

Students will be able to generate multiple solutions to physical challenges
Students will work collaboratively to achieve group goals
Students will demonstrate self-motivation and confidence in competitive situations

Equipment & Resources Required

Hoops

8-10

One per group with string attached

Alternative: Large embroidery hoops, hula hoops

Fabric Pieces

30-40 (4-6 per hoop)

Cut to 2-metre lengths, tied to hoops

Alternative: Rope pieces, elastic cord

Tennis Balls

6-8

One per hoop for balancing

Alternative: Soft play balls, bean bags

Cones

6-8

Target containers placed around hall

Alternative: Buckets, containers

Mats

40-50

Various colours for different groups

Alternative: Poly spots, chalk circles

Exercise mats

12-16

2 per group for swamp crossing

Alternative: Carpet tiles, foam mats

Balls

Represents dynamite in pirate game

Alternative: Soft balls, foam blocks

Game Balls

Safe throwing projectiles for pirates

Alternative: Soft foam balls, pool noodle pieces

Key Vocabulary

Strategy

A plan of action designed to achieve a goal or overcome a challenge

Collaboration

Working together as a team, combining everyone's strengths and ideas

Problem-solving

Finding ways to overcome difficulties or complete challenging tasks

Leadership

Guiding and motivating a team towards achieving their goal

Resilience

The ability to keep trying and stay positive when things get difficult

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork concepts
Experience following simple instructions in PE
Awareness of personal space and safety

Current Skills

Creative problem-solving in physical contexts
Leadership and communication in team challenges
Strategic thinking and planning

Next Steps

Leading complex multi-stage challenges
Mentoring younger students in problem-solving
Designing their own team challenges

Milestone Indicators

Generates multiple solutions independently

Takes initiative in group planning

Demonstrates resilience when facing setbacks

Key Teaching Points

Emphasise that creative problem-solving involves trying multiple approaches and learning from each attempt
Highlight that effective teamwork requires listening to all team members and valuing different perspectives
Stress that leadership can be shown through support and encouragement, not just giving directions
Demonstrate that planning time is valuable and leads to more successful outcomes
Reinforce that setbacks and restarts are learning opportunities, not failures
Show how different team members bring different strengths to problem-solving challenges
Connect physical challenges to real-world problem-solving and teamwork skills

Common Misconceptions

That there is only one 'correct' solution to each challenge - encourage multiple creative approaches
That the fastest team is always the most successful - emphasise process over outcome
That leadership means being the loudest or taking control - demonstrate supportive leadership styles
That making mistakes or needing to restart means failure - reframe as learning opportunities
That physical size or strength determines success - highlight how different attributes contribute
That planning time is wasted time - show how preparation improves outcomes
That individual skill is more important than teamwork - demonstrate collective problem-solving power

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles for focus, use movement breaks between challenges

dyspraxia

Simplify movement patterns, provide extra practice time, use larger equipment, offer step-by-step visual guides, allow additional support from partners

autism spectrum

Provide clear structure and routine warnings for transitions, offer quiet planning spaces, use visual schedules for activity sequences, allow processing time

visual impairment

Use contrasting coloured equipment, provide verbal descriptions of spatial layouts, assign sighted partners for guidance, use tactile boundaries

hearing impairment

Use visual signals and gestures, ensure clear sight lines to teacher demonstrations, provide written instruction cards, assign communication partners

physical disability

Adapt crossing challenges for wheelchair access, provide alternative roles in games, modify equipment size and weight, allow seated participation options

Cross-Curricular Links

Maths

Problem-solving strategies, spatial reasoning for crossing challenges, counting and measuring in game scoring, pattern recognition in relay sequences

Science

Forces and motion when balancing objects, teamwork and communication concepts, cause and effect in strategic planning, physics of balance and tension

Geography

Navigation and spatial awareness during crossing challenges, understanding of terrain and obstacles, mapping routes and pathways

PSHE

Leadership skills development, resilience and perseverance, cooperation and teamwork, self-evaluation and reflection skills, respecting different abilities and contributions

Teacher Guidance

Positioning

Move between groups during challenges to observe problem-solving processes, position at corner for maximum visibility during games

Observation Focus

Watch for creative solutions, note leadership emerging, assess communication effectiveness, document resilience during setbacks

Intervention Points

Step in only when safety is compromised or groups are completely stuck, provide hints rather than solutions

Demonstration Notes

Model problem-solving thinking aloud, demonstrate safe equipment use clearly, show different approaches rather than 'correct' solutions

Verbal Cues

•'What's your plan?' to encourage strategic thinking
•'How can you help your team?' to prompt support behaviours
•'What could you try differently?' to encourage adaptation
•'I can see great communication in this group!' to reinforce positive behaviours

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 20m x 15m, clear of obstacles, with defined boundaries for different challenge areas

Surface Check

Dry, even surface free from hazards, mats checked for wear and tear, no slippery areas

Equipment Safety

Safety Checks

•Sponge balls checked for damage before use
•Strings securely tied to curtain hoops
•Mats inspected for tears or damage
•Floor spots placed securely to prevent slipping
•Beanbags checked for loose seams

Risk Management

Key Risks

•Collisions between teams during parallel activities
•Slips and falls when moving on mats
•Potential injuries from throwing sponge balls
•Entanglement in strings during spider web activity
•Falls when balancing on stepping stones

Risk Mitigation

•Clear boundaries established between team areas
•Demonstration of safe throwing technique before game activities
•Regular checks that mats are flat and secure
•Adequate spacing maintained during all activities
•Adult supervision positioned for maximum oversight

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple teams during parallel challenges
•Monitor throwing activities closely for safety compliance
•Watch for risk-taking behaviour during mat crossing activities
•Ensure fair enforcement of 'swamp' boundary rules

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or summon additional support, ensure other students remain safely positioned