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Lesson 1 - Non-Verbal Team Communication

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 solve complex challenges when we can't use words to communicate?

Learning Objectives

To develop non-verbal communication skills for problem solving
To work effectively as part of a team using planning and cooperation
To demonstrate agility, balance, coordination and precision in physical challenges

Key Outcomes

Students will successfully complete team challenges using only non-verbal communication
Students will create and follow strategic plans to overcome physical obstacles
Students will demonstrate improved coordination and precision through progressive challenges

Equipment & Resources Required

Benches

4-6 benches

Position benches with clear space around for safety

Alternative: Balance beams, low apparatus, marked lines on floor

Hoops

7 hoops (various sizes including small)

Have different sizes available for progression

Alternative: Large rope circles, hula hoops of different diameters

Rope

20 metres of rope/string

Needs to be securely attached between two fixed points

Alternative: Elastic bands, skipping ropes tied together

Cones

20 cones or floor markers

Use to create gates and course markers

Alternative: Bean bags, small hoops, chalk marks

Blindfolds

15 blindfolds or bands

Ensure they are clean and comfortable

Alternative: PE bands, scarves, sleep masks

Anchor Points

2 posts or goal posts

Must be stable and safe for rope attachment

Alternative: Wall hooks, climbing frame, trees (outdoor)

Key Vocabulary

Non-verbal communication

Sharing information without using spoken words, through gestures, signals, or body language

Strategy

A plan of action designed to achieve a particular goal or solve a problem

Agility

The ability to move quickly and easily, changing direction smoothly

Precision

Exactness and accuracy in movement and execution

Coordination

The ability to use different parts of the body together smoothly and efficiently

Skill Progression Pathway

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

Prior Learning

Basic teamwork and cooperation skills
Simple problem-solving experiences
Fundamental movement skills including balance and coordination

Current Skills

Non-verbal communication techniques
Strategic planning and adaptation
Advanced coordination and precision under pressure

Next Steps

Leading complex multi-stage outdoor challenges
Teaching others non-verbal communication strategies
Applying problem-solving skills to real-world scenarios

Milestone Indicators

Successfully completes challenges using only non-verbal signals

Demonstrates clear improvement in coordination and precision

Shows leadership in team planning and strategy

Key Teaching Points

Planning and strategy are essential before attempting any physical challenge
Non-verbal communication requires creativity, patience, and clear signals that both partners understand
Trust between teammates develops through successful shared experiences and mutual support
Precision and control are more important than speed when working in challenging team situations
Effective teams adapt their strategies when initial approaches don't work
Individual contributions to team success include leadership, encouragement, and following instructions
Safety awareness must be maintained even when focusing intensely on challenge completion

Common Misconceptions

That louder or more dramatic signals are always more effective than clear, simple ones - teach clarity over complexity
That physical strength is more important than coordination and technique in team challenges - emphasise skill over force
That successful teams never need to restart or modify their approach - normalize adaptation and learning from mistakes
That leadership means doing everything yourself rather than helping everyone contribute - teach inclusive leadership
That non-verbal communication is easier than verbal - help students understand it requires different skills and practice

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear physical boundaries, immediate feedback and rewards, designated leadership roles to maintain focus

dyspraxia

Simplified movement patterns initially, extra practice time, reduced coordination complexity, step-by-step visual instruction cards

autism spectrum

Clear visual schedules of activities, predictable routine structure, quiet retreat space available, simplified rules with visual supports

visual impairment

Enhanced verbal descriptions of course layouts, larger/more tactile equipment markers, buddy system for navigation, audio signals for boundaries

hearing impairment

Visual signal systems, written instruction cards, demonstration emphasis, vibrating signals for stop/start commands

physical disability

Modified height requirements for apparatus, seated versions of teamwork challenges, adapted communication methods, alternative roles within teams

Cross-Curricular Links

English

Vocabulary development for strategy discussion, listening skills during instruction following, non-verbal communication as alternative to spoken language

Maths

Spatial awareness and positioning, measuring distances for course setup, counting and sequencing in strategy development, geometric understanding of angles and directions

Science

Forces and balance during apparatus work, communication systems and signal transmission, human body systems under physical stress, physics of leverage during lifting activities

PSHE

Trust building and relationship development, leadership and responsibility roles, resilience and persistence through challenges, emotional regulation under pressure

Teacher Guidance

Positioning

Central location allowing visibility of all groups, move between activities to provide specific guidance and monitor safety

Observation Focus

Strategic thinking development, communication effectiveness, coordination and precision improvement, team cooperation and support

Intervention Points

Step in when safety is compromised, provide hints when teams are completely stuck, encourage positive communication during frustration

Demonstration Notes

Model strategic thinking by thinking aloud, demonstrate safe supporting techniques, show examples of clear non-verbal signals, emphasise patience and persistence

Verbal Cues

•'Think before you move - what's your plan?'
•'How can you communicate that without words?'
•'Support your teammates - work together!'
•'Show me controlled, precise movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 30m x 20m with clear boundaries and adequate height for rope attachment

Surface Check

Non-slip surface free from obstacles, adequate cushioning for potential falls from low apparatus

Equipment Safety

Safety Checks

•Benches stable and appropriately positioned with safety space around
•Rope/string securely attached to tested anchor points
•Blindfolds clean, comfortable, and easily removable
•Hoops in good condition without sharp edges or cracks

Risk Management

Key Risks

•Falls from benches during balancing activities
•Collisions during blindfolded activities
•Rope/string attachment failure during electric fence
•Overexertion during lifting/supporting activities

Risk Mitigation

•Clear safety spaces maintained around all apparatus
•Constant supervision during blindfolded activities
•Progressive skill building from simple to complex challenges
•Emphasis on controlled movement rather than speed
•Regular equipment checks throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups simultaneously
•Extra attention during apparatus-based activities
•Close monitoring during electric fence lifting/supporting
•Dedicated observation during all blindfolded challenges

Emergency Procedures

Immediate stop signal established, clear access to first aid, emergency contact available, students know how to safely exit activities