Lesson 2 - Trust and Communication
Navigation & Communication Skills
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we build trust and communicate effectively to navigate challenges safely together?
Learning Objectives
- Develop trust and communication skills through partner navigation activities
- Learn to give clear, precise instructions to guide a blindfolded partner safely
- Practice staying focused and calm when relying on others for guidance
Key Outcomes
- Students will successfully guide and be guided through obstacle courses using verbal and non-verbal communication
- Students will demonstrate understanding of safety responsibilities when working with a blindfolded partner
- Students will show increased confidence in both leadership and trust-building situations
Equipment & Resources Required
Check all blindfolds are clean and comfortable
Alternative: Scarves, bandanas, or students can close eyes
Scatter randomly across hall to create 'hippos and crocs'
Alternative: Bean bags, markers, small equipment
Create low-level obstacle course around hall perimeter
Alternative: Benches, mats, hoops, tables
Prepare rewards representing different school games values
Alternative: Stickers, certificates, verbal praise
Key Vocabulary
Having confidence that your partner will keep you safe and help you succeed
Finding your way through or around obstacles and challenges
Giving information without using words - through sounds, gestures, or signals
Understanding where you are in relation to objects and people around you
The person who helps direct and keep their blindfolded partner safe
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space and boundaries
- Experience working cooperatively with partners
- Awareness of basic safety rules in PE
Current Skills
- Trust-building through physical activities
- Clear verbal and non-verbal communication
- Spatial awareness when visually impaired
Next Steps
- Complex problem-solving in outdoor environments
- Leadership skills in challenging situations
- Advanced teamwork and communication strategies
Milestone Indicators
Key Teaching Points
- Safety must always be the top priority when working with blindfolded partners
- Clear, specific communication is more effective than vague directions
- Trust is built gradually through positive experiences and consistent safety
- Both guiding and being guided require different types of courage and skill
- Problem-solving together strengthens partnerships and builds confidence
- Reflection helps students understand their learning and plan improvements
- Recognition of effort and character development motivates continued participation
Common Misconceptions
- That being the guide is easier - both roles have unique challenges requiring different skills
- That louder communication is clearer - often quieter, more precise instructions work better
- That trust activities are just about being brave - they also develop communication and leadership skills
- That mistakes mean failure - learning happens through trial and improvement
- That some students 'can't do' trust activities - with proper support, all students can participate meaningfully
SEN Adaptations
ADHD
- Shorter activity bursts, clear role definitions, regular movement breaks, simplified instruction sets
autism spectrum
- Clear routine explanation, visual schedule of activities, quiet zones available, predictable partner arrangements
visual impairment
- Extra verbal descriptions of environment, tactile markers for boundaries, buddy support throughout
hearing impairment
- Visual signals and gestures, written instruction cards, vibration signals for communication
physical disability
- Seated guidance activities, modified obstacles at appropriate heights, wheelchair-accessible routes
Cross-Curricular Links
English
Clear communication, giving instructions, active listening skills
Maths
Spatial reasoning, following sequences, problem-solving strategies
Science
Sound transmission and hearing, balance and proprioception, nervous system responses
Geography
Direction and orientation, spatial mapping, navigation techniques
PSHE
Building relationships, trust and responsibility, managing anxiety and fear
Teacher Guidance
Positioning
Move around the space to observe all pairs, position near more challenging obstacles during course work
Observation Focus
Watch for quality of communication, appropriate safety awareness, positive partner interactions
Intervention Points
Step in if students show distress, if safety is compromised, or if negative interactions occur
Demonstration Notes
Model calm, clear communication; show appropriate guiding techniques; demonstrate problem-solving when communication breaks down
Verbal Cues
- •'Remember, your partner's safety is your responsibility'
- •'Use specific directions - left, right, forward, back'
- •'Great communication! I can see your partner feels safe'
- •'Take your time - trust takes patience'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall space (minimum 15m x 20m) with clear floor area and perimeter space for obstacles
Surface Check
Dry, non-slip surface essential for blindfolded activities, check for any hazards or debris
Equipment Safety
Safety Checks
- •All blindfolds clean and comfortable, no tight elastic
- •Cones checked for damage, no sharp edges
- •Obstacle equipment stable and appropriate height
- •All equipment positioned safely away from walls
Risk Management
Key Risks
- •Collisions with equipment or other students
- •Falls due to loss of balance when blindfolded
- •Anxiety or panic when vision is impaired
- •Inappropriate touching or guidance
Risk Mitigation
- •Clear boundaries and safe zones established
- •Adult supervision throughout all blindfolded activities
- •Stop signals agreed and practiced
- •Emphasis on gentle, appropriate touching only when necessary
- •Regular check-ins with students about comfort levels
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during navigation
- •Monitor closely during obstacle course activities
- •Watch for signs of distress or overwhelming
Emergency Procedures
Immediate stop signal (whistle), guide to support distressed students, first aid available for any injuries