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Lesson 2 - Trust and 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 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

Blindfolds

15 (half the class)

Check all blindfolds are clean and comfortable

Alternative: Scarves, bandanas, or students can close eyes

Cones

30-40

Scatter randomly across hall to create 'hippos and crocs'

Alternative: Bean bags, markers, small equipment

Gymnastics Equipment

6-8 pieces

Create low-level obstacle course around hall perimeter

Alternative: Benches, mats, hoops, tables

Team Tokens

Prepare rewards representing different school games values

Alternative: Stickers, certificates, verbal praise

Key Vocabulary

Trust

Having confidence that your partner will keep you safe and help you succeed

Navigation

Finding your way through or around obstacles and challenges

Non-verbal communication

Giving information without using words - through sounds, gestures, or signals

Spatial awareness

Understanding where you are in relation to objects and people around you

Guide

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

Maintaining calm behaviour when blindfolded

Giving specific, helpful instructions to partners

Showing care and responsibility for partner safety

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