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Lesson 3 - Co-operation and Problem Solving

Team Resilience & Problem Solving

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Year 5

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Outdoor Adventurous Activities

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54 min

Big Question

How can we use teamwork and critical thinking to solve challenges together?

Learning Objectives

To develop co-operation and teamwork skills through collaborative challenges
To use critical thinking and problem-solving strategies in group situations
To communicate effectively and share ideas within a team

Key Outcomes

Students will demonstrate effective teamwork and communication skills
Students will apply critical thinking to solve physical challenges
Students will show leadership and support for team members

Equipment & Resources Required

Balls

Use bright colours for easy identification of catchers

Alternative: Coloured bibs, soft balls, foam markers

Hoops

10 (various sizes if available)

Spread evenly around teaching space, different sizes for differentiation

Alternative: Chalk circles, cones to mark circles, rope circles

Ropes

Check for knots before activity, ensure varied lengths available

Alternative: Climbing rope, thick string, resistance bands

Stopwatch

Visible to all students for timing challenges

Alternative: Smartphone timer, wall clock with second hand

Key Vocabulary

Co-operation

Working together effectively to achieve a common goal

Critical thinking

Carefully analysing problems and considering different solutions before deciding

Strategy

A plan or method chosen to achieve a particular goal

Communication

Sharing ideas, instructions and feedback clearly with team members

Problem-solving

Finding solutions to challenges by trying different approaches

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working in pairs or small groups
Knowledge of personal space and safety

Current Skills

Collaborative problem-solving strategies
Critical thinking and decision-making
Effective communication within teams
Leadership and support skills

Next Steps

Complex multi-stage problem-solving challenges
Leading and managing larger groups
Evaluating and improving team strategies

Milestone Indicators

Students contribute ideas confidently to group discussions

Teams can agree on strategies quickly and effectively

Students show resilience when initial attempts fail

Groups demonstrate inclusive participation from all members

Key Teaching Points

Effective teams communicate constantly and include all members in decision-making
The best solutions often emerge from trying multiple approaches before selecting one
Critical thinking involves asking 'what if' and 'how could we improve this' throughout challenges
Persistence and patience are essential when initial strategies don't work as planned
Different team members contribute in different ways - all contributions are valuable
Cooperation means working together towards shared goals rather than individual success
Problem-solving improves when teams plan before acting and reflect on results

Common Misconceptions

Teams only succeed when one person takes charge - actually the best teams share leadership
The fastest solution is always the best - quality teamwork often requires patience and testing
Physical challenges only test athletic ability - they actually develop communication and cooperation skills
Quiet students don't contribute much to teams - often they provide crucial ideas and support
Competition between teams is more important than cooperation within teams - focus should be on team process not winning

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and rules, movement opportunities, immediate positive feedback for cooperation

dyspraxia

Simplified instructions broken into steps, larger equipment easier to manipulate, extra practice time, patient team partnerships

autism spectrum

Clear structure and routines, visual schedules for activity progression, quiet zones for breaks, predictable team formations

visual impairment

Use bright coloured equipment, verbal descriptions of spatial arrangements, buddy system for navigation, tactile boundaries

hearing impairment

Visual demonstrations and signals, written instruction cards, ensure good visibility of teacher, use gesture communication

physical disability

Modify balance challenges for seated participation, use larger equipment, adjust group sizes, alternative roles in team activities

Cross-Curricular Links

English

Verbal communication and active listening, following and giving instructions, vocabulary development

Maths

Counting body parts and calculating totals, addition and subtraction in context, problem-solving with constraints

Science

Understanding balance and forces, centre of gravity in group challenges, cause and effect in problem-solving

PSHE

Cooperation and teamwork, communication skills, resilience and perseverance, celebrating differences and inclusion

Teacher Guidance

Positioning

Circulate constantly to observe all groups, position at corners for maximum visibility during whole-class activities

Observation Focus

Watch for inclusive participation, effective communication, creative problem-solving, and peer support behaviours

Intervention Points

Step in when groups are struggling with cooperation, safety concerns arise, or students are being excluded

Demonstration Notes

Use positive examples from students to demonstrate good teamwork, show multiple valid solutions to challenges, model inclusive language and encouragement

Verbal Cues

•'Remember to include everyone in your planning!'
•'What other solutions could you try?'
•'How can you support your teammates?'
•'Excellent communication - I can see you listening to each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space with defined boundaries, suitable for running activities and group work

Surface Check

Non-slip surface checked for hazards, adequate grip for movement activities, no obstacles or tripping hazards

Equipment Safety

Safety Checks

•Hoops checked for cracks or sharp edges before use
•Skipping ropes inspected for fraying or knots that could cause injury
•Beanbags checked for secure stitching to prevent contents spilling

Risk Management

Key Risks

•Collisions during team tag and running activities
•Falls during balance challenges in hoops
•Finger injuries from tight rope knots
•Overexertion during high-energy activities

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between groups during all activities
•Progressive skill building from simple to complex challenges
•Continuous monitoring of group dynamics and energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during activities
•Monitor high-activity areas during tag games for collision risks
•Watch balance activities closely for fall prevention
•Circulate during rope activities to prevent finger injuries

Emergency Procedures

Stop signal established at lesson start, immediate assessment protocol for injuries, first aid kit accessible, clear evacuation routes identified