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Lesson 4 - Problem Solving and Team Strategy

Team Resilience & Problem Solving

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Year 5

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Outdoor Adventurous Activities

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Big Question

How can we work together to overcome challenges that seem impossible alone?

Learning Objectives

To develop strategies and planning skills through problem-solving challenges
To work as a team to solve complex problems requiring coordination
To reflect on and improve problem-solving methods through critical thinking

Key Outcomes

Students will demonstrate effective team planning and strategy development
Students will show improved problem-solving approaches through reflection
Students will work cooperatively to overcome physical and mental challenges

Equipment & Resources Required

Coloured bands

Designate fast-moving taggers in warm-up

Alternative: Green bibs or coloured cones

Coloured Cones

Designate stop-and-jump taggers

Alternative: Red bibs or coloured cones

Dish Cones

Create clear boundaries and target positions

Alternative: Spot markers or chalk marks

Hockey sticks

Check all sticks are safe and appropriate length

Alternative: Unihoc sticks or garden canes

Hoops

Position for target areas in challenges

Alternative: Rope circles or marked areas

Balls

Medium-sized balls for group manipulation

Alternative: Footballs or large foam balls

Key Vocabulary

Strategy

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

Critical thinking

Careful analysis of information to form judgements and solve problems

Coordination

Working together in an organised way to achieve a common goal

Reflection

Thinking carefully about experiences to learn and improve

Collaboration

Working jointly with others to accomplish a shared objective

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
Fundamental movement skills (running, jumping, balancing)

Current Skills

Team planning and strategy development
Critical thinking and problem analysis
Effective communication within groups
Reflection and adaptation of methods

Next Steps

Leading complex multi-stage challenges
Creating original problem-solving activities
Mentoring younger students in teamwork skills

Milestone Indicators

Students initiate strategy discussions without prompting

Teams adapt approaches after unsuccessful attempts

Students demonstrate improved coordination and communication

Key Teaching Points

Planning before action significantly improves success rates in physical challenges
Effective teamwork requires active listening and building on others' ideas
Reflection after each attempt leads to improved strategies and better outcomes
Different leadership styles can be equally effective depending on team dynamics
Problem-solving skills transfer from physical challenges to academic and social situations
Persistence and adaptation are more valuable than immediate success
Everyone's contribution has value in team problem-solving scenarios

Common Misconceptions

Students may think the loudest person should always lead - teach that good leaders listen first
Students might believe failure means they're not good at problem-solving - emphasise learning from attempts
Teams may think they need to solve everything quickly - stress that planning time improves outcomes
Some students assume physical strength is most important - highlight that strategy often beats strength
Students might think there's only one correct solution - demonstrate multiple successful approaches
Students may believe they can't change unsuccessful strategies - model adaptation and flexibility

SEN Adaptations

ADHD

Shorter planning phases with regular check-ins, clear role assignments, movement breaks between reflections, immediate positive feedback

dyspraxia

Simplified equipment handling, extra practice time, supportive team placement, alternative success criteria focused on effort and participation

autism spectrum

Clear structure with predictable routines, visual schedule of activities, quiet planning spaces available, consistent team partnerships

visual impairment

Use bright contrasting equipment, verbal descriptions of all activities, buddy system for navigation, tactile boundary markers

hearing impairment

Visual demonstrations of all instructions, written strategy cards, hand signals for communication, ensure face-to-face communication

physical disability

Adapted equipment holding techniques, modified distances, alternative roles in team challenges, seated participation options where appropriate

Cross-Curricular Links

Maths

Strategic thinking and problem-solving approaches, measuring distances for challenges, calculating success rates and timing

Science

Forces and motion in moving objects with hockey sticks, balance and centre of gravity during coordination tasks

Geography

Spatial awareness and navigation skills, understanding of positioning and direction in team challenges

PSHE

Teamwork and cooperation skills, communication and listening, leadership and responsibility, resilience and perseverance

Teacher Guidance

Positioning

Central position with clear sight lines to all teams, move between groups during activities to monitor and support

Observation Focus

Watch for strategic planning discussions, effective teamwork, safe equipment use, and positive communication

Intervention Points

Step in when teams are struggling with planning, safety concerns arise, or conflict resolution needed

Demonstration Notes

Model thinking processes aloud, show examples of good teamwork, demonstrate safe equipment handling clearly

Verbal Cues

•'Plan first, then act!'
•'What did we learn from that attempt?'
•'Everyone's ideas matter!'
•'Think strategy, not just speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) or outdoor area minimum 20m x 15m with clear boundaries

Surface Check

Even, non-slip surface free from obstacles and hazards, adequate ceiling height for jumping activities

Equipment Safety

Safety Checks

•Check all hockey sticks for damage or splinters
•Ensure hoops are intact with no sharp edges
•Verify playground balls are properly inflated
•Check coloured bands for secure fastenings

Risk Management

Key Risks

•Collisions during tag games
•Falls during coordination challenges
•Equipment strikes from hockey sticks
•Injury during piggyback activities

Risk Mitigation

•Clear boundaries established and monitored
•Gentle tagging rules enforced consistently
•Proper demonstration of all equipment use
•Progressive skill building from simple to complex
•Constant supervision during piggyback elements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams simultaneously
•Monitor hockey stick handling closely
•Watch for safe landing during jumping
•Ensure appropriate physical contact during lifejacket challenge

Emergency Procedures

Stop activity immediately, assess injury level, provide appropriate first aid, ensure other students are safe and supervised