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Lesson 6 - Trust and Communication Challenges

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 develop trust and effective communication to solve challenges as a team?

Learning Objectives

To develop trust through collaborative problem-solving activities
To improve listening skills and ability to follow instructions accurately
To use critical thinking approaches when facing team challenges

Key Outcomes

Students will demonstrate trust-building behaviours during blindfolded activities
Students will show improved listening skills through successful completion of verbal instruction tasks
Students will apply critical thinking to solve physical challenges as a team

Equipment & Resources Required

Blindfolds

30 (1 per student plus spares)

Check all blindfolds are clean and comfortable, have spares ready

Alternative: Fabric strips, scarves, or ask students to close eyes with honour system

Cones

10-15 various colours

Use different coloured cones to mark boundaries clearly

Alternative: Markers, hoops, or chalk lines for boundaries

Balls

6-8 (optional for extension)

Place strategically around area for collection challenges

Alternative: Small balls, equipment to collect

Key Vocabulary

Trust

Believing in others and relying on them to keep you safe

Communication

Sharing information clearly through speaking and listening

Critical thinking

Carefully analysing a problem to find the best solution

Strategy

A plan of action designed to achieve a goal

Reflection

Thinking back on what happened to learn and improve

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience following simple instructions in PE
Previous exposure to problem-solving activities

Current Skills

Trust-building through dependency activities
Verbal communication and active listening
Critical thinking and strategic planning
Reflective evaluation of team performance

Next Steps

Leadership roles in more complex OAA challenges
Independent problem-solving with minimal adult guidance
Teaching and mentoring younger students in trust activities

Milestone Indicators

Willingly participates in trust-based activities

Gives clear, helpful verbal instructions

Adapts strategy based on reflection and observation

Shows empathy and support for teammates

Key Teaching Points

Trust is built gradually through positive shared experiences
Clear, calm communication is more effective than multiple quick instructions
Planning and strategy development improve team performance significantly
Learning from others' successes accelerates improvement
Reflection helps transfer skills to new situations
Emotional safety is as important as physical safety in trust activities
Every team member has valuable contributions to make

Common Misconceptions

Trust means blindly following without question - actually trust includes communication and feedback
Louder instructions are clearer instructions - volume doesn't improve clarity or helpfulness
Teams should use the exact same strategy as successful teams - adaptation to team strengths is more effective
Trust activities are just about physical challenges - they develop emotional and communication skills too
Planning takes too much time - good planning saves time and increases success
Some people are naturally better at trust activities - these are learnable skills that improve with practice

SEN Adaptations

ADHD

Break activities into shorter segments, provide specific roles and responsibilities, use movement and engagement to maintain focus

dyspraxia

Allow extra planning time, provide physical support during formation activities, focus on verbal communication strengths

autism spectrum

Provide advance notice of blindfold activities, offer alternative roles like timekeeper or strategy advisor, use clear structure and routines

visual impairment

Students already experienced with navigation can mentor others, use familiar voice commands, provide extra verbal description of spaces

hearing impairment

Use visual signals and demonstrations, written instruction cards, pair with hearing buddy for safety

physical disability

Adapt roles to individual capabilities, modify contact requirements, allow seated participation in planning and communication roles

Cross-Curricular Links

English

Developing precise vocabulary for giving instructions, listening skills, and reflective discussion

Maths

Measuring distances, counting body parts, calculating team positions and spatial relationships

Science

Understanding balance and forces during human formation challenges, exploring sensory systems when vision removed

PSHE

Building relationships, trust, communication skills, emotional regulation, and teamwork

Teacher Guidance

Positioning

Move around perimeter during blindfold activities for full visibility, position near teams during planning phases for support

Observation Focus

Watch for genuine trust building, quality communication, emotional comfort levels, and safe movement patterns

Intervention Points

Step in if students show distress, unsafe movements occur, or teams struggle with strategy development

Demonstration Notes

Model calm, clear communication; show trust through own participation; demonstrate planning thinking aloud

Verbal Cues

•'Remember to give one clear instruction at a time'
•'Trust your team - they want to keep you safe'
•'Take your time and think it through'
•'What worked well for other teams that you could try?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 15m, clear of obstacles and hazards

Surface Check

Even, non-slip surface essential for blindfolded activities, check for any holes or raised areas

Equipment Safety

Safety Checks

•Check all blindfolds are clean and comfortable
•Ensure cones have no sharp edges or cracks
•Test blindfolds don't restrict breathing

Risk Management

Key Risks

•Collisions during blindfolded movement
•Falls or trips when vision impaired
•Overstretching during cone placement challenge
•Emotional distress from trust activities

Risk Mitigation

•Clear boundaries and obstacles removed before blindfold activities
•Constant adult supervision during trust exercises
•Emergency stop signals established for immediate halt
•Alternative activities for students uncomfortable with blindfolds
•Progressive trust building starting with low-risk activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during blindfolded activities
•Monitor emotional responses and comfort levels
•Ensure voice commanders maintain safe distances
•Check physical formations for stability during challenges

Emergency Procedures

Immediate stop signal (whistle), clear evacuation routes, first aid accessible, emotional support protocols for distressed students