Lesson 1 - Communication and Teamwork
Trust & Creative Challenges
•Year 5
•Outdoor Adventurous Activities
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How can we use different communication skills to work effectively as a team when we can't rely on sight?
Learning Objectives
- To work collaboratively to complete communication challenges
- To explore and evaluate different methods of verbal and non-verbal communication
- To develop trust and responsibility when working with a partner
Key Outcomes
- Students will successfully guide a blindfolded partner using clear verbal instructions
- Students will identify and compare the effectiveness of different communication methods
- Students will demonstrate improved teamwork and leadership skills
Equipment & Resources Required
Arrange in squares for Corner Tag activity
Alternative: Cones, markers, or ropes to create boundaries
Ensure they block vision completely but comfortably
Alternative: Closed eyes with honour system, or fabric strips
Mark target areas and boundaries clearly
Alternative: Hoops, markers, or bean bags as targets
Tucked into waistband for tag games
Alternative: Fabric strips or tags
Key Vocabulary
The process of sharing information, ideas, or feelings through words, actions, or touch
Using spoken words to give directions or instructions
Sharing information without using words, such as through touch, gestures, or signals
Having confidence in your partner to keep you safe and guide you correctly
Understanding where you are in relation to objects and people around you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of directional vocabulary
- Experience working in pairs and small groups
- Ability to follow simple instructions
Current Skills
- Developing clear verbal communication techniques
- Using descriptive language for guidance
- Building trust through effective partnership
Next Steps
- Advanced problem-solving communication
- Leading larger group challenges
- Using communication skills in outdoor environments
Milestone Indicators
Key Teaching Points
- Safety is paramount - guides are completely responsible for their partner's wellbeing
- Clear, specific communication is more effective than loud or rushed instructions
- Trust develops through consistent, reliable guidance and genuine care for partners
- Different communication methods work better in different situations - encourage adaptation
- Leadership involves both giving clear guidance and listening to feedback
- These skills transfer directly to helping others in real-life situations
- Empathy develops naturally when students experience both roles
Common Misconceptions
- Thinking louder voice equals clearer communication - teach calm, precise instructions instead
- Believing speed is more important than accuracy - emphasise safety and precision over rushing
- Assuming everyone communicates the same way - highlight individual differences and adaptation needs
- Thinking only verbal communication matters - demonstrate the power of appropriate touch and sound signals
- Believing trust comes automatically - explain that trust must be earned through consistent, safe guidance
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries and structure, offer leadership roles, use movement breaks between discussions.
dyspraxia
- Give extra practice time for coordination, use simple movement patterns, provide additional verbal guidance, celebrate effort over precision.
autism spectrum
- Provide clear structure and routine, offer advance warning of blindfold activities, allow observation before participation, use visual schedules.
visual impairment
- These students can be excellent guides, sharing their experience of non-visual navigation. Provide extra audio descriptions of space layout.
hearing impairment
- Use visual signals and written instructions, demonstrate all activities clearly, ensure these students can see all communication examples.
physical disability
- Adapt guidance methods to suit mobility aids, use seated or supported positions as needed, focus on communication skills rather than movement.
Cross-Curricular Links
English
Developing precise vocabulary, giving clear instructions, active listening skills, descriptive language use
Maths
Understanding spatial relationships, estimating distances, using directional vocabulary and positional language
Science
Exploring how we rely on different senses, understanding sensory deprivation, investigating sound and communication methods
PSHE
Building trust and empathy, taking responsibility for others' safety, developing emotional awareness and self-regulation
Teacher Guidance
Positioning
Move constantly around the activity area to supervise all groups, with particular attention to blindfolded students
Observation Focus
Watch for quality of communication, safety awareness, trust development, and effective teamwork
Intervention Points
Step in immediately if safety is compromised, when communication breaks down, or if students show distress
Demonstration Notes
Model excellent communication techniques yourself, show correct positioning for guides, demonstrate appropriate touch guidance, highlight good examples as they occur
Verbal Cues
- •'Remember to speak clearly and calmly'
- •'Keep your partner safe at all times'
- •'Use specific words, not general directions'
- •'Trust your partner's guidance'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large open area minimum 20m x 20m, clear of obstacles, with defined boundaries
Surface Check
Even surface suitable for blindfolded movement, free from trip hazards, holes, or slippery areas
Equipment Safety
Safety Checks
- •Blindfolds cleaned between users and properly fitted
- •Hoops and cones positioned safely with no sharp edges
- •Equipment regularly checked for wear and tear
Risk Management
Key Risks
- •Collisions with other students or equipment while blindfolded
- •Falls due to uneven surfaces or obstacles
- •Anxiety or panic when blindfolded
- •Inappropriate touch or guidance methods
Risk Mitigation
- •Clear boundaries established and communicated before starting
- •Constant supervision of blindfolded activities
- •Emergency stop signal practiced and understood by all
- •Proper guidance techniques taught and modelled
- •Students with anxiety can participate as guides first or use partial sight
- •Clear protocols for appropriate touch guidance
Supervision & Emergency Procedures
Supervision Points
- •Position yourself to see all blindfolded students at all times
- •Monitor guide behaviour and intervene if inappropriate
- •Watch for signs of distress or anxiety in blindfolded students
- •Ensure adequate spacing between pairs and groups
Emergency Procedures
Stop all activity immediately if any unsafe behaviour occurs, remove blindfolds, assess situation, provide first aid if needed, contact emergency services if required