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Lesson 1 - Communication and Teamwork

Trust & Creative Challenges

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Year 5

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Outdoor Adventurous Activities

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45 min

Big Question

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

Hoops

20 (4 per group of 5)

Arrange in squares for Corner Tag activity

Alternative: Cones, markers, or ropes to create boundaries

Blindfolds

15 (half the class)

Ensure they block vision completely but comfortably

Alternative: Closed eyes with honour system, or fabric strips

Cones

Mark target areas and boundaries clearly

Alternative: Hoops, markers, or bean bags as targets

Bibs

6 (for extension activity)

Tucked into waistband for tag games

Alternative: Fabric strips or tags

Key Vocabulary

Communication

The process of sharing information, ideas, or feelings through words, actions, or touch

Verbal guidance

Using spoken words to give directions or instructions

Non-verbal communication

Sharing information without using words, such as through touch, gestures, or signals

Trust

Having confidence in your partner to keep you safe and guide you correctly

Spatial awareness

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

Partner reaches target location successfully

Clear, specific instructions given consistently

Adaptation of communication style when needed

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