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Lesson 3 - Cooperation and Teamwork Skills

Leadership & Navigation Skills

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Year 6

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Outdoor Adventurous Activities

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44 min

Big Question

How can we work together effectively to solve problems and achieve shared goals?

Learning Objectives

To develop cooperation and teamwork skills through collaborative problem-solving activities
To develop creating ideas and problem-solving abilities in group contexts
To use critical thinking to approach challenges and form effective solutions

Key Outcomes

Students will demonstrate effective teamwork through collaborative problem-solving
Students will show critical thinking skills when approaching challenges
Students will communicate clearly and support team decisions

Equipment & Resources Required

Balls

One for each catcher in team tag game

Alternative: Coloured bibs, foam balls, or tennis balls

Hoops

Spread around teaching area, ready to reduce numbers during activities

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

Ropes

One rope per group of three for knots challenge

Alternative: Climbing rope sections, thick string, or resistance bands

Key Vocabulary

Cooperation

Working together effectively towards a shared goal

Critical thinking

Carefully considering different options before making decisions

Strategy

A plan of action designed to achieve a goal

Problem-solving

Finding solutions to difficult or complex issues

Communication

Sharing ideas and information clearly with team members

Skill Progression Pathway

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

Prior Learning

Basic understanding of following rules in games
Experience working in pairs and small groups
Simple problem-solving in PE contexts

Current Skills

Advanced teamwork and cooperation strategies
Critical thinking and problem-solving techniques
Leadership and communication in group challenges

Next Steps

Complex multi-stage problem-solving challenges
Leadership roles in outdoor adventure activities
Strategic planning for team-based competitions

Milestone Indicators

Students naturally take on different roles within teams

Groups can adapt strategies when initial approaches don't work

Teams can complete complex challenges within time limits

Key Teaching Points

Emphasise that there are many correct solutions to each problem
Encourage students to plan before acting, especially in the more complex challenges
Model positive team language and communication throughout
Celebrate effort and creative thinking as much as successful outcomes
Ensure all students have opportunities to contribute to team decisions
Use mistakes and setbacks as learning opportunities rather than failures
Connect the activities explicitly to real-world teamwork situations

Common Misconceptions

Teams must work quickly rather than thoughtfully - emphasise planning time
The loudest voice should lead - teach about different leadership styles
There's only one right answer - celebrate creative and diverse solutions
Physical strength is most important - highlight planning and communication skills
Teams should never disagree - teach constructive discussion and compromise

SEN Adaptations

ADHD

Shorter activity bursts, regular movement breaks, clear and simple instructions, positive reinforcement

dyspraxia

Extra time for complex movements, simplified instructions, buddy support for coordination challenges

autism spectrum

Clear structure with visual schedule, predictable routines, quiet zones available, advance warning of changes

visual impairment

Use brightly coloured equipment, verbal descriptions of all visual elements, buddy system for navigation

hearing impairment

Visual demonstrations of all instructions, hand signals for communication, written instruction cards available

physical disability

Adapted equipment like larger hoops, seated versions of activities, modified balance challenges

Cross-Curricular Links

English

Vocabulary development for teamwork terms, verbal reasoning and explanation skills, active listening

Maths

Problem-solving strategies, counting and number recognition under pressure, spatial awareness and geometry

Science

Forces and balance during physical challenges, understanding of leverage and centre of gravity

PSHE

Communication skills, empathy and consideration for others, resilience and perseverance, leadership development

Teacher Guidance

Positioning

Move around all groups during activities to observe and support, position centrally for whole-group instructions

Observation Focus

Watch for inclusive team behaviour, effective communication strategies, problem-solving approaches, and safe physical interaction

Intervention Points

Step in if groups become stuck or frustrated, guide without giving solutions, ensure all students are participating

Demonstration Notes

Model positive team language, show different ways to communicate non-verbally, demonstrate safe physical support techniques

Verbal Cues

•'How can your team work together on this?'
•'What ideas haven't you tried yet?'
•'How can you include everyone in your planning?'
•'Remember to listen to all team members'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip surface, dry conditions if outdoors, adequate space for running activities

Equipment Safety

Safety Checks

•Check hoops are intact with no sharp edges
•Ensure skipping ropes are appropriate length and not frayed
•Beanbags securely fastened with no loose filling

Risk Management

Key Risks

•Collisions during running activities
•Falls during balancing challenges
•Rope burns from skipping rope activities
•Overexertion during competitive elements

Risk Mitigation

•Clear boundaries established for all activities
•Emphasis on controlled movement rather than speed
•Progressive challenge development to build confidence
•Regular safety reminders about body contact and support

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during problem-solving activities
•Monitor physical contact during balancing challenges
•Watch for students becoming frustrated or overwhelmed

Emergency Procedures

Stop activity immediately if injury occurs, first aid available, clear evacuation route maintained