Lesson 3 - Cooperation and Teamwork Skills
Leadership & Navigation Skills
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
One for each catcher in team tag game
Alternative: Coloured bibs, foam balls, or tennis balls
Spread around teaching area, ready to reduce numbers during activities
Alternative: Chalk circles, rope circles, or cones to mark circles
One rope per group of three for knots challenge
Alternative: Climbing rope sections, thick string, or resistance bands
Key Vocabulary
Working together effectively towards a shared goal
Carefully considering different options before making decisions
A plan of action designed to achieve a goal
Finding solutions to difficult or complex issues
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
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