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Lesson 5 - Team Problem Solving

Leadership & Navigation Skills

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we use different perspectives and critical thinking to solve complex challenges together?

Learning Objectives

To share ideas and work effectively as a team to solve multi-step problems
To develop critical thinking skills through systematic problem analysis
To reflect on problem-solving strategies and adapt methods based on experience

Key Outcomes

Students will demonstrate effective teamwork by sharing ideas and agreeing on strategies
Students will apply critical thinking to approach challenges systematically
Students will reflect on their problem-solving process and identify areas for improvement

Equipment & Resources Required

Basketball

Store safely at side of area when not in use

Alternative: Large balls, footballs

Balls

Various colours for different point values in pond rescue

Alternative: Small balls, markers

Benches

Position securely for marking boundaries

Alternative: Skipping ropes laid flat, chalk lines

Cones

Various sizes - large for tagging, small for pond objects

Alternative: Markers, beanbags

Hockey sticks

Check for damage before use

Alternative: Long poles, cricket stumps

Hoops

Must be able to tie rope through them

Alternative: Large circular markers

Ropes

Minimum 3 metres long for effective use

Alternative: Long ropes, paracord

Tennis Balls

Mix with beanbags in pond for variety

Alternative: Small balls, hacky sacks

Key Vocabulary

Critical thinking

The ability to analyse information carefully and make reasoned judgements

Strategy

A carefully planned approach to achieving a goal

Collaboration

Working together effectively, sharing ideas and responsibilities

Reflection

Thinking carefully about what happened and learning from the experience

Innovation

Creating new and creative solutions to problems

Skill Progression Pathway

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

Prior Learning

Basic teamwork and communication skills from previous OAA lessons
Understanding of simple problem-solving strategies
Experience with trust and cooperation activities

Current Skills

Advanced teamwork and collaboration in challenging situations
Critical thinking and systematic problem analysis
Reflection and adaptation of problem-solving strategies

Next Steps

Leading complex multi-team challenges
Developing risk assessment and planning skills
Creating and facilitating problems for other teams

Milestone Indicators

Students naturally adopt leadership roles within their teams

Teams systematically test multiple solutions before deciding

Groups can articulate why certain strategies were more effective

Key Teaching Points

Effective teamwork requires active listening and clear communication between all members
Critical thinking involves planning before acting, testing ideas, and reflecting on results
Creative problem-solving often comes from combining tools and ideas in unexpected ways
Successful teams value different perspectives and use each member's unique strengths
Persistence and adaptation are more important than getting solutions right immediately
Reflection and learning from experience leads to continuous improvement in problem-solving
Strategic thinking involves weighing risks and benefits before making decisions

Common Misconceptions

Teams think the loudest or most confident person should always lead - correct by highlighting different leadership styles
Students believe there's only one 'right' solution to each problem - encourage multiple creative approaches
Students assume physical strength is most important - emphasise planning and creativity over force
Teams rush to action without planning - reinforce the value of discussion and strategy first
Students get discouraged by initial failures - teach that adaptation and learning from mistakes is part of success

SEN Adaptations

ADHD

Shorter activity segments with regular movement breaks, clear and simple instructions repeated frequently, immediate positive feedback

dyspraxia

Extra time for planning and coordination activities, larger equipment options, reduce complexity of multi-step instructions

autism spectrum

Provide clear structure and predictable routines, visual schedule of activities, quiet space available for breaks if needed

visual impairment

Use bright coloured boundaries and equipment, provide verbal descriptions of all visual elements, buddy system with sighted partner for navigation

hearing impairment

Use visual signals and demonstrations, ensure clear sight lines for lip reading, provide written instructions as backup to verbal

physical disability

Adapt bridge-building to include wheelchair users as structural supports, modified equipment retrieval with extended tools, seated participation options

Cross-Curricular Links

English

Communication skills, persuasive speaking when sharing ideas, reflective speaking and listening during team discussions

Maths

Measuring distances for bridge gaps, calculating point values and strategy in pond rescue, geometric problem-solving for spatial challenges

Science

Forces and leverage when using tools, simple machines concepts with hockey sticks and ropes, physics of projectile motion with balls

Geography

Spatial reasoning and mapping, understanding of boundaries and territories, navigation around obstacles

PSHE

Leadership skills development, conflict resolution in teams, building resilience when facing difficult challenges, celebrating diversity of ideas

Teacher Guidance

Positioning

Central position during warm-up for full class visibility. Circulate actively during team challenges to provide individual guidance and observe problem-solving processes

Observation Focus

Watch for quality of team communication, creative problem-solving approaches, and safety compliance. Note students who excel at different aspects for targeted praise

Intervention Points

Step in if teams become frustrated or stuck - guide with questions rather than giving solutions. Intervene immediately for any safety concerns or rule violations

Demonstration Notes

Model effective team communication and problem-solving thinking aloud. Show how to break down problems into smaller parts. Demonstrate safe equipment handling clearly before activities begin

Verbal Cues

•'Talk to each other - what's your strategy?'
•'Think about what worked last time'
•'How could you use your equipment differently?'
•'What does your team need to succeed?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 30m x 20m, or indoor hall of equivalent size with adequate ceiling height

Surface Check

Even, non-slip surface free from holes, debris, or trip hazards. Check for adequate drainage if outdoors

Equipment Safety

Safety Checks

•Inspect hockey sticks for cracks or splinters before use
•Ensure basketballs are properly inflated and not over-inflated
•Check skipping ropes for fraying or knots that could cause injury
•Verify benches are stable and positioned securely

Risk Management

Key Risks

•Collisions during tag games
•Equipment striking students during pond rescue activity
•Overexertion during bridge-building challenges
•Trips and falls over equipment or boundaries

Risk Mitigation

•Clear boundaries established for all activities with adequate buffer zones
•Specific safety rules for equipment handling taught and reinforced
•Teams positioned with sufficient space between working areas
•Progressive difficulty ensures students are prepared for challenges

Supervision & Emergency Procedures

Supervision Points

•Position centrally during tag to monitor all players
•Circulate actively during team challenges to observe equipment use
•Station near pond rescue activities to ensure boundary compliance
•Maintain clear sight lines to all team working areas

Emergency Procedures

Stop activity immediately with whistle signal. Assess injury severity. Apply first aid as trained. Seek additional help if required. Keep other students engaged and calm while dealing with incident.