Lesson 5 - Team Problem Solving
Leadership & Navigation Skills
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Store safely at side of area when not in use
Alternative: Large balls, footballs
Various colours for different point values in pond rescue
Alternative: Small balls, markers
Position securely for marking boundaries
Alternative: Skipping ropes laid flat, chalk lines
Various sizes - large for tagging, small for pond objects
Alternative: Markers, beanbags
Check for damage before use
Alternative: Long poles, cricket stumps
Must be able to tie rope through them
Alternative: Large circular markers
Minimum 3 metres long for effective use
Alternative: Long ropes, paracord
Mix with beanbags in pond for variety
Alternative: Small balls, hacky sacks
Key Vocabulary
The ability to analyse information carefully and make reasoned judgements
A carefully planned approach to achieving a goal
Working together effectively, sharing ideas and responsibilities
Thinking carefully about what happened and learning from the experience
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
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.