Lesson 1 - Working with Partners and Groups
Leadership & Navigation Skills
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we build trust and communicate effectively to solve challenges together?
Learning Objectives
- To pool ideas within a group, selecting and applying the best method to solve a problem
- To work effectively with a partner and a group showing clear communication
- To build trust and demonstrate awareness of safety when working with others
Key Outcomes
- Students will demonstrate effective group problem-solving strategies
- Students will show clear communication skills when guiding blindfolded partners
- Students will work safely and considerately with all team members
Equipment & Resources Required
Check all blindfolds are clean and properly sized
Alternative: Large bandanas, scarves, or eye masks
Arrange randomly within marked area before activity
Alternative: Coloured bean bags, hoops, or markers
Mark clear 10m x 10m square for cone collect activity
Alternative: Rope, chalk lines, or natural boundaries
Key Vocabulary
Clearly sharing ideas and instructions with others
Having confidence that your partner will keep you safe
A plan of action designed to achieve a goal
Finding solutions to challenges by thinking and working together
Helping someone by giving clear directions and support
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following instructions
- Experience working in pairs
- Basic awareness of personal space and safety
Current Skills
- Effective group communication and listening
- Trust-building through partner activities
- Problem-solving in challenging situations
- Safety awareness when guiding others
Next Steps
- Leadership roles in outdoor challenges
- Complex problem-solving with time pressure
- Risk assessment and management skills
Milestone Indicators
Key Teaching Points
- Safety is the foundation of all trust-building activities
- Communication is more than just talking - it's listening and understanding too
- Every team member has something valuable to contribute
- Good planning prevents poor performance - take time to discuss strategies
- Leadership is about helping others succeed, not just being in charge
- Mistakes are learning opportunities that make teams stronger
- Reflection after each activity deepens understanding and improves future performance
Common Misconceptions
- Leadership means being the loudest or most forceful person in the group
- Trust is automatic and doesn't need to be built through careful actions
- Communication is only about giving instructions, not listening to others
- Teamwork means everyone does the same thing at the same time
- Some people are just naturally good at teamwork and others aren't
- Competition and cooperation cannot happen together in the same activity
SEN Adaptations
ADHD
- Short activity segments, clear boundaries, regular movement breaks, immediate positive feedback
dyspraxia
- Simplified movement patterns, extra practice time, clear step-by-step instructions, celebration of effort
autism spectrum
- Clear visual schedule of activities, quiet zones for breaks, predictable routine structure
visual impairment
- Extra verbal descriptions of setup, enhanced boundary markers, buddy system throughout
hearing impairment
- Visual signals for start/stop, written instruction cards, clear demonstrations with gestures
physical disability
- Adapted movements for partner activities, modified body part counting, seated variations available
Cross-Curricular Links
English
Speaking and listening skills, giving clear instructions, precise vocabulary use
Maths
Counting body parts, measuring distances, spatial reasoning and positioning
Science
Understanding how our senses work, particularly when one is removed (sight)
Geography
Directional language, following and giving directions, spatial orientation
PSHE
Building relationships, trust, respect, empathy and understanding others' perspectives
Teacher Guidance
Positioning
Central position with clear sightlines to all activities, move around to support groups
Observation Focus
Communication quality, trust-building behaviours, inclusive participation, safety awareness
Intervention Points
Step in if exclusion occurs, unsafe movement, or groups become stuck in planning
Demonstration Notes
Model excellent communication yourself, show don't tell wherever possible, celebrate collaborative behaviours immediately
Verbal Cues
- •'What specific words will help your partner?'
- •'How can everyone contribute to this plan?'
- •'Safety first - slow and steady movements'
- •'Listen to all ideas before deciding'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 15m x 20m, clear of obstacles
Surface Check
Dry, non-slip surface essential for movement activities and sitting on floor
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and appropriate size
- •Ensure cones have no sharp edges or cracks
- •Verify boundaries are clearly marked and visible
Risk Management
Key Risks
- •Collisions during blindfold activities
- •Falls during partner stand activity
- •Overexertion during team transport challenges
- •Anxiety/distress when blindfolded
Risk Mitigation
- •Constant supervision during blindfold activities
- •Clear boundaries and adequate spacing between groups
- •Progressive difficulty building confidence gradually
- •Immediate stop signal and procedure established
Supervision & Emergency Procedures
Supervision Points
- •Position to see all blindfolded students simultaneously
- •Monitor team challenges for safe body positioning
- •Watch for any students showing distress or anxiety
Emergency Procedures
Stop signal (whistle/hand up), immediate partner buddy check, first aid trained adult present