🧭

Lesson 1 - Working with Partners and Groups

Leadership & Navigation Skills

•

Year 6

•

Outdoor Adventurous Activities

•

Big Question

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

Blindfolds

15 (1 per pair)

Check all blindfolds are clean and properly sized

Alternative: Large bandanas, scarves, or eye masks

Coloured Cones

45 (9 different colours, 5 of each)

Arrange randomly within marked area before activity

Alternative: Coloured bean bags, hoops, or markers

Sun Markers

10 cones or markers

Mark clear 10m x 10m square for cone collect activity

Alternative: Rope, chalk lines, or natural boundaries

Key Vocabulary

Communication

Clearly sharing ideas and instructions with others

Trust

Having confidence that your partner will keep you safe

Strategy

A plan of action designed to achieve a goal

Problem-solving

Finding solutions to challenges by thinking and working together

Guidance

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

Clear, specific instructions given to partners

Constructive contribution to group planning

Consistent safety awareness throughout activities

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