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Lesson 1 - Communication and Non-Verbal Signals

Mastering Team Communication and Strategic Collaboration

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Year 6

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Outdoor Adventurous Activities

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57 min

Big Question

How can we communicate effectively without words, and why is clear communication essential for successful teamwork?

Learning Objectives

To develop effective verbal and non-verbal communication skills in team activities
To understand the importance of clear instructions and active listening in group challenges
To apply communication strategies to solve problems collaboratively

Key Outcomes

Students will communicate clearly using both verbal and non-verbal methods
Students will demonstrate active listening skills and follow instructions accurately
Students will evaluate the effectiveness of different communication methods in team situations

Equipment & Resources Required

Numbered Papers

1 sheet per student (30 sheets)

Distributed at start of warm-up activity

Alternative: Individual whiteboards, clipboards

Pencils

1 per student (30)

Available with paper for drawing activities

Alternative: Whiteboard pens if using boards

Gym Mats

1 per group of 4 (8 mats)

Used as barriers in main activity and targets in game

Alternative: Large pieces of cardboard, PE benches

Blindfolds

1 per 'sheep' (20-25)

Clean and ready for sheep pen game

Alternative: Scarves, fabric strips, closing eyes

Obstacles

Various (cones, benches, chairs)

Scattered around sheep pen area for navigation challenge

Alternative: Any safe, low obstacles

Stopwatch

For timing 30-second drawing and 5-minute planning periods

Alternative: Phone timer, classroom clock

Key Vocabulary

Verbal communication

Using spoken words to share information, ideas, or instructions with others

Non-verbal communication

Communicating without words using gestures, body language, signals, or demonstrations

Active listening

Paying full attention to understand and remember what someone is communicating

Precision

Being exact and accurate in communication, leaving no room for misunderstanding

Strategy

A planned approach or method for achieving a goal through teamwork

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 and small groups
Awareness of different ways to communicate ideas

Current Skills

Verbal communication with precision and clarity
Non-verbal communication through gesture and demonstration
Active listening and instruction following
Problem-solving through effective communication

Next Steps

Leading teams through complex multi-stage challenges
Developing communication protocols for emergency situations
Applying communication skills in competitive team sports

Milestone Indicators

Gives clear, specific instructions that others can follow accurately

Adapts communication method when faced with constraints

Demonstrates patience and persistence when communication breaks down

Shows leadership in guiding team communication strategies

Key Teaching Points

Effective communication requires precision and specificity, not just general descriptions
Different situations call for different communication methods - verbal, non-verbal, or combinations
Active listening is as important as clear speaking in successful team communication
Communication systems can be developed and improved through practice and reflection
Safety and trust are essential foundations for effective team communication
Adaptation and flexibility are key when communication constraints change
Leadership in communication means taking responsibility for team understanding and success

Common Misconceptions

That louder communication is always more effective - actually precision and appropriateness matter more
That verbal communication is always superior to non-verbal - each has specific advantages depending on the situation
That good communicators are born, not made - communication skills can be developed through practice and reflection
That communication is only about giving instructions - listening and responding are equally important skills
That one communication method should work for everyone - different people may need different approaches
That communication breakdown means someone has failed - it's often an opportunity to develop better systems

SEN Adaptations

ADHD

Break activities into shorter segments with clear success criteria, provide immediate feedback on communication attempts, use physical movement throughout

dyspraxia

Focus on verbal rather than complex physical communication, provide extra practice time for position-copying activities, celebrate effort over perfect accuracy

autism spectrum

Provide clear structure and expectations for each activity, use visual schedules for activity transitions, allow processing time between communication challenges

visual impairment

Use raised textured materials for drawing activities, rely heavily on verbal descriptions and sound signals, ensure clear verbal descriptions of all spatial arrangements

hearing impairment

Focus on visual communication methods, use written instructions for complex activities, employ visual signals and demonstrations extensively

physical disability

Adapt positions to be achievable from seated position, modify sheep pen to allow wheelchair navigation, focus on communication skills applicable to their abilities

Cross-Curricular Links

English

Precise descriptive language, giving clear instructions, active listening skills, vocabulary development for spatial and anatomical terms

Maths

Spatial awareness and positional language, understanding angles and directions, measuring distances for communication challenges

Science

Understanding of senses and how they work, exploring how sound travels and visual communication functions, body systems and spatial awareness

PSHE

Teamwork and collaboration, building trust in relationships, leadership skills, patience and perseverance, problem-solving in groups

Teacher Guidance

Positioning

Move between groups during activities to monitor communication quality and safety, position near blindfolded activities for immediate intervention if needed

Observation Focus

Watch for precision in instruction-giving, evidence of active listening, development of creative communication solutions, and maintenance of safety during challenging activities

Intervention Points

Step in when communication becomes frustrated rather than constructive, ensure safety protocols are followed during blindfolded activities, support groups struggling with system development

Demonstration Notes

Model precise anatomical language for position descriptions, demonstrate safe guidance techniques for blindfolded activities, show examples of effective signal systems from successful teams

Verbal Cues

•'Be specific - describe exactly what you see'
•'Safety first - guide them slowly and carefully'
•'What communication worked best and why?'
•'Adapt your system - what would work better?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m for spread out activities and 20m distance challenges

Surface Check

Clean, dry floor suitable for students moving on hands and knees during sheep activities

Equipment Safety

Safety Checks

•Mats checked for cleanliness and stability when held as barriers
•Blindfolds cleaned between uses and checked for appropriate fit
•Obstacles positioned safely with no sharp edges or trip hazards
•Paper and pens/pencils in good condition for drawing activities

Risk Management

Key Risks

•Collisions during blindfolded activities
•Students bumping into obstacles during navigation challenges
•Inappropriate physical contact during instruction-giving activities
•Frustration leading to unsafe behaviour when communication breaks down

Risk Mitigation

•Continuous supervision of all blindfolded activities
•Clear boundaries established around obstacle courses
•Shepherds trained in safety guidance responsibilities
•Regular reminders about appropriate communication methods
•Clear stop signals established for immediate activity cessation

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during barrier activities
•Close monitoring of blindfolded sheep navigation
•Watch for frustration levels during communication challenges
•Ensure shepherds are fulfilling safety guidance responsibilities

Emergency Procedures

Clear 'STOP' signal for immediate cessation of activity, immediate removal of blindfolds if needed, first aid accessible for any minor injuries