Lesson 1 - Communication and Non-Verbal Signals
Mastering Team Communication and Strategic Collaboration
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Distributed at start of warm-up activity
Alternative: Individual whiteboards, clipboards
Available with paper for drawing activities
Alternative: Whiteboard pens if using boards
Used as barriers in main activity and targets in game
Alternative: Large pieces of cardboard, PE benches
Clean and ready for sheep pen game
Alternative: Scarves, fabric strips, closing eyes
Scattered around sheep pen area for navigation challenge
Alternative: Any safe, low obstacles
For timing 30-second drawing and 5-minute planning periods
Alternative: Phone timer, classroom clock
Key Vocabulary
Using spoken words to share information, ideas, or instructions with others
Communicating without words using gestures, body language, signals, or demonstrations
Paying full attention to understand and remember what someone is communicating
Being exact and accurate in communication, leaving no room for misunderstanding
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
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