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Lesson 1 - Communication and Tactical Decision Making

Strategic Communication and Collaborative Problem-Solving

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we work together strategically to overcome challenges and defeat opponents?

Learning Objectives

To understand the characteristics of effective teamwork and collaboration
To create and apply simple tactics in competitive situations
To develop communication skills that support team success

Key Outcomes

Students will be able to identify and demonstrate effective team behaviours
Students will create tactical strategies and adapt them based on opponents and game situations
Students will communicate effectively to support team performance and problem-solving

Equipment & Resources Required

Cones

36 (9 per grid, 4 grids total)

9 cones arranged in 3x3 grid pattern, all same colour per grid

Alternative: Markers, spots, or bean bags

Markers Cones

40 (10 per team)

Different colour for each team, used as playing pieces

Alternative: Bean bags, hoops, or coloured spots

Stopwatch

For timing tactical discussion periods

Alternative: Phone timer or PE timer

Whiteboards

For drawing tactical diagrams and keeping scores

Alternative: Large paper or tactical board

Key Vocabulary

Tactics

Planned strategies and actions designed to achieve a specific goal or advantage

Strategy

An overall plan of action designed to achieve long-term or overall aims

Collaboration

Working together effectively towards a common goal, sharing ideas and responsibilities

Adaptation

Changing your approach based on new information or changing circumstances

Communication

The clear exchange of information, ideas, and instructions between team members

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Understanding of basic team roles and cooperation
Experience following simple rules in games
Basic communication skills in group activities

Current Skills

Creating and discussing tactical strategies
Adapting tactics based on opponents and situations
Leading and supporting team decision-making processes

Next Steps

Complex multi-stage tactical planning
Advanced leadership roles in team challenges
Strategic thinking across different outdoor activities

Milestone Indicators

Students initiate tactical discussions without prompting

Teams adapt strategies mid-game based on changing situations

Students demonstrate clear leadership and communication roles

Key Teaching Points

Tactics are planned strategies that require team cooperation and communication
Effective teams listen to all members and make decisions together
Good tactical thinking involves observing opponents and adapting strategies accordingly
Communication is essential for tactical success - both verbal and non-verbal
Strategic thinking skills transfer to many other areas of learning and life
Team success depends on everyone contributing their ideas and supporting each other
Adaptation and flexibility are key components of advanced tactical thinking

Common Misconceptions

Believing tactics are only about individual skills rather than team coordination
Thinking that tactics are cheating or unfair rather than legitimate strategic planning
Assuming only team captains or leaders need to understand tactical thinking
Confusing techniques (individual skills) with tactics (team strategies)
Believing that tactics are too complex for primary age students to understand and apply

SEN Adaptations

ADHD

Shorter tactical discussion periods, clear physical boundaries, frequent positive reinforcement for focus

dyspraxia

Simplified movement patterns, extra time for tactical planning, visual aids for strategic concepts

autism spectrum

Clear structure with visual schedule, defined roles within teams, quiet space available for breaks if needed

visual impairment

Use high-contrast coloured cones and markers, provide verbal descriptions of grid layouts, buddy system for navigation

hearing impairment

Visual demonstration of all tactics and strategies, written instruction cards, clear visual signals for game start/stop

physical disability

Adapted movement patterns or seated participation, modified grid sizes, alternative placement methods for cones

Cross-Curricular Links

English

Vocabulary development for tactical terms, persuasive communication in team discussions, clear instruction giving

Science

Logical thinking and hypothesis testing in tactical experiments, cause and effect relationships in strategic outcomes

PSHE

Leadership skills development, cooperation and mutual respect, resilience in competitive situations

Teacher Guidance

Positioning

Central location allowing visibility of all team activities, move strategically to monitor tactical discussions

Observation Focus

Quality of team communication, evidence of tactical thinking adaptation, inclusive team dynamics

Intervention Points

Step in when teams struggle with inclusive discussion or when tactical concepts need clarification

Demonstration Notes

Model tactical thinking by thinking aloud, demonstrate inclusive team discussion techniques, show strategic analysis examples

Verbal Cues

•'What patterns do you notice in your opponent's play?'
•'How can your team support each other better?'
•'What would happen if you tried a different approach?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space, suitable for 4 separate grid stations with safe movement pathways

Surface Check

Dry, level surface free from obstacles, appropriate for running and quick direction changes

Equipment Safety

Safety Checks

•Check all cones and markers are in good condition with no sharp edges
•Ensure markers are visible and appropriately sized to prevent tripping
•Verify adequate spacing between grids to prevent collisions

Risk Management

Key Risks

•Collisions between students moving between grids
•Tripping over markers or cones during gameplay
•Competitive tension leading to unsafe behaviour

Risk Mitigation

•Clear movement pathways established between all grid stations
•Appropriate spacing between grids (minimum 3 metres)
•Regular monitoring of competitive behaviour and sportsmanship
•Clear rules about safe movement and respectful competition

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all 4 grid stations simultaneously
•Circulate regularly to monitor both gameplay and team dynamics
•Watch for signs of frustration or overly competitive behaviour

Emergency Procedures

Stop activity immediately for any safety concerns, clear assessment of situation, appropriate first aid response and adult support as needed