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Lesson 4 - Communication as a Team: Code Breakers

Strategic Communication and Collaborative Problem-Solving

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Year 6

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Outdoor Adventurous Activities

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45 min

Big Question

How can effective communication and teamwork help us solve complex challenges together?

Learning Objectives

To develop effective communication skills when working collaboratively in teams
To understand how to solve problems through clear communication and tactical thinking
To demonstrate leadership qualities and support team members in challenging situations

Key Outcomes

Students will communicate clearly using verbal and non-verbal methods
Students will demonstrate effective listening skills and respond appropriately to instructions
Students will show leadership attributes and support teammates to achieve common goals

Equipment & Resources Required

Cones

24-30 (different colours if possible)

Set up in sequences as per activity requirements

Alternative: Bean bags, small hoops, or coloured markers

Benches

6-8 (turned over as barriers)

Position to create visual barriers between team leader and team

Alternative: PE mats stood on edge, or rope barriers

Cards

8-10 different sequence cards

Pre-prepare cards with different cone sequences of varying difficulty

Alternative: Laminated sheets with cone patterns drawn on

Clipboards

6-8 for team leaders

To hold activity cards securely during challenges

Alternative: Small whiteboards or large cards

Stopwatch

For timing challenges and creating urgency

Alternative: Phone timer or wall clock

Key Vocabulary

Communication

The process of sharing information, ideas, or feelings with others through words, gestures, or actions

Collaboration

Working together with others to achieve a common goal or complete a task

Non-verbal communication

Communicating without using words, through gestures, body language, or visual signals

Team leader

A person who guides and directs their team towards achieving their goal

Strategy

A plan or method for achieving a goal, especially in challenging situations

Sequence

A particular order in which things follow each other

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
Basic communication skills in PE activities

Current Skills

Advanced team communication strategies
Non-verbal communication techniques
Problem-solving through collaboration
Leadership and supportive team member skills

Next Steps

Leading complex team challenges
Strategic planning and tactical decision-making
Mentoring younger students in team activities

Milestone Indicators

Consistent clear communication under pressure

Effective use of both verbal and non-verbal signals

Natural leadership emergence in challenging situations

Key Teaching Points

Effective communication combines verbal, non-verbal, and listening skills
Team success depends on every member contributing and supporting each other
Leaders need to communicate clearly while team members need to listen actively
Problem-solving improves when teams share ideas and build on each other's attempts
Patience and persistence are essential when facing communication challenges
Different communication methods work better in different situations
Supporting teammates emotionally is as important as sharing practical ideas

Common Misconceptions

Communication is only about talking - clarify that listening and non-verbal signals are equally important
The loudest person communicates best - emphasise that clarity and appropriate volume matter more than being loud
Only team leaders need communication skills - highlight that every team member contributes to communication success
If the first attempt doesn't work, the strategy is wrong - teach that persistence and refinement often lead to success
Competitive teams don't help each other - show that the best teams support all members to achieve together

SEN Adaptations

ADHD

Use shorter activity bursts with clear boundaries, provide movement breaks, use visual and kinesthetic learning approaches, offer leadership roles for engagement

dyspraxia

Allow extra time for movement coordination, simplify multi-step instructions, provide demonstrations, offer alternative communication methods if needed

autism spectrum

Provide clear structure and routine, allow processing time for instructions, offer quiet reflection space if needed, use visual schedules for activity sequence

visual impairment

Use high-contrast cones, provide verbal descriptions of visual setups, assign sighted buddy for navigation, use tactile markers for positions

hearing impairment

Ensure clear visual line to teacher and team leader, use visual communication cards, establish clear hand signals, provide written instructions

physical disability

Adapt movement requirements, allow wheelchair accessible routes, modify cone placement heights, provide alternative roles within teams

Cross-Curricular Links

English

Verbal and non-verbal communication skills, listening and speaking development, vocabulary expansion for teamwork terms

Maths

Pattern recognition in cone sequences, counting and ordering skills, spatial reasoning and geometry in arrangements

Science

Understanding of sensory systems in communication, brain function in processing visual and auditory signals

PSHE

Teamwork and collaboration skills, leadership development, emotional regulation during challenges, respect and inclusion

Teacher Guidance

Positioning

Central position during instruction, circulate between teams during challenges for observation and support

Observation Focus

Watch for effective communication strategies, team collaboration quality, leadership emergence, and inclusive behaviours

Intervention Points

Step in if teams struggling with communication, if safety concerns arise, or if students becoming frustrated with challenges

Demonstration Notes

Model excellent communication by using clear, enthusiastic instructions and demonstrating active listening during student feedback

Verbal Cues

•'Watch your leader's signals carefully!'
•'Share your ideas with your team!'
•'Remember - listening is part of communication!'
•'Build on each other's attempts!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area, preferably sports hall or outdoor hard surface

Surface Check

Ensure surface is dry, even, and free from obstacles or trip hazards

Equipment Safety

Safety Checks

•Check cones are not cracked or damaged
•Ensure benches are stable when turned over
•Verify activity cards are secure and won't become trip hazards

Risk Management

Key Risks

•Collisions during excited movement between challenge areas
•Trips over equipment during focused activity periods
•Frustration leading to unsafe behaviour during challenging tasks

Risk Mitigation

•Clear boundaries established around each team's activity area
•Controlled movement with one person active per team at a time
•Regular monitoring of student energy levels and frustration
•Clear sight lines maintained for teacher supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams simultaneously during challenges
•Monitor communication between team leaders and members
•Watch for signs of frustration or exclusion in team dynamics

Emergency Procedures

Stop all activity immediately on safety signal, attend to any incidents, ensure safe evacuation routes remain clear