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Lesson 3 - Creative Problem Solving

Trust & Team Navigation

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can creative thinking and effective teamwork help us overcome seemingly impossible challenges?

Learning Objectives

To think creatively to find solutions to complex physical challenges
To work collaboratively in small groups to solve problems effectively
To develop self-motivation and confidence in competitive situations

Key Outcomes

Students will demonstrate creative thinking when faced with physical challenges
Students will show effective teamwork and communication skills
Students will display resilience and self-motivation throughout activities

Equipment & Resources Required

Hoops

10-12

One per group with string attached

Alternative: Large PE hoops, rope circles

Curtain Rings with Attached Strings

30 pieces (2m each)

4-6 pieces tied to each hoop at equal intervals

Alternative: Elastic bands, resistance bands

Tennis Balls

8-10

One per group for spider web challenge

Alternative: Bean bags, small soft balls

Dish Cones

8-10

Targets for spider web challenge

Alternative: Upturned buckets, large containers

Mats

40-50

Various colours for different challenges

Alternative: Paper plates, chalk circles

Gym Mats

2 per group for swamp crossing

Alternative: Carpet tiles, foam pads

Balls

Representing dynamite in pirate game

Alternative: Small balls, tokens

Game Balls

15-20

Pirate ammunition - safe throwing balls

Alternative: Soft foam balls, tennis balls

Key Vocabulary

Strategy

A plan of action designed to achieve a goal or solve a problem

Collaboration

Working together effectively to achieve a common goal

Resilience

The ability to recover from setbacks and keep trying when facing difficulties

Innovation

Creating new and original solutions to problems

Synchrony

Acting at the same time and speed as others in the group

Skill Progression Pathway

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

Prior Learning

Basic teamwork and cooperation skills
Following simple instructions and rules
Experience with problem-solving activities

Current Skills

Creative thinking under pressure
Advanced team communication and leadership
Strategic planning and adaptation

Next Steps

Leading complex multi-group challenges
Developing coaching and mentoring skills
Advanced strategic thinking in competitive scenarios

Milestone Indicators

Generates multiple solution strategies independently

Effectively communicates ideas to influence group decisions

Shows resilience when initial strategies fail

Key Teaching Points

Emphasise creative thinking over predetermined solutions - multiple strategies can be successful
Foster inclusive teamwork where every member contributes meaningfully to group success
Develop resilience by treating failed attempts as learning opportunities rather than failures
Encourage strategic planning and reflection to develop higher-order thinking skills
Model and reinforce positive communication patterns during collaborative challenges
Connect problem-solving skills to real-world applications and future learning
Celebrate diverse types of contributions including leadership, support, creativity, and persistence

Common Misconceptions

Misconception: There's only one correct solution to each challenge. Reality: Multiple creative strategies can achieve success
Misconception: The fastest group is always the most successful. Reality: Quality planning and teamwork matter more than speed
Misconception: Leaders must be the loudest or most dominant. Reality: Effective leadership includes listening and facilitating others
Misconception: Making mistakes means failure. Reality: Adaptation and learning from setbacks demonstrates growth
Misconception: Individual ability determines group success. Reality: Collaboration and communication are key factors

SEN Adaptations

ADHD

Break challenges into shorter segments, provide frequent positive feedback, allow movement breaks between activities

dyspraxia

Simplify coordination requirements initially, provide additional practice time, use larger equipment for easier manipulation

autism spectrum

Provide clear structure and routine, use visual schedules for activity sequence, create quiet zones for regulation breaks

visual impairment

Use bright coloured equipment, provide detailed verbal descriptions of challenges, assign sighted buddy for guidance

hearing impairment

Use visual demonstrations and signals, provide written challenge instructions, establish clear visual communication systems

physical disability

Adapt crossing challenges for wheelchair users with ramps, modify throwing distances, provide alternative roles in team challenges

Cross-Curricular Links

English

Communication skills, vocabulary development, giving and receiving instructions clearly, descriptive language for reflection

Maths

Strategic planning using logical reasoning, spatial awareness in crossing challenges, probability in tactical decisions

Science

Forces and motion in mat movement, physics of balance in spider web challenge, simple machines concepts

Geography

Navigation and route planning, risk assessment of terrain, understanding of space and positioning

PSHE

Teamwork and cooperation, leadership skills development, resilience and perseverance, celebrating diversity of contributions

Teacher Guidance

Positioning

Move constantly between groups to observe problem-solving processes and provide strategic hints when groups struggle

Observation Focus

Watch for creative thinking emergence, quality of team communication, and individual confidence levels

Intervention Points

Step in when safety compromised, groups showing exclusion behaviours, or when tactical hints needed

Demonstration Notes

Demonstrate: Use successful groups as live examples, show positive team communication, model resilience after setbacks

Verbal Cues

•'What strategy could work here?'
•'How might you adapt your approach?'
•'What did you notice about the successful group?'
•'How can you support your teammate here?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 30m with clear boundaries for multiple group activities

Surface Check

Non-slip, level surface free from obstacles, adequate drainage if outdoors

Equipment Safety

Safety Checks

•Check all strings/ropes for fraying or knots that could cause injury
•Ensure mats are non-slip and lay flat
•Verify sponge balls are soft and appropriate for throwing
•Check hoops and cones are stable and have no sharp edges

Risk Management

Key Risks

•Slips and falls during mat crossing activities
•Collisions during group movement exercises
•Inappropriate throwing of balls causing injury
•Entanglement in spider web strings

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between groups
•Demonstrate safe techniques before activities begin
•Emergency stop signals established and practiced
•Teacher positioned for optimal supervision of all groups

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all group activities
•Monitor throwing activities closely for safe technique
•Watch mat crossing for balance and coordination issues
•Observe group dynamics for exclusion or conflict

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or pastoral support, resume only when safe