Lesson 1 - Non-Verbal Communication
Trust & Team Navigation
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we communicate effectively without using words to solve complex challenges as a team?
Learning Objectives
- To develop non-verbal communication skills to solve problems effectively
- To demonstrate teamwork and cooperation in challenging situations
- To show agility, balance, coordination and precision in problem-solving activities
Key Outcomes
- Students will successfully use non-verbal communication strategies to complete team challenges
- Students will demonstrate improved agility, balance, coordination and precision
- Students will understand the importance of planning before undertaking challenges
Equipment & Resources Required
Place benches in clear areas with safety mats around
Alternative: Low balance beams, long wooden planks, or marked lines on floor
Have different sizes available for progression
Alternative: Rope circles, marked circles on ground
Must be easily adjustable in height
Alternative: String, bungee cord, or marked tape
Ensure secure fixing points for rope attachment
Alternative: Wall brackets, trees, or weighted poles
Different colours for creating clear 'gates'
Alternative: Small cones, chalk marks, or tape markers
Ensure comfortable fit and complete vision blocking
Alternative: Bandanas, eye masks, or students closing eyes
Place around all activity areas for safety
Alternative: Gym mats or soft landing areas
Key Vocabulary
Passing information to others without using spoken words, through gestures, signals or body language
A plan of action designed to achieve a particular goal or overcome a challenge
The ability to move quickly and easily, changing direction with control
The ability to use different parts of the body together smoothly and efficiently
The quality of being exact and accurate in movement and positioning
Working together towards a common goal, helping and supporting teammates
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic teamwork skills from previous OAA lessons
- Understanding of following instructions
- Basic balance and coordination skills
Current Skills
- Non-verbal communication techniques
- Strategic planning for challenges
- Advanced agility, balance, coordination and precision
Next Steps
- Leading complex multi-stage challenges
- Teaching communication skills to younger students
- Creating their own team-building challenges
Milestone Indicators
Key Teaching Points
- Non-verbal communication requires patience and clear, large gestures
- Strategic planning before attempting challenges improves success rates
- Supporting teammates is as important as individual skill demonstration
- Agility, balance, coordination and precision develop through repeated practice
- Problem-solving skills transfer between different types of challenges
- Safety must always come before speed or success in activities
- Reflection and self-assessment help consolidate learning and skill development
Common Misconceptions
- Non-verbal communication is easier than verbal - actually requires more skill and patience
- Teamwork means everyone doing the same thing - roles and responsibilities vary
- Speed is more important than strategy - planning usually leads to better outcomes
- If you can't speak, you can't communicate effectively - many forms of communication available
- Individual skill is separate from team success - they are interconnected
- Balance activities are only about physical skill - mental focus is equally important
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular refocusing activities, immediate positive feedback
dyspraxia
- Extra demonstration time, simplified movement patterns, additional support for balance activities, modified equipment if needed
autism spectrum
- Clear routine explanation, visual schedule of activities, quiet space available for breaks, predictable structure throughout lesson
visual impairment
- Enhanced verbal descriptions of activities, audio signals for boundaries, partnering with sighted buddy for safety
hearing impairment
- Visual demonstrations of all instructions, clear sight lines for lip reading, use of visual signal cards
physical disability
- Adapted versions using wheelchairs, modified balance activities, alternative communication methods that suit physical abilities
Cross-Curricular Links
English
Listening skills, following complex instructions, non-verbal communication techniques
Maths
Counting strategies, spatial awareness, direction and position, problem-solving approaches
Science
Forces and balance, communication systems, teamwork in scientific investigation
Geography
Direction vocabulary, spatial mapping, navigation skills
PSHE
Teamwork and cooperation, leadership skills, resilience and perseverance, empathy and support
Teacher Guidance
Positioning
Move between activity areas to observe all groups, stay close during bench and blindfolded activities
Observation Focus
Watch for safe movement techniques, effective communication strategies, team cooperation and individual skill development
Intervention Points
Step in when safety is compromised, when teams need strategy support, or when communication breaks down
Demonstration Notes
Show exaggerated movements for clarity, demonstrate safe passing techniques on benches, model patient communication strategies
Verbal Cues
- •'Remember to support each other'
- •'Think about your strategy first'
- •'Make your signals clear and large'
- •'Safety first, then success'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 30m with clear sight lines
Surface Check
Non-slip surface, even floor free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check bench stability and weight limits before use
- •Ensure ropes/elastic are securely fastened to fixed points
- •Blindfolds clean and comfortable fitting
- •Safety mats positioned around raised equipment
Risk Management
Key Risks
- •Falls from benches during balancing activities
- •Collisions during blindfolded activities
- •Rope/elastic snapping or coming loose
- •Overexcitement leading to unsafe behaviour
Risk Mitigation
- •Safety mats placed around all benches
- •Clear boundaries and adequate spacing between activities
- •Adult supervision during all blindfolded activities
- •Progressive skill building from simple to complex
- •Clear safety rules established and reinforced
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all activity areas
- •Monitor bench activities for balance and support
- •Stay close to blindfolded activities
- •Watch for signs of frustration or overexcitement
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, record incident if required