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Lesson 2 - Trust and Communication Navigation

Trust & Team Navigation

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we build trust and communicate effectively to help others overcome challenges?

Learning Objectives

To work collaboratively with a partner to navigate safely whilst blindfolded
To give clear, precise instructions to guide a partner through challenges
To develop trust, responsibility and effective communication skills

Key Outcomes

Students will successfully navigate obstacles using only verbal and non-verbal communication
Students will demonstrate responsibility for their partner's safety
Students will reflect on the importance of trust and clear communication

Equipment & Resources Required

Blindfolds

15 (half class)

Check all blindfolds are clean and adjustable

Alternative: Bandanas, scarves, or PE bibs

Cones

30-40

Scatter randomly across hall to create 'river' obstacles

Alternative: Markers, bean bags, or hoops

Gymnastics Mats

Various pieces

Create low-level circuit with safe landing areas

Alternative: Benches, mats, tables if apparatus unavailable

Hoops

10-12

Place at different heights and positions in obstacle course

Alternative: Rope circles or chalk circles

Benches

4-6

Ensure stable positioning with mats alongside

Alternative: Low balance beams or lines on floor

Key Vocabulary

Navigation

The skill of finding your way through or around obstacles

Non-verbal communication

Sending messages without using words, such as clapping or clicking

Trust

Believing that someone will keep you safe and help you succeed

Spatial awareness

Understanding where you are in relation to objects and other people

Guide

The person who helps direct and protect their blindfolded partner

Skill Progression Pathway

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

Prior Learning

Basic awareness of personal space and safety
Experience following simple instructions
Understanding of partnership work

Current Skills

Trust-building and responsibility for others
Clear verbal and non-verbal communication
Spatial awareness while blindfolded

Next Steps

Advanced team communication in complex challenges
Leadership roles in group problem-solving
Independent risk assessment skills

Milestone Indicators

Demonstrates consistent safe guidance throughout activities

Shows clear improvement in communication precision

Builds visible trust with partner through successful collaboration

Key Teaching Points

Guide must always position themselves in front of their blindfolded partner for maximum safety
Clear, specific directional language is essential - avoid vague instructions like 'over there'
Physical contact should only be used when safety is at risk, always announce before touching
Build trust gradually through progressive challenges from simple to complex
Communication codes must be tested and clearly understood before attempting navigation
Celebrate effort and improvement rather than just successful completion
Safety awareness is more important than speed or efficiency in all activities

Common Misconceptions

Thinking that louder instructions are always clearer - volume without clarity doesn't help
Assuming all students will navigate in the same way - different strategies work for different people
Believing that physical guidance is always helpful - sometimes it creates dependence rather than confidence
Expecting immediate trust - trust builds gradually through positive experiences
Thinking guides can multitask - guides must focus completely on their partner's safety and progress

SEN Adaptations

ADHD

Use shorter activity segments, provide clear roles and responsibilities, allow movement breaks between challenges

dyspraxia

Simplify navigation routes, allow longer processing time for instructions, provide additional guidance and support

autism spectrum

Provide clear activity structure, allow preview of blindfold experience, offer opt-out options for trust activities

visual impairment

Provide enhanced audio cues, allow familiar partner as guide, use tactile markers for boundaries

hearing impairment

Use visual signals and gestures instead of verbal/audio cues, ensure visual contact maintained

physical disability

Adapt obstacle heights, allow seated navigation activities, modify challenge distance and complexity

Cross-Curricular Links

English

Precise vocabulary use, giving clear instructions, listening skills, descriptive language

Maths

Directional language, angles and degrees, spatial relationships, measuring distances and positioning

Science

Sound waves and hearing, forces and balance, nervous system and sensory input

Geography

Compass directions, navigation techniques, map reading skills, coordinate systems

PSHE

Trust and responsibility, effective communication, building positive relationships, managing anxiety and fear

Teacher Guidance

Positioning

Move constantly around activity area, focusing on apparatus sections and any pairs showing uncertainty

Observation Focus

Monitor guide positioning, quality of communication, signs of trust building, and safety awareness

Intervention Points

Step in immediately if safety compromised, provide encouragement for nervous students, model techniques as needed

Demonstration Notes

Demonstrate: Always model with confident volunteer, show incorrect techniques as examples of what to avoid, emphasise safety over speed throughout

Verbal Cues

•'Guides, position yourselves where your partner can follow your voice'
•'Remember to warn about obstacles before your partner reaches them'
•'Speak clearly and wait for your partner to respond before the next instruction'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hall space minimum 15m x 20m, clear of all hazards and obstacles except planned course equipment

Surface Check

Non-slip surface essential for blindfolded navigation, check for any wet areas or loose equipment

Equipment Safety

Safety Checks

•All blindfolds clean and properly fitted
•Gymnastics apparatus stable and mats positioned correctly
•Cones placed to avoid sharp edges facing movement direction
•Benches checked for stability before use

Risk Management

Key Risks

•Collisions between blindfolded students and obstacles/other students
•Falls from apparatus or benches due to inadequate guidance
•Anxiety or panic in blindfolded students
•Inappropriate physical contact during guidance

Risk Mitigation

•Clear boundaries and adequate spacing between activities
•Comprehensive guide training before blindfold activities begin
•Teacher positioning for maximum supervision of high-risk areas
•Established stop signals and emergency procedures

Supervision & Emergency Procedures

Supervision Points

•Position near apparatus sections during obstacle course
•Monitor guides maintaining appropriate positioning
•Watch for signs of student anxiety or unsafe behaviour

Emergency Procedures

Immediate stop signal, guide stays with blindfolded partner, teacher provides direct assistance, remove blindfold safely