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Lesson 1 - Teamwork Fundamentals

Team Building & Collaboration Foundations

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Year 7

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Outdoor Adventurous Activities

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Big Question

How can we communicate effectively when words alone are not enough?

Learning Objectives

Develop effective verbal and non-verbal communication skills in physical contexts
Demonstrate cooperation and active listening with partners and groups
Build confidence in leading and following instructions in competitive situations

Key Outcomes

Students will communicate clearly using both verbal and non-verbal methods
Students will work successfully with partners to complete communication challenges
Students will evaluate which communication strategies are most effective in different scenarios

Equipment & Resources Required

Numbered Papers

1 sheet per student (60 sheets)

Distribute to students at the start of warm-up

Alternative: Whiteboards and markers, clipboards

Pencils

1 per student (30)

Have available in containers around the space

Alternative: Whiteboard markers if using whiteboards

Gym Mats

1 per group of 4 (8 mats total)

Stack at side of hall for distribution during skill development

Alternative: Large cardboard sheets, popup screens

Blindfolds

1 per group of 5-6 (6 blindfolds)

Check hygiene - use clean blindfolds or disposable options

Alternative: Sleep masks, fabric strips, eyes-closed option

Benches

4-6

Place as obstacles for sheep pen game, ensure stability

Alternative: Cones in lines, skipping ropes laid out

Cones

20-30

Mark boundaries and target zones for sheep pen

Alternative: Spots, domes, chalk marks

Mats

4-6

Position safely as obstacles - ensure no sharp edges

Alternative: Additional benches, large cones

Key Vocabulary

Communication

The process of exchanging information, ideas, or instructions with others

Verbal communication

Using spoken words to convey messages and instructions

Non-verbal communication

Using body language, gestures, actions, or demonstrations instead of words

Cooperation

Working together effectively towards a common goal

Active listening

Fully concentrating on and processing what is being communicated

Strategy

A planned approach to solving a problem or achieving a goal

Leadership

Guiding and directing others with clear instructions and encouragement

Spatial awareness

Understanding where you are in relation to objects and other people

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working with partners in previous years
Foundation cooperation skills from Key Stage 2

Current Skills

Effective verbal communication in physical activities
Non-verbal communication techniques (gestures, demonstrations)
Active listening and interpretation skills
Strategic thinking in team scenarios

Next Steps

Leading larger groups in complex team challenges
Applying communication skills in competitive sports
Developing coaching and peer-teaching abilities
Advanced problem-solving with limited communication

Milestone Indicators

Students can give clear, precise verbal instructions

Students recognise when non-verbal methods are more effective

Students adjust communication based on partner feedback

Students demonstrate patience and encouragement with teammates

Key Teaching Points

Communication is not just about words - non-verbal methods (gestures, demonstrations, signals) can be equally or more effective depending on context
Precision in language is crucial - vague descriptions like 'over there' or 'sort of bent' are not actionable; specific terms like 'top-left corner' or '90-degree angle' enable understanding
Active listening is an active skill requiring focus, processing, and appropriate response - not passive hearing
Different situations require different communication methods - noisy environments need non-verbal communication, complex positions need detailed verbal descriptions, trust-based activities need consistent signals
Communication systems must be agreed and practiced in advance - Sheep Pen demonstrates that shared understanding of signals is essential for success
Leadership involves clear communication, safety awareness, patience, and adaptation - not just giving orders
Effective communication is a two-way process - both giving clear information and receiving/interpreting information accurately are essential skills
Feedback and reflection improve communication - what worked? What didn't? How can we adjust? This metacognitive process drives improvement

Common Misconceptions

Misconception: 'Communication means talking' - Reality: Non-verbal communication (gestures, demonstrations, signals) is often more effective than words, especially in noisy or complex situations
Misconception: 'If I said it, they understood it' - Reality: Clear communication requires checking for understanding and adjusting based on feedback; saying something doesn't guarantee it was processed correctly
Misconception: 'Being specific takes too long' - Reality: Precise initial communication saves time compared to multiple attempts with vague instructions; 'top-left corner, 5cm square' is faster than repeated failed attempts with 'draw a square somewhere'
Misconception: 'Good communicators are just naturally good at it' - Reality: Communication is a learned skill that improves with practice, reflection, and conscious application of strategies
Misconception: 'Listening is easy, you just hear' - Reality: Active listening requires concentration, processing, interpreting, and responding appropriately - it's an active skill requiring effort
Misconception: 'If they didn't understand, they're not listening properly' - Reality: Communication failure is often the speaker's responsibility - instructions may lack clarity, specificity, or appropriate method for the context

SEN Adaptations

ADHD

Keep activities short and varied (lesson structure already supports this). Provide clear time boundaries for each section. Use visual timers if helpful. Allow movement throughout - no extended sitting periods. Give specific, focused roles in group activities. Provide frequent, immediate feedback. For Sheep Pen, shepherd role may be ideal - active, responsible, varied. Break down complex instructions into single steps.

dyspraxia

For Duplicate activity, use simpler body shapes and positions. Allow extra time to process and plan physical positions. Provide verbal cues for body awareness: 'Where is your right hand? Is your knee bent?' Reduce complexity of obstacle course in Sheep Pen. Partner with patient, supportive student. Use larger, easier-to-handle equipment. Focus on communication success rather than physical precision. Celebrate progress and effort.

autism spectrum

Provide visual schedule of lesson structure at start - write section names on board with times. Give advance warning before transitions between activities. Establish quiet space if student needs sensory break. For blindfold activity, offer 'eyes closed' alternative if fabric on face is distressing. Use clear, literal language avoiding idioms. Provide communication strategy cards if needed. Recognise that some students may find non-verbal communication more comfortable than verbal.

visual impairment

This lesson is highly appropriate for visually impaired students as blindfold activities create level playing field. For drawing activity, use tactile paper or verbal-only descriptions without drawing. Pair with sighted buddy for navigation safety during Sheep Pen. Use high-contrast equipment where possible. Provide verbal descriptions of all demonstrations.

hearing impairment

Ensure student can see your face for lip-reading during all instructions. Use visual demonstrations extensively. For Sheep Pen, allow visual signal system instead of audio signals - this becomes their core method rather than extension. Position near teacher during circle discussions. Provide written instruction cards for each activity. Use British Sign Language if appropriate and known.

physical disability

Adapt Draw It activity to remain in wheelchair or seated position. Duplicate activity can be performed seated rather than in balances - focus on upper body positions or hand/arm shapes. Sheep Pen can be adapted: wheelchair user as shepherd with visual signals, or as 'sheep' guided by very clear directional language. Modify obstacles to be wheelchair accessible. Ensure full participation in communication focus even if physical positioning differs.

speech and language difficulties

Provide vocabulary support cards with key terms and definitions. Allow extra processing time for verbal instructions. For Draw It activity, reduce time pressure - extend to 3-4 minutes if needed. Sentence starters for descriptions: 'At the top of the page...', 'The shape is...' Model specific language examples extensively. Celebrate non-verbal communication methods as equally valid. Reduce pressure to speak in front of whole class - pair and small group work is sufficient.

social communication difficulties

Pre-teach lesson structure and expectations. Explicitly teach and model what 'good listening' looks like physically. Provide clear framework for group discussions: speaking order, how to ask questions, what to do if confused. For group work, assign specific roles with clear responsibilities. Visual prompts for communication strategies. Celebrate all communication attempts. Allow choice of partners where possible for comfort.

Cross-Curricular Links

English

Precise descriptive language, giving clear instructions, active listening skills, vocabulary development (spatial and anatomical terms), verbal and non-verbal communication analysis

Maths

Spatial awareness and positioning (coordinates on paper for Draw It activity), angles and degrees in body positions (90-degree knee bend), geometry of shapes being described, measurement concepts (distance, size), directional language (left, right, forward, backward)

Science

Sensory systems - how we process auditory and visual information differently, impact of removing one sense (sight) on other sensory reliance, proprioception and body awareness when blindfolded, nervous system signal processing

Computing

Communication protocols and systems (similar to shepherd signal systems), importance of clear instructions in programming, debugging communication failures, systematic problem-solving

Drama

Non-verbal communication techniques, use of gesture and mime, creating and interpreting signals, performance under observation, communication without words

Geography

Directional language and navigation, spatial relationships, mapping movement through space, following routes and giving directions

PSHE

Teamwork and cooperation skills, leadership and followership, trust building between partners and groups, resilience when communication fails, empathy for others' challenges, conflict resolution through communication, respecting others' contributions

Teacher Guidance

Positioning

Position yourself where you can see all students simultaneously - corner or side of hall works well during Sheep Pen activity. During circle discussions, sit as part of the circle to create inclusive atmosphere. Move around constantly during partner work to monitor and provide feedback.

Observation Focus

Watch for: communication clarity (are instructions specific and actionable?), listening skills (are students processing and responding appropriately?), safety awareness (particularly during Sheep Pen), cooperation and positive interactions, improvement between attempts, strategic thinking and problem-solving, inclusion of all students.

Intervention Points

Step in immediately if: safety is compromised, communication breakdown causes frustration, any student is excluded or isolated, equipment is being misused, activity becomes too chaotic to learn effectively, blindfolded student is in danger. Otherwise, allow productive struggle and problem-solving.

Demonstration Notes

Demonstrate all activities clearly using student volunteers. For Draw It, show good vs poor descriptions side-by-side. For Duplicate, demonstrate the full process before students attempt. For Sheep Pen, use one group to show all elements including safety positioning. Use exaggerated movements and clear verbal commentary during demonstrations.

Verbal Cues

•'Be specific - tell them exactly where!'
•'Shepherd, safety first - get in front of your sheep!'
•'What words would help your partner understand better?'
•'Show me you're listening - eyes on the speaker!'
•'That signal needs to be really clear and different from the others!'
•'Excellent patience - good communication takes time!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space (standard sports hall). Multiple zones required for Sheep Pen activity with 3-4m separation between groups. Clear boundary markings.

Surface Check

Dry, even, non-slip surface essential, particularly for blindfolded activities. Check for any hazards, wet patches, or obstacles before lesson begins. Sweep for small objects that could cause trips.

Equipment Safety

Safety Checks

•Mats in good condition, no tears or damaged edges
•Benches stable and placed securely - test before students use
•Chairs with no sharp edges, backs removed or positioned safely away from traffic areas
•Cones with weighted bases to prevent tipping
•Blindfolds hygienic - use disposable or thoroughly cleaned options, or allow students to close eyes instead
•All obstacles checked for stability before Sheep Pen game begins

Risk Management

Key Risks

•Collisions between students during line shouting activity - adequate distance mitigates this
•Collisions with obstacles during Sheep Pen - shepherd safety role critical
•Falls when blindfolded - hands and knees position prevents serious injury
•Head strikes on benches or tables - shepherd positioning and supervision essential
•Trips over equipment during transitions - clear traffic routes required
•Eye strain or discomfort from blindfolds - check for proper fit and comfort

Risk Mitigation

•Clear boundaries established and explained before all activities
•Adequate spacing enforced between groups throughout lesson
•Shepherds specifically briefed on safety-first responsibility
•Teacher position allows visibility of all groups during Sheep Pen activity
•Immediate stop protocol established and practiced
•Progressive skill building - no blindfolds until students demonstrate understanding
•Students remain on hands and knees when blindfolded, never standing
•Obstacles positioned to allow clear pathways, not creating unavoidable hazards
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position in corner or elevated position during Sheep Pen for full hall visibility
•Circulate during partner activities to monitor spacing and technique
•Extra attention to groups using blindfolds - check positioning and shepherd awareness
•Monitor enthusiasm levels - intervene if activity becomes too chaotic or competitive
•Watch for students who may be uncomfortable with blindfolds - offer alternatives
•Ensure all students are engaged and included throughout

Emergency Procedures

Immediate STOP command if any student in danger - all students trained to freeze on this command. Assess any incidents calmly. First aid available for minor bumps or scrapes. Contact office for serious injuries. Comfort and support for any distressed students. Incident reporting as per school policy.