Trust & Leadership Challenges
•Year 7
•Outdoor Adventurous Activities
•Keep stored safely until needed for specific activity
Alternative: Bamboo canes, metre rulers, lightweight plastic pipes
One per pair for blind drawing activity
Alternative: Large pieces of paper or card, clipboards with paper
Check pens are working before lesson
Alternative: Markers and paper if using card instead of whiteboards
Images should be clear and simple enough to describe: house, tree, cat, car, etc.
Alternative: Print simple images from online, use picture books, create own drawings
Must be soft material that won't hurt skin - check for fraying
Alternative: Skipping ropes, soft fabric strips, resistance bands
Must completely block vision, check comfort and hygiene
Alternative: Bandanas, scarves, sleep masks, fabric strips
Pre-inflate or have pump available, include extras for breakages
Alternative: Inflated plastic bags, bubble wrap rolls, foam balls
Pre-cut strips to save time, have spare roll available
Alternative: Sticky tape, duct tape, string
For timing challenges and keeping lesson on track
Alternative: Smartphone timer, classroom clock
Printed and ready to distribute at plenary
Alternative: Digital assessment on tablets, shared class matrix
To share information, ideas and instructions clearly with others using words, gestures or actions
To work together as a team, sharing ideas and responsibilities to achieve a common goal
To pay attention to what others are saying, showing respect and understanding their ideas
To come up with new thoughts, solutions or approaches to solve a problem
To carefully consider what worked well and what could be improved, making judgements about effectiveness
Having confidence in your teammates to support you and work together safely and responsibly
A planned approach or method for achieving a goal or solving a problem
To change your approach or method when something isn't working effectively
Understanding where pupils are coming from and where they're going
Precise descriptive language in blind drawing activity (adjectives, positional language, clarity of instruction). Communication skills throughout (speaking, listening, questioning, clarifying). Following and giving verbal instructions accurately. Reflection and evaluation using spoken and written language.
Geometry and spatial reasoning when creating shapes with ropes (properties of shapes, angles, symmetry, equal sides). Measurement when building balloon towers (height in centimetres, comparing measurements). Problem-solving strategies applicable to mathematical problems (trial and error, systematic approaches, evaluation). Timing and duration awareness throughout lesson.
Forces when building structures (balance, stability, centre of gravity in balloon tower). Coordination and body systems during physical activity (nervous system, muscular system working together). Communication and senses (reliance on different senses when vision removed during blindfold activities, heightened awareness of touch and hearing).
Problem-solving algorithms and logical thinking (step-by-step planning, if-then reasoning, debugging when strategies fail). Computational thinking when breaking complex challenges into smaller steps.
Spatial awareness and mental mapping (visualising team positions, understanding relationships between objects in space). Directional language (left, right, forward, backward). Creating mental maps when blindfolded and navigating without vision.
Teamwork and collaboration skills applicable to all group situations. Leadership development and understanding different leadership styles. Resilience and managing frustration when facing setbacks. Trust and reliance on others. Empathy and perspective-taking. Conflict resolution within teams. Self-awareness through reflection and self-assessment.
Position yourself centrally during instruction so all students can see and hear clearly. During station rotations, circulate systematically - spend approximately 90 seconds at each station before moving to next. Maintain visual oversight of all groups even when focused on one. During blindfold activities, position within immediate reach (2-3 metres) of active teams. Crouch to student level during group discussions to create approachable atmosphere.
Watch for three success criteria throughout: 1) COMMUNICATION - Are students sharing ideas, listening, and including all voices? 2) PROBLEM-SOLVING - Do teams adapt when strategies fail or repeat ineffective approaches? 3) INCLUSION - Are all team members actively involved or some excluded? Also monitor: safety compliance, leadership quality (directive vs democratic), emotional responses to challenge, specific skill development in coordination and spatial awareness.
Intervene immediately for: Safety violations, exclusion of team members, one student dominating completely, blindfold distress, destructive conflict. Intervene with coaching questions for: Teams stuck with no progress, frustration preventing learning, strategy not working but no adaptation. Allow struggle for: Initial failures (productive struggle is learning), minor disagreements (teams can resolve), trial-and-error experimentation. Use judgement: Enough challenge to promote growth, not so much that students give up.
Demonstrate challenges clearly BEFORE students begin - use 3-4 volunteers to show activity. Show both successful execution and common mistakes, asking students to identify differences. For blindfold activities, demonstrate with teacher or TA blindfolded first so students see safety protocols. Exaggerate key teaching points - slow down movements, use clear verbal narration, repeat important elements. Ask checking questions: 'What did you notice?' 'What will be challenging?' 'What strategies might help?' Use demonstration to build confidence before attempting.
Large indoor hall or outdoor area, minimum 20m x 20m to accommodate multiple station-based activities simultaneously. Each team requires approximately 5m x 5m space for challenges. Clear pathways between stations minimum 2m wide. Space must allow teacher to maintain visual oversight of all groups from central position.
Indoor: Clean, dry hall floor free from dust or moisture that could cause slips during blindfold activities. Outdoor: Flat, even grass or tarmac surface checked for holes, uneven ground, or debris before lesson. Avoid slippery surfaces after rain for blindfold activities.
Whistle blow + raised hand + 'FREEZE' command = immediate cessation of all activity. All students stop movement, remove blindfolds if worn, and give silent attention. Teacher assesses situation. For injury: Appropriate first aid, contact if necessary, rest of class moved to safe supervised activity. For equipment damage: Activity paused, equipment made safe, alternative provided. For emotional distress: Student removed to quiet space, calming support provided, rejoins when ready. For any emergency: Lesson stopped if necessary, class safety prioritised.
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