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Lesson 5 - Leadership and Problem-Solving

Trust & Leadership Challenges

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Year 7

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Outdoor Adventurous Activities

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Big Question

What makes a great leader when facing challenges together?

Learning Objectives

Demonstrate effective leadership skills amongst group members
Work cooperatively to achieve common goals through problem-solving
Apply trust and communication skills in challenging scenarios

Key Outcomes

Students will successfully lead their team through at least one problem-solving challenge
Teams will complete challenges using collaborative strategies and effective communication
Students will evaluate different leadership styles and their effectiveness

Equipment & Resources Required

Magic Stick

Keep stored safely until needed for specific activity

Alternative: Bamboo canes, metre rulers, lightweight plastic pipes

Whiteboards

One per pair for blind drawing activity

Alternative: Large pieces of paper or card, clipboards with paper

Whiteboard Pens and Erasers

4 sets

Check pens are working before lesson

Alternative: Markers and paper if using card instead of whiteboards

Cards

11 different images

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

Rope

1 (approximately 10-12 metres)

Must be soft material that won't hurt skin - check for fraying

Alternative: Skipping ropes, soft fabric strips, resistance bands

Blindfolds

1 per student (approximately 30)

Must completely block vision, check comfort and hygiene

Alternative: Bandanas, scarves, sleep masks, fabric strips

Balloons

10 per team (60-80 total)

Pre-inflate or have pump available, include extras for breakages

Alternative: Inflated plastic bags, bubble wrap rolls, foam balls

Measuring Tapes

4 per team

Pre-cut strips to save time, have spare roll available

Alternative: Sticky tape, duct tape, string

Stopwatch

For timing challenges and keeping lesson on track

Alternative: Smartphone timer, classroom clock

Assessment Matrices

1 per student

Printed and ready to distribute at plenary

Alternative: Digital assessment on tablets, shared class matrix

Key Vocabulary

Communicate

To share information, ideas and instructions clearly with others using words, gestures or actions

Collaborate

To work together as a team, sharing ideas and responsibilities to achieve a common goal

Listen

To pay attention to what others are saying, showing respect and understanding their ideas

Generate (ideas)

To come up with new thoughts, solutions or approaches to solve a problem

Evaluate

To carefully consider what worked well and what could be improved, making judgements about effectiveness

Trust

Having confidence in your teammates to support you and work together safely and responsibly

Strategy

A planned approach or method for achieving a goal or solving a problem

Adapt

To change your approach or method when something isn't working effectively

Skill Progression Pathway

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

Prior Learning

Basic trust activities and team-building exercises from previous lessons
Understanding of group cooperation and following instructions
Experience working in small groups on physical challenges
Awareness of safety when working closely with others

Current Skills

Leadership skills including decision-making and delegation
Advanced problem-solving under constraints
Non-verbal communication and spatial awareness
Adapting strategies based on feedback and results

Next Steps

Complex orienteering challenges requiring navigation and leadership
Multi-stage problem-solving expeditions
Leading larger groups through extended outdoor activities
Creating their own OAA challenges for other teams

Milestone Indicators

Confidently volunteers to take leadership roles

Communicates clearly under pressure

Adapts approach when initial strategy fails

Includes all team members in decision-making

Demonstrates patience and resilience during challenges

Key Teaching Points

Leadership is about guiding and listening, not controlling - effective leaders seek input from all team members before making decisions
Problem-solving is a cycle: try a strategy, evaluate if it worked, adapt if it didn't - failure is valuable feedback, not a reason to give up
Communication must be clear and specific, especially when others can't see what you see - vague instructions lead to confusion
Trust is essential when working as a team on challenging tasks - teammates must feel safe to take risks and be vulnerable
Spatial awareness and coordination improve with practice - visualising positions and movements mentally before executing physically
Inclusion makes teams stronger - diverse ideas and perspectives lead to better solutions than one person's approach
Adaptation is more important than initial perfection - teams that adjust their strategies based on results outperform teams that stick rigidly to first ideas

Common Misconceptions

MISCONCEPTION: Leadership means being bossy and telling everyone what to do. CORRECTION: Effective leadership involves listening to ideas, building consensus, and bringing out the best in team members. Democratic leadership often works better than directive leadership.
MISCONCEPTION: If we fail at a challenge, it means we're not good at it. CORRECTION: Failure is part of learning! Professional teams fail constantly while developing solutions. What matters is adapting and trying again with new information.
MISCONCEPTION: The fastest team or the team that finishes first is always the best. CORRECTION: Process matters more than product. A team that works together brilliantly but doesn't complete the task demonstrates more valuable skills than a team that finishes by having one person do everything.
MISCONCEPTION: Problem-solving is about finding the one right answer quickly. CORRECTION: Problem-solving is often about trying multiple approaches, evaluating results, and refining strategy. There may be many valid solutions, and the journey of discovering them is where learning happens.
MISCONCEPTION: Only naturally confident people can be good leaders. CORRECTION: Leadership takes many forms. Quiet leaders who listen well can be just as effective as vocal leaders. Everyone can develop leadership skills with practice.
MISCONCEPTION: Teams work best when the most skilled person takes over. CORRECTION: Teams work best when all members contribute. Diversity of thought and inclusion of different perspectives leads to better outcomes than relying on one 'expert'.

SEN Adaptations

ADHD

Short activity bursts (6-7 minute stations ideal), regular movement breaks built in (already present in lesson structure), clear visual timers showing time remaining, active roles (leader, communicator) that provide focus, fidget tools available if helpful, clear behaviour expectations and boundaries, immediate specific feedback and praise for on-task behaviour, reduce waiting time through parallel activities, allow standing/moving during reflection if needed, chunked instructions (give one step at a time), partnership with calming peer influence.

dyspraxia

Larger, easier-to-manipulate equipment (bigger balloons, thicker ropes, larger whiteboards), extra practice time with equipment before timed challenge, simplify motor requirements (reduce number of rope binding points, allow two hands instead of one), visual demonstrations repeated multiple times, break down complex movements into smaller steps, provide physical guidance to support coordination, reduce speed/time pressure, celebrate effort and improvement over perfection, focus assessment on problem-solving and teamwork domains, partner with patient supportive teammate.

autism spectrum

Provide clear visual schedule showing lesson structure and timings, visual now-and-next board for transitions, advance notice of what's coming ('In 2 minutes we'll rotate'), clearly defined spaces with visual boundaries (coloured tape marking team areas), quiet zone available if student needs sensory break, social story about lesson beforehand if needed, consistent routines for rotations, reduce sensory overload (consider not using whistle for this student - use visual signal instead), allow student to opt out of blindfold if sensory overwhelming (safety spotter role instead), clear explicit teaching of expected team behaviours, concrete success criteria.

visual impairment

Already well-suited as many activities involve blindfolds - student can fully participate. For sighted activities: use high-contrast coloured equipment, provide tactile markers on equipment, buddy system with sighted partner who describes setup, verbal descriptions of all visual demonstrations, position student close to demonstrations, ensure extra space around team to prevent collisions.

hearing impairment

Use British Sign Language or Makaton if student uses them, written instruction cards at each station for reference, visual demonstrations essential (show more, tell less), ensure student can see teacher's face during all instructions (lip-reading access), hand signals for emergency stop (raised hand) as well as whistle, buddy system to relay verbal instructions, position student where they can see all team members' faces during discussions, subtitled videos if using technology.

physical disability

Seated versions of most activities possible (seated circle for shape-making, seated blind drawing, seated balloon tower building), leadership roles emphasised over physical roles (student can be designated communicator without movement requirement), adapted equipment (larger balls, thicker ropes easier to grip), reduce physical demands of challenges (shorter distances, no binding of lower limbs), wheelchair-accessible pathways between stations, ensure team provides physical support where needed, focus on cognitive and social domains for assessment.

Cross-Curricular Links

English

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.

Maths

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.

Science

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).

Computing

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.

Geography

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.

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Soft touches!' - for Magic Sticks to encourage gentle synchronized movement
•'Find space!' - to prompt spatial awareness and prevent clustering
•'Check in with your team' - to promote communication and inclusion
•'What's your strategy?' - to prompt planning before action
•'What could you try differently?' - when teams stuck in ineffective pattern
•'How can you include everyone?' - when noticing exclusion
•'Remember our success criteria' - to refocus on process not just outcome
•'Leader, how can you help?' - to activate leadership role explicitly

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•All blindfolds checked for cleanliness and hygiene before use - consider individual blindfolds or sanitized shared equipment
•Ropes inspected for fraying, damage, or sharp ends - discard any damaged ropes
•Magic sticks/poles checked for splinters, cracks, or sharp ends - must be lightweight and smooth
•Balloons inspected for latex allergy considerations - alternative materials available
•Masking tape applied carefully to avoid skin contact injuries when removed
•All equipment stored safely when not in active use to prevent trip hazards

Risk Management

Key Risks

•BLINDFOLD ACTIVITIES: Disorientation, collisions with equipment/people/walls, trips and falls, anxiety or panic
•ROPE BINDING: Ropes too tight causing circulation issues or discomfort, tripping while bound, falling
•BALLOON ACTIVITIES: Balloon pops causing startle response, latex allergies, slipping on burst balloon pieces
•MAGIC STICKS: Stick dropping and hitting students, eyes poked if not careful with positioning
•EMOTIONAL RISKS: Frustration during failure, conflict within teams, exclusion of some team members, embarrassment

Risk Mitigation

•For blindfolds: Clear brief on safety expectations, practice freeze signal before blindfolding, teacher maintains constant close supervision, option to be safety spotter instead of blindfolded for anxious students, adequate space between teams, remove all trip hazards from area first
•For rope binding: Demonstrate correct loose tying technique, check all ties before activity begins, teacher approval required before movement starts, mats provided on hard floors, instant release protocol if student uncomfortable
•For balloon activities: Ask about latex allergies beforehand, alternatives available (plastic bags, foam), immediate cleanup of burst balloon pieces, controlled environment not free-for-all
•For all activities: Progressive challenge building from simpler to more complex, established emergency stop signal practiced and enforced, adequate spacing between teams maintained throughout, teacher positioned for maximum visibility
•For emotional safety: Normalize failure as learning, rotate leadership to prevent dominance, actively monitor inclusion, private check-ins with struggling students, celebrate process not just outcomes

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally to maintain visual oversight of all groups simultaneously
•Continuous circulation between stations during rotations, spending 60-90 seconds observing each
•Extra close supervision during all blindfold activities - within immediate reach of teams
•Monitor group dynamics for conflicts, exclusion, or distress and intervene proactively
•Position to access any team within 3-5 seconds if emergency arises
•Teaching assistant or additional adult support valuable for monitoring multiple blindfold groups if available

Emergency Procedures

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.