Trust & Leadership Challenges
•Year 7
•Outdoor Adventurous Activities
•Cleaned and stored hygienically between uses, placed in designated collection area
Alternative: PE bibs folded and tied, or students can close eyes with teacher monitoring
Stable and secure, positioned away from walls with clear space around them
Alternative: Low balance beams, chalk lines on floor for modified version
Checked for cracks or damage, different sizes colour-coded for easy identification
Alternative: Rope circles, chalked circles for floor version
Secured at both ends to fixed points at varying heights from 0.5m to 1.5m
Alternative: Elastic bands tied together, bunting cord
Checked for stability before attaching rope, minimum 5 metres apart
Alternative: PE benches turned on side and weighted, wall fixtures if available
Arranged in pairs to create gates, spaced 2-3 metres apart in staggered pattern
Alternative: Chalk marks, poly spots, bean bags as markers
Optional equipment for additional challenges or modifications
Alternative: Small balls, quoits, foam blocks
For teacher to signal starts, stops and transitions
Alternative: Voice commands, hand clap
Communicating without using words, through gestures, facial expressions, body language and sounds
The process of finding solutions to difficult or complex issues through thinking, planning and working together
Working together towards a common goal, listening to others and combining efforts
A planned approach or method for achieving a goal or solving a problem
The ability to move quickly and easily, changing direction or position with control
Maintaining body control and stability in various positions, including when moving or stationary
The ability to use different parts of the body together smoothly and efficiently
Performing movements with exactness, accuracy and attention to detail
Understanding where pupils are coming from and where they're going
Following and giving instructions with precision. Creating communication codes and systems (language development). Vocabulary development with technical PE terms. Verbal reflection and articulation of experiences during plenary. Listening skills during group problem-solving discussions.
Counting team members to identify missing person during warm-up. Ordering by numerical criteria (age, height measurements). Spatial reasoning and geometry during gate navigation. Calculating angles and distances for efficient route planning. Symmetry and patterns in creating balanced circle formations.
Communication methods in humans and animals - comparing our non-verbal signals to animal communication. Sound waves and how noises travel (in Sheep to Pen game). Forces and balance - centre of gravity when standing on benches, stability when moving. Teamwork in nature - linking to pack/herd behaviours and cooperative survival strategies.
Non-verbal communication techniques used in physical theatre and mime. Using body language, facial expressions, and gesture to convey meaning. Creating and interpreting symbols and signals. Collaborative creation similar to devising theatre pieces together.
Directions and navigation using non-verbal signals (linking to map symbols and compass directions). Spatial awareness and mental mapping of course layouts. Using positional language (left, right, forward, backward, between). Route planning and optimization similar to navigation skills.
Teamwork and cooperation as essential life skills. Communication beyond words - understanding body language and reading social cues. Building trust (especially evident in blindfold activities). Resilience and growth mindset when facing challenging problems. Leadership skills and shared responsibility. Conflict resolution when group strategies differ.
Position yourself centrally where all four stations are visible during circuit work. Move between stations every 2-3 minutes for closer observation but maintain ability to scan all areas. During whole-class activities (warm-up, cool-down), position at open side of circle/formation where all students visible.
Watch for: effective non-verbal communication strategies being used, balance and control during physical challenges, cooperative behaviours and inclusion of all team members, safety compliance especially near equipment, students struggling who need intervention or differentiation, particularly successful groups/strategies to highlight for others.
Intervene immediately for: safety risks (unstable bench, blindfolded student near obstacle, rope height issues), complete group stalemate lasting 3+ minutes without progress, exclusion or conflict between students, students opting out or disengaged. Use questioning rather than providing solutions: 'What have you tried?' 'What else could you attempt?' 'How could you communicate that differently?'
Use students to demonstrate successful strategies rather than teacher showing solutions - preserves problem-solving element. Demonstrate safety protocols explicitly (how to step off bench safely, how to apply blindfold, what counts as 'gentle tag'). Use exaggerated slow-motion demonstrations for complex coordination tasks so all details visible. When demonstrating non-verbal communication, make your gestures larger and clearer than necessary to model good practice.
Minimum 20m x 15m clear space required, larger space preferred for simultaneous station work. Indoor hall or outdoor playground suitable. Clear of obstacles, walls padded or adequate distance maintained.
Dry, even surface essential - check for wet patches, debris, trip hazards before lesson starts. Outdoor: check for stones, glass, uneven ground. Indoor: check floor isn't slippery.
STOP signal (whistle + 'FREEZE') practiced at lesson start. All students stop immediately and look at teacher. For injuries: assess severity, send reliable student for first aid kit/additional adult if needed, keep injured student calm and still, never move potentially serious injuries. First aid kit and emergency contact details accessible. Nearest telephone/radio communication point identified before lesson.
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