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Lesson 3 - Creative Team Problem-Solving

Trust & Communication Skills

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Year 8

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Outdoor Adventurous Activities

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Big Question

How can creative thinking and effective teamwork help us overcome seemingly impossible challenges?

Learning Objectives

Develop creative thinking skills to find innovative solutions to physical challenges
Demonstrate effective teamwork and communication in small group problem-solving scenarios
Apply strategic planning and adaptability when facing obstacles

Key Outcomes

Students will successfully work collaboratively to solve multiple physical challenges
Students will demonstrate creative thinking by generating and testing different strategies
Students will evaluate their own and others' problem-solving approaches and suggest improvements

Equipment & Resources Required

Hoops

1 per group (6-8)

Place at starting positions with string already attached for efficiency

Alternative: Hula hoops, rope tied in circles

Fabric Pieces

4-6 pieces per curtain hoop

Securely tie to curtain hoops before lesson, check knots are tight

Alternative: Thin rope, cord, or ribbon

Tennis Balls

1 per group (6-8)

Must be small enough to balance on curtain hoop opening

Alternative: Small rubber balls, juggling balls

Balls

20-30 (5 per sailor group)

Any medium-sized ball suitable for passing

Alternative: Footballs, netballs, basketballs

Mats

35 (one more than team members per group)

Need to be portable and clearly visible on floor

Alternative: Carpet squares, paper plates, chalk marks

Crash Mats

2 per group (12-16 total)

Check mats are clean, dry, and have no tears or damage

Alternative: Gym mats, foam tiles (must be portable)

Game Balls

15-20

Must be soft enough for safe throwing at close range

Alternative: Foam balls, soft dodgeballs

Bibs

4-6 (for pirate team identification)

To distinguish pirates from sailors in game application

Alternative: Different coloured headbands

Key Vocabulary

Creative thinking

Generating original and innovative solutions to problems by thinking beyond obvious answers

Problem-solving

The process of identifying a challenge, planning approaches, testing solutions, and evaluating outcomes

Strategy

A planned approach or method for achieving a specific goal or overcoming a challenge

Teamwork

Working cooperatively with others, sharing ideas, listening, and supporting one another to achieve a common goal

Planning

Taking time before acting to discuss, consider options, and agree on an approach as a team

Adaptation

Changing or modifying your strategy when the original approach isn't working effectively

Cooperation

Working together harmoniously, taking turns, and valuing everyone's contributions

Leadership

Guiding and coordinating team members, making decisions, and ensuring everyone is included and heard

Skill Progression Pathway

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

Prior Learning

Basic cooperative skills from Key Stage 2 OAA experiences
Understanding of teamwork principles and group dynamics
Experience with following multi-step instructions

Current Skills

Creative problem-solving under time pressure
Strategic planning and execution in physical challenges
Effective communication and leadership within small groups
Adaptability when initial strategies fail

Next Steps

Orienteering and navigation challenges requiring map reading
Extended problem-solving activities with increased complexity
Leadership roles in Duke of Edinburgh Award or similar programmes

Milestone Indicators

Groups complete challenges without teacher intervention

Students independently suggest strategy modifications

Teams demonstrate improved communication and coordination

Individuals take on different leadership roles within activities

Key Teaching Points

Effective problem-solving requires planning BEFORE action: groups who discussed strategy first were more successful than those who rushed in with trial and error
Communication is the foundation of teamwork: groups that talked constantly during challenges, calling out positions and intentions, coordinated better than silent groups
Strategic thinking means matching people's strengths to task demands: putting smallest person first, most agile last, strongest in middle for mat lifting
Resilience and adaptability are crucial: successful groups changed approaches when initial strategies failed rather than repeating the same failing approach
Sometimes you must go backward to move forward: the crash mat challenge specifically teaches this counter-intuitive problem-solving principle applicable to many life situations
Leadership can be shared and situational: different team members took lead roles at different times based on the specific demands of each challenge phase
Cooperation extends beyond your immediate team: in Pirates game, sailor groups helping each other demonstrated higher-level strategic thinking and community cooperation

Common Misconceptions

MISCONCEPTION: 'The fastest approach is the best approach.' REALITY: Rushing without planning usually leads to mistakes and having to restart. Slow, strategic thinking leads to faster overall completion. ADDRESS BY: Highlighting groups who planned carefully and succeeded versus those who rushed and had to restart multiple times.
MISCONCEPTION: 'If one person is smart/strong/skilled, they should just do everything.' REALITY: Complex challenges require diverse contributions; each team member has valuable strengths to contribute. ADDRESS BY: Pointing out how successful groups utilised different people's strengths at different stages of challenges.
MISCONCEPTION: 'Failure means we're not good at this.' REALITY: Failure is essential data that helps you eliminate ineffective approaches and discover solutions through iteration. ADDRESS BY: Celebrating groups who tried multiple approaches - 'You found five ways that don't work, which means you're close to finding the way that does!'
MISCONCEPTION: 'Leadership means one person tells everyone else what to do.' REALITY: Effective leadership involves listening to all ideas, facilitating discussion, and building consensus while ensuring everyone is included. ADDRESS BY: Highlighting examples of shared leadership and contrasting groups where one person dominated versus groups with distributed leadership.
MISCONCEPTION: 'OAA/problem-solving activities are just fun games, not real learning.' REALITY: Problem-solving, strategic thinking, teamwork and communication are transferable life skills applicable across all subjects and future careers. ADDRESS BY: Explicitly connecting lesson activities to other curriculum areas and real-world applications throughout the lesson.
MISCONCEPTION: 'If we don't finish the challenge in time, we failed.' REALITY: The process of problem-solving and what you learn along the way is more valuable than completion. ADDRESS BY: Praising effort, strategic thinking, and teamwork even for groups who didn't complete challenges, emphasising that learning occurred regardless of outcome.

SEN Adaptations

ADHD

Keep activity segments short and varied - this lesson's structure naturally supports this. Provide frequent movement breaks which this lesson does naturally. Use clear, simple instructions and check understanding before beginning. Establish visual/auditory cues for transitions and attention. Position near teacher during instruction times to help maintain focus. Provide fidget tools during seated cool-down reflection if helpful. Channel high energy into active roles like demonstrator or equipment manager. Clear boundaries and rules established at start. Frequent specific feedback and praise for sustained focus. Allow standing rather than sitting during discussion times if needed. Build in legitimate movement - 'Can you collect that equipment' gives purposeful channel for energy.

dyspraxia

Provide larger, lighter equipment that's easier to manipulate (larger balls for spider web, lighter mats if available). Reduce complexity of motor sequences - fewer steps to remember for passing games. Allow extra planning and practice time before timed challenges. Demonstrate activities multiple times and allow student to rehearse movements. Provide clear spatial markers (cones, lines) to help with positioning and distance judgement. Pair with patient, supportive peer buddy. Break down complex movements into smaller steps with verbal cueing. Allow use of wall or equipment for balance support during activities. Avoid activities requiring rapid changes of direction. Celebrate effort and improvement over absolute performance. For cool-down stretches, provide physical guidance to achieve positions safely.

autism spectrum

Provide visual schedule showing lesson sequence to reduce anxiety about unknown activities. Keep routines consistent where possible during warm-up and cool-down. Establish clear, explicit rules with visual rule cards displayed. Provide quiet zone or break area if student becomes overwhelmed by noise or social demands. Allow use of ear defenders if noise sensitivity is an issue. Give advance notice before transitions between activities. Use clear, literal language avoiding idioms or sarcasm. Provide structured roles within groups to reduce social ambiguity. Allow student to observe first before participating if needed. Respect need for personal space during partner/group work. Be aware that competitive elements may cause stress - provide alternative non-competitive challenges.

visual impairment

Use brightly coloured floor spots and mats for higher contrast against floor. Provide tactile markers on equipment (textured tape on mat edges). Buddy system pairing with sighted partner who provides verbal descriptions of environment and obstacles. Use auditory cues and verbal instructions more extensively than visual demonstrations. For spider web challenge, allow touch exploration of equipment first. Reduce space size so environment is more manageable to navigate. Provide extra time for spatial orientation before beginning challenges.

hearing impairment

Ensure student positioned where they can see teacher's face clearly for lip-reading during all instructions. Use visual demonstrations extensively rather than verbal-only instructions. Provide written instruction cards or visual diagrams showing challenge requirements. Establish visual signals for common instructions (e.g., thumbs up to start, hands raised to stop). Pair with supportive buddy who can tap shoulder to indicate when instructions are being given. Face student when speaking, don't turn away mid-sentence. Check understanding by asking student to demonstrate or explain back. Reduce background noise where possible during instruction time.

physical disability

Wheelchair users: Adapt swamp challenges using alternative methods - can use hands to 'walk' a small object along a rope path, or navigate wheelchair through cone course making strategic decisions. Reduce distances to make challenges achievable within mobility range. For throwing activities in Pirates game, allow closer throwing distance or larger target. Students with reduced mobility: Provide additional floor spots or mats to reduce physical demand. Allow seated versions of challenges where students direct others verbally (developing cognitive/leadership skills). Ensure equipment is accessible and easy to manipulate. Extended time allowances. Role as team strategist or director valued equally to physical participation.

Cross-Curricular Links

English

Oracy skills: articulating ideas clearly during planning discussions, active listening to team members, explaining and justifying strategies during debriefs. Technical vocabulary acquisition and usage (strategy, adaptation, cooperation, etc.). Giving instructions clearly and in logical sequence. Debating and negotiating when groups have different ideas about approach.

Maths

Problem-solving processes mirror mathematical thinking: identify problem, plan approach, test solution, evaluate and adapt. Strategic thinking about resource allocation (how to use limited floor spots or mats efficiently). Spatial reasoning when planning mat placement and distances. Sequencing and ordering when choreographing who moves when during mat challenges. Measurement concepts: estimating distances between mats, calculating optimal spacing.

Science

Force and motion: how pulling string with different tensions affects spider web balance. Friction: why mats slide on some surfaces but not others. Levers and fulcrums: weight distribution on mats affects balance. Human body systems: cardiovascular system working harder during activity, respiratory rate increasing, need for recovery and cool-down. Physics of projectile motion during throwing in Pirates game.

Design Technology

Design thinking process mirrors today's problem-solving: identify challenge, brainstorm solutions, prototype (test strategies), evaluate, iterate and improve. Considering user needs: which team member is best suited to which position. Testing and refinement: trying approaches, identifying flaws, making improvements.

Geography

Spatial awareness and mapping: visualising problem-solving space from above like reading a map. Navigation concepts: planning routes across swamp, considering obstacles and resources like reading terrain. Directional language: left, right, forward, backward, adjacent. Decision-making considering environmental factors (hall layout, surface type).

PSHE

Teamwork and cooperation: working harmoniously toward shared goals, valuing all contributions. Resilience: persevering when challenges are difficult and strategies fail. Managing emotions: handling frustration constructively, staying calm under pressure. Communication skills: listening actively, expressing ideas clearly, giving constructive feedback. Leadership: emerging leaders showing decision-making, delegation, encouragement. Fair play and sportsmanship: accepting outcomes gracefully, respecting rules and opponents.

Teacher Guidance

Positioning

Position yourself at corners or side walls during activities to maintain visual access to all groups simultaneously. Avoid standing in the centre where you can only see some groups. During Pirates game, position on side wall at midpoint between start and pirate end to observe entire playing area. During debrief discussions, position within seated circle where you can make eye contact with all students. Move between groups during active work to provide close-up observation and feedback, but frequently return to vantage points for overall safety monitoring.

Observation Focus

HEAD (Cognitive): Watch for strategic planning discussions before action, adaptation when strategies fail, analysis of what worked/didn't work, applying learned strategies to new contexts (floor spots learning applied to crash mats). HANDS (Physical): Observe balance and coordination during mat activities, controlled movement not rushing, spatial awareness of other groups and equipment, safe lifting and equipment handling. HEART (Social-Emotional): Monitor inclusive communication where all voices heard, encouragement versus blame when challenges arise, leadership emergence and distribution, resilience when facing setbacks or failures, cooperation between groups not just within groups during Pirates game.

Intervention Points

SAFETY: Intervene immediately for any unsafe behaviour (mats placed dangerously far apart, throwing too hard in Pirates game, running carelessly with equipment). INCLUSION: Step in if you observe a student being excluded or marginalized by their group - ask direct questions to ensure everyone contributes. FRUSTRATION: When groups become stuck and frustration escalates, provide scaffolding questions without giving solutions ('What options do you have?' 'What worked for you in the earlier challenge?'). RULES: Enforce rules consistently and immediately - if floor touched in swamp challenge, send group back; if pirate steps over line, call it out. PACING: If activities completing much faster or slower than planned, adjust on the fly. DIFFERENTIATION: If core activity too easy or too hard for certain groups, implement support or extension modifications mid-lesson.

Demonstration Notes

Use volunteer groups/students for demonstrations rather than demonstrating alone whenever possible - this models teamwork and shows age-appropriate performance. Demonstrate concepts without giving complete solutions - show the beginning of spider web strategy but let groups discover the full approach. Use exaggerated movements during demonstrations so all students can see clearly from distance. For crash mat challenge, demonstrate wrong approaches as well as right to help students recognise errors. Point out successful strategies during activities by pausing everyone to watch a group briefly. During cool-down, model breathing and stretching with clear, slow movements. Use think-aloud protocol during demonstrations to verbalize thinking: 'I'm thinking... so I'm going to try...'. Always check for understanding after demonstrations: 'What are the three key rules?' or 'Who can tell me what we're trying to achieve?'

Verbal Cues

•'Freeze!' - emergency stop for safety issues or to regain attention when needed
•'Eyes on me' - to focus attention before instructions
•'Talk to your team!' - when groups trying to solve problems silently without communication
•'Soft touches!' - during ball handling activities to encourage control
•'Find space!' - when groups too clustered together creating collision risk
•'What's your plan?' - to prompt strategic thinking before action
•'Check your spacing!' - reminder about safe distances between groups or between mats
•'How could you adapt that?' - when strategies aren't working to prompt reflection
•'Show me...' - use for quick checks of understanding ('Show me your ready position')
•'Keep going!' - encouragement during challenging moments to build resilience

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall (minimum 20m x 30m) or outdoor hard surface area. Requires significant space for multiple groups to work simultaneously on mat-moving challenges without collision risk. Clear space free from obstacles, apparatus, or clutter that could create trip hazards during dynamic movement.

Surface Check

CRITICAL: Floor must be clean, dry, and non-slip. Check for water spillages, dust, or any substances that could cause slipping, especially when using crash mats that might slide on polished floors. Outdoor surfaces must be even without cracks, holes, or uneven sections that could cause trips or falls. Mats must lie completely flat - curled edges are trip hazards.

Equipment Safety

Safety Checks

•Crash mats: Inspect for tears, worn Velcro, or damaged edges before lesson. Mats must be clean and dry. Check weight capacity appropriate for Year 8 students.
•Floor spots: Non-slip variety essential. Check they don't slide when stepped on. No cracks or tears.
•String for spider web: Check knots are secure and string isn't frayed. String must be thick enough not to cut hands when pulled tight.
•Sponge balls for Pirates game: Must be soft foam, never hard balls. Check condition - no degraded foam that's become hard or damaged.
•Tennis balls and other small balls: Check not cracked or damaged. Must be appropriate size for activity (not too small causing choking hazard if dropped near young students).
•Hoops: Check no cracks, splinters or sharp edges on plastic hoops.
•All equipment: Check nothing is damaged or broken that could cause injury during use.

Risk Management

Key Risks

•FALLS AND TRIPS: Primary risk during mat-moving activities. Students may fall from mats, trip over mat edges, or slip when mats slide on smooth floors.
•COLLISIONS: Multiple groups working simultaneously creates collision risk between groups, especially during warm-up activities and Pirates game.
•CRUSH/STRAIN INJURIES: Lifting heavy crash mats incorrectly could cause muscle strains or back injuries. Mats could be dropped on feet.
•IMPACT INJURIES: During Pirates game, sponge balls thrown at close range could cause injury if thrown too hard or if students accidentally hit in face/head.
•OVERSTRETCHING: During challenges, students reaching too far between mats could overstretch and fall or pull muscles.
•OVEREXERTION: High-energy activities may cause some students to overexert, particularly those with lower fitness levels or medical conditions.
•FINGER/HAND INJURIES: String tension during spider web activity could cause friction burns or cuts if string pulled through hands quickly.
•BEHAVIOURAL ISSUES: Competitive nature of activities may lead to over-excitement, rule-breaking, or poor sportsmanship creating safety issues.

Risk Mitigation

•Establish clear boundaries and minimum spacing between groups (5 metres minimum) before activities begin
•Demonstrate proper lifting technique for mats: bend knees, straight back, lift together as pairs not alone
•Enforce rule that mats must lie completely flat before stepping on them - check each time
•Use only soft sponge balls for throwing, never hard balls. Establish 'body shots only, not heads' rule and enforce strictly
•Set maximum distance for mat spacing: no more than 1 metre between mats during crossing challenges
•Provide mandatory water breaks between sections to prevent overexertion and dehydration
•For spider web activity, ensure students wear gloves or use thick string that won't cause friction burns
•Brief students on safety expectations at start: 'Safety is everyone's responsibility. Follow rules, watch where you're going, help your teammates'
•Teacher positioned to observe all groups simultaneously - move to vantage points where all activity is visible
•Have clear stop signal (whistle or 'freeze' call) that all students know means immediate stop
•Build progressive difficulty: floor spots before crash mats allows skill development reducing injury risk
•Modify activities for individuals as needed based on medical conditions, fitness levels, or SEND needs

Supervision & Emergency Procedures

Supervision Points

•Position yourself where you can see all groups simultaneously - use corners or side walls for wide vantage point
•During mat activities, watch particularly for: mats sliding, unsafe distances between mats, students overreaching
•During Pirates game, monitor throwing intensity and ensure pirates stay behind designated line
•Circulate actively during activities to provide close-up monitoring, but maintain awareness of entire space
•During warm-up passing games, watch for lines getting too close together as they move across hall
•Monitor group dynamics for conflict or exclusion that could escalate to behavioural safety issues
•Watch for signs of overexertion: excessive breathlessness, red faces, students asking to sit out - provide breaks
•During equipment transitions, ensure students move safely with equipment not running or acting carelessly
•Keep eliminated students in Pirates game in designated safe zone away from play area
•If any minor injury occurs, assess immediately but maintain supervision of other students - use TA or responsible student if needed

Emergency Procedures

In event of injury: Use STOP signal immediately to freeze all activity. Assess injured student while maintaining visual supervision of others. For minor injuries (small bumps, scrapes): Apply basic first aid, rest student on sideline, monitor. For more serious injuries: Send responsible student to get additional adult support immediately. Keep other students calm and supervised in seated positions. Follow school's specific first aid and emergency protocols. For medical emergencies: Call for emergency services via school protocol, provide first aid as trained, keep student calm and still, clear other students from immediate area while keeping them supervised. Document all incidents according to school accident reporting procedures.