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Lesson 1 - Non-Verbal Communication

Trust & Communication Skills

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Year 8

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Outdoor Adventurous Activities

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Big Question

Can you solve complex challenges without speaking a single word?

Learning Objectives

Develop effective non-verbal communication skills to solve team challenges
Demonstrate agility, balance, coordination and precision in problem-solving contexts
Think creatively to find innovative solutions to physical challenges
Build self-motivation and confidence while engaging in competitive team situations

Key Outcomes

Students will successfully complete at least 3 team challenges using only non-verbal communication
Students will demonstrate improved problem-solving strategies through reflection and adaptation
Students will show enhanced teamwork skills and physical confidence in challenging situations

Equipment & Resources Required

Blindfolds

15 (half the class)

Check cleanliness, ensure they don't restrict breathing

Alternative: Clean PE bibs, bandanas, or students closing eyes with trust

Benches

5.5 (one per group)

Position benches with clear space around them (2m minimum)

Alternative: Low balance beams, wooden planks on floor, taped lines (easier)

Hoops

6-8 in various sizes (70cm, 60cm, 50cm diameter)

Have progressively smaller sizes available for progression

Alternative: Rope circles, chalk circles, tape circles on floor

Curtain Rings with Attached Strings

20-30 metres

Must be visible colour, securely tied at both ends

Alternative: Skipping ropes tied together, elastic bands (safer)

Posts

2 sets (football goalposts or climbing frame)

Check stability before tying rope, ensure no sharp edges

Alternative: Wall bars, door frames, sturdy PE equipment

Mats

55 (for creating gates)

Arrange in pairs to create 10 gates per course (5 courses)

Alternative: Chalk marks, tape, bean bags

Elastic Cord

2-3 pieces (3-4 metres each)

Check for wear and tear, must have good elasticity

Alternative: Stretchy bands, bungee cord (with safety covers)

Whistles

For stopping activities immediately if needed

Alternative: Voice commands, hand clap

Key Vocabulary

Non-verbal communication

Sharing information without speaking, using gestures, sounds, facial expressions or body language

Problem-solving

The process of finding solutions to difficult or complex issues through thinking and planning

Cooperation

Working together towards a shared goal, supporting each other's efforts

Strategy

A planned approach or method to achieve a specific goal or complete a task

Agility

The ability to move quickly and easily, changing direction with control

Balance

Maintaining stability and control of your body position

Coordination

The ability to use different parts of your body together smoothly and efficiently

Precision

Performing movements with accuracy and attention to detail

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation from Year 7
Experience working in small groups on physical tasks
Fundamental movement skills including balance and coordination
Ability to follow verbal instructions and work safely

Current Skills

Non-verbal communication techniques including gestures and sounds
Creative problem-solving in physically challenging situations
Strategic thinking and planning as a team
Trust-building and supporting teammates under pressure

Next Steps

More complex OAA challenges requiring advanced planning
Orienteering and navigation activities in Year 8/9
Leadership roles in extended adventure activities
Multi-stage problem-solving expeditions

Milestone Indicators

Can complete a team challenge with minimal verbal communication

Shows creative thinking when standard approaches fail

Demonstrates trust in teammates during blindfolded activities

Reflects critically on team performance and suggests improvements

Key Teaching Points

Non-verbal communication requires clear, distinct signals - emphasise exaggerated gestures and sounds that cannot be confused
Problem-solving is a PROCESS: observe, plan, attempt, reflect, adapt - not just trial and error
Trust is built through consistent, reliable communication and support - teams must prioritise keeping teammates safe
Balance activities require weight centred, knees slightly bent, arms out for stability - demonstrate proper technique repeatedly
In team challenges, listen to all ideas before committing to a strategy - best solutions often come from unexpected sources
Precision in movement is achieved through slow, controlled actions not rushing - 'slow is smooth, smooth is fast'
Leadership can be shown in many ways: speaking up with ideas, supporting struggling teammates, demonstrating skills, organising the group

Common Misconceptions

Misconception: 'Non-verbal communication means complete silence' - Correction: Non-verbal can include sounds (animal noises, clapping, humming) just not words. Clarify what's allowed vs prohibited.
Misconception: 'Faster completion means better problem-solving' - Correction: Quality of strategy and process is more important than speed. Emphasise thoughtful planning over rushing.
Misconception: 'Only the person speaking/gesturing is communicating' - Correction: Active listening, eye contact, and responding are all communication. The receiver's role is equally important.
Misconception: 'Being blindfolded means you're helpless' - Correction: With good communication from partners, blindfolded person can navigate successfully. Builds trust and demonstrates power of teamwork.
Misconception: 'If we fail once, our strategy was wrong' - Correction: Strategies often need practice and refinement. One failure doesn't mean start over completely - adapt and improve.
Misconception: 'Balance is about staying rigid and still' - Correction: Good balance involves constant small adjustments, slight bend in knees, active core engagement - it's dynamic not static.

SEN Adaptations

ADHD

Keep activity durations short (activities already broken into 5-10 minute segments which helps). Provide frequent changes of activity and roles to maintain engagement. Use clear, immediate start and stop signals (whistle, visual cues). Clearly defined boundaries and rules minimise distraction. High-energy activities channel excess energy productively. Pair with calm, focused partner. Provide additional positive reinforcement frequently. Allow brief movement breaks if needed between stations. Position near teacher during instruction for focus support. Use student as demonstrator to channel energy positively.

dyspraxia

Allow extra time for balance activities - no time pressure on bench challenges. Use larger, easier to grip equipment (bigger hoops, softer balls). Break complex movements into smaller steps with demonstration of each. Provide wall or partner support for balance activities if needed. Reduce course complexity for blindfolded navigation - wider gates, fewer obstacles. Emphasise that mistakes are expected and part of learning. Pair with patient, supportive partner. Verbal encouragement for effort not just achievement. Practice movements in slow-motion first before full speed. Use foot markers on floor to show positioning if needed.

autism spectrum

Provide visual schedule showing lesson structure and activity order. Give advance notice before transitioning between activities (2-minute and 1-minute warnings). Offer quiet zone option if overwhelmed by noise/activity (with supervision). Clearly defined rules and routines help reduce anxiety. Pair with understanding, patient partner. Blindfold activities optional - can participate with eyes closed instead. Reduce unpredictability by explaining what to expect before each activity. Use consistent language and clear, concrete instructions. Allow student to observe others first if needed before joining. Praise specific behaviours rather than general praise.

visual impairment

Use bright, high-contrast coloured equipment (cones, hoops, ropes). Provide verbal descriptions of spatial layouts before activities. For blindfolded activities, student may participate without blindfold (already navigating visually impaired). Pair with sighted buddy for bench activities. Use tactile markers for course boundaries. Allow extra time for orientation to each new activity setup.

hearing impairment

Ensure student can see teacher clearly for all instructions (face them directly, good lighting). Provide visual demonstrations for all activities - show don't just tell. Use large visual cue cards for key instructions. Pair with supportive partner who can use simple sign language or gestures for clarification. For sound-based sheep game, use visual signals instead (flag colours, gesture codes). Position near front during whole-class instruction. Check understanding individually before activities begin.

physical disability

Adapt bench activities: use wider, lower benches or tape lines on floor for wheelchair users/mobility impaired. Electric Fence can be navigated around or have variable heights for different abilities. Through the Hoop can be done seated in circle. For blindfolded activities, reduce course length and complexity. Provide mobility aid user a 'guide' role in team challenges rather than physical participant. Wheelchair users can be 'directors' in team challenges, using gestures to guide others. Ensure all areas accessible (no steps, adequate width). Modified equipment available (larger, softer balls; bigger hoops).

Cross-Curricular Links

English

Following complex verbal instructions accurately; creating and remembering communication codes (verbal encoding); explaining strategies using precise vocabulary; active listening during instructions and reflections; non-verbal communication techniques (body language, gesture, tone); articulating problem-solving processes clearly

Maths

Counting students for memory game (addition/subtraction to identify missing person); alphabetical sequencing using numbering system (A=1, B=2); estimating and measuring distances for courses (20 metres); calculating time elapsed and comparing performance times; spatial awareness and angles when navigating gates; problem-solving using logic and systematic approaches

Science

Forces and balance during bench activities (centre of gravity, stability); coordination and nervous system function when responding to signals; reaction time when responding to sound cues; heart rate changes during warm-up and cool-down; physical effects of exercise on body systems; sensory deprivation exploration when blindfolded (reliance on hearing when vision removed)

Computing

Creating and following algorithms (communication codes are step-by-step instructions); debugging when codes don't work as expected; logical thinking and sequencing; input-output relationships (sound command → movement response)

Geography

Directional language (left, right, forward, backward); spatial awareness and navigation; mental mapping of course layouts; understanding relative position; following routes through gates systematically

PSHE

Building trust in partnerships and teams; managing emotions during challenging or competitive situations; respecting others' contributions and abilities; developing resilience when failing repeatedly; communication skills (verbal and non-verbal); teamwork and cooperation; leadership qualities; self-assessment and self-awareness; confidence building through achievement; empathy when supporting struggling teammates

Teacher Guidance

Positioning

Position centrally during whole-class instruction for visibility by all students. During station-based challenges, circulate continuously between groups, spending 1-2 minutes observing each before moving on. Never position with back to active groups. During blindfolded activities, stay mobile to supervise safety across all stations. For demonstrations, ensure all students can see clearly from their positions.

Observation Focus

Primary focus: Safety first - watch for risky behaviour, equipment issues, distress. Secondary focus: Quality of non-verbal communication attempts, strategic thinking evident in team discussions, physical skill demonstration (balance, coordination, agility). Also observe: group dynamics and inclusion, leadership emerging, persistence vs giving up, fair play and sportsmanship. Note students exceeding or struggling with expectations for future planning.

Intervention Points

Intervene immediately for: unsafe behaviour, equipment damage, student distress, rule violations that create unfairness or risk. Intervene supportively for: groups completely stuck on challenges (prompt don't solve), verbal communication creeping in (gentle reminder), exclusion or conflict within groups. Allow productive struggle: groups should solve problems themselves when possible - resist urge to give answers too quickly.

Demonstration Notes

Always demonstrate new activities clearly before students attempt. Use students to help demonstrate when possible - builds confidence and provides peer models. Exaggerate key points for visibility (e.g., tight hand grips, slow movements). For complex activities (Electric Fence), break down into steps and demonstrate each. Emphasise safety aspects during demonstrations. When showcasing successful strategies during lesson, pause other groups to watch and learn. Demonstrate both correct technique and common mistakes (clearly labelling them as errors to avoid).

Verbal Cues

•Safety: 'FREEZE!' or 'STOP!' for immediate halt
•Encouragement: 'Brilliant problem-solving!', 'I love how your team is working together!', 'That's creative thinking!'
•Reminders: 'Remember, no talking during this challenge', 'Keep those hands joined!', 'Slow down, think first'
•Prompts: 'What's your strategy?', 'How can you show that without words?', 'Who should go first and why?'
•Directions: 'Stand in Order - alphabetical by first name, begin!', 'Number THREE - go!', 'Shepherds, make your MOO sound'
•Management: 'Eyes on me please', 'Listen for your group number', '30 seconds for planning'
•Technical: 'Grip those hands tighter!', 'Bend your knees for balance', 'Slow, controlled steps'
•Reflection: 'What worked well?', 'What would you change?', 'Who showed great leadership?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall (minimum 20m x 15m) or outdoor playground/field area with clear boundaries. Multiple activity stations require adequate separation (5-6 metres minimum between groups) to prevent interference and collisions.

Surface Check

Dry, even, non-slip surface essential. Check for trip hazards, wet patches, or debris before lesson. If outdoors, ensure ground is level with no holes or uneven areas that could cause trips, especially important for blindfolded activities.

Equipment Safety

Safety Checks

•Blindfolds: Clean and sanitized before use; check they don't restrict breathing; ensure secure fit that won't slip
•Benches: Stable and secure, not wobbly; positioned away from walls; check weight capacity; ensure flat top surface
•Hoops: Inspect for cracks, splits or sharp edges; various sizes available; store safely when not in use
•Ropes/cords: Securely tied at both ends to stable fixtures; visible colour for easy detection; appropriate height (1.0-1.4m); check for fraying
•Cones/spots: Positioned securely, won't slip when stepped near; bright colours for visibility; no sharp edges
•All equipment: Age-appropriate size and weight; regularly maintained; sufficient quantity to avoid sharing issues

Risk Management

Key Risks

•Falls from benches during balancing activities - risk of sprains, bruises, or fractures
•Collisions between students during blindfolded activities - risk of head injuries or falls
•Tripping over equipment (ropes, cones, hoops) especially when blindfolded - risk of falls and injuries
•Unsafe lifting/supporting during Electric Fence challenge - risk of drops or strains
•Rough physical contact during Protect the King/Queen game - risk of pushes, falls, collisions
•Overexertion or fatigue leading to reduced coordination and increased accident risk
•Panic or distress when blindfolded - psychological safety concern
•Rope/elastic cord contact causing trips or snapping back if not secured properly

Risk Mitigation

•Clear safety briefing at lesson start with specific rules emphasised
•Established stop signal (raised hand) that students understand and can use anytime
•Benches positioned with ample clear space around them (2m minimum) to reduce fall injury
•Gradual progression from easier to harder challenges allowing skill development
•Constant teacher circulation and supervision with clear sightlines to all groups
•Blindfolds introduced gradually; students can opt out if genuinely distressed; trust emphasised
•Strict rules for supporting teammates during physical challenges - demonstrate safe techniques
•No talking rule enforced consistently to maintain focus and safety awareness
•Tagging rules clear: light touch only, no pushing or rough contact
•Regular breaks and hydration opportunities to prevent fatigue
•Equipment checks before each activity and removal of damaged items immediately
•Boundaries clearly marked so blindfolded students don't wander into hazards
•Appropriate grouping to ensure mix of abilities and responsible students in each team

Supervision & Emergency Procedures

Supervision Points

•Position centrally with clear view of all activity stations simultaneously
•Actively circulate between groups during challenges - don't remain static
•Monitor high-risk activities more closely (bench balancing, blindfolded navigation, electric fence)
•Watch for fatigue signs: reduced coordination, increased risk-taking, loss of focus
•Be alert for social issues: exclusion, frustration, conflicts between students
•Ensure no student is isolated or unsupervised at any time
•Position near electric fence setup during that activity due to lifting/supporting risks
•During games, position to see all teams and intervene quickly for unsafe play
•Listen for distress or safety concerns from students and respond immediately

Emergency Procedures

Use whistle or loud 'STOP!' command to halt all activity immediately if safety issue observed. Assess situation quickly: if injury, send responsible student for first aid kit/additional help while providing appropriate care. For minor issues (equipment failure, student distress), resolve promptly and restart when safe. All students know to freeze on stop signal. Have first aid kit accessible at hall entrance. Know location of nearest first aider/medical support. For serious injury, follow school emergency procedures and do not move student. Document all incidents according to school policy.