Trust & Communication Skills
•Year 8
•Outdoor Adventurous Activities
•Check cleanliness, ensure they don't restrict breathing
Alternative: Clean PE bibs, bandanas, or students closing eyes with trust
Position benches with clear space around them (2m minimum)
Alternative: Low balance beams, wooden planks on floor, taped lines (easier)
Have progressively smaller sizes available for progression
Alternative: Rope circles, chalk circles, tape circles on floor
Must be visible colour, securely tied at both ends
Alternative: Skipping ropes tied together, elastic bands (safer)
Check stability before tying rope, ensure no sharp edges
Alternative: Wall bars, door frames, sturdy PE equipment
Arrange in pairs to create 10 gates per course (5 courses)
Alternative: Chalk marks, tape, bean bags
Check for wear and tear, must have good elasticity
Alternative: Stretchy bands, bungee cord (with safety covers)
For stopping activities immediately if needed
Alternative: Voice commands, hand clap
Sharing information without speaking, using gestures, sounds, facial expressions or body language
The process of finding solutions to difficult or complex issues through thinking and planning
Working together towards a shared goal, supporting each other's efforts
A planned approach or method to achieve a specific goal or complete a task
The ability to move quickly and easily, changing direction with control
Maintaining stability and control of your body position
The ability to use different parts of your body together smoothly and efficiently
Performing movements with accuracy and attention to detail
Understanding where pupils are coming from and where they're going
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
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
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)
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)
Directional language (left, right, forward, backward); spatial awareness and navigation; mental mapping of course layouts; understanding relative position; following routes through gates systematically
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
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.
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.
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.
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).
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.
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.
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.
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