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Lesson 1 - Effective Communication

Trust & Leadership Challenges

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Year 8

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Outdoor Adventurous Activities

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Big Question

How can effective communication transform teamwork and problem-solving in challenging situations?

Learning Objectives

Demonstrate effective verbal and non-verbal communication strategies with partners and groups
Work collaboratively with others, actively listening and responding appropriately
Show self-motivation, confidence and engagement when facing problem-solving challenges

Key Outcomes

Students will effectively communicate instructions and listen actively to others
Students will work successfully with partners and in small groups to solve problems
Students will demonstrate leadership qualities and adapt communication methods for different situations

Equipment & Resources Required

Pegs

1 per student (30)

Distribute at start of warm-up activity

Alternative: Pencils or dry-wipe markers with boards

Numbered Papers

2 sheets per student (60 sheets)

A4 or A5 size, placed ready at registration

Alternative: Mini whiteboards, tablets with drawing apps

Gym Mats

1 per group of 4-5 (6-8 mats)

Stored safely at side of hall, ready for skill development section

Alternative: Large pieces of card, PE benches turned on side

Blindfolds

1 per group (6-8)

Clean, individually assigned where possible for hygiene

Alternative: Eye masks, soft fabric ties, students closing eyes on trust

Obstacles

10 items (varied)

Placed safely in game area with no sharp edges, stable positioning

Alternative: Cones, benches, tables, chairs, PE equipment boxes

Cones

20 markers

Mark boundaries and mat positions for Sheep Pen game

Alternative: Spots, markers, chalk lines

Key Vocabulary

Communication

The process of exchanging information, ideas and instructions through verbal or non-verbal means

Collaboration

Working together with others towards a shared goal, combining skills and ideas

Leadership

Guiding and motivating others through clear direction, support and positive example

Trust

Having confidence in others to keep you safe and work in your best interest

Non-verbal communication

Conveying information without words through gestures, movements, expressions and demonstrations

Active listening

Fully concentrating on what is being said, understanding the message and responding appropriately

Strategy

A planned approach or method to achieve a goal or solve a problem effectively

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working in pairs and small groups
Fundamental concepts of teamwork from Key Stage 3

Current Skills

Effective verbal communication under pressure
Non-verbal communication techniques (gestures, demonstrations)
Active listening and interpretation skills
Leadership and guidance of others
Problem-solving through collaboration

Next Steps

Apply communication skills to competitive team sports
Develop advanced leadership in complex team scenarios
Use communication strategies in tactical game situations

Milestone Indicators

Students can clearly articulate instructions that others can follow

Students demonstrate patience and adaptability when communication breaks down

Students show confidence when leading others

Students can identify which communication methods work best in specific contexts

Key Teaching Points

Effective communication requires adaptation: different situations, audiences and challenges need different communication approaches (verbal, non-verbal, visual, auditory, gestural). Model and highlight this adaptability throughout lesson.
Precision in language matters: vague descriptions lead to misunderstanding, while specific language using spatial terms, measurements and clear references creates shared understanding. Draw explicit attention to examples of precise versus vague communication.
Active listening is equally important to clear speaking: communication is two-way. Students must ask questions, seek clarification, give feedback and confirm understanding. Emphasise listener's role throughout activities.
Trust underpins effective teamwork: the blindfold activities require significant vulnerability. Acknowledge this courage and ensure safe environment where trust is respected. Connect to real-world team situations requiring trust.
Planning improves performance: groups who plan communication systems before Sheep Pen perform better than those who don't. Teach explicit planning processes and reflection cycles for continuous improvement. This transfers to all team activities.
Leadership is about clarity, patience and encouragement: the Shepherd role teaches that leaders must communicate clearly, remain patient when others struggle, and encourage rather than criticise. Model and reinforce these leadership qualities visibly.
Systematic approaches are more effective than random: whether describing a shape (head to toe) or giving signals (forward, stop, turn), having a system improves accuracy. Help students recognise and develop systematic approaches to problems.

Common Misconceptions

Misconception: 'Louder is clearer' - students think shouting makes communication better. Correction: Demonstrate that clarity, precision and appropriate volume for context is more effective than just being loud. The Shout It activity explicitly teaches this.
Misconception: 'Good communication means talking a lot' - some students equate quantity with quality. Correction: Show that listening, questioning and concise clear statements are often more effective than lengthy explanations. Model this through teacher communication style.
Misconception: 'If they don't understand, it's their fault' - speaker blaming listener for communication breakdown. Correction: Teach that communication is shared responsibility - speakers must be clear AND listeners must engage actively. Both must work together for understanding.
Misconception: 'One communication method works for everything' - students might think verbal is always best. Correction: The lesson structure explicitly shows different methods work in different contexts (non-verbal in Shout It, systematic description in Duplicate, sound signals in Sheep Pen).
Misconception: 'Communication skills are innate - you either have them or don't' - fixed mindset. Correction: Demonstrate visible improvement from first to last attempts in all activities. Emphasise that communication is a learned skill that improves with practice and reflection.
Misconception: 'Being a good leader means being bossy and in control' - authoritarian view of leadership. Correction: Sheep Pen activity shows that effective leadership requires patience, encouragement, listening to team input during planning, and adapting when approaches don't work. Model servant leadership.

SEN Adaptations

ADHD

Short, focused activity bursts play to strengths - this lesson structure ideal. Clear, simple instructions one step at a time. Active role throughout (not long periods of sitting and listening). Use of novel, engaging activities (blindfolds, obstacles) maintains interest. Regular movement breaks between activities. Provide fidget tool during discussion sections if helpful. Positive behaviour reinforcement frequently ('I notice you're listening really carefully!'). Leadership roles in Sheep Pen allow physical movement while being 'on task'. Timer visible so student can see how long each section lasts. Seated positions during warm-up may be challenging - allow standing as alternative if needed for regulation.

dyspraxia

Allow extra time for motor planning during all physical activities. In Duplicate, start with very simple shapes requiring minimal balance or coordination. Larger equipment throughout (bigger paper, larger balls if incorporated in extensions). Additional demonstrations and modelling - student may need to see multiple times. Reduce complexity of movements required. In Sheep Pen, allow careful, slow movement on hands and knees with no time pressure. Check-in regularly that student feeling safe and in control of their body. Cool-down stretches adapted to achievable range of movement without comparison to others. Buddy support from patient peer. Break down multi-step instructions into single steps. Celebrate effort and problem-solving rather than physical precision. Visual demonstrations often more effective than verbal instructions.

autism spectrum

Provide visual schedule showing lesson structure and timings at start - predictability reduces anxiety. Give advance warning before transitions between activities ('In 2 minutes we will move to the next activity'). Create quiet zone area where student can retreat if overstimulated without penalty. Social stories about blindfold activities before lesson if possible (what it will feel like, that it's safe, that removal is always allowed). Offer alternative to blindfolds: closing eyes on trust, looking down at floor, wearing sunglasses, or taking alternative role. Explicit teaching of collaboration expectations ('working together means...'). Clear, literal language avoiding idioms or ambiguous phrases. Reduce sensory overwhelm during Shout It activity - allow student to stand further back or observe if noise level distressing. Pair with understanding, patient peer who knows their communication style.

visual impairment

Student with visual impairment may actually excel at blindfolded activities having developed strong spatial awareness and listening skills. For non-blindfolded activities: use high contrast equipment (bright coloured paper for Draw It), verbal descriptions of all demonstrations, buddy system with sighted peer for spatial orientation, tactile boundaries (rope lines) instead of visual cone markers, reduce environmental visual distractions. Allow student to feel equipment and space layout before activities begin. During Duplicate, allow tactile exploration of partner's position rather than relying on verbal description alone.

hearing impairment

Ensure student can see teacher's face clearly during all instructions (good lighting, no backlighting, face students directly). Provide written instructions on visual board as backup to verbal. In Shout It activity, allow student to observe rather than participate or use visual communication from start. British Sign Language interpreter if available and appropriate. Buddy system with hearing peer who can clarify instructions. In Sheep Pen, allow student to use visual signals as Shepherd (if sheep can see) or adapt role to be equipment manager/timekeeper if sound-based signals cannot be accessed. Consider vibrating device or torch signals as alternative to auditory signals for groups including hearing impaired student.

physical disability

Adapt all activities for seated or supported standing versions. Draw It completed in wheelchair or supportive chair. Duplicate shapes can be upper body only (arms, head, hands positions) rather than full body. Sheep Pen adapted: instead of hands and knees, student could use wheelchair navigation with eyes closed or covered, or could take Shepherd role regardless of rotation (leadership opportunity). Wider pathways in obstacle course for wheelchair access. Ensure all spaces are wheelchair accessible. Cool-down stretches adapted to seated positions focusing on accessible body parts (arms, shoulders, neck, torso). Partner or TA support for any transfers or physical support needed. Allow use of communication aids or devices for verbal communication components.

Cross-Curricular Links

English

Descriptive language and precise vocabulary usage during Draw It and Duplicate activities. Active listening skills demonstrated throughout lesson. Oral communication techniques adapted for different audiences and purposes. Evaluation of communication effectiveness during reflection discussions. Speaking clearly and articulately in group planning sessions.

Maths

Spatial language and positional vocabulary (top, bottom, left, right, centre, perpendicular, parallel, angles). Measurement and estimation language (approximately 20m apart, coin-sized, shoulder-height). Timing and duration awareness during timed activities. Counting and scoring during Sheep Pen game. Fractions and proportions when describing positions ('halfway down the page', 'quarter turn to the right').

Science

Understanding of sensory systems - how removing one sense (sight with blindfolds) affects performance and heightens other senses (hearing, touch). Communication signals travelling through sound waves during Sheep Pen. Physical changes in body during warm-up (heart rate, breathing rate increase) and cool-down (gradual return to resting state). Muscle function during stretching activities in cool-down.

Computing

Algorithms and logical sequencing in planning communication systems (if this signal then that action). Debugging and refinement when communication systems don't work as expected. Input and output concepts (Shepherd input = signal, sheep output = movement). Following precise instructions similar to programming. Problem-solving through systematic approaches.

Drama

Non-verbal communication techniques including mime, gestures and body language during Shout It activity. Use of exaggerated movements and expressions to convey meaning at distance. Creating and following communication 'scripts' or systems in Sheep Pen. Role-play of Shepherd and sheep scenarios. Understanding how communication adapts for different contexts and audiences.

Geography

Directional language (north, south, east, west could replace left, right in extension activities). Spatial awareness and mental mapping of obstacle course layout during Sheep Pen. Understanding of scales and distances when describing positions. Orienteering concepts - guiding someone to a destination without them seeing the route.

PSHE

Collaboration and teamwork throughout all group activities. Building and demonstrating trust during blindfolded activities. Leadership skills developed through Shepherd role in Sheep Pen. Resilience and perseverance when communication is difficult. Emotional intelligence in recognising others' feelings and providing encouragement. Self-awareness through self-assessment of own communication strengths and areas for development. Respect for others demonstrated through active listening and patience. Managing emotions when frustrated or confused.

Teacher Guidance

Positioning

Start centrally where all students can see and hear clearly during instruction phases. During warm-up line activity, position midway between lines with clear view of both groups. In Duplicate activity, circulate between groups stopping to amplify excellent practice. During Sheep Pen, position elevated (standing on stable bench if available) with sight lines to all blindfolded students simultaneously - this is critical safety requirement. During cool-down, position within circle where all students can see modelled stretches clearly. Always position with back to walls/windows so students face away from distractions toward teacher.

Observation Focus

Primary focus on safety throughout, especially during Sheep Pen blindfolded activity. Watch for: quality of descriptive language during communication activities (are students being specific?), active listening demonstrated through appropriate responses and questions, group dynamics showing inclusion or exclusion of members, leadership behaviours emerging during Shepherd role, trust demonstrated by sheep following instructions, creativity in communication systems devised, improvement from first to later attempts in repeated activities, emotional responses showing engagement or anxiety, physical control during hands-and-knees movement, spacing and spatial awareness preventing collisions.

Intervention Points

Intervene immediately if: any unsafe behaviour or equipment use observed, students showing distress or anxiety (especially during blindfolded activities), exclusion or negative group dynamics developing, communication breakdown causing frustration rather than problem-solving, students not engaging with learning (going through motions without thought), descriptions too vague and students need modelling of specific language, same students dominating all leadership roles, time running over and lesson sections need adjusting. Positive intervention also important: stopping class to highlight exemplar practice, asking high-performing groups to demonstrate for others, providing additional challenge to groups mastering tasks quickly, offering encouragement to groups struggling to maintain motivation and growth mindset.

Demonstration Notes

Demonstrate all activities with volunteer students before class attempts independently. In Draw It, model good descriptive language ('circle in top left corner, about coin-sized') versus vague ('a thing at the top'). In Duplicate, demonstrate systematic description approach (head position, then shoulders, arms, torso, legs) versus random order. In Sheep Pen, model safe hands-and-knees movement, how Shepherds guide from perimeter without touching, and what to do if sheep becomes confused or anxious. During cool-down, model all stretches with correct form, controlled breathing and adequate hold times. Use exaggerated movements so all students can see clearly from distance. Provide commentary while demonstrating: 'Notice how I'm keeping my back straight while I stretch...' Use volunteers of varying abilities to normalize that everyone's starting point is different. Always demonstrate safety procedures explicitly: removing blindfolds, emergency stop response, safe equipment handling.

Verbal Cues

•'Soft touches!' - reminder during partner work to be gentle
•'Find space!' - when students too clustered together
•'Be specific!' - when descriptions are vague in communication activities
•'Show me thumbs up if you understand' - quick comprehension check
•'Freeze!' - emergency stop for safety concerns
•'What would make that even clearer?' - prompting reflection and improvement
•'Listen more than you speak' - encouraging active listening
•'Ask questions if you're unsure' - promoting clarification culture
•'That's a great start - how could you add more detail?' - scaffolding improvement
•'Safety first, always' - regular reminder especially during Sheep Pen

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor hall space (standard school sports hall). Clear height minimum 3m for overhead arms activities. Sufficient space for all students to spread out with 2m personal space during warm-up and cool-down. Central area 20m x 15m for Sheep Pen obstacle course with perimeter space for observers and Shepherds.

Surface Check

Dry, non-slip hall floor surface free from dust or moisture. Check for any damaged floor areas, protruding nails or splinters. Sweep clear of any debris, small equipment or obstacles before lesson begins. Suitable for hands-and-knees movement during Sheep Pen activity without discomfort or injury risk.

Equipment Safety

Safety Checks

•Pens: Safety pens with retractable points or soft-tip pens to prevent injury if students fall or collide with pen in hand
•Gym mats: Check all mats for tears, damage or worn areas. Ensure no exposed foam or sharp edges. Mats must be stable when held vertically as barriers - not too heavy for students to control safely
•Blindfolds: Must be clean for hygiene (individual assignment where possible). Soft fabric that doesn't irritate skin. Secure but not tight enough to cause discomfort or headaches. Allow immediate removal if student feels anxious
•Obstacles: All benches, tables, chairs and equipment must be stable and not wobble. No sharp edges or corners - cover with foam padding if necessary. Height appropriate so blindfolded students cannot strike heads on overhanging edges. Weight distributed so items cannot tip if brushed by student
•Cones: Soft flexible cones with no sharp edges or broken pieces. Stable base that won't tip easily

Risk Management

Key Risks

•Collisions during warm-up line activities when students shouting and distracted
•Falls or trips during Sheep Pen when students blindfolded and navigating obstacles on hands and knees
•Mat barriers falling during Duplicate activity if not held securely
•Anxiety or distress from blindfolded activities for students with trust issues or sensory sensitivities
•Pens causing injury if students move quickly with pens in hands
•Head strikes on obstacles during Sheep Pen if obstacles positioned too low or students stand up while blindfolded
•Dizziness during cool-down when moving from floor to standing stretches
•Peer pressure causing students to participate in blindfold activities when uncomfortable

Risk Mitigation

•Clear boundaries established with cones for all activities - students know exactly where they can move
•Adequate spacing enforced between pairs and groups throughout - minimum 2-3m maintained
•Progressive skill building: simple communication activities before complex blindfolded challenges
•Explicit safety instructions before Sheep Pen: hands and knees only, slow movement, blindfolds removable anytime
•Continuous teacher circulation and observation with clear sight lines to all students at all times
•Additional adult supervision during Sheep Pen activity if available (TA, sports coach, additional PE staff)
•Clear 'stop immediately' emergency signal established and practiced before blindfold activities
•Option to opt out of blindfold activities without penalty - alternative roles available (timer, observer, equipment manager)
•Obstacles positioned with minimum 1.5m pathway widths and never near walls or hard surfaces
•Shepherds briefed on safety responsibility: positioning to protect sheep from collisions, stopping activity if unsafe
•Regular safety checks: 'Is everyone feeling safe? Show me thumbs up if you're comfortable continuing'
•All equipment tested for stability before student use
•Controlled transitions between activities with clear stop/start signals

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up line activity to see both lines and prevent overexcitement causing collisions
•Circulate actively during Duplicate activity checking mat stability and appropriate shapes being created
•During Sheep Pen: position for maximum visibility of all blindfolded students simultaneously - elevated position if possible (standing on stable platform)
•Monitor high-activity areas: dense obstacle sections during Sheep Pen, groups showing high energy during planning phases
•Watch for students showing anxiety, discomfort or pressure to participate - intervene early
•Observe equipment continuously: mats being dropped, obstacles being knocked, blindfolds slipping
•Monitor perimeter areas to ensure Shepherds staying in safe zones not entering obstacle course
•During cool-down: watch for dizziness during transitions from floor to standing stretches

Emergency Procedures

STOP signal (whistle blast or loud 'STOP!') immediately halts all activity. All students freeze, blindfolded students remove blindfolds and sit where they are. Assess situation: minor issue (equipment adjustment, student needs brief break) or significant concern (injury, distress, unsafe behaviour). For injuries: appropriate first aid provided, first aid trained staff contacted if needed, injured student moved safely away from activity area, other students supervised by teaching staff while first aid administered. For distress: student removed from situation calmly, given time and space, not pressured to return to activity causing distress, alternative role offered if appropriate. Accident procedures followed as per school policy. All near-misses or incidents recorded and reported to Head of PE for review and learning. Activity modifications made immediately if any safety concerns identified during lesson.