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Lesson 2 - Collaboration & Communication Skills

From Team Challenges to Tactical Orienteering

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Year 9

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Outdoor Adventurous Activities

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Big Question

How can effective communication transform team performance in challenging situations?

Learning Objectives

Students will work collaboratively to overcome activities requiring effective communication strategies
Students will learn to communicate using verbal and non-verbal methods in challenging environments
Students will understand that communication needs to be clear, concise and timely to be effective

Key Outcomes

Students can demonstrate effective verbal and non-verbal communication techniques
Students can evaluate their team's communication effectiveness and identify improvements
Students can adapt their communication style to suit different challenge situations

Equipment & Resources Required

Whiteboards

7 small boards

One per team, distributed at drawing station

Alternative: Large pieces of paper, clipboards

Whiteboard Pens

14 pens

Multiple colours available, ensure all working

Alternative: Pencils, felt-tip pens

Guttering

40-50 pieces

Various lengths for pipeline challenge

Alternative: Pool noodles cut in half, cardboard tubes

Canes

6-8 sticks

Lightweight, 1.5-2 metres long

Alternative: Hula hoops, rope, bamboo canes

Tyres

15-20 tyres

Clean tyres, various sizes for minefield

Alternative: Hula hoops, rope circles, cones

Dish Cones

3 sets

Start/finish markers for challenges

Alternative: Buckets, markers, tape marks

Cones

1 set of 6 cones

Different colours, stable base

Alternative: Plastic cups, blocks

Blindfolds

15-20 blindfolds

Clean, comfortable, various sizes

Alternative: Bandanas, scarves, sleep masks

Score Sheets

7 sheets

Laminated for reuse, clipboards

Alternative: Digital scoring on tablets

Tennis Balls

10-15 balls

For pipeline challenge, bright colours

Alternative: Soft balls, bean bags

Key Vocabulary

Communication

The process of exchanging information, ideas and instructions between team members

Verbal Communication

Using spoken words to convey information, instructions or feedback

Non-verbal Communication

Using body language, gestures, facial expressions to communicate without words

Collaboration

Working together effectively towards a common goal or solution

Trust

Confidence in your teammates' abilities and commitment to team success

Evaluate

To assess and reflect on performance in order to identify strengths and improvements

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork from previous lessons
Experience working in small groups
Basic listening and following instruction skills

Current Skills

Clear verbal communication under pressure
Non-verbal communication techniques
Active listening and feedback skills
Trust-building and collaboration

Next Steps

Advanced problem-solving communication
Leadership communication skills
Communication in outdoor environments
Emergency communication protocols

Milestone Indicators

Can give instructions that others can follow accurately

Demonstrates active listening through appropriate responses

Shows trust in teammates and builds trust with others

Adapts communication style when initial attempts are unsuccessful

Key Teaching Points

Effective communication requires clarity, patience and active listening
Trust is built through consistent, reliable communication
Non-verbal communication is as important as verbal in team challenges
Communication strategies must adapt to different challenges and constraints
Frustration is normal - managing it positively improves team performance
Everyone has valuable communication skills to contribute to team success
Reflection and feedback help teams improve their communication effectiveness

Common Misconceptions

Louder communication is always more effective - actually, calm clear instructions work better
Only verbal communication matters - non-verbal cues and body language are equally important
Communication failure means someone isn't listening - often the instructor needs to improve clarity
Fast completion shows good communication - quality and safety are more important than speed
Some people are just 'bad at communication' - everyone can improve with practice and feedback

SEN Adaptations

ADHD

Shorter activity rotations, clear movement boundaries, regular positive feedback and refocusing

dyspraxia

Additional practice time, simplified coordination requirements, peer support partnerships

autism spectrum

Clear routines and expectations, visual schedule of activities, quiet reflection space available

visual impairment

Extra verbal descriptions, tactile exploration of equipment, buddy system with clear verbal guidance

hearing impairment

Visual demonstration emphasis, hand signals, written instruction cards, vibration signals for timing

physical disability

Adapted equipment sizes, modified challenge parameters, seated options where appropriate

Cross-Curricular Links

English

Speaking and listening skills, clear verbal communication, following complex instructions

Maths

Spatial awareness, directional language, timing and coordination

Science

Understanding of sound transmission, human senses and perception

Geography

Directional vocabulary, spatial reasoning, navigation concepts

PSHE

Building trust, managing emotions under pressure, conflict resolution, leadership skills

Teacher Guidance

Positioning

Central position allowing observation of all stations, mobile supervision during circuit

Observation Focus

Communication quality, team dynamics, safety compliance, individual progress

Intervention Points

Step in if communication breaks down, safety concerns arise, or teams become frustrated

Demonstration Notes

Model excellent communication throughout lesson, show frustration management, demonstrate active listening

Verbal Cues

•'Clear instructions help everyone succeed'
•'Listen first, then speak'
•'Patient communication builds trust'
•'What would help your team communicate better?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 30m x 20m for multiple stations

Surface Check

Dry, even surface free from obstacles, adequate grip for movement activities

Equipment Safety

Safety Checks

•Check all blindfolds are clean and comfortable
•Ensure tyres are stable and have no sharp edges
•Test guttering pieces for cracks or sharp edges
•Verify canes/sticks are sound and won't splinter

Risk Management

Key Risks

•Collisions during blindfold activities
•Trips and falls on equipment
•Frustration leading to unsafe behaviour
•Students not following safety instructions when competitiveness increases

Risk Mitigation

•Clear boundaries established for all stations
•Adequate supervision at blindfold station
•Progressive skill building before complex challenges
•Emphasis on safety over speed throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all stations simultaneously
•Extra attention to blindfold activities for safety
•Monitor team dynamics for signs of frustration or conflict

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, seek additional support if needed