OAA
Outdoor Adventure Activities | Years 5–6 | 6 Lessons
Unit Overview
This unit builds on earlier experiences by developing pupils’ leadership, problem-solving and teamwork skills through more complex outdoor challenges.
- Applies teamwork and communication skills in increasingly challenging activities
- Develops problem-solving and decision-making under pressure
- Follows and creates more complex routes, trails or task instructions
- Encourages leadership, cooperation and shared responsibility within groups
- Builds resilience, perseverance and confidence when facing challenges
- Promotes safe practice and respect for others and the outdoor environment
Unit Outcomes
By the end of this unit, pupils will be able to:
- Work effectively as part of a team to plan and solve complex challenges
- Communicate clearly and take on leadership roles within group tasks
- Follow and create more detailed routes, trails or instructions
- Make decisions under pressure and adapt strategies when needed
- Show resilience, perseverance and responsibility during activities
- Demonstrate safe practice and respect for others and the environment
Lesson Plans
Lesson 1: Teamwork Session
Warm-up • Skill Development • Game
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Learning Objectives:
- To be able to work together as a team to achieve a goal.
- To be able to perform skills with good balance and control.
Success Criteria:
- I can communicate clearly with my team
- I can work cooperatively to complete a challenge
- I can take a leadership role
- I can help organise team strategy
Key Words:
- Teamwork
- Communication
- Leadership
Equipment:
- Cones
- Small/medium sized balls
- Spots or hoops
Preparation Idea (warm up) – Stuck Together
Split the class into pairs and ask them to stand with their partner in the playing area. When ‘Go’ is signalled, the partners must move apart from one another, moving around the playing area in a creative way (this can be through jogging, hopping skipping etc.)
When a part of the body is called, the partners must find each other and stick that part of the body together e.g:
>Hands = stick hands with our partners
>Knees = stick our knees together with our partners
>Elbows = stick our elbows together with our partners
You can use a wide range of different body parts, and allow the children to be creative with the shapes they create as they stick their body parts together (can they be different to every other group)
Skill Development:
Set up a start line and finish line about 15–20m apart. Split the class into teams of 4-5 per group. Teams must transport the beanbag or ball across the space. The rules are:
>Each pupil has one hoop/spot (pipeline section)
>The ball/beanbag must travel along the pipeline
>If it drops → the whole team must start again
>Pupils must move to front after passing object
We want to see the groups understanding how to work as a team, whether to stand further apart or stay close together to ensure they do not drop the ball/beanbag.
Progressions:
>If the class begin with beanbags, change to a ball
>Make this a race between games
Game – Creating Shapes
Split the class into even team. We want the teams to consist of between 6-8 players. Each group will be given an area to work in. The aim of the game is to create giant shapes, using their body of what the teacher/coach draws e.g. if the teacher draws the letter Y, the teams have to form a giant Y, using all team members.
You can use any letter, shape or number that you want to play this game. When the shape is drawn, reveal to the teams who then need to work together to form that giant shape in the quickest time. The winning team will be the team who create a perfect match of the shape in the quickest time.
Teaching points:
- In the pipeline challenge, we want the children to understand the ability of their group members. Those who are good at throwing and catching may stand further apart, but those who struggle slightly may want to have their gap smaller. Remember that if we drop the equipment, we have to restart so they need to weigh up the risk and reward of large gaps against smaller gaps.
- We want to see the children working together in their teams, displaying good communication. Remember that communication involves both listening and talking, so we need to be listening to other’s ideas.
- The teams should assign a leader, who can be changed with each shape, who will oversee the team forming the shape. It is very difficult if everyone is trying to give everyone else jobs to do, so assigning a leader to the role, and then having everyone else listening and following instructions, will be key to see good team work from the groups.
Key Questions:
- How did we show good team work in today’s session?
- Why was it important to not only have a leader, but to have all team members listening and following the instructions of the leader?
- What skills did the leader need to have in order to be a successful one?
National curriculum links:
- Using running, throwing, catching and striking in isolation and combination
- Take part in outdoor and adventurous activity challenges both individually and within a team.
Social/environmental skills:
- Developing team work and collaboration skills
- Developing good communication skills
- Showing creativity in coming up with tactics as a team.
- Displaying good sportsmanship skills.
Lesson 2: Problem Solving & Communication Session
Warm-up • Skill Development • Game
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Learning Objectives:
- To use effective communication and problem solving skills to complete outdoor team challenges.
Success Criteria:
- I can communicate clearly with my team
- I can listen to ideas from others
- I can help solve problems
- I can adapt solutions when problems occur
- I can help organise team strategy
Key Words:
- Problem solving
- Team work
- Communication
Equipment:
- Hoops
- Bean bags or small balls
- Bibs
- Cones/spots
- Paper & pencil/pen
Preparation Ideas (warm up) – Copy My Draw
Split the class into teams of 3 or 4 per team. Each of the team members will be given a piece of paper and a pencil. Standing one behind the other, each team member will place their whiteboard on the back of the person in front.
The player at the back of the queue will begin the game by drawing a simple picture (e.g. a person, a car, a tree), but they can only draw one line or object at a time. The person in front will feel what they draw, and will look to copy. This will continue down the line. They will then wait for the next object/line to be drawn until they are finished.
What we would want to see is the same picture on all team member’s paper, however, because no verbal communication was used, the chances of that happening is slim.
Skill Development
Tic tac toe
Place 9 hula hoops in a 3×3 area and set the class into teams of 4. Each team will have 3 bibs. You may want to have multiple games taking place.
1 player at a time will come out and look to place a bib into one of the 9 hoops. When they return, they give their partner a hi5, so they can run out and place the next one in a different hoop. If all bibs are out and the game is continuing, the next player can come out and change one of their bibs and place it into a different hoop
We are looking for 3 in a row from the teams. First team to create 3 in a row are the winners.
Progression:
Instead of running, the teams could hop, skip, jump etc.
The card game
Split the class into teams of 5-6 per team. Each team will line up one behind the other, behind a cone. Around 8-10m away will be a set of cards/paper with the numbers 1-10 on the back (you can use a deck of cards for convenience), spread out randomly in a line.
One player at a time from each team will come out and turn 1 card over. They must find the number 1 first (or ace in a deck of cards), then 2, then 3 and so on. If they find the right number, they can place that card in a separate line underneath or above, in the correct order from left to right. If the card they turn over is not the next card they need to find, the card is turned back over and placed back where it was found.
The idea of the game is for the teams to work together to find and place the cards in the correct order from 1-10. The first team to do so are the winners.
For the first go, just allow teams to play and come up with their own tactics. Once the game has been played, start to talk to the class about different tactics that may be used.
Game – Kabaddi Tag
Kabbadi is a game that originates in India. Normally a full contact sport, we are going to adapt the game to being a non contact game.
Split the class into teams of 5, with each player either wearing a bib tucked into their shorts, or a tag belt with 1 tag. Set up a dodgeball type court, with a center line. Teams will line up on either side of the court to begin with, with teams taking it in turns to be the defending and attacking teams.
The attacking team will send 1 member of their team across to the defending team’s area at a time. In the area, they must be allowed to remove the bib/tag of 1 team member of the defending team. As soon as the bib/tag is removed, the defending team must try to remove the bib/tag of the attacking player, before they make it back over to their team’s side.
If the attacking player successfully makes it back over to their team’s side, the team are awarded 1 point and get to keep the bib of the defender.
If the defending team successfully remove the bib/tag of the attacking player before they cross the center line, the defending team member’s bib/tag is given back to the team member, and the attacking team go back empty handed.
Team’s keep taking it in turns to be the attacking and defending team, with the team who score 3 points first being the winners.
Simple rules:
>No contact – This means the attacker or defenders cannot hold, grab or tackle the other. The only thing they can make contact with is the bib/tag.
>The defenders can only begin to try to remove the bib/tag of the attacker once the attacker has removed a bib from a defending team member.
>If a defending team member’s bib/tag is removed, they cannot take a turn as an attacker as their bib has been removed. However, they can still defend when the opposition send an attacker across.
>First team to 3 points are the winners.
You can set up 2-3 different areas to have multiple games going on at once. Swap the teams over so that the children can experience playing against other teams.
Teaching Points:
- We want to see the children communicating with each other in their groups. Can they let each other know where certain cards are e.g. if they turn a 5 over, can they remember and communicate it to their team mate when they need to find that number.
- The groups may want to come up with a tactic or strategy that can help them to identify cards quicker and easier. They may want to place the cards back upside down, but in order, making it easier for their group to then identify the number they need e.g. if they find a 3, they may want to place it back down more to the left , as 3 is one of the first numbers to find.
- Kabaddi is all about dodging and evading. We want to see the children having good agility (being able to change direction quickly). To improve this skill, we want to see the children staying low, bending the knees slightly and moving on the front part of the foot.
- We also want to see the children being creative. Dropping the shoulder to move in one direction, before quickly pushing off and moving in the opposite direction is a good skill for them to use in this game. We also want to see them protect their tag/bib. Remember they cannot hold their bib/tag, but trying to put their body between the bib/tag and the opponent can make it more difficult for it to be removed.
Key Questions:
- Why was communication key in today’s session?
- What problems did we come across throughout the session, and how did we overcome them?
- Can we name a rule of Kabbadi?
National curriculum links:
- Take part in outdoor and adventurous activity challenges both individually and within a team
- Compare their performances against a previous attempt, and demonstrate improvements to their personal best.
- Playing competitive games against others
Social/environmental links:
- Developing team work skills
- Developing communication skills
- Showing creativity when coming up with tactics
- Developing leadership skills when coming up with tactics
Lesson 3: Birds Nest
Warm-up • Skill Development • Game
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Learning Objective:
- To understand the environment and materials we can use to build a bird nest.
- To be creative and work as a team.
Success Criteria:
- I can show an understanding of the different materials that we can find in nature, to build a bird’s nest that is strong and insulated.
- I can show good creativity when building the nest, being resourceful and using the materials found to build the nest.
- I can work as part of a team in order to build the nest, using good communication and team work skills
Key Words:
- Environment
- Creativity
- Resourceful
Equipment:
- Hoops or cones to separate groups.
- Materials from the environment
- Small balls
Preparation Idea (Warm Up) – Over Under
Class to be split into teams of 4-5 per group. Each group will line up one behind the other, with the player at the front starting with the ball. Have a target cone set up around 10-15m away. The ball is passed through the line to the player at the back, who will then run to the front of the queue. This will move the queue forward, closer to their target.
The aim of the game is to pass the ball from the front of the queue to the back, keeping control of the ball and using good team work, to move your line forward, reaching the target line first.
Passes:
>Over under – First player hand the ball by placing the ball over their head, the next player takes the ball and puts it through their legs, then back over their head, then back through the legs and so on.
>Left and right – Passing the ball to the next person to the left, then to the right, then to the left and so on.
>Ball roll – Each player opens their legs. The player at the front rolls the ball through every team member’s legs to the player at the back. They then run to the front, moving the line forward and roll again. The ball must travel through each team member’s legs. If not, the ball must be rolled again.
Skill Development
Building the nest
Split the class into teams of 2-3. One team member must stay around the nest at all times. The aim is for the other players to resource materials from the outdoor area, acting as a bird. This means that they can only collect materials that they can pinch with their thumb and index finger (like a bird would with their feet).
Before beginning, talk to the children about bird’s nests.
>Q. What type of material is used to build the foundation and outside of the nest? – Twigs, sticks etc.
>Q. How would you describe the materials used on the outside? – Strong, hard
>Q. Why use that type of material to build the outside? – To make it strong, stop intruders.
>Q. What type of material is used on the inside? – Leaves, grass, moss
>Q. How would you describe those materials used on the inside? – Soft, warm
>Q. Why use that type of material on the inside? – To keep themselves/the eggs warm and comfortable.
NOTE – We do not want to see the children destroying the environment to gather materials. This means we cannot pull down branches/leaves or pull away at long grass. We can only use materials that are found on the floor, that a bird would be able to pick up (again, we don’t want to see big branches or big amounts of loose grass used at once, as this would be unrealistic for a bird to pick up)
The children can swap roles throughout the session, taking it in turns to collect resources and being guard of the nest.
Review – Group show
At the end of the session, allow all groups to stand up and walk around, looking and feeding back on other’s nests. Bring all the class together and ask them which of the other team’s nests they were impressed with, and why?
Once finished, we will then ask the groups to return the materials back to where they were found, and therefore we finish the session making sure the environment has been untouched.
Teaching Points:
- It is important that the children understand how to look after the environment. Talk to them about the need to protect the environment, not leaving any litter that may damage it, making sure we do not destroy trees, flowers and forest areas.
- Talk to the class about working together as a team when building the nest. Communicate ideas to one another about how we want the nest to look, what materials we want to use and where we can find those materials. Can they also take it in turns to collect resources, meaning their partner can have a rest.
Key Questions:
- What can we do to protect our environment?
- Describe the inside and outside of the nest, how they differ and why they differ?
- How can we work as a team to build a nest?
National curriculum links:
- Use running and catching in isolation and combination.
- Take part in outdoor and adventurous activity challenges both individually and within a team
Social/environmental skills:
- Developing good communication skills
- Developing team work and collaboration skills
- Showing creativity and imagination in their work
Lesson 4: Capture The Flag
Warm-up • Skill Development • Game
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Learning Objectives:
- To be able to come up with tactics and strategies to win a game
Success Criteria:
- I understand the rules involved in playing capture the flag.
- I understanding the roles involved in capture the flag.
- I can work as a team to succeed within the game of capture the flag.
- I am able to come up with tactics and strategies to win the game
Key Words:
- Tactics
- Strategies
- Teamwork
Equipment:
- Hoops
- Rings/flags/bean bags
- Bibs or tag belts
- Cones for set up
Preparation Ideas (warm up) – Germs & Medicine
Pick 3 taggers (germs) and give them one coloured bib to wear.
Pick 3 releasers (medicine) and give them a different coloured bib to wear.
The aim of the game is for the germs to tag as many people as they can in the allocated time. The job of the others are to avoid and dodge the germs. If you are tagged, stand still with your hand in the air and a medicine will come to release you, by giving you a hi5.
Progressions:
>Increase the number of germs/decrease the number of medicines.
>Decrease the size of the space to work in.
Skill Development/Game – Capture The Flag
This game requires a large space (around the size of a full sized football pitch), split into 2 halves like a dodgeball court. Ath one side of each space, towards the back of the space, will be a small lane which will be jail. Split the class into 2 large teams.
Spread out 6-7 large hula hoops on both sides of the playing area, with each of them having an object in the middle (this could be a bean bag, quiot or cone). Teams start on their side of the playing area and the aim of the game is for them to enter the opposition’s area, try to steal away the object inside the hula hoop and bring it back to their side, without being tagged.
If you are tagged when entering the opposition’s half, you go to their jail, located at the back of their side of the playing area. To be released, a team mate must enter the opposition’s half and give you a hi5. You can then run down the side of the playing area, back to your side before returning to the game. (DO NOT ENTER BACK INTO THE GAME ON THE OPPOSITION’S SIDE).
The winning team is the team who either collects all objects first or the team who collect the most in the allocated time.
You can play this game for a long period of time, however you may be advised to have breaks in between, especially if the weather is warm, as it can be an energy zapping game.
Simple rules to follow:
>Collect all objects from the opposition’s hula hoops (you can only carry 1 at a time)
>Defenders cannot enter the hula hoop or zone to protect their object.
>You can only be tagged when you enter the opposition’s side
>If you are tagged, make sure to go to jail. When you are released, move down the side of the playing area and enter back into the game on your team’s side.
>Objects cannot be thrown across the center line. They must be carried across. They can be thrown between team mates in the opponent’s half, but must be carried across the center line.
Teaching Points:
- We want to see teams coming up with tactics and strategies they can use when both attacking and defending, and working together to give themselves roles in the team.
- For attacking, we want to see fast, agile players who are able to weave and dodge away from defenders. Can they work together to try to take objects from defenders. A defender may be defending a hoop well, but by working in small teams, the defender won’t be able to stop 2-3 attackers from attacking their object
- For defending, we need to see teams having defenders of a hula hoop/zone, defenders of jail and defenders of the area in general. Can the team leave enough players back defending the area to stop the opposition from taking their objects
- It is up to the team as to what strategy they use. Do they want to attack the opposition and try to overwhelm how many attackers there are compared to defenders, or visa versa and leave enough defenders so that the opposition find it very difficult to take their objects. If a team have too many attackers, it may leave them vulnerable to being attacked themselves, however not having enough attackers may result in them not being able to take any objects away.
Key Questions:
- Name some of the roles involved in capture the flag?
- How did we work together as a team during the game? Can we give examples?
- What tactics/strategies did we use in today’s session?
- Did your tactics change depending on if you were winning or losing the game?
National curriculum links:
- Use running and catching in isolation and combination.
- Take part in outdoor and adventurous activity challenges both individually and within a team.
- Play competitive games against others, applying basic principles for attacking and defending.
Social/environmental skills:
- Developing team work and collaboration skills
- Developing good communication skills
- Showing respect to others.
- Showing good leadership skills
- Showing creativity in coming up with tactics as a team.
Lesson 5: Orienteering
Warm-up • Skill Development • Game
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Learning Objective:
- To be able to work as a team to achieve a goal.
- To be able to create and follow a map.
Success Criteria:
- I can work together with a partner/s, to be able to find and answer the quiz questions as a team.
- I am able to draw and create a map which they can then follow.
Key Words:
- Map
- Orienteering
- Teamwork
Equipment:
- Quiz image sheets
- Whiteboards
- Pens
Preparation Idea (warm up) – Foxes & Rabbits
Split the class into teams of around 5-6 per group. Each group will be given around a 10mx10m to work in. One of the players will be the rabbit. They will wear a bib. The rest of the group are the foxes and have possession of the ball.
The idea of the game is for the foxes to touch the rabbit with the ball; however, the foxes cannot move whilst they are in possession of the ball. So, it is up to their team mates to move into spaces close to the rabbit, receive the ball and then touch the rabbit with the ball. The foxes cannot touch or block off the rabbit from moving.
Once the rabbit has been touched, swap roles with another player.
Progression:
>Make the area either bigger (to make it more difficult for the foxes) or smaller (to make it more difficult for the rabbit to escape
This game is all about communication and working as a team. We want to see the foxes coming up with a tactic and using good team work & communication skills in order to capture the rabbit.
Skill Development & Game – Orienteering Quiz
Split the class into pairs. Each pair will be given 2 whiteboards. One whiteboard will be used to answer the quiz questions, the other can be used to create a map.
Each pair will be given a number to start the quiz on (make sure there are more pairs than the questions provided. If there are more pairs, you may want to change to groups of 3). The pair will start on that number e.g. Q5 and then have to go in order from that question e.g. Q5, then Q6, then Q7 and so on. Once they reach the final question, they go back to Q1.
Bonus points can be awarded to the first 3 teams that are finished their questions 1st e.g.:
>1st place – 3 extra points
>2nd place – 2 extra points
>3rd place – 1 extra point
Each question will be given a different number of points depending on how many answers need to be given (see question sheet for that)
>Q. How can I, as the teacher, see that you are working as a team as you are exploring and answering questions? – Working together, sticking together and taking on roles and responsibilities that help the team.
>Q. How can we make it easier to find the questions we are looking for? – Create a map using the spare whiteboard of where the questions are located.
Reflection – Result Recaps
Once finished, gather all groups together to go through the answers to the questions.
The team who scores the highest number of points are the winners.
Teaching Points:
- We want to see the children working as a team as they are exploring and answering the questions. Can we see them take on roles in their team? Can one player be the one writing down the answers to the questions? Can the other player be creating the map of future questions they may need to look for?
- It is important that the teams have a strategy as they are exploring looking for the questions to answer. In the beginning, allow the teams to think of their own strategy with the boards. Don’t tell them to use one board to create a map of the area they are exploring, allow them to be independent and solve that problem themselves. If we see some teams struggling, who haven’t been able to create the map, we can then intervene with the class and ask them how to make it easier to find the questions they are looking for.
Key Questions:
- How were we able to work as a team in today’s session?
- What tactics or strategies did we use to make it easier to find and answer the questions we were looking for?
National curriculum links:
- Take part in outdoor and adventurous activity challenges both individually and within a team
Social/environmental skills:
- Developing good communication skills.
- Developing team work and collaboration skills.
- Showing creativity in their work.
- Showing leadership skills when working with others.
Lesson 6: OAA Festival Carousel
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objectives:
- To apply teamwork, communication and problem solving skills to complete a range of outdoor challenges.
Success Criteria:
- I can work cooperatively with my team showing good communication
- I can help solve challenges and encourage my teammates
- I can show resilience if tasks are difficult
Key Words:
- Teamwork
- Resilience
- Communication
Equipment:
- Cones
- Bean bags
- Hoops
- Spots
- Bibs/tag belts
Preparation Ideas (warm up) – Cooperative Movement Relay
Split the class into teams of 4-6 per group. Each team will complete various relay tasks to and from a cone set around 10m away:
>Round 1: Jog to cone and back.
>Round 2: Side step to cone and back
>Round 3: Hop to cone and back
>Round 4: Balance beanbag while walking and back
>Round 5: Partner run (linked arms) to the cone and back
Focus on encouragement and cooperation within the groups
Progression:
>Turn each round into a competition between teams
Game – OAA Carousel
For this, split the class into 4 even groups, and they will look to complete challenges at each station on a rotation. You may want to, if you have time, to complete each station twice, looking for improvements from each round.
Station 1: Tic Tac Toe
Place 9 hula hoops in a 3×3 area and set the class into teams of 4. Each team will have 3 bibs. You may want to have multiple games taking place.
1 player at a time will come out and look to place a bib into one of the 9 hoops. When they return, they give their partner a hi5, so they can run out and place the next one in a different hoop. If all bibs are out and the game is continuing, the next player can come out and change one of their bibs and place it into a different hoop
We are looking for 3 in a row from the teams. First team to create 3 in a row are the winners.
Progression:
Instead of running, the teams could hop, skip, jump etc.
Station 2: The Card Game
Split the class into teams of 5-6 per team. Each team will line up one behind the other, behind a cone. Around 8-10m away will be a set of cards/paper with the numbers 1-10 on the back (you can use a deck of cards for convenience), spread out randomly in a line.
One player at a time from each team will come out and turn 1 card over. They must find the number 1 first (or ace in a deck of cards), then 2, then 3 and so on. If they find the right number, they can place that card in a separate line underneath or above, in the correct order from left to right. If the card they turn over is not the next card they need to find, the card is turned back over and placed back where it was found.
The idea of the game is for the teams to work together to find and place the cards in the correct order from 1-10. The first team to do so are the winners.
For the first go, just allow teams to play and come up with their own tactics. Once the game has been played, start to talk to the class about different tactics that may be used.
Station 3: Foxes & rabbits
Split the class into teams of around 5-6 per group. Each group will be given around a 10mx10m to work in. One of the players will be the rabbit. They will wear a bib. The rest of the group are the foxes and have possession of the ball.
The idea of the game is for the foxes to touch the rabbit with the ball; however, the foxes cannot move whilst they are in possession of the ball. So, it is up to their team mates to move into spaces close to the rabbit, receive the ball and then touch the rabbit with the ball. The foxes cannot touch or block off the rabbit from moving.
Once the rabbit has been touched, swap roles with another player.
Progression:
>Make the area either bigger (to make it more difficult for the foxes) or smaller (to make it more difficult for the rabbit to escape
Station 4: Kabaddi Tag
Split the group into 2 teams, with each player either wearing a bib tucked into their shorts, or a tag belt with 1 tag. Set up a dodgeball type court, with a center line. Teams will line up on either side of the court to begin with, with teams taking it in turns to be the defending and attacking teams.
The attacking team will send 1 member of their team across to the defending team’s area at a time. In the area, they must be allowed to remove the bib/tag of 1 team member of the defending team. As soon as the bib/tag is removed, the defending team must try to remove the bib/tag of the attacking player, before they make it back over to their team’s side.
If the attacking player successfully makes it back over to their team’s side, the team are awarded 1 point and get to keep the bib of the defender. If the defending team successfully remove the bib/tag of the attacking player before they cross the center line, the defending team member’s bib/tag is given back to the team member, and the attacking team go back empty handed.
Team’s keep taking it in turns to be the attacking and defending team, with the team who score 3 points first being the winners.
Simple rules:
>No contact – This means the attacker or defenders cannot hold, grab or tackle the other. The only thing they can make contact with is the bib/tag.
>The defenders can only begin to try to remove the bib/tag of the attacker once the attacker has removed a bib from a defending team member.
>If a defending team member’s bib/tag is removed, they cannot take a turn as an attacker as their bib has been removed. However, they can still defend when the opposition send an attacker across.
>First team to 3 points are the winners.
Teaching Points:
- When at stations, we want to encourage the groups to show good team work and communication skills throughout the challenges to ensure that their team can complete the challenge
- We want groups to problem solve any issues they may come across at each station. We want to see teams work together to come up with solutions and plans before reattempting challenges.
- Can someone in the group take the leadership role in the group/team in order to come up with tactics to win games. We want them to take in ideas from others and pick the best solution for the team and lead the team in the game. We don’t want to see selfish and bossy leaders, which may have a negative effect on the team.
- Can we see improvements from groups if we are to complete more than one round of the carousel.
Key Questions:
- Which challenge was hardest today and why?
- Which required best teamwork?
- How did leadership skills help us at each station?
- What makes a good leader?
National curriculum links:
- Take part in outdoor and adventurous activity challenges both individually and within a team
- Compare their performances against a previous attempt, and demonstrate improvements to their personal best.
- Playing competitive games against others
Social/environmental links:
- Learning to respect others
- Showing encouragement & compassion
- Developing and showing leadership skills
- Being able to follow instructions and rules
- Developing team work and communication skills
- Developing resilience throughout the session
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