Year 3 OAA Lesson 6

Learning Intentions

  1. Lead and be led by others
  2. Take part in trust-based activities
  3. Know what they must do to participate safely

Success Criteria

  1. I can lead others
  2. I trust others to lead me even when I cannot see
  3. I can work safely

National Curriculum Links

Enjoy competing with others and work as part of a team

Literacy and Numeracy Links

L Speaking and listening skills using a description of surroundings
N Communicating distances in different ways, e.g. steps, strides, foot length

Starter Activity

Trains

Group pupils in 4s or 5s in single file. Arrange cones or ‘stations’ around the playing area, these stations could be named, e.g. ‘New Street’, ‘Paddington’, ‘Glasgow’ etc. The person at the front of the train sets the pace from walking, to jog to run when they reach a station the person at the back of the line must come to the front and take the lead to the next station. Extension: Bring all the groups together into one large train, in a 1-minute time window, how many stations can they visit? The group must stay together changing the lead person from the back to front at each station.

OAA lesson plan diagram

Activity 1

Blindfold Challenge

The purpose of the activity is for pupils to develop trust. Pupils will take it in turns to be lead around a course while blindfolded. The course should contain some obstacles such as walking along a bench, crawling over low apparatus, stepping over hurdles and walking on floor spots. Be sure that all obstacles are low in case of stumbles, if climbing over low table tops you may choose to put a mat either side.
How to play

  1. Pair pupils, preferably with someone they don’t usually work with
  2. Set up 4 or 5 obstacles courses with 2 to 3 groups of pairs working on each station
  3. Partner A leads blindfolded Partner B around the course holding their hand to guide them; they may also give verbal cues – Swap partners over and repeat
  4. Partner A leads Partner B for the second time. However, they are only to use verbal cues rather than tactile prompts – Swap partners over and repeat

Extension: Rearrange the station, so obstacles are in a different order and try again with verbal cues only
Development: For less confident learners allow tactile prompts until they feel confident enough with verbal cues. Allow them to walk through the course first without a blindfold.

Activity 2

Sheep Pen

Set Up

  • Split the class into four groups of 7/8. Each group appoints one person to be the shepherd
  • Each group has a mat which is their sheep pen
  • Each group has 10 minutes preparation time to decide how they will communicate and practice this
  • Reiterate that there is no verbal communication

Rules

  • The task is for the shepherd to herd the sheep in the pen using whistle/claps—they may not speak to or touch the ‘sheep’
  • The sheep will be blindfolded and on their hands and knees
  • The shepherd may not walk around
  • Sheep must not remove their blindfolds
OAA lesson plan diagram

Teaching Points

  • Pupils may need support in choosing who to work with, encourage them not to work with ‘best friends’
  • Help pupils with examples of verbal cues for the blindfold challenge such as ‘step’, ‘half turn’, ‘full turn’
  • Support less confident pupils with development steps
  • Sheep’s pen may require stopping the groups and allowing them a few moments of time to discuss their plan and go back into it if they don’t make progress on the first attempt

Key Questions

  1. What does trust mean?
  2. Can you give an example of your partner’s instructions that helped you on the blindfold challenge?
  3. How did you solve the sheep pen game as a team?

Year 3 OAA Lesson 6

Chevron Icon

Learning Intentions

  1. Lead and be led by others
  2. Take part in trust-based activities
  3. Know what they must do to participate safely
Chevron Icon

Success Criteria

  1. I can lead others
  2. I trust others to lead me even when I cannot see
  3. I can work safely
Chevron Icon

National Curriculum Links

Enjoy competing with others and work as part of a team

Chevron Icon

Literacy and Numeracy Links

L Speaking and listening skills using a description of surroundings
N Communicating distances in different ways, e.g. steps, strides, foot length

Year 3 OAA Lesson 6

Chevron Icon

Starter Activity

Trains

Group pupils in 4s or 5s in single file. Arrange cones or ‘stations’ around the playing area, these stations could be named, e.g. ‘New Street’, ‘Paddington’, ‘Glasgow’ etc. The person at the front of the train sets the pace from walking, to jog to run when they reach a station the person at the back of the line must come to the front and take the lead to the next station. Extension: Bring all the groups together into one large train, in a 1-minute time window, how many stations can they visit? The group must stay together changing the lead person from the back to front at each station.

OAA lesson plan diagram
Chevron Icon

Activity 1

Blindfold Challenge

The purpose of the activity is for pupils to develop trust. Pupils will take it in turns to be lead around a course while blindfolded. The course should contain some obstacles such as walking along a bench, crawling over low apparatus, stepping over hurdles and walking on floor spots. Be sure that all obstacles are low in case of stumbles, if climbing over low table tops you may choose to put a mat either side.
How to play

  1. Pair pupils, preferably with someone they don’t usually work with
  2. Set up 4 or 5 obstacles courses with 2 to 3 groups of pairs working on each station
  3. Partner A leads blindfolded Partner B around the course holding their hand to guide them; they may also give verbal cues – Swap partners over and repeat
  4. Partner A leads Partner B for the second time. However, they are only to use verbal cues rather than tactile prompts – Swap partners over and repeat

Extension: Rearrange the station, so obstacles are in a different order and try again with verbal cues only
Development: For less confident learners allow tactile prompts until they feel confident enough with verbal cues. Allow them to walk through the course first without a blindfold.

Chevron Icon

Activity 2

Sheep Pen

Set Up

  • Split the class into four groups of 7/8. Each group appoints one person to be the shepherd
  • Each group has a mat which is their sheep pen
  • Each group has 10 minutes preparation time to decide how they will communicate and practice this
  • Reiterate that there is no verbal communication

Rules

  • The task is for the shepherd to herd the sheep in the pen using whistle/claps—they may not speak to or touch the ‘sheep’
  • The sheep will be blindfolded and on their hands and knees
  • The shepherd may not walk around
  • Sheep must not remove their blindfolds
OAA lesson plan diagram

Teaching Points

  • Pupils may need support in choosing who to work with, encourage them not to work with ‘best friends’
  • Help pupils with examples of verbal cues for the blindfold challenge such as ‘step’, ‘half turn’, ‘full turn’
  • Support less confident pupils with development steps
  • Sheep’s pen may require stopping the groups and allowing them a few moments of time to discuss their plan and go back into it if they don’t make progress on the first attempt

Key Questions

  1. What does trust mean?
  2. Can you give an example of your partner’s instructions that helped you on the blindfold challenge?
  3. How did you solve the sheep pen game as a team?