Skip to main content

< Back to: Activities

Problem Solving and Team Building

Learning outcomes

Most pupils will understand/be able to:

  • How to prepare for a team building activity
  • The need for safe and sensible behaviour
  • Listen to others
  • Co-operate with others
  • Encourage each other
  • Understand that listening, co-operating and encouraging are important during group activities

Some pupils will have the opportunity to:

  • Recognise the importance of effective teamwork and how it can be applied elsewhere
  • Recognise the contribution made by themselves and others during the activity
  • Describe and suggest other ways of doing things

Key words/phrases

Communication, Co-operation, Determination, Encouragement, Enthusiasm, Participation, Perseverance, Teamwork.

Curriculum links


Participation in different types of decision making; work in groups, roles and responsibilities


Work logically towards results and conclusions

Design and technology

Plan and organise activities


Adapting to unfamiliar contexts; recognise hazards, control risks


Half day activity (not in darkness).


Grounds of Hagg Farm.


Session can be led by visiting teaching staff.

Supporting materials

A range of problem solving sheets at varying levels of difficulty.

Health and safety

Appropriate clothing and footwear required; discussion of any necessary risk assessment for the chosen problems (e.g. lifting, jumping). If away from immediate vicinity of Centre, Safety Pack (with first aid kit, emergency shelter etc.), mobile ‘phone and any personal medication (inhalers etc). Risk assessment no. 20. Pupil ratio 1:12.

Activity session

  • Indoor briefing on aims, activity and health and safety (as above); discussion of teamwork, involvement and leadership.
  • Complete a number of problem solving activities in groups. Usually four groups in rotation. Some activities (e.g. spider’s web, night line) are appropriate for a longer (evening) session.
  • Time allowed for planning and ideas; all individuals should get involved.
  • Encouragement and discussion of progress is important.


(at Hagg Farm)

  • Have learning outcomes, above, been met?
  • A range of reviewing techniques with students using writing, speaking skills and creativity to express feelings about activity, performance, involvement, teamwork.
  • Teacher and peer group assessment: ‘did the team work well together?’
  • If appropriate, session is recorded with camera