Lesson 6 - Leading and Following
Social Skills & Cooperation
•Year 1
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our voices and actions to help our team work together?
Learning Objectives
- To develop communication skills to lead a partner effectively
- To demonstrate listening skills when following instructions from others
- To work cooperatively in pairs and small groups showing turn-taking
Key Outcomes
- Students will communicate simple, clear instructions to guide their partner
- Students will follow instructions accurately while maintaining safety awareness
- Students will demonstrate leadership qualities through positive encouragement
Equipment & Resources Required
Scattered throughout central teaching area for collection games
Alternative: Small soft balls, juggling scarves, tennis balls
Mixed with other equipment for variety in collection activities
Alternative: Spot markers, poly dots, rope circles
Spaced around perimeter of teaching area as collection points
Alternative: Rope circles, chalk circles, large cones as targets
Included with scattered equipment for collection variety
Alternative: Resistance bands, ribbon scarves, fabric strips
Key Vocabulary
The person who gives instructions and helps the group know what to do
The person who listens carefully and copies what the leader does
Clear words that tell someone what they need to do
To copy someone else's movements exactly like looking in a mirror
Sharing ideas with others using words, actions, or signals
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of taking turns
- Ability to work alongside others in shared activities
- Recognition of simple directional language (forward, backward, left, right)
Current Skills
- Giving and receiving simple verbal instructions
- Leading and following movement patterns
- Working cooperatively in pairs and small groups
- Using encouraging language with teammates
Next Steps
- Leading larger groups with more complex instructions
- Problem-solving as a team to overcome challenges
- Developing tactical awareness in team games
Milestone Indicators
Key Teaching Points
- Leadership is about helping others succeed, not just being in charge
- Good communication includes clear instructions and patient listening
- Fair decision-making helps everyone feel included and valued
- Different people can lead in different ways - through voice, actions, or support
- Following instructions carefully helps the whole team succeed
- Taking turns as leader helps everyone develop important skills
- Encouraging words help teammates feel confident and supported
Common Misconceptions
- Leadership means being the loudest or most bossy - correct by showing gentle, supportive leadership examples
- Only some people can be leaders - emphasise that everyone has leadership potential in different ways
- Following instructions is less important than leading - highlight how good followers help leaders succeed
- Leaders should make all decisions alone - teach collaborative decision-making and listening to group ideas
- Winning is the most important thing in team challenges - focus on cooperation, communication, and effort over results
SEN Adaptations
ADHD
- Build in regular leadership changes to maintain engagement, use clear boundaries and movement areas, provide specific roles and responsibilities
dyspraxia
- Allow extra time for position changes and shape copying, break complex instructions into smaller steps, provide physical support for balance activities
autism spectrum
- Provide clear structure for partner changing activities, use visual schedule showing activity sequence, allow movement breaks if needed
visual impairment
- Use verbal descriptions of shapes being made, provide tactile guidance for positioning, pair with confident sighted partner for support
hearing impairment
- Use clear visual demonstrations of all instructions, establish simple hand signals for key commands, ensure students can see teacher's face when speaking
physical disability
- Adapt shapes to seated or supported positions, modify movement activities to appropriate ability level, ensure full participation in leadership roles
Cross-Curricular Links
English
Listening skills development, following verbal instructions, using descriptive language to give clear directions, discussing and explaining leadership strategies
Maths
Counting team members, recognising numbers in 'How Many?' game, understanding spatial concepts of body parts touching floor
Science
Understanding body parts and movement, exploring balance and stability when making shapes, investigating how communication helps coordination
PSHE
Working cooperatively with others, developing leadership qualities, understanding fairness and turn-taking, building confidence in social situations
Teacher Guidance
Positioning
Stay mobile around perimeter for overview, move between groups during activities to give individual feedback and maintain engagement
Observation Focus
Watch for inclusive partnership formation, clear communication between leaders and followers, safe movement during linked group activities, fair decision-making processes
Intervention Points
Step in if groups struggle with fair leader selection, provide support for students finding partnership challenging, intervene if safety rules are being broken during games
Demonstration Notes
Use student volunteers frequently to model good leadership and following behaviours, demonstrate inclusive decision-making strategies, show how to give clear, simple instructions, model positive communication and encouragement
Verbal Cues
- •'Remember to use your clear voice so your partner can hear you!'
- •'Leaders, check your group is ready before moving!'
- •'Excellent cooperation - I can see everyone working together!'
- •'Hold hands gently but securely - we need to stay connected!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles with defined boundaries for safe group movement
Surface Check
Non-slip, even surface suitable for varied movements including jogging and shape-making on floor
Equipment Safety
Safety Checks
- •Check hoops are not cracked and lie flat on ground
- •Ensure beanbags are properly filled and seams intact
- •Verify cones have no sharp edges and are stable
- •Check skipping ropes have secure handles and appropriate length
Risk Management
Key Risks
- •Collisions between groups during movement activities
- •Tripping when groups move while holding hands
- •Falls when making floor shapes or balancing
- •Equipment scattering creating slip hazards
Risk Mitigation
- •Clear movement pathways established with boundaries marked
- •Appropriate spacing maintained between groups during activities
- •Progressive skill building from simple to complex movements
- •Constant supervision during linked group movements
- •Equipment scattered safely with clear collection zones
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during activities
- •Monitor high-activity areas during Gone Fishing game
- •Stay mobile during group challenges to provide immediate support
- •Maintain clear sight lines to all students during floor work
Emergency Procedures
Stop activity immediately with clear signal, assess situation, provide appropriate first aid support, contact office if required