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Lesson 6 - Leading and Following

Social Skills & Cooperation

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Year 1

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Outdoor Adventurous Activities

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Big Question

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

Balls

Scattered throughout central teaching area for collection games

Alternative: Small soft balls, juggling scarves, tennis balls

Dish Cones

Mixed with other equipment for variety in collection activities

Alternative: Spot markers, poly dots, rope circles

Hoops

Spaced around perimeter of teaching area as collection points

Alternative: Rope circles, chalk circles, large cones as targets

Ropes

Included with scattered equipment for collection variety

Alternative: Resistance bands, ribbon scarves, fabric strips

Key Vocabulary

Leader

The person who gives instructions and helps the group know what to do

Follower

The person who listens carefully and copies what the leader does

Instructions

Clear words that tell someone what they need to do

Mirror

To copy someone else's movements exactly like looking in a mirror

Communication

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

Student can take turns being leader without disagreement

Instructions given are clear enough for partner to follow

Student shows patience when others are learning

Communication includes encouraging language

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