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Lesson 1 - Enthusiastic Creative Leadership

Confident Leaders Through Experience

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Year 5

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Leadership

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Big Question

How can we become enthusiastic and creative leaders who recognise and solve challenges in physical activities?

Learning Objectives

To demonstrate leadership skills through enthusiasm and creativity when guiding others
To recognise when activities need modification due to lack of challenge or unfair teams
To develop the ability to give constructive feedback and encouragement to peers

Key Outcomes

Students will lead activities with enthusiasm and creativity
Students will identify and suggest solutions to activity challenges
Students will perform leadership roles with control and poise

Equipment & Resources Required

Coloured Bibs

6-8

Have ready for Spider Tag game - 2 initially, more available for modifications

Alternative: Coloured bands, pinnies, or markers

Medium-Sized Balls

8-10

Place around activity stations for manipulation tasks

Alternative: Bean bags or soft play balls

Cones

30-40 small cones

Available at balancing station for body balancing activities

Alternative: Cups, bean bags, or small markers

Sun Markers

6 sets

Define clear boundaries for each activity area around the hall

Alternative: Coloured cones, hoops, or rope circles

Stopwatch

For timing activity rotations and feedback sessions

Alternative: Phone timer or visual countdown app

Video Device

1 (optional)

For assessment purposes during game sessions

Alternative: Tablet or smartphone with camera

Key Vocabulary

Leadership

The ability to guide and inspire others towards a common goal

Enthusiasm

Showing energy, excitement and passion for an activity

Creativity

Using imagination and original ideas to solve problems or create new approaches

Feedback

Information given to help someone improve their performance

Challenge

The right level of difficulty to keep learners engaged and progressing

Poise

Calm confidence and composure when performing or leading

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of following instructions
Experience working in groups
Basic communication skills

Current Skills

Leadership through demonstration and modelling
Recognising and solving activity challenges
Giving constructive feedback to peers

Next Steps

Planning and delivering warm-up activities
Advanced problem-solving in group dynamics
Mentoring and coaching younger students

Milestone Indicators

Demonstrates clear verbal and non-verbal communication

Shows initiative in modifying activities

Maintains group engagement throughout activities

Key Teaching Points

Leadership requires enthusiasm, creativity and clear communication
Good leaders recognise when activities need modifying to maintain engagement
Effective feedback is specific, positive and helps others improve
Games become boring without appropriate challenge levels
Leaders must demonstrate activities clearly before others attempt them
Problem-solving is a key leadership skill that can be applied to any situation
Poise and control are shown through confident body language and calm decision-making

Common Misconceptions

Leadership means being bossy or controlling - correct this by emphasising supportive leadership
Only the loudest students can be leaders - show that quiet, thoughtful leadership is equally valuable
Good leaders never make mistakes - demonstrate that leaders learn from errors and adapt
Leadership is only for certain people - emphasise that everyone can develop leadership skills
Feedback should focus on what's wrong - teach positive, constructive feedback techniques

SEN Adaptations

ADHD

Frequent role changes, clear movement boundaries, positive reinforcement for sustained leadership, fidget equipment if needed

dyspraxia

Simplified demonstrations, extra practice time, peer support for complex activities, modified equipment sizes

autism spectrum

Clear structure with visual timetable, predictable routines, quiet leadership roles available, social stories about giving feedback

visual impairment

Use bright coloured equipment, clear verbal descriptions of all activities, buddy system for navigation

hearing impairment

Visual demonstrations for all instructions, written station cards with activity descriptions, sign language support if available

physical disability

Modify balancing activities for wheelchair users, adapted throwing games, leadership roles that don't require mobility

Cross-Curricular Links

English

Clear verbal communication, giving instructions, listening to feedback, vocabulary development

Maths

Planning maths warm-up games, counting during activities, understanding game balance through numbers

Science

Understanding balance and coordination, cause and effect in game modifications

PSHE

Leadership qualities, teamwork, resilience, giving and receiving feedback, problem-solving

Teacher Guidance

Positioning

Move continuously between stations during rotations, position centrally during whole-class discussions and games

Observation Focus

Watch for leadership confidence, quality of peer interactions, problem-solving in action, and inclusive behaviour

Intervention Points

Step in if leadership becomes dominating rather than supportive, if safety issues arise, or if students struggle with feedback

Demonstration Notes

Model enthusiastic leadership throughout, demonstrate clear instruction-giving, show how to give constructive feedback

Verbal Cues

•'Leaders, remember to demonstrate first!'
•'What specific feedback can you give?'
•'How could we make this more challenging?'
•'Show me your leadership body language!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m for safe group movement and station work

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check balls are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and strong enough for throwing games

Risk Management

Key Risks

•Collisions during line leading and chasing games
•Falls during balancing activities and counter-balancing
•Equipment strikes during ball activities
•Overcrowding at activity stations

Risk Mitigation

•Clear boundaries established for all movement activities
•Adequate spacing between groups and stations
•Progressive skill building from simple to complex
•Constant supervision of all activities
•Clear rules for equipment use and game play

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all six stations
•Monitor leadership interactions for safety and inclusion
•Watch for appropriate challenge levels and fatigue
•Observe game dynamics for fair play and safety

Emergency Procedures

Stop signal established, first aid kit accessible, clear procedures for injuries or equipment issues