Lesson 6 - Leadership and Teaching Skills
Confident Leaders Through Experience
•Year 5
•Leadership
•Start Planning Better PE Lessons
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How can we use our leadership skills to teach and inspire younger students in physical activities?
Learning Objectives
- To demonstrate leadership skills by planning and delivering PE activities to younger students
- To show perseverance and resilience when activities don't go as planned
- To communicate encouragingly and supportively with teammates and younger students
Key Outcomes
- Students will successfully plan and deliver a complete PE session to younger children
- Students will demonstrate encouraging communication and positive leadership behaviours
- Students will reflect on their performance and identify areas for improvement
Equipment & Resources Required
Positioned for optimal recording of leadership moments
Alternative: Smartphone for recording
Arranged in accessible stations around the space
Alternative: Balls, hoops, cones, ropes, bean bags, parachute
Placed at corners of space for assessment activity
Alternative: Different coloured markers or spots
For groups to record their planning notes
Alternative: Tablets or paper on hard surface
One per group for timing activities
Alternative: Smartphone timers
Ready for distribution at lesson end
Alternative: House points or verbal praise
Key Vocabulary
Guiding and inspiring others towards a common goal
Working together effectively as a team
Bouncing back from setbacks and continuing to try
Helpful comments about performance to support improvement
Showing others how to perform a skill or activity
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of leadership qualities
- Experience working in groups and teams
- Knowledge of simple PE activities and games
Current Skills
- Planning and organising activities for others
- Demonstrating and explaining physical skills
- Encouraging and supporting teammates and younger students
Next Steps
- Leading school sports teams or clubs
- Volunteering in community sports programmes
- Developing advanced coaching and mentoring skills
Milestone Indicators
Key Teaching Points
- Leadership is about inspiring and supporting others, not just giving instructions
- Adapting communication style for different audiences is a key skill
- Resilience and flexibility are essential when working with others
- Collaboration means everyone contributes their strengths to the team
- Teaching requires patience, encouragement, and clear demonstration
- Reflection helps us improve and grow as leaders
- Taking responsibility for others' safety and enjoyment is part of leadership
Common Misconceptions
- Leadership means being the loudest or most dominant person - actually it's about listening and supporting others
- Good leaders never make mistakes - actually they learn from mistakes and adapt
- You need to be physically skilled to teach PE - actually clear communication and encouragement are more important
- Younger children can do the same activities as older ones - actually activities must be carefully adapted
- Leadership is a natural talent you're born with - actually it's a set of skills that can be developed
SEN Adaptations
ADHD
- Frequent movement opportunities, clear role definitions, regular check-ins, fidget tools during planning
dyspraxia
- Focus on verbal leadership rather than physical demonstration, planning support tools, extra rehearsal time
autism spectrum
- Clear structure and timing, visual timetables, quiet reflection spaces, predictable routines
visual impairment
- Clear verbal descriptions of activities, tactile equipment exploration, buddy system for guidance
hearing impairment
- Visual demonstration cards, sign language support, written instructions available
physical disability
- Adapted roles focusing on planning and verbal instruction, modified equipment, seated leadership options
Cross-Curricular Links
English
Communication skills, adapting language for different audiences, giving and receiving feedback constructively
Maths
Timing activities, counting participants, measuring spaces for safety
Science
Understanding physical development differences between age groups, safety considerations
PSHE
Leadership qualities, responsibility, empathy, working with others, citizenship and volunteering
Teacher Guidance
Positioning
Central position with clear sightlines to all activity areas, mobile to provide support where needed
Observation Focus
Leadership behaviours, communication adaptation, resilience when challenges arise, collaborative working
Intervention Points
If activities become unsafe, if Year 5 students struggle with younger children, if planning becomes unproductive
Demonstration Notes
Model appropriate language and tone for younger children, show clear demonstration techniques, emphasise encouraging communication
Verbal Cues
- •'Remember to speak slowly and clearly'
- •'Show them how before they try'
- •'What would help them understand better?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor space minimum 20m x 30m to accommodate multiple simultaneous activities
Surface Check
Non-slip, level surface free from obstacles, suitable for mixed age group activities
Equipment Safety
Safety Checks
- •All equipment appropriate for 4-11 age range
- •Regular safety checks on equipment condition
- •Equipment arranged to prevent overcrowding
Risk Management
Key Risks
- •Collisions between different age groups
- •Inappropriate activities for infant children
- •Over-excitement leading to safety issues
- •Equipment misuse by younger children
Risk Mitigation
- •Clear activity zones with adequate spacing
- •Continuous supervision of mixed age interactions
- •Pre-approved activity plans checked for age-appropriateness
- •Emergency stop signals established
Supervision & Emergency Procedures
Supervision Points
- •Position for oversight of all activity areas
- •Monitor interaction quality between age groups
- •Watch for signs of fatigue in younger children
- •Ensure Year 5 students maintain appropriate boundaries
Emergency Procedures
Whistle stop signal, clear evacuation routes, first aid kit accessible, contact with infant class teacher maintained