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Lesson 6 - Leadership and Teaching Skills

Confident Leaders Through Experience

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Year 5

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Leadership

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Big Question

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

Digital Cameras

1-2

Positioned for optimal recording of leadership moments

Alternative: Smartphone for recording

PE Equipment

Large selection

Arranged in accessible stations around the space

Alternative: Balls, hoops, cones, ropes, bean bags, parachute

Coloured Cones

4 different colours

Placed at corners of space for assessment activity

Alternative: Different coloured markers or spots

Pencils

6-8

For groups to record their planning notes

Alternative: Tablets or paper on hard surface

Timer

6-8

One per group for timing activities

Alternative: Smartphone timers

Certificates

Ready for distribution at lesson end

Alternative: House points or verbal praise

Key Vocabulary

Leadership

Guiding and inspiring others towards a common goal

Collaboration

Working together effectively as a team

Resilience

Bouncing back from setbacks and continuing to try

Feedback

Helpful comments about performance to support improvement

Demonstration

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

Confidently takes charge of group activities

Adapts teaching style to suit different learners

Shows resilience when facing challenges

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