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Lesson 5 - Planning and Leading Activities

Confident Leaders Through Experience

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Year 5

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Leadership

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1h 16min

Big Question

How can we ensure activities are both challenging and safe when we lead others?

Learning Objectives

To work collaboratively to plan and execute safe physical activities
To demonstrate leadership skills when organising group activities
To understand the importance of progressive skill development and safety considerations

Key Outcomes

Students will successfully plan and lead a fundamental movement activity
Students will demonstrate clear communication and organisational skills
Students will show understanding of safety principles in activity design

Equipment & Resources Required

Cones

15-20

Arrange in various formations depending on activity requirements

Alternative: Markers, hoops, or chalk circles

Tennis Balls

30-40

Place in central collection area for 'Rob the chest' activity

Alternative: Small soft balls, foam balls

Large Soft Balls

For catch clap activity - ensure appropriate size for Year 5 hands

Alternative: Playground balls, foam balls

Whistles

4-5

For student leaders to use during their activities

Alternative: Hand signals, verbal commands

Cards

5 sets

Written instructions for each leadership group to reference

Alternative: Verbal briefings from teacher

Key Vocabulary

Leadership

The ability to guide and direct others positively towards a common goal

Progressive development

Starting activities at an easy level and gradually increasing the difficulty

Risk assessment

Thinking about what could go wrong and how to prevent it

Spatial awareness

Understanding how much space you need and being aware of others around you

Delegation

Giving specific roles and responsibilities to team members

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience following instructions in PE activities
Awareness of personal space and movement safety

Current Skills

Planning activities collaboratively
Leading others through clear instruction
Understanding progressive activity development

Next Steps

Leading longer, more complex activity sessions
Training and mentoring younger students
Creating original games and activities

Milestone Indicators

Can plan activities with minimal adult support

Demonstrates confidence when addressing groups

Shows understanding of risk management principles

Key Teaching Points

Leadership requires planning, organisation, and consideration for others' safety
Progressive development starts easy and builds complexity gradually
Clear communication is essential for effective leadership
Safety must be the first consideration in activity planning
Good leaders support and encourage all group members
Reflection and feedback help improve leadership skills
Different people can show leadership in different ways

Common Misconceptions

Leadership means being the loudest or most dominant person
Activities should be as challenging as possible from the start
Safety rules limit fun rather than enable it
Only naturally confident students can be good leaders
Planning is unnecessary if you know the activity

SEN Adaptations

ADHD

Clear, short instruction phases, regular change of roles, movement-based leadership opportunities

dyspraxia

Focus on organisational and verbal leadership rather than physical demonstration, extra practice time for planning

autism spectrum

Clear structure for planning process, visual schedules for activity rotation, quiet leadership roles available

visual impairment

Clear verbal descriptions of activity areas, tactile markers for boundaries, buddy system for navigation

hearing impairment

Visual demonstrations of all activities, written instruction cards, hand signals for leadership

physical disability

Adapted leadership roles focusing on organisation and instruction, modified activities as needed

Cross-Curricular Links

English

Clear verbal communication, giving instructions, descriptive language for activity explanation

Maths

Spatial awareness and geometry in activity layouts, timing and measurement in progressive development

Science

Understanding of body warm-up and cool-down, progressive physical development principles

PSHE

Leadership qualities, responsibility, teamwork, supporting others, personal development

Teacher Guidance

Positioning

Central position during crossing activities, circulate during planning and leading phases

Observation Focus

Leadership behaviours, safety awareness, quality of planning and instruction

Intervention Points

When safety is compromised, when students need planning support, when leadership breaks down

Demonstration Notes

Model effective leadership behaviours, show progressive development in action, demonstrate clear instruction giving

Verbal Cues

•'Remember to think about safety first'
•'What equipment will you need?'
•'How will you explain this clearly?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor space minimum 25m x 25m for safe activity rotations

Surface Check

Non-slip surface, clear of obstacles, appropriate for running activities

Equipment Safety

Safety Checks

•Soft balls only for throwing/catching activities
•Cones with no sharp edges or cracks
•Equipment appropriate for Year 5 hand size and strength

Risk Management

Key Risks

•Collisions during crossing activities
•Poor throwing technique causing ball strikes
•Inadequate leadership leading to unsafe activity delivery

Risk Mitigation

•Clear rules about stopping when paths cross
•Progressive development from slow to fast movement
•Adult supervision of student-led activities
•Safety briefing as part of planning process

Supervision & Emergency Procedures

Supervision Points

•Position to observe all activity stations simultaneously
•Circulate during planning phases to support safety thinking
•Ready to intervene if student leaders need support

Emergency Procedures

Stop signal understood by all students, first aid kit accessible, clear evacuation route