Lesson 5 - Planning and Leading Activities
Confident Leaders Through Experience
•Year 5
•Leadership
•Start Planning Better PE Lessons
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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
Arrange in various formations depending on activity requirements
Alternative: Markers, hoops, or chalk circles
Place in central collection area for 'Rob the chest' activity
Alternative: Small soft balls, foam balls
For catch clap activity - ensure appropriate size for Year 5 hands
Alternative: Playground balls, foam balls
For student leaders to use during their activities
Alternative: Hand signals, verbal commands
Written instructions for each leadership group to reference
Alternative: Verbal briefings from teacher
Key Vocabulary
The ability to guide and direct others positively towards a common goal
Starting activities at an easy level and gradually increasing the difficulty
Thinking about what could go wrong and how to prevent it
Understanding how much space you need and being aware of others around you
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
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