Young Leaders Through Practice
•Year 8
•Leadership
•Spread throughout activity area for warm-up game, organised by colour
Alternative: Coloured bibs, bean bags, or spots
Scattered randomly across designated river area to represent obstacles
Alternative: Small cones, poly spots, or taped X marks on floor
Clean and checked for comfort before distribution
Alternative: Bibs tied around eyes, scarves, or ask students to close eyes with trust system
Positioned parallel to each other with adequate spacing, secured if unstable
Alternative: Lines of cones, ropes on ground, or taped lines
Properly inflated and checked for damage
Alternative: Footballs, basketballs, or foam balls depending on game choice
Organised in team sets for quick distribution
Alternative: Coloured bands, team identification cards
Clean and working, distributed to officials
Alternative: Hand claps, verbal signals if whistles unavailable
Set out 4 small-sided game pitches, approximately 20m x 15m each
Alternative: Existing playground markings, chalk lines
Conveying information without using words, through gestures, body language, signals, or sounds
The strategies and techniques used to encourage appropriate conduct and address challenging behaviour
The process of resolving a dispute or disagreement in a peaceful and constructive manner
Acting as a referee or umpire to ensure fair play and enforce rules during games and activities
The process of finding solutions to difficult or complex issues through logical thinking and creativity
Maintaining composure, making good decisions, and guiding others effectively in challenging situations
Planned approaches to conveying information effectively, adapted to suit different situations and audiences
Techniques used to reduce the intensity of a conflict or prevent a situation from worsening
Understanding where pupils are coming from and where they're going
Verbal communication clarity and persuasiveness. Non-verbal communication including body language, gestures, and signals. Listening actively and responding appropriately. Explaining and justifying decisions clearly. Presenting ideas to groups during debriefs. Using precise vocabulary to describe actions and strategies.
Organising into equal groups (5 teams of 6). Number communication during bench ordering by birthday. Counting and number recognition through fingers and signals. Time awareness during timed activities. Spatial awareness and positioning on pitches.
Understanding heart rate changes during physical activity and recovery during cool-down. Recognising physiological responses to stress and challenge. Body systems working during exercise. Breathing patterns for calm and recovery.
Non-verbal expression through movement, gestures, and mime. Role-playing referee and player scenarios. Understanding body language and its impact. Communicating meaning without words during river crossing and bench activities. Creating and performing within scenarios (planted behaviours).
Conflict resolution and peaceful problem-solving strategies. Understanding and managing emotions under pressure. Building positive relationships through communication. Empathy and perspective-taking when managing others' behaviour. Resilience and growth mindset through challenging activities. Respect and responsibility in leadership roles.
During warm-up and whole-class activities: central position with visibility of all 30 students. During partner/group work: circulate actively between groups to observe, support, and gather evidence of learning. During river crossing: perimeter of river area, moving to see different pairs. During bench activity: positioned to see all 2-3 benches simultaneously. During game application: central position between four pitches allowing 360-degree observation of all games. During debriefs: part of circle as equal participant to create inclusive discussion environment.
Watch for: quality of non-verbal signals being created and used, partner trust and cooperation during blindfold activity, problem-solving approaches during bench ordering, referee confidence and decision-making during officiating, specific behaviour management strategies employed, emotional responses to challenging scenarios, leadership emergence throughout activities, depth of reflection during debriefs, self-awareness in self-assessment, transfer of learning from one activity to next.
Intervene immediately if: any unsafe behaviour occurs (balancing issues on benches, collisions during blindfolded activity), genuine emotional distress visible during behaviour scenarios, conflicts escalating beyond intended learning purpose, students struggling significantly without support pathway, communication methods ineffective but not being adapted, referees overwhelmed or unable to manage behaviour, discriminatory or genuinely hurtful language used. Otherwise allow productive struggle and problem-solving to occur naturally.
Demonstrate all new activities clearly before students attempt: exaggerate movements for visibility (hopping, skipping in warm-up), model blindfold guidance with volunteer showing effective non-verbal signals, demonstrate safe bench mounting and balancing, show referee positioning and whistle use. Use 'Say, Demonstrate, Do' structure: explain verbally, show physically, then students attempt. For behaviour management scenarios, briefly demonstrate the planted behaviour privately to assigned students so they understand expectation. During debriefs, model active listening: eye contact, nodding, building on ideas, asking probing questions.
Large activity space minimum 30m x 20m for full class of 30 students. Indoor hall or outdoor playground/field suitable. Four distinct pitch areas for small-sided games (20m x 15m each) with 3-4m spacing between pitches. Clear boundaries marked. Space for whole-class gathering and circle discussions.
Dry, even surface free from trip hazards, holes, or obstacles. Indoor: clean hall floor with good grip, not slippery. Outdoor: grass or tarmac checked for hazards like stones, glass, or uneven areas. Benches positioned on stable, level ground.
Stop all activity immediately with loud voice and raised hand if any injury or serious issue occurs. Assess situation calmly. For minor injuries: appropriate first aid, sit out and observe if needed. For serious injuries: send responsible student for help, maintain calm in rest of class, administer appropriate first aid while awaiting support. For emotional distress during behaviour scenarios: remove student from situation, provide quiet space, talk through experience, reassure it was practice not real. Clear whistle signal established for emergency stop that all students recognise. First aid kit location known and accessible.
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.