Phase 1 Introduction / Phase 2 Teacher Input
Present the big picture:
The Young Leaders Award will give you a recognized certificate that shows understanding of basic leadership qualities and the basic principles for planning and leading an activity. The first 5 lessons will take place in year 6, the remaining 4 in year 7 when the award will be completed.
Lesson outcomes:
  • Understand what a leader is
  • Understand the 6 key principles upon which training is based
Key Words/Phrases:
ENJOYMENT, CO-OPERATION, ORGANISATION, SAFETY, COMMUNICATION, RESPONSIBILITY /
  • Give the pupils a few minutes to discuss what a leader is. Collate thoughts on the board
  • Follow my leader game
  • Q&A to make sure pupils understand what each of the words mean
  • Display the 6 words around the hall. Allow pupils 1 minute moving around each word to write why each is important. Collate answers at the end on the board.

Phase 3 Pupil Interaction / Phase 4 Review
  • FOLLOW MY LEADER GAME: groups of 5/6. Leaders take group anywhere using variety of traveling moves. They demonstrate the moves only. Discuss the skills needed. Play the game again using verbal instructions only. What different skills were needed?
  • Note the skills highlighted and discuss why a leader needs them
  • Pupils write answers to the key words
  • EXTENSION: fill in the worksheet on the CD rom. Make a poster using words and pictures to show the qualities of a young leader.
/ Reflect on the Learning Outcomes:
  • What is a leader?
  • What skills should a leader have?
  • Explain the 6 key principles on which leading is based
Think about your own personal target for next time

Lesson 1 ‘Leadership Qualities’

Lesson 2 ‘The STEP Principle – S’

Phase 1 Introduction / Phase 2 Teacher Input
Recap: Last lesson explained what skills a leader should have and the basic principles of leading.
Lesson outcomes:
  • Explain what the STEP principle is
  • Define and demonstrate why SPACE is important when leading.
Key Words/Phrases:
STEP, SPACE, GRID, / Explain to pupils what the STEP principle is and why it is important when leading activities (see tutor notes)
STEP: The 4 main variables that can change a game. These things need to be right to ensure activities are safe, fun and effective. Making the wrong decisions about any of these can mean your whole activity will fail.
(After each activity)
Question the pupils using prompts outlined in the notes.
Phase 3 Pupil Interaction / Phase 4 Review
Pupils play the games considering the implications of how changing the space given can affect how successful a game is played.
  1. Blob tag
  2. 3’s a crowd
  3. Pass and score
EXTENSION: Fill in the worksheet on the CD rom. / Reflect on the Learning Outcomes:
  • Explain what the STEP principle is?
  • What happens if the space is too big?
  • What happens if the space is too small?
  • What equipment or techniques can you use to mark out areas / space (cones, use lines e.g. netball court, grids)
Think about your own personal target for next time

Lesson 3‘The STEP Principle – T’

Phase 1 Introduction / Phase 2 Teacher Input
Recap: Last lesson we learned what the STEP principle is and how it affects the success of a game. We examined how SPACE affects a game.
Lesson outcomes:
  • Define and demonstrate why TASK is important when leading.
  • Demonstrate how instruction and demonstration gives clear communication when leading a game.
Key Words/Phrases
TASK, COMMUNICATION, INSTRUCTION, DEMONSTRATION / Discuss with pupils the two forms of communication used when leading an activity: INSTRUCTION and DEMONSTRATON.
Use questioning to guide pupils into emphasising important points when communicating a new activity to others (see notes)
Phase 3 Pupil Interaction / Phase 4 Review
Play each of the games to practice giving instructions;
  1. Traffic lights
  2. Aboard ship
  3. Dragons Treasure
  4. Rabbits and Radishes
  5. Numbers Game
EXTENSION: Fill in the worksheet on the CD rom. / Reflect on the Learning Outcomes:
  • Name 2 ways in which you can communicate a new game to others?
  • Name some of the key points to remember when communicating a new game to others
Think about your own personal target for next time

Lesson 4‘The STEP Principle – E’

Phase 1 Introduction / Phase 2 Teacher Input
Recap: Last lesson we learned how effective communication (Instruction and demonstration) are vital when leading others in a new game.
Lesson outcomes:
  • Understand how by using different equipment, a game can be changed dramatically
  • Demonstrate how to vary a relay race by changing the equipment used.
Key Words/Phrases
EQUIPMENT, VARIETY, RELAY RACES / Make a stock list of equipment that is available at your school. Discuss how by using various pieces of equipment, a game can become very different.
After each of the 7 games question pupils using the guidance notes to draw out main points about varying equipment.
(N.B. you don’t have to play all of these games as long as the pupils get the message about equipment, although the more games they know the better it is for them)
Phase 3 Pupil Interaction / Phase 4 Review
Pupils play the following games as outlined in the notes:
  1. Tag
  2. Tails
  3. Ball Tag
  4. Forfeit Tag
  5. Caterpillar Rounders
  6. Scatter ball
  7. Goalie
Pupils take part in relay races and then make up their own relay in 2’s/3’s/groups / Reflect on the Learning Outcomes:
  • How can you vary equipment?
  • How were the games affected by using different pieces of equipment?
  • What were your choices for the relay? Were they fun? Did they challenge others?
Think about your own personal target for next time

Lesson 5‘The STEP Principle – P’

Phase 1 Introduction / Phase 2 Teacher Input
Recap: Last lesson we learned that by using various equipment we can completely change a game. We demonstrated different relays in groups.
Lesson outcomes:
  • Explain how to get people into teams effectively
  • Demonstrate how to organise others when leading an activity
Key Words/Phrases
PEOPLE, TEAMS, ORGANISE / Discuss with pupils the issues that players face when taking part in an activity I.E. where do I stand? What is my role? How do I score? Etc. Discuss the role of the leader in this.
Discuss with pupils how to get others into teams (see notes)
Can pupils think of any other ways other than those outlined here? How does teacher do it in PE lessons?
Phase 3 Pupil Interaction / Phase 4 Review
Pupils do the activities that practice how to get into teams (this can be done using the task cards if you think your pupils are up to the challenge)
Pupils play the Kwik Cricket game. (Ask pupils questions outlined in notes) / Reflect on the Learning Outcomes:
  • What things do players need to know when taking part in an activity?
  • Which is your favourite way of getting people into teams?
  • Which is your least favourite way of getting people into teams? Why?
  • Name some of the good aspects of Kwik Cricket?
If teaching this as a transition unit of work, the following 4 lessons will be completed at High School so conclude what the pupils have done and give an outline of what they will do next.
The next 4 lessons will show you how to warm up and cool down safely and how to plan for an activity. You will all gain some experience in leading activities to one another.
Think about your own personal target for next time

Lesson 6 ‘Warming Up & Cooling Down’

Phase 1 Introduction / Phase 2 Teacher Input
Recap:Last lesson we learned how to organise people into teams and what things players need to know when you are leading them in an activity.
Lesson outcomes:
  • Recognise and demonstrate parts of a warm up
  • Explain the purpose of a cool down
Key Words/Phrases
WARM UP, HEART RAISING, MOBILITY, STRETCHING, COOL DOWN / Explain to pupils that a young Leader is not required to lead a warm up if leading activities at lunchtime or after school as people will be joining in and leaving the activity at different times.
Knowing what the components of a warm up are and understanding why we warm up and cool down, and being able to demonstrate them is a part of National Curriculum PE lessons and therefore it is important that we know them.
Outline the 3 components of a warm up and discuss why we warm up.
Phase 3 Pupil Interaction / Phase 4 Review
Pupils complete aspects of the warm up as directed by teacher and contributes to questioning/answering (see notes for prompts)
Pupils use the breathing / hot scale to describe how they feel after each warm up component.
Cooling down: pupils pick an activity from the heart raising section of the warm up and using ‘gears’ demonstrate how to use that activity as a cool down. / Reflect on the Learning Outcomes:
  • Name the components of a warm up?
  • What does each of them do?
  • Name some safety point to consider when warming up?
  • Why should we cool down?
Think about your own personal target for next time

Lesson 7 ‘Dress Rehearsal & Planning an Activity’

Phase 1 Introduction / Phase 2 Teacher Input
Recap:Last lesson we learned the components of a warm up and why it is important that we warm up and cool down.
Lesson outcomes:
  • Lead an activity in groups demonstrating positive leadership skills
  • Plan to lead a new activity in groups
Key Words/Phrases
LEAD, PLAN, DEMONSTRATE, DRESS REHEARSAL / Explain what the challenge is: i.e. for pupils to lead a whole activity by themselves. This is a dress rehearsal for next lesson when groups will need to plan and lead the activity. Groups will evaluate themselves and others to see what are our strong points as a leader and what we need to work on to improve.
Phase 3 Pupil Interaction / Phase 4 Review
Pupils lead the activity outlined on their activity sheet. They will need to;
  • Organise the area
  • Equipment
  • Getting players into teams
  • Demonstration
  • Explaining the rules
  • Controlling the activity when it has started
  • Ending the activity and returning the equipment
Pupils can use the checklist on the CD rom.
Pupils plan in groups to lead a new activity next lesson. The activity can be completely new or something that they have done over the previous lessons. (Planning sheet on the CD rom) / Reflect on the Learning Outcomes:
  • How did your group make good use of the STEP principle?
  • Is there anything you could have done better?
  • Did your activity go well i.e. was it safe and fun?
Groups will need their plans for next lesson so they should be collected in at this point.
Think about your own personal target for next time

Lesson 9 ‘Leading an Activity’

Phase 1 Introduction / Phase 2 Teacher Input
Recap:Last lesson we had a dress rehearsal in leading an activity and planned in groups to lead an activity this week.
Lesson outcomes:
  • Lead a planned activity in groups
  • Evaluate the success of each groups and give valuable feedback to groups
Key Words/Phrases
LEAD, PLANNED, FEEDBACK, EVALUATE / Explain to pupils that although you have been observing their practice throughout the lessons, you will now be making a decision as to weather you feel they should gain the Young Leader Award. This is based on the following:
  • Decision making skills
  • Communication skills
  • Organisational skills

Phase 3 Pupil Interaction / Phase 4 Review
Pupils lead their chosen planned activity to other groups to demonstrate their leadership skills.
Groups not taking part in that particular activity should fill in evaluation forms and feedback to the group leading ensuring they give valuable, constructive feedback with e.g. 2 stars and a wish. / Reflect on the Learning Outcomes:
  • Was your activity successful? Why?
  • Name the aspects that were well planned/organised/executed?
Think about your own personal target that would help you to further improve your leadership skills.