Being a Leader PSHE lesson plan
Being a Leader is a primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce different leadership styles through a structured, ready-to-teach lesson. Pupils explore what leadership can look like in everyday school situations and begin to reflect on their own thinking patterns and self-talk. The lesson gives teachers a calm, practical way to open discussion about leadership qualities and self-awareness, without turning the session into a motivational talk.
Goal Setting, Mindset & Self-Worth
Snapshot
Being a Leader
The lesson gives teachers a structured way to introduce leadership styles and self-reflection without needing extra preparation. Feedback: 4.6/5 average rating from 28 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring different leadership styles and building self-awareness
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that leadership can take different styles and forms
recognise examples of leadership in everyday school situations
recognise how self-talk can influence confidence in a leadership role
Understand
understand that different leadership styles suit different situations
understand that thinking patterns can affect how someone approaches a task or decision
Practise
practise identifying leadership qualities in themselves and others
practise reflecting on their own thinking patterns in a leadership context
practise describing a leadership style using simple, everyday language
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are beginning to explore what leadership means and how it can look different from person to person. It works well for classes who are ready to reflect on their own thinking patterns and consider how confidence and self-talk can shape the way they approach group situations.
It is suitable for:
primary PSHE lessons
personal development and self-awareness units
pastoral care, circle time or form time
group work, class leadership or buddy programmes
wider goal setting or growth mindset teaching
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing leadership as a topic Use when pupils are new to thinking about leadership styles and want a starting point for discussion.
Setting up group or class roles Use when pupils are taking on leadership roles, such as group leaders, buddies or class representatives.
Building self-awareness Use when pupils are learning to notice their own thinking patterns and self-talk in different situations.
Reinforcing personal development learning Use when revisiting confidence, goal setting or growth mindset themes already introduced in class.
Preparing for transition Use when pupils are preparing to take on more responsibility, such as moving into upper primary leadership roles.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about leadership styles and self-reflection.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from early language for understanding that leadership does not look one way. Introducing different leadership styles helps pupils see that leading a group can involve encouraging others, listening, making decisions or organising a task. Building self-awareness around thinking patterns and self-talk gives pupils a practical way to notice when they feel confident or unsure in a leadership situation. This supports a more realistic, skills-based view of leadership rather than framing it as a fixed trait some pupils have and others do not. The lesson supports a classroom culture where pupils recognise leadership opportunities in everyday school life and begin to reflect on how their own thinking can support or get in the way of taking on a role.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Self-awareness Pupils reflect on their own thinking patterns and self-talk in leadership situations.
Social awareness Pupils consider different leadership styles they may see in classmates or group work.
Confidence Pupils practise describing leadership qualities and roles using simple language.
Communication Pupils discuss leadership examples and share ideas in a structured way.
Reflection Pupils consider how their thinking can support or challenge their confidence in a leadership role.
Agency Pupils begin to see leadership as a skill they can develop rather than a fixed trait.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils to focus on general examples rather than naming classmates or comparing individuals
Frame the discussion around leadership styles rather than judging who is or is not a leader
Prepare a few simple examples of leadership situations pupils may recognise from school life
Consider how confident your class already is discussing personal thinking patterns
During delivery
Use everyday examples such as leading a group task, encouraging a quieter classmate or organising a team activity
Give pupils time to think before sharing ideas aloud
Encourage pupils to describe leadership styles rather than label classmates as leaders or non-leaders
Allow pupils to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than personal
Avoid asking pupils to speak on behalf of a group or identity
Remind pupils that different leadership styles are equally valid
Adaptation options
Use partner discussion for pupils who are less confident sharing ideas with the whole class
Extend the discussion for pupils ready to compare leadership styles in more depth
Link to existing goal setting or growth mindset work where useful
