Leadership in Action PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce practical leadership styles and qualities through a structured, ready-to-teach lesson. Pupils explore different ways of leading, communicating and working with others, and practise applying leadership qualities to everyday school situations. The lesson also touches on how diversity, culture and identity can shape leadership approaches, helping pupils build confidence and respectful communication skills they can use in group work, leadership roles and future settings.
Goal Setting, Mindset & Self-Worth
Snapshot
Leadership in Action
This lesson gives teachers a structured way to introduce leadership styles and qualities through discussion and practical, school based scenarios. Feedback: 4.0/5 from 23 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Applying leadership styles and qualities to practical school situations
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 different leadership styles and the qualities associated with each
recognise how communication choices affect how a leader is perceived by others
recognise that diversity, culture and identity can shape leadership approaches
Understand
understand that leadership can be practised and developed rather than being a fixed trait
understand how respecting different perspectives supports effective leadership
Practise
practise using clear, respectful communication in a leadership context
practise applying a leadership style to a practical, school based scenario
practise reflecting on personal leadership strengths and areas for growth
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are building practical leadership and communication skills, including those taking on formal leadership roles such as prefects, mentors or student council representatives.
It is suitable for:
PSHE lessons
personal development and careers programmes
pastoral care and form time
student leadership or mentoring programmes
citizenship or wider curriculum enrichment sessions
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 need a starting point for understanding different leadership styles and qualities.
Supporting student leadership roles Use when pupils are taking on or preparing for roles such as prefect, mentor or student council representative.
Building group work and teamwork skills Use when pupils need to practise leading or contributing within group tasks.
Reinforcing communication skills Use when pupils need to strengthen how they communicate clearly and respectfully as leaders.
Revisiting inclusion and diverse perspectives in leadership Use when pupils need to consider how diversity, culture and identity can shape leadership approaches.
Preparing pupils for transition to senior roles Use when pupils are moving into senior year groups or new leadership responsibilities.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Leadership skills matter well beyond formal titles. Pupils are regularly asked to lead group work, contribute ideas, support peers and make decisions, often without being taught how to do this confidently. This lesson supports pupils to see leadership as a practical, learnable set of skills rather than something only a few people are naturally suited to. Building early confidence with different leadership styles can help pupils contribute more effectively in group settings, both at school and beyond. Understanding how diversity, culture and identity can shape leadership also helps pupils work respectfully with a wider range of people, without being asked to represent any particular group or background.
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 leadership strengths and areas for growth.
Communication skills Pupils practise expressing ideas clearly and respectfully in a leadership context.
Confidence Pupils build confidence applying leadership qualities to practical scenarios.
Collaboration Pupils consider how to lead and contribute within group tasks.
Respect for diversity Pupils consider how culture and identity can shape different leadership approaches.
Decision making Pupils practise weighing options and communicating choices as part of leading others.
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 use general examples rather than personal or family stories
Frame discussion around leadership scenarios rather than personal disclosures
Make clear that no pupil is expected to speak on behalf of a particular group or identity
Identify a trusted adult pupils can speak to if a discussion raises concerns
During delivery
Use practical, school based examples such as leading a group task, making decisions or communicating under pressure
Give pupils time to discuss and compare different leadership styles
Encourage respectful disagreement when pupils hold different views on leadership qualities
Allow pupils to respond through discussion, paired work or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than naming classmates or sharing personal stories
Reinforce that respectful discussion allows for different opinions about leadership
Pass on any questions that move into personal or sensitive territory to a trusted adult after the lesson
Adaptation options
Use small group discussion for pupils who are less confident speaking to the whole class
Add a short written reflection for pupils who prefer to work independently
Spend more time on the diversity and identity content if pupils need extra support building respectful language
