Being a Leader wellbeing lesson plan
Being a Leader is a ready-to-teach wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce different leadership styles in a structured, practical way. Students explore what leadership can look like in everyday school situations and begin to notice their own thinking patterns and self-talk when taking on a leadership role. The lesson gives students a chance to reflect on their strengths and consider how different leadership approaches can suit different situations.
Goal Setting, Mindset & Self-Worth
Snapshot
Being a Leader
This lesson gives teachers a structured way to introduce leadership styles and support early self-awareness in upper primary students. 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 self-awareness
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that leadership can take different forms, such as leading by example, organising a group or encouraging others
recognise their own thinking patterns and self-talk when preparing to lead or contribute in a group
Understand
understand that different leadership styles can suit different situations and tasks
understand how self-talk can support or hold back confidence when taking on a leadership role
Practise
practise identifying leadership qualities in everyday school situations
practise reflecting on their own thinking patterns using simple language
practise describing a leadership style they might use in a group task
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are beginning to explore leadership, self-awareness and group roles.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
student leadership or class captain programmes
class discussions about group roles and responsibilities
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 student leadership opportunities Use when students are preparing for leadership roles such as class captain, group leader or student council.
Starting a new group project Use before group work to help students think about the leadership style they might bring to a task.
Reinforcing classroom responsibilities Use when revisiting class jobs, group roles or shared responsibilities.
Building self-awareness routines Use when introducing reflection on thinking patterns and self-talk as part of wellbeing learning.
Preparing for transition Use when students are preparing for new leadership responsibilities ahead of a new year level.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about leadership and confidence.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from early opportunities to think about what leadership means and how it can look different depending on the person and the situation. Understanding different leadership styles helps students recognise their own strengths and consider how their thinking patterns and self-talk can affect their confidence to contribute or lead. This lesson supports a classroom culture where students see leadership as something everyone can practise in small, everyday ways, rather than a fixed trait only some students have.
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 Students notice their own thinking patterns and self-talk when considering leadership roles.
Confidence Students consider how their thinking can support or limit their willingness to contribute or lead.
Communication Students practise describing leadership qualities and styles in simple, clear language.
Collaboration Students explore how different leadership styles can work within a group task.
Reflection Students reflect on times they have led, supported or contributed within a group.
Growth mindset Students consider that leadership skills can be developed and practised over time.
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 students not to name classmates when discussing leadership examples
Frame discussion around general leadership qualities and styles, not personal comparisons between students
Identify a few simple examples of leadership styles to introduce the discussion
Consider students who may find public reflection challenging and plan quieter response options
During delivery
Use everyday examples such as leading a group task, organising an activity or encouraging others
Give students time to think before sharing, especially when discussing self-talk
Reinforce that there is no single right way to lead
Allow students to respond through discussion, writing or drawing depending on confidence
Supporting safe discussion
Keep reflection focused on the student's own experience, not comparisons with classmates
Use general scenarios rather than personal stories where possible
Encourage students to speak to a trusted adult if a discussion brings up a difficult personal situation
Adaptation options
Use partner discussion for quieter groups before whole class sharing
Extend the discussion for students ready to compare leadership styles in more depth
Use simple sentence starters to support students who find self-reflection difficult
