Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Influence in action

20 minutes

Find Out: What strengthens or weakens influence?

25 minutes

Take Action: How I want to show up as a leader

5 minutes

Reflection

Learning intentions

Students will:

understand how leadership influence works through communication, behaviour and everyday interactions
learn how to use clear and supportive communication to positively influence others.

Success criteria

Students can:

practise positive leadership influence through communication, behaviour and interactions
reflect on how they want to show up and communicate as leaders in Year 6.

Tune In: Influence in action

Step 1

Explain to students that the way we say something can change how it is understood. Highlight that even when the words stay the same, our tone, facial expression and body language can completely change the message.

To model this, say the same phrase aloud in different ways, for example: ‘Can you help me?’ or ‘I am so excited to be here today.’

Model different tones:

kind
frustrated
sarcastic
calm.

After each version, ask students:

How did that sound?
How did it make you feel?
How would you respond?

In pairs, invite students to practise changing their tone to reinforce that this can shift the way our message is received. Provide students with a phrase such as ‘Can you pass me that?’ or ‘Let’s work together.’ Ask students to take turns saying their phrase to each other in different tones (e.g. kind, frustrated, calm, sarcastic).

Discuss how a combination of our words, tone, body language and delivery can change how a message is received.

Step 2

Invite students to think about a time when someone’s words or tone changed how they felt or what they did.

Ask students to reflect individually, then share with a partner:

What did the person say?
How did they say it?
How did it make you feel?
What did you do next?

Bring the class together and invite a few students to share their reflections.

Emphasise the following points:

The same message can have a completely different impact depending on how it is delivered.
As leaders, we have a responsibility to consider how our message will be received by others. This is part of the influence we have through how we speak and behave in everyday school moments.
Everything we say and do can send a message to others about the kind of leader we are.

Find Out: What strengthens or weakens influence?

Step 1

Explain to students that they are going to explore what happens to communication and influence when working in a group, especially when things feel challenging or unclear.

Let students know they will complete a short team challenge. Explain that during the activity, each student will take on a different communication role.

Before beginning the activity, explain to students that some roles will help the group work effectively, while other roles may make the task more challenging (which is intentional). Emphasise that these are roles, not labels, and that students are not being judged on the behaviours they demonstrate – remind them that this is an opportunity to learn and understand influence.

Step 2

Organise students into small groups of 4–5 and provide each group with the same materials:

6–8 pieces of A4 paper
a roll of masking tape
a pair of scissors.

Provide each student with a Communicator Role Card; these can be given at random. Where possible, ensure each group has at least 1 of each communicator role type. Students may receive 1 of the following:

Navigator: helps organise the group and suggests next steps.
Cheerleader supports others and keeps the group motivated.
Super listener: makes sure everyone’s ideas are heard.
Blurter: speaks over others or cuts people off.
Confuser: gives instructions that are confusing or incomplete.

Instructions: Using the materials provided, each group will work together to build the tallest free-standing paper tower. Each person will be playing a different communicator role. Remind students to remain respectful at all times and to focus on the task rather than the person.

Provide students 5–10 minutes to complete the task.

Step 3

Once groups have built their paper towers, gather them together for a class debrief.

Begin by asking students to reflect on their experience in their groups:

What helped your group work well together?
What made the task more challenging?

Invite students to share their observations, drawing out a range of experiences.

Guide the discussion to focus on communication and influence by asking these questions 1 at a time and allowing time for discussion:

How did different communication roles affect your group?
What happened when people listened carefully?
What happened when people interrupted or gave unclear instructions?
How did tone or body language impact the group?
How did these behaviours influence how people felt or participated?

As students share, point out the key ideas and learnings being raised, such as

clear communication helps people understand what to do
listening helps people feel included and valued
encouraging language helps people stay motivated
interrupting or unclear communication can create confusion or frustration
the way we communicate directly influences how others think, feel and act.

Conclude by reinforcing the key message: influence is not just about having an idea; it is about how we communicate, listen and connect with others. Explain that strong leaders are intentional about how they communicate, especially when working with others.

Take Action: How I want to show up as a leader

Step 1

Introduce the next phase of the lesson by connecting back to the previous activity.

Remind students that they have explored how communication can strengthen or weaken influence. Let them know they will now apply this understanding in practical situations through a role-play activity.

Highlight that effective leaders use

clear instructions
a calm and respectful tone
active listening
supportive body language.

Step 2

Organise students into pairs.

Outline that students will take part in short role-play scenarios where they act as a leader supporting or guiding a younger student. Invite students to take turns acting as the leader and the younger student.

Provide each pair with a Leader Scenario Card, and before they begin, encourage students to focus on

how clearly they communicate
how they use tone and body language
how they listen and respond
how their actions impact the other person.

Circulate and observe, prompting students where needed to ensure they are applying the communication skills explored earlier in the lesson.

After each role-play, guide students to provide peer feedback using the following prompts:

What did they do that built connection?
What could be clearer?

Encourage students to give specific, constructive and respectful feedback and, time permitting, allow them a chance to practise their scenario again to apply the feedback.

Step 3

Transition students into individual reflection.

Write these prompts on the board before asking students to respond to them in their workbooks:

When I’m challenged, I tend to…
One communication habit I want to improve is…
One way I want others to feel when I communicate is…
I will influence others positively by…

Invite students to share their reflections with a partner.

Learning support: To assist students getting started, share a modelled response such as: ‘When I’m challenged, I tend to rush and talk over others because I want to solve the problem quickly. One communication habit I want to improve is listening more carefully before I respond. One way I want others to feel when I communicate is respected and included. I will influence others positively by using a calm tone and giving people time to share their ideas.’

Reflection

Facilitate a short class discussion to reflect on how students’ understanding of influence has developed throughout the lesson.

Prompt students to consider how communication, including tone, listening and behaviour, can shape how others feel and respond.

Write the prompt on the board and invite students to complete the following reflection:

The way I speak, listen and behave can change someone’s experience at school by…

Allow time for students to think and/or write their response.

Close the lesson by reinforcing that leadership is shown through everyday interactions, and that small changes in how we communicate can have a meaningful impact on others.

How Influence Works

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson

How Influence Works

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson