Leadership and Focus

Year 10 | 60 Minutes | Class of 25 Students | Religious Education

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National Curriculum Links

• Religious Education Programme of Study for Key Stage 4 (Years 10-11) – England:

  • AO2 (Application and Interpretation): Explain, analyse and evaluate aspects of religion and belief, including ethical arguments and ideas about community and leadership.
  • AO3 (Engagement and Expression): Express insights into questions of identity, belonging, meaning, and purpose.
  • Developing skills in reflection, discussion, and critical thinking about religious and non-religious worldviews.

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Lesson Objective (WALT)

We are learning to take on leadership roles within class discussions to maintain focus and deepen our understanding of religious leadership and its impact on communities.

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Success Criteria

• I can demonstrate leadership by guiding group discussions respectfully.
• I can encourage and maintain class focus by using strategies such as summarising points and asking probing questions.
• I can deepen learning by linking leadership qualities in religion to real-world examples.
• I can reflect on how leadership styles influence group cohesion and individual engagement.

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Resources

• Whiteboard and markers
• Post-it notes
• Printed scenario cards describing different leadership dilemmas in religious contexts
• Copies of short extracts from religious texts on leadership (e.g. excerpts about leadership from Christianity, Islam, Buddhism)
• Stopwatch or timer

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Lesson Structure

1. Introduction (10 minutes)

• Starter Activity:
  Write the question on the board: “What qualities make a good leader in any setting?”
  Students brainstorm in pairs and share 3 qualities aloud.

• Teacher briefly introduces the WALT and explains the focus on leadership in religious contexts, and why leadership skills in discussion are important for learning focus and deeper understanding.

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2. Exploration: Religious Leadership (15 minutes)

• In small groups (4-5 students), give each group a different religious leadership scenario card (e.g., a situation where a religious leader must make an ethical decision).
• Groups appoint a Leader (rotates among students), whose job is to:
  • Maintain focus during the discussion.
  • Ensure everyone contributes.
  • Summarise key points at the end.
• Provide printed excerpts from religious texts connected to leadership for reference.

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3. Application & Focus Practice (15 minutes)

• Each group’s leader facilitates discussion for 10 minutes, making sure everyone stays on topic.
• Teacher circulates, monitoring leadership effectiveness and focus.
• Leaders use strategies such as “One question at a time”, “Summarising points”, and “Encouraging quieter peers”.
• After 10 minutes, groups vote on how well the leader maintained focus and facilitated deep discussion (using thumbs up/down/sides).

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4. Plenary Reflection and Deepening Learning (15 minutes)

• Whole class discussion led by teacher:
  • What leadership qualities helped discussions stay focused?
  • How did leadership affect the depth of learning?
  • Link back to religious leadership qualities and their impact on communities.
• Brief reflective writing task: “Describe a leadership quality you want to develop and explain how this could improve your learning and group work.” (5 minutes)

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5. Summary and Homework (5 minutes)

• Review success criteria with students.
• Set extension homework: Research a religious or non-religious leader known for inspiring their community. Prepare a 3-minute presentation on how their leadership style influenced their followers.

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Differentiation Strategies

• For diverse learners:
  • Provide sentence starters for discussions and reflection (e.g., “A good leader listens because…”).
  • Use visuals on leadership qualities to support understanding.
  • Assign roles within groups so less confident students can contribute in manageable ways (note taker, timekeeper).
• For EAL learners:
  • Pre-teach vocabulary related to leadership and religion.
  • Use bilingual resources or keywords as necessary.

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Extension Activities for Advanced Learners

• Analyse contrasting leadership styles across religions, comparing democratic vs autocratic approaches with examples.
• Write a critical essay on the impact of leadership decisions in a major religious conflict or reform movement.
• Lead a peer mentoring session on focus and leadership strategies in group work.

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Assessment

• Formative: Observation of leadership skills during group work, student self-assessments via peer voting.
• Summative: Reflective writing piece assessed for insight and connection to leadership qualities.
• Homework presentation evaluated for depth of understanding and engagement with leadership concepts.

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Teacher Notes

• Emphasise that leadership is a learned skill, valuable in both religious and secular contexts.
• Encourage respectful debate and ensure inclusivity during discussions.
• Use praise to reinforce positive leadership behaviour and focus skills in class.

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With this lesson, students will build leadership and focus competencies while engaging deeply with religious themes appropriate for the Year 10 curriculum. This approach supports active learning, reflection, and differentiation – adhering closely to the National Curriculum objectives.