Roots & Shoots – What Makes A Great Leader? – Upper Primary

Activity Introduction

Compassionate Skills and Traits InfographicQuick summary: In this lesson, students will explore what it means to be a compassionate leader and the skills and traits compassionate leaders have. Students will work collaboratively to research, create and present a slideshow to the class about an inspirational leader from Australia or from around the world. They will also have the opportunity to reflect on their own leadership skills and traits.

This lesson can be implemented as a stand alone lesson; however to strengthen understanding of these concepts and inspire student action it is best taught as a component of the Roots and Shoots Upper Primary unit of work.

Jane Goodall's Roots and ShootsThis lesson has been developed in partnership with Jane Goodall’s Roots & Shoots program. Roots & Shoots is a global youth-led program of young people taking action to improve our world. By participating in this lesson, you and your students will be joining thousands of young people and teachers working to make positive change in our world.

Learning intentions:

  • Students identify skills and traits of compassionate leaders.
  • Students identify and reflect on their own leadership skills and traits.

21st century skills: 

Australian Curriculum Mapping

Content descriptions:

Year 3 HASS

  • Sequence information about people’s lives and events (ACHASSI055)
  • Draw simple conclusions based on analysis of information and data (ACHASSI058)
  • Interact with others with respect to share points of view (ACHASSI059)
  • Why people participate within communities and how students can actively participate and contribute (ACHASSK072)

Year 4 HASS

  • Sequence information about people’s lives and events (ACHASSI076)
  • Draw simple conclusions based on analysis of information and data (ACHASSI079)
  • Interact with others with respect to share points of view (ACHASSI080)
  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

Year 5 HASS

  • Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
  • Evaluate evidence to draw conclusions (ACHASSI10)

Year 6 HASS

  • Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
    Evaluate evidence to draw conclusions (ACHASSI129)
    Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

NESA and VCAA:Click here for NESA and VCAA curriculum links for this lesson.

General capabilities:LiteracyCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding

Cross-curriculum priority:Sustainability.

Relevant parts of HASS achievement standards:

Year 3 – Students identify individuals, events and aspects of the past that have significance in the present. They explain how and why people participate in and contribute to their communities.

Year 4 – Students recognise the significance of events in bringing about change and the importance of the environment. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates.

Year 5 – Students describe the significance of people and events/developments in bringing about change. They describe the experiences of different people in the past. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments.

Year 6 – Students sequence information about events, the lives of individuals and selected phenomena in chronological order. By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They describe how people, places, communities and environments are diverse and globally interconnected.

Topic: Sustainability, Social Issues

Unit of work: Roots and Shoots – Upper Primary

Time required: 110+ mins.

Level of teacher scaffolding: Medium – support students who have difficulty working in groups and/or find independent research challenging.

Resources required: Device with internet access capable of displaying video to the class. Student Worksheets – one copy per student. Sticky notes. Devices capable of searching the internet and developing slideshows (one per student). Great Leaders Worksheet (one per student). Compassionate Leader Factsheet x 6 – one of each leader.

Keywords: Leader, leadership, compassion, initiative, world, Earth, community, environment, human rights, people, animals, action, choice, consequence, impact, Jane Goodall, Roots and Shoots.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

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