Activity 01
Role-Play: Mentor Challenges
Pairs select scenarios like helping a peer with organization or friendship issues. One acts as mentor offering advice, then they switch roles. Debrief in pairs on qualities used and improvements.
Explain the benefits of mentorship for both mentors and mentees.
Facilitation TipDuring Role-Play: Mentor Challenges, circulate with a checklist of specific mentor moves to notice and name aloud during debriefs.
What to look forPose this question to the class: 'Imagine you are a P6 student mentoring a P1 student struggling with a new school routine. What are three specific actions you would take to help them feel more comfortable and confident, and why?' Facilitate a class discussion on their responses.
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Activity 02
Small Group: Mentorship Program Design
Groups of four brainstorm a program for Primary 3 students, including activities, schedules, and roles. They create posters and pitch to class for feedback. Refine based on peer input.
Analyze the qualities of an effective peer leader in a school setting.
Facilitation TipFor Small Group: Mentorship Program Design, provide a sample template with sections for goals, activities, and timelines to scaffold their work.
What to look forProvide students with a slip of paper and ask them to list two qualities of a good peer leader and one potential challenge they might face when trying to be a positive influence. Collect these as students leave to gauge understanding of leadership traits and challenges.
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Activity 03
Whole Class: Leadership Sharing Circle
Students sit in a circle and share one time they acted as a peer leader or received mentorship. Class notes common qualities and benefits on a shared chart.
Design a peer mentorship program for younger students.
Facilitation TipIn the Whole Class: Leadership Sharing Circle, set a 30-second response limit to keep sharing focused and respectful of all voices.
What to look forIn small groups, students draft a brief proposal for a peer mentorship activity. After drafting, they exchange their proposals with another group. Each group provides feedback on one aspect of the proposal, such as clarity of goals or feasibility of activities, using a simple checklist.
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Activity 04
Individual: Reflection Journal
Students journal personal strengths as potential leaders and one mentorship goal for the term. Pair share selectively to build accountability.
Explain the benefits of mentorship for both mentors and mentees.
Facilitation TipFor Individual: Reflection Journal, ask students to include one specific example from their week that connects to a mentorship quality.
What to look forPose this question to the class: 'Imagine you are a P6 student mentoring a P1 student struggling with a new school routine. What are three specific actions you would take to help them feel more comfortable and confident, and why?' Facilitate a class discussion on their responses.
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Generate Complete Lesson→A few notes on teaching this unit
Teachers approach this topic by balancing modeling with practice, ensuring students see mentorship as a skill to develop, not an innate talent. Avoid assuming students already know how to lead; instead, provide structured opportunities to try and reflect. Research shows that guided peer feedback strengthens leadership skills more than top-down instruction, so incorporate peer assessments often.
Successful learning looks like students confidently applying mentorship skills in role-plays, proposing thoughtful peer leadership programs, and reflecting on their growth as leaders. They should demonstrate empathy, patience, and clear communication in their interactions and designs. Missteps become learning moments when debriefed respectfully.
Watch Out for These Misconceptions
During Role-Play: Mentor Challenges, watch for students who default to giving orders instead of asking questions or listening.
Use the debrief to highlight mentor moves like open-ended questions and reflective listening. Have students re-enact the same scenario with these moves, then compare the outcomes.
During Small Group: Mentorship Program Design, watch for students who design programs only for struggling peers.
Share examples of mentorship programs that benefit all students, such as peer tutoring in a club or buddy systems for new routines. Ask groups to revise their proposals to include inclusive goals and activities.
During Individual: Reflection Journal, watch for students who write that leadership is only for 'smart' or 'confident' peers.
Prompt students to reflect on times they showed empathy or patience in small ways. During sharing time, ask volunteers to read entries that highlight everyday leadership moments, normalizing these as valid leadership traits.
Methods used in this brief