Blockbusters Verbal Football

Students/teacher use
ICT interactive game previously devised
questions. Split class
in half and sit facing
each other. Three
questions in a row
correct scores a ‘goal’.
If fail, other team still
have to get ‘three in a
row’. Team with the
Plenary Activities most ‘goals’ wins.

Self Assessment/ Newspaper Write a short ‘blurb’

Target Setting: Headlines (advert style) for a
Choose from a list of Challenge small groups piece of work.
suggestions on to invent a newspaper
whiteboard or devise headline about the
own. topic studies. Present
like newspaper sellers!

Exit Jeopardy Choose from five Diamond Ranking

Give the answers to statements on the Set question. Students
key points from the board. Which three have nine ideas to
lesson. Students have best reflect…? prioritise. Ideas on
to raise their hands to Post-It notes and
give the question. If arrange in diamond
correct, they get to shape of importance.
leave.
 Teacher shows
relevant extract from
previous student’s
work: students identify
three strengths and
three pieces of advice
for improvement.
Bingo Feedback to whole
class by one or two
4 x 4 grid groups only, according
to rota, roll of dice or
teacher selection.

Pictionary ‘Ask It’ Basket Football Commentary

Students work in Write a question about or Match Report
teams on whiteboard the LO on a Post-It Give students
to draw knowledge/ and put in a basket for reminders about a
skills/facts, etc. answering next lesson. topic over a few
2 minutes max. lessons. On a
subsequent lesson ask
them to feed back in
the style of a football
commentator (a la
John Motson). They
could record these and
play back to class.

Show work to peer– Answer teacher or True or False

Work in pairs to set student questions Hold up card/
targets for each other. without saying ‘yes’ or whiteboard to show
‘no’. whether statement on
whiteboard is true or
false.
Pictures/Cartoons Take one minute to Toss the
Which would you put compose two Beanbag/Ball
with today’s learning statements in your Students ask questions
and why? head to explain what of each other based on
has been learnt and learning.
how. Report to class.
‘Phone a friend’.

Use ‘text–speak’ to Feelings Silhouette Elimination

review learning on Draw a person wearing a Put up a list of
Post-It. hat and carrying a numbers/facts, etc. on
toolbox. Annotate what whiteboard. Give clues
has been learnt near the to eliminate to leave
hat, write skills and ideas
one answer.
near the toolbox. Draw a
heart on the person and
write down the feelings
about the topic and a
rubbish bin to show what
did not work or wasn’t
understood in the lesson.

Dominoes Odd One Out Traffic Lights

Statements that Pictures or words put Students use Red,
connect together, e.g. on whiteboard for Orange and Green
Calcium > He students to compare cards to indicate their
Helium > Na and contrast. level of understanding
Sodium > K on a topic.
 In one minute draw Prediction Post-It you’re out of
what you’ve learnt What will happen next? order. Sequencing
today. Partner has 20 Justify your point of activity.
seconds to guess. view.

Loop Who Wants To Be Continuum

Students answer A Millionaire? Students stand in line
questions on 2-sided Students set question according to how they
cards. Green Side: with four possible feel about a topic. Can
Question, Red Side: answers on learning. also be used to explore
Answer to another statements and
question. Teacher opinions.
starts and activity goes
on until all questions
have been asked and
answered, ending with
the teacher’s answer.

Stand Up – Sit Down Who/What Am I? Smiley/Sad Faces

Q & A which forces Single question like Reflect on part of the
students to stand ‘What’s My Line?’ learning and discuss
up/sit down according positive/negative
to whether they agree/ aspects. Draw chart
disagree, true/false, and respond with
higher/lower, etc. appropriate ‘faces’ and
points for
improvement.
 Splat Freeze Frame Where can you apply
Put up key words on Summary this skill/knowledge in
whiteboard. Two Students take up a your homework or
students as ‘splatters’. pose that would other subjects? Give 3
Class questions the 2 represent a concept, examples.
at the front. Students fact or subject. Rest of
answer by ‘splatting’ class have to guess
the correct word on what they are
the board. Winner representing.
stays up, questioner
replaces loser.

Identify the key points Brainstorm or mind Write 5 top tips/golden

of the lessons from map of what has been rules for….
anagrams. learnt during lesson.

Groups of 3, numbered List 3 things your Graphic summary of

1 to 3. Put up 3 neighbour has learnt lesson, e.g. steps,
statements on today. flowchart.
whiteboard which
individuals must
explain to rest of
group.
 60-Second Quick-fire oral quiz to Gimme 3
Challenge review learning. List three things you
Sum up knowledge of found out/learnt today.
text or write down all
the words you can
think of to describe…

In pairs, answer the Identify missing words Label a diagram or

question set at the in a cloze summary of illustration, one word
start on a Post-It note. learning. in each box.
Stick on board and
review.

Create a mnemonic Change role—student Summarise this

which reflects the becomes teacher. piece/topic in 5 bullet
meaning of a new What questions would points.
word or term you have you ask the class and
learnt today. why?
‘In Role Answering’ Design your own
Hot-seating activity. ‘writing mat’ to give
Students advice to other
students about…