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Use to relate to last lesson’s learning and stimulate discussion and recap
Divide class into pairs or fours. Put up
4 statements on the OHP from last lesson’s learning, numbered 1-4, which individuals must explain to the group
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Label or annotate a diagram based upon last lesson’s work. Can be completed as a whole class or pair work activity,
3
Pupils are given a copy of a picture to study for 2 minutes and try to remember details. They then turn the picture over and give feedback about the details they can remember. Good for focusing attention on detailed pictorial sources.
8
In pairs, take a new important term, and make each letter of the term begin a new line. Write a short
‘poem’ using the letters, and reflecting the qualities of the concept.
Have examples from previous years,
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Write the theme of the last lesson in the centre of the board, with stems as appropriate. Pupils identify what to write on the mindmap to show what they have learned.
Blu-tack key terms/ideas from last lesson to the board. Ask students to establish and explain the links between the terms
5
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Interpret simple sequential diagrams from an OHT and suggest captions for each diagram
Show a picture with things out of place with the time period. Pupils identify the anachronisms and then explain their reasoning.
Illustrate data, containing some rogue figures, relating to a topic studied.
Working in pairs, pupils work out which figures are most likely to be incorrect and justify their choice.
50 ideas for starters,
Resource from the Bucks CC Geography Website

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Match word cards and definition cards. Put first letters from key words studied
Can be done as a paired card sort, or class activity on OHP last lesson on board. Pupils identify the terms and define them eg. meanders:
RC, RB, C, OBL
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Pupils are given 15 words related to a Match symbols/ definitions/key words. topic. They select 8 and write them on a bingo card. Teacher calls out names
Can be done as a paired activity or as an OHP class activity, with all pupils in his/her order of importance and pupils explain significance of terms having one domino
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Teacher or pupil draws an object or Give pupils 30 or 60 seconds to feature studied in the last half term without speaking or writing. Others unscramble a new key word. must guess the term in time allowed and write it down. No calling out!
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A pupil is blindfolded and the rest of
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Wordsearch containing key words or the class/group given an identity, place or object. Blindfolded pupil has 2 minutes to ask Yes/No questions of the other players to discover the answer. information can use clues/definitions to activate previous knowledge. Also crosswords. Useful site: www.puzzlemaker.com
19
Sets of four words are put on display and pupils say which is the odd one out and why. The reasoning given is the most important part of the activity
20
Pupils work in pairs/small groups using cards with about four taboo words.
One pupil has to talk about the main word for one minute without pausing and using any of the taboo words
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The class is divided into two groups who take it in turns to say a word related to the current topic. No word can be repeated. Scored as tennis.
23
As in TV programme ‘Have I got news for you?’, headlines are shown, but with key words concealed. Pupils guess the keywords. Leeway for humour needed!
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In pairs, pupils discuss and sort a bank of words into related groups and devise a name or heading for each group of words.
Pupils are given one minute to write down all the key words they can think of to do with a topic
50 ideas for starters,
Resource from the Bucks CC Geography Website

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Show the class a mystery object. Ask them to come up with predictions on what it is, and/pr five ‘W’ questions
(what, who, where, when, why)
Show class a picture or photo related to the new topic. Pupils to make observations or ask questions, as appropriate
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Discuss the speech bubble opinions of four different characters who are considering an issue or topic. Use as the basis for identifying pupils’ own views. Can also be used as a plenary.
Pupils close eyes. Teacher reads part of a story or a description to the class.
When teacher has finished, pupils keep eyes closed and continue to ‘run the movie’ in their minds. Then feedback.
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In pairs, pupils are given a number of events/processes on cards. Pupils discuss and put the cards into a logical sequence, then justify choices orally
What will happen is we …..? Why do you think this is?
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Teacher proclaims an unpopular or extreme viewpoint on an issue in order to promote a discussion of alternative views
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Pupils are given two pictures or maps eg. of a village in 1900 and 2000, and must spot differences between them
Pairs discuss, then share ideas with Class watches a short, engaging another pair on a question such as:
What would you be prepared to die extract, followed up by class discussion (eg. what, where, why, for? eg. to introduce a unit on Martin
Luther King in RS/PSHE when, how?)
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For introducing any topic, pupils can Pupils fill in brief details on a KWL grid be asked to write down 10 words that come to mind when they hear the word chosen by the teacher outlining what they: Know already
(completed at start of topic) Want to know (completed at start of topic)
Learned (completed at end of topic)
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Pupils are given an information sheet, Provide pupils with a widely spaced on which they select and highlight or underline the relevant information or viewpoints as appropriate. wordbank of words linked to the new topic. Pupils use a system eg. traffic light colours, to indicate words they understand and do not understand
50 ideas for starters,
Resource from the Bucks CC Geography Website

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Cards are given to each pupil with an unrelated question and answer on each. A pupil starts the loop by reading their question, and the person with the answer responds and then reads theirs
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Two pupils are invited to the front of the class. They are asked a quick series of questions but must take it in turn to respond, without saying ‘Yes’ or
‘No’.
Teacher reads a series of statements or shows them on the OHT. All Pupils simultaneously hold up either a ‘True’ or a ‘False’ card for each statement.
Students are put on the spot in the ‘hot seat’ to speak to the rest of the class or to answer questions in role.
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An ‘answer’ or word is given by the teacher. Pupils have to write what question could have been asked to generate this answer.
A series of between 5-10 quick multiple choice questions from the
OHT. A volunteer goes over the answers. Class gives ‘thumbs up’ or
‘thumbs down’ in response.
45
‘Who wants to be a Millionaire’ questions answered in pairs. Which pair becomes the richest?
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A volunteer comes to the front and is asked 5 questions by other pupils, based on last lesson.
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Pupils travel across a grid containing the initial letters to answers
49
Pupils have pre-prepared grids eg.
3x3, 4x3, into which are put words or pictures. Teacher gives clues to one term/picture at a time and pupils must circle the correct grid
Divide class into two halves or boys v. girls. Can each ‘half’ get three questions in a row correct? Play
‘sudden death’ (as in The Weakest
Link) if there is a draw.
50
Teacher shows class a folded piece of paper with a mystery word on it related to the previous or future work. Each pair of students can ask the teacher one question, then all pupils write down what they think the mystery term is.
50 ideas for starters,
Resource from the Bucks CC Geography Website