1

The ULTIMATE Teachers Toolkit 1

st
ed.


Remember what you are planning to encourage:
thinking: students actively processing data creatively, logically, laterally,
imaginatively, deductively and so on
emotional intelligence: learning to manage emotions and relate to others
skilfully; devel-oping positive personal qualities such as self-control and values such as
justice
independence: students acquiring the attitudes and skills that enable them to
initiate and sustain learning without a teacher
interdependence: students engaging in mutuality, which is the essence of
cooperation and the basis of democracy
multi-sensation: students experiencing through a number of senses
simultaneously, in effect seeing, hearing and doing
fun: sheer enjoyment
articulation: students speaking or writing thoughts, often in "draft" form, as an
essential part of the process of creating personal understanding


What follows is as diverse a collection of AfL techniques as possible.

This will comprise of a range of STARTERS, including English specifics,

Followed by a range of ACTIVITIES,

Ending with a range of PLENARIES.



2

BLOOMS TAXONOMIES

Evaluation : assess, judge, weigh, rate, determine,
rank, assay, decide, arbitrate, grade, appraise,
classify

Synthesis : combine, build, originate, regroup,
conceive, blend, develop, mix, compound, structure,
make, generate, join

Analysis : break down, examine, dissect, scrutinise,
inspect, sort, analyse, separate, investigate,
compartmentalise, classify, take apart

Application : apply, adapt, transfer, adopt,
transcribe, solve, use, transform, employ,
manipulate, utilise, transplant, relate, convert

Comprehension : reword, convert, outline,
explain, define, interpret, reconstruct, paraphrase,
transpose, understand, conceive, calculate

Knowledge : what, who, when, where, recall,
locate, repeat, name, recite, list, find, identify, label



<o>
VAK According to Neuro-linguistic Programming Research
Any individual will operate in all three modalities, but with a preference for one or
two.
Visual learners are likely to prefer mind-maps, diagrams, picturesque language, flow
charts, use of colour, white space on the page etc.
Auditory learners are likely to prefer discussion, explaining things to others, using a
tape recorder, teaching linked to anecdotes/jokes etc.
Kinaesthetic learners are likely to prefer group work, using models/objects in
describing things, walking around while learning, hands-on activities, books with
strong plot etc.
3

STARTERS
ACTIVITY Exercise With


3 Things
List 3 things you found out/learnt last lesson wb
hds
3-4-5
pupils have 4 minutes to tell 5 people the 3 questions
they would like answered on a particular topic.
cl
4Wheel Drive
In pairs they discuss:
What 3 things they remember from last lesson
What they found easy
What they found difficult
What they would like to learn in the future.
pr
5 into 1
Summarise what you know about the topic in 5 bullet
points - reduce to 5 words - reduce to one word
ex wb
hds
Acrostic
Each letter of a term begins a line. Key word begins
the line. The poem should reflect the qualities of the
concept.
ex
Articulate
Put pupils into groups of 3-4 and give each group an
envelope containing at least 25 words or phrases.
Taking it in turns, pupils have 45 seconds each to
explain as many words/phrases as possible without
using any derivations of the word(s) (they should
take one word/phrase at a time from the envelope,
not a handful!). The explainer scores a point for
every word/phrase they describe that is guessed
correctly, (the skill is in the explaining). Pupils also
score a point every time they correctly guess a word/
phrase. Good for practising subject specific
terminology and for revising whole topics.
cds gp
Codebreaker
Break the code to identify the 3 main points of
todays lesson (1=e, 3=s etc.) Give several clues.
iwb
wb ho
Complete
Cloze
Pupils recreate a completely blanked out text (short
2 sentences max) which matches a picture or
diagram. Write the sentence on the w/b in line form,
i.e. one line for each word. Show the visual. Pupils
call out words and the teacher writes correct ones in
the spaces. If they call a word which appears more
than once, write in all occurrences of the word. Pupils
draw on their knowledge of grammar and
understanding of the topic to complete the sentence.
This can be done as a game by setting a time limit.
iwb
4

Continuum
An imaginary line is made across the front of the
room. The ends represent opposing points of view.
Pupils place themselves at an appropriate point along
this line, justifying their decision. This activity can be
revisited as a plenary to see whether opinions have
changed as a result of the lesson.
cl
Crossword
Complete crossword containing key words or
information useful in lesson.
www.puzzle-maker.com
ho iwb
Dominoes
Match definition and key word. cds
Dr. Johnson
Write dictionary definitions for new terms learnt last
lesson
ex
Follow on
A pupil gives a statement or sentence. Another pupil
has to come up with a statement or sentence related
to the same topic which begins with the last letter of
the previous offering which develops the
argument/discussion.
cl
Freeze frame
Get students to represent a key event of a novel to
summarise what they have learned so far. Can be
extended by asking student to give a suggestion to
another, and so on.
tgt gp
Get labelling
Label or annotate a diagram or illustration one word
in each box. Can be half-complete for less able

iwb ex
Graphics
Draw a graphic summary of knowledge so far
diagram, steps, flowchart, mind/concept map

ex wb
iwb cl
Groups of 4
Number every student from 1-4, then ask them to
group up in the corner of the room. Put up 4
statements on the board that the groups must inform
the other group but you choose the speaker.
ppt cl
tgt
Just a minute
Pupils talk on a topic without hesitation, repetition
etc. Failure results in another pupil having the chance
to talk non-stop for just the remainder of the time to
claim the prize.
tgt cl
Mind the Gap
Put in the words missing from a cloze summary of
learning last lesson

iwb ho
Mindmapping
Pupils are given a sheet with the main concept of the
lesson printed in the centre. They have two minutes
to produce as many key words and thoughts relating
to the topic as possible. Take feedback.
ex
cl


5

Noughts and
Crosses
Draw a noughts and crosses grid on the w/b and
write a number in each 1-9. Split class in half and
label them noughts or crosses. Team 1 chooses a
number from grid. Teacher reads previously prepared
question/ definition/ task which corresponds with that
number. If pupils respond correctly, they win their O
or X. For incorrect answers, the other team wins the
O or X. It is now team 2's turn. First team to get 3 Os
or Xs in a line wins.
wb gp
Odd-one-out
Give groups sets of 3 words and ask them to identify
the odd one out and explain why.
tgt gp
Pictionary
Draw the word without speaking or writing. iwb
wb
Recall
Once seated, pupils watch the teacher produce ten
resources/tools/key words from a bag. The teacher
names and describes each item and replaces them in
the bag. Pupils are then asked to name as many as
possible in thirty seconds.
tgt
Slap-head
Post-it notes or stickers on foreheads pupils work
out word by asking neighbour questions which
receive yes/no answers.
pi
Splat
6/7 pictures or words on board, 2 students up at
board, read out clues, have to splat the right answer
with their hands.
tgt
Stop-Start-
Continue :
Action
Research
Get students to brainstorm all the kind of things you
as a teacher do and things which we do in class e.g.
speaking in pairs, playing games, explaining
grammar, setting homework
Then, give out a sheet of paper to each student and
get them to draw three columns on the page, headed
by the words Stop, Start, and Continue.

Next, ask them to think about the things we do in
class and write a comment about them in one of the
columns e.g. 'We have too much homework please
give us less' could go in the 'stop' column. 'I like
playing revision games,' could go in the 'continue'
column if they already like doing it, 'Let's watch some
videos,' might go in the 'start' column..

This is best done anonymously and without observing
them in order to remove inhibition, and collect them
at the end of the lesson. Remember to act on them.
ho cl
6

Taboo
Student describes a word/concept/character/event to
a partner without saying the taboo words.
tgt pr
Take Art
Selection of pictures/cartoons/objects which relates
to last lessons learning and how might the others tie
in later? e.g. Work by artist or example of technique
currently being studied
ppt
hds
Tension chart
Give score out of 5 for tension at various points in a
text. Plot on graph and review findings
iwb ex
Think, pair,
share
This helps focus pupils on their prior learning and
allows the teacher to move around the classroom to
scan responses and thus identify what reinforcement
needs to take place.
Using whiteboard packs, pupils individually note two
things learned last lesson They then pair up to
discuss and develop their list of four things. Two
pairs next combine to list eight items.
cl
Timeline
Draw a simple timeline of events covered so far wb
Visual
Stimulus
Provide an unusual artefact but without any
explanation (somehow related to your pending topic).
Pupils individually list three questions they would like
answering about the artefact. Working in pairs,
pupils try to answer and/or speculate on each others
questions, identifying what other information they
might need to form an answer. The questions can
then be revisited as a plenary to ensure that pupils
are able to answer the questions they devised.
cl
What am I
Thinking
Think of a word or person to do with a topic and
students have to ask yes/no questions in order to
work out what you are thinking. Can be repeated as
plenary perhaps with a pupil.
cl
What's the
Difference?
Pupils explain the difference between two subject
keywords which are closely related and may cause
confusion. e.g. climate and weather.
Can be used as an introduction to a new unit/ to
consolidate previous learning. Pupils may need
dictionaries. Encourage pupils to use whereas to
signal the difference write a sentence frame on the
w/b-' ..is..whereas.is..'
tgt wb
Wordsearch
Complete wordsearch containing key words or
information useful in lesson can use
clues/definitions to activate prior knowledge.
ho iwb

7

Language, Syntax and Grammar STARTERS
ACTIVITY Exercise With


All About Me
Autobiographical alphabet adverbial starters.
Actually, I was born in., Basically, my favourite
hobby is, Confusingly, I am an identical twin

tgt
All Cut Up
Draw up a list of about ten sentences that revise a
grammatical point e.g. the passive. Sentences should
ideally be no longer than 10 words. Ensure they vary
in length and difficulty. Number each sentence.
Starting with sentence 1, write each word in the
sentence on a small piece of card (10 words = 10
cards). Put them in an envelope and write the
number 1 on the envelope (it also helps to note the
number of words in the sentence on the envelope so
pupils can count them back in). Do the same for all
sentences. Pupils should be in groups of 3-4.
Ask pupils to write numbers 1-12 (depends on
number of sentences) in their exercise book.
Put the envelopes on a table at the front of the room.
One person from each group takes 1 envelope only
back to their group.
They sequence the sentence and write it in the
corresponding number in their book. They then
replace the word cards very carefully, counting them
back in (nominate a counter), take the envelope back
and take another one etc.
Winning group is first to finish, providing sentences
are correct. You may need to say first to five, in case
some groups are still working on a sentence.

cds gp
ex
Anagrams
Write anagrams of 6-8 subject keywords, which have
been previously introduced, on the board (revision).
Pupils unscramble them.
ex
And But So
Put students in threes. Join pairs/threes of simple
sentences using and, but or so. Do the same again
without using and, but or so.
tgt
Boggle
Pupils have 3 minutes to make as many words as
possible from the letters in a given word.

ex
8

Cause and
Effect
Divide class into two halves. One half finish off
sentence on whiteboards: I forgot my. Other half
finish off sentence on whiteboards: I went and All
students mingle together to find a partner to put their
sentences into one connecting them with a cause and
effect connective consequently, thus, so, hence, as
a result, because, therefore, accordingly, since, until.
plr
Change the
Word
Pupils try to change a word into another word in so
many moves, by changing one letter each time. E.g.
Warm Cold: Warm Ward Word Cord Cold.
ex
Connective
Sort
Sort connectives into related groups and give
sentence examples.
ex iwb
Excuses
Tall stories about why students were late for school
etc. Each excuse must begin with a concession
connective (although, despite, without, even
though) attempting to sweet talk their way out!
tgt
Highlight
On board, highlight extracts of text to show main and
subordinate clauses in different colours and explain
the effect.
iwb
-ing ing
Hotseat a character from a novel/play by beginning
all sentences Being to explain how they feel about
their circumstances e.g. Link, from Stone Cold
Being homeless made me realise the reality of life on
the streets. Move on to include other ing verbs.
tgt
Missing Letter
Ask pupils to rewrite a note without using a particular
letter. E.g. rewrite "a man gets awful lonely" without
using the letter 'l'.
Could also be done using key words and definitions.
ex
Modification
Dr. Foster went to Gloucester How did he go?
When? Who can add the most words/phrases?
ex
Patterns
Teams find as many words as possible with the same
spelling pattern or root, e.g.:
light, sight, bright / automobile, autograph,
autobiography. Pupils can mark own work with a
dictionary.
ex dic
Sell Me That
Emphasis alphabet game choose an adverb that
emphasises the necessity for another student to buy
a particular product e.g. Actually, youll find these
new kitten heeled trainers are just what you need!
Basically, these new candy floss socks are both
practical and tasty! Collectively, this litter of puppies
will practically walk themselves!
tgt
9

Sequencing
Use sequencing connectives to recap the plot of a
story
tgt
Shark
Either on wb being acted out by pupils, or on iwb
program. Pupils call out letters; teacher writes correct
letters into the word and notes incorrect ones on w/b
as a reminder. For every incorrect letter, the person
moves further along the cliff, finally falling into the
shark's mouth.
iwb
Show Me
Teacher writes a sentence in which there are 3-4
words to choose from to make a correct sentence.
Pupils write what they consider to be the correct
word on a mini whiteboard and hold up. Enables
teacher to identify which pupils need further support
/ intervention.
E.g. The pupil what/who/which/that gets the most
correct answers will win a prize. Good for
homophones.
plr
Snake
Alphabet verb+ing sentence snake around the class. tgt
Spot the
Clause
Give students three complex sentences using
different permutations of MC + SC, SC + MC and MC
with embedded SC. Ask them to explain which clause
is which. Get students to explain their answers.
iwb
Sub-Clause
Picture
Show picture of a character or place and display. Ask
student to write a fact about them on the board.
Choose one fact to make into a sentence: Heathcliff is
married to Isabella Linton. Add in new facts using all
who, which, whilst, when, which, etc. The winner is
the group with the most grammatically correct, well
punctuated sentence.
Will work with a key phrase too.
tgt ex
Synonym
Ranking
Write a word on the iwb. Pupils must write all the
synonyms for that word they can think of. Then you
can drag and drop to rank them strongest-weakest.
Exercise can be repeated for antonyms.
iwb
Time Preps
Topic check of last lesson by using prepositions of
time:
Before last lesson, I knew
During last lesson, I learnt
Since last lesson, I found out
By the end of this lesson I want to know
tgt
Venn Diagram
Write the nouns in one circle, verbs in another, and
words which can be both in the middle.
wb
10

ACTIVITIES



ACTIVITY Exercise With


4 Corners
4 words / themes / headings / facts are stuck on the
wall in each corner of the room. The teacher gives a
statement pertaining to one of the corners, and pupils
move to the correct area of the room.
Wrong choices are out, and ultimately the last one to
get there is out.
Learning can be shared by asking correct pupils to
explain why they chose it.

cl
Adopt a Word
Students are initially given a word to adopt, and write
down in a template: Word-meaning-class-example of
usage. They research it and return to present findings to
the class.
They then write it up onto a card and place it in a word-
adoption poster.
Students proceed to either research other given words
or choose own.

cl ps
Ambassador
The Class is divided into groups of 4. One of the groups
is nominated as the ambassador group and leave the
room to watch a demonstration / watch a video / read.
They must make notes, being aware that they must
teach a lesson on the subject, during which time the
rest of the class is taught more about the theory.
Ambassadors return to the classroom, by which time,
ideally the theory work has been completed. They now
teach the demonstration to their respective groups
explaining and if necessary repeating, the steps.
The recipients return the compliment by teaching the
theory that they have just learned to their ambassador.
Teacher to observe groups learning.
cl gp
11

Back to Back
Learners sit in pairs back-to-back the chair backs
should touch so the learners are close enough to hear
each other above the noise that will follow. They decide
who is A and who is B.
A is given visual material, e.g. a descriptive passage in a
play which they hold close to their chest, B is given a
piece of plain paper and pencil.
A describes the visual to B, while B draws it, aiming to
make a perfect replica which is exact in size shape and
detail, complete with labelling. Describers can only use
their language.
This is a co-operative exercise. B can ask as many
questions as they can ask as many questions as she
likes and As job is to be as helpful possible.
When time is up, partners compare the original with
attempted copy.
Partners either swap roles and try it again, using
different material, with B describing and A drawing, or
discuss why the elements previously omitted might be
significant.
ho pr
Blockbusters
Pupils travel across a grid containing initial letters to
answers.
tgt
Bouncing
Bounce answers around the room to build on
understanding and have students develop stronger
reasoning out of misconceptions.
E.g. Jimmy, what do you think of Sandras answer?
Sandra, how could you develop Carls answer to include
more detail?
Carl, how might you combine all weve heard into a
single answer?
tgt
Card Loops
Cards have unrelated question and answer on either
side. Pupil reads question and person with answer
responds and then reads theirs.

cds
Conversion
Ask learners to take material that is presented in one
format and convert it into a different format.
Typical examples include:-
Turn text into a mind map / flow diagram / storyboard /
Chart / key-word plan / overlapping circles / graph /
ranked bullet points.
Turn mind maps, flow diagrams, story boards, chart,
graphs and bullet points into texts.

ex ho
12

Delegation
Set up resource stations around the room. These might
include a combination of posters to examine,
experiments to carry out, a short video to watch, pages
of a text book to read etc.
Split the learners into groups (four or five in each
group). Each group has the same objective to
understand and learn all aspects of the topic exhibited
around the room.
Therefore, each group decides which learners to send to
which resource station, perhaps taking account of their
preferred learning style. These envoys then go to their
stations and makes notes to take back to base.
Delegates from different groups help each other to
master the resources, so everyone goes back to their
starting group feeling clear and confident.
On returning to their group they take turns to teach
other. The deliverer moves around the room monitoring
the quality of teaching and responding to questions and
extending learning

Discussion
Carousel
Clear the desks
Have a group sitting on chairs in two concentric circles,
an outer and inner circle, of equal numbers. The
inner circle faces outwards and the outer circle faces
inwards. In other words, everyone is facing a partner.
The facing pairs are given prompt and have a
conversation for, say, three minutes. They are asked to
make sure that each has a chance to speak. The
deliverer lets them know when its half time.
When the time is up, the outer circle stands and spins
round to the left until the deliverer says stop. Learners
now sit down, facing a new random partner.
Before the new pair launch into their conversation,
developing the subject further, each has to summarise
to the other their previous partners contribution
Once again, when time is up, the outer circle spins
and new pairs are formed. Learners have to summarise
both their first and second partners contributions before
conducting their third conversation.
This may be repeated as many times as is useful.

cl gp
Dont Say Yes
or No
Answer teachers questions without saying yes or no.
May need alternative suggestions to begin with.
tgt
13

Exemplar
work
When setting students a piece of work, show them
examples that make it clear what it is they are being
asked to do and what they need to do in order to
meet the assessment criteria.

Students could mark exemplar work using the
assessment criteria. This will help model what is being
asked for and how it relates to the process of
assessment.
This is best done as a paired exercise to begin with.

ho pr
gp
Formalise
Ask how many reasons they can think of for writing a
formal letter.
Give learners the inappropriately informal letter. Ask a
few simple comprehension questions. Have they been in
contact before? What's it about? What are the
problems?
Then ask what's wrong with the text.
Next, students re-write the letter to make it more
appropriate as a formal letter.
Give students the model letter, and ask them to
compare it with their letter. Emphasise that the model is
only one possible way of re-writing the letter - this can
lead to a discussion on whether any differences are
equally correct.
Ask the students to identify language from the model
which they could use to improve their letter.
At this stage you might also wish to draw attention to
other conventions of formal writing, e.g. Faithfully for an
unknown recipient, use of Ms., indentation, address
location.
The same exercise is interestingly done in the reverse
to make an informal letter particularly informal,
excluding taboo language for lower key stages.

ho ex
Inquisition
Students write a question about what they would like to
learn in this lesson / about the topic. They pin them to
the board, then take someone elses. Each pupil to read
and then attempt to explain why that question was
asked.
As a group activity, the teacher can check answers, and
then return to owner to write up the responses as
answers to be displayed for the duration of the unit.
tgt
14

It was a dark
and stormy
night
Ask the students to:
-Draw the face of a person in the top right-hand corner
of the page
-Give the person a name
-On the top left of the page ask them to write five
adjectives to describe the person's appearance.
-Next ask them to write five more adjectives to describe
the person's character
-Then ask the students to write three things that the
person likes doing
-Then ask them to write who the person lives with. In
this way they build up a character profile for the person
they are going to write about.
-Dictate: 'It was a dark and stormy night and'. Then
they put in their characters name, followed by the word
'was'.
-Then ask the students to complete the sentence from
their imagination and add one more sentence.
-Next, get them to stop and pass the paper to the pair
on their right (this means that every pair of students
now has a new character).
-They then read through the information and the
beginning of the story and then add one more sentence
to it.
-Now, ask them once more to pass the paper to the
next pair on their right.
Continue to do this with each pair of students adding a
sentence to each story, gradually building up each story
as the papers are passed around the class.
-Ask them to introduce a problem and, each pass, they
develop the action until you ask them to start to reach a
conclusion.

Follow up:
-Give each pair of students a story and get them to try
to find and correct errors.
-Get the students to write the stories up on a computer
and then ask them to add more description and detail to
the stories, making it their own as much as possible.

ex
Jeopardy
The answer is XYZ now write the question. N.B. The
question could begin with the words What is

tgt
15

Jigsaw
Learners work on their own or in pairs to assemble
logically coherent material that has been cut up into
separate parts. It is important to choose the material
and the divisions carefully.
The simplest form of jigsaw is sequencing. There need
to be enough clues in each separate piece for it to be
possible to connect them in a logical sequence. The
sequence could be provided by chronology, or the order
of events in the narrative of a story.

gp ho
Just a Minute
or Two
Put pupils in groups of 3-4 and give them a topic to talk
about (this could be a revision topic or a means of
introducing a new topic).
The aim is for the group to talk for a minute (or 2)
about the topic.
One pupil is chosen to start talking; he/she will need a
talking prop to pass round (e.g. a pencil case).
As soon as the pupil runs out of things to say or begins
pausing, he/she should pass the pencil case to another
pupil to continue.
Pupils in the group can offer to take the prop and
continue talking when they feel someone is drying up.

This can be done throughout a unit of work the more
pupils learn, the longer they should be able to talk about
the topic. The repetition should consolidate pupils
learning, and by gradually extending the time, pupils will
also see that their learning is extending.

gp
Keep in Role
Hot-seating activity to extend pupils knowledge /
inquisitiveness of characters.

tgt
Living
Photographs
Provide 1 or more photographs (containing people, e.g.
a war photograph. If more than one, they should be
linked in theme).
In groups, pupils choose one to recreate as a freeze
frame. Teacher then asks for suggestions as to what the
'bigger picture' might be what is going on that we
can't see?
Pupils then create the 'bigger picture'.
Ask them to be ready to speak their thoughts as the
person in the photograph.

gp ho
16

Maps from
Memory
In groups of 3-4, pupils have to memorise and
collectively reproduce a map, diagram or chart that is on
the teachers desk. All pupils should be numbered from
1-4.
The teacher then calls out number ones, pupils come to
the teachers desk to look at the map/diagram/ chart for
20 seconds (without making any notes). The teacher
signals the end of 20 seconds and pupils return to their
groups to reproduce what they have memorised on
sugar paper.
Wait for about 30 seconds before calling out number
twos; this gives groups a chance to organise
themselves. Repeat as many times as necessary.

As they are completing the activity, pupils should be
constantly asking each other the following questions
(note on w/b before beginning activity):
What strategies are you using for remembering the
diagram and the text?
How are you organising yourselves to work effectively?
What are you finding easiest/ most difficult about the
task?
Debrief - it is the debrief that fully develops thinking
skills. Ask pupils to feed back their responses to the
questions and try to ensure that discussion mentions the
following memorising strategies:
Using headings / subheadings - Remembering key
words - Remembering the first letter of each phrase or
sentence - Using a mnemonic - Remembering by rote -
Seeing the parts of the diagram or text on the page
(photographic memory).

Better run after a series of lessons exercising said
memory skills.
ch
Might
Instead of straight question insert the word might
into the question to broaden the range of questions it
elicits.
tgt
Opinions
Cards produced with issues on, pertinent to novel
studied, for example, capitalism, violence, war. Pupils
draw a card out of a bag. They then pick one of two
cards for or against. They are given 5 minutes to
prepare an argument to support their position. They
then present to the class and take questions.
cds
17

Post-it Note
Groups
On 4 sheets of A3 paper, stick, write or place a different
question/ statement/ picture/ painting /diagram or
object.
Put pupils into 4 groups.
Give each group A, B, C or D one of the sheets so each
group has a different one. Also give some post-it notes
to each group.
Pupils have 2 minutes to respond to the question/
describe the visual/ annotate the diagram etc.
They write their responses on post-its, legibly and stick
on the A3 paper.
Now, group A moves to group B's table, B to C's table, C
to Ds table and D to As.
They read the previous post-it notes and add to the
responses they cannot repeat ideas.
Groups move around again and repeat. Each time their
thinking will be extended as they cannot repeat ideas.
Pupils move back to original table to read their post its.
Groups feed back to the class.
pi sh
gp
Quiz - builder
Groups devise multiple choice questions designed to
catch out other groups.

tgt
Runaround
Learners work through a series of set tasks in any order
within a given timescale.
Design a number of tasks pertinent to the topic.
Remember to cover a range of learning styles to
encourage all learning.
Set the tasks in different locations (tables) around the
room. If facilities allow, they might include watching a
video for selected information (with the monitor facing
into a corner of the room), listening to audio and
various reading, writing, graphic and tactile activities on
the tables.
Explain the learning outcomes, and the assessment to
be conducted at the end of the series of activities.
Learners set off, tackling the activities and tasks around
the classroom, the deliverer moves around extending
and challenging the learning taking place.
At the end of the run-around, learning is consolidated by
the deliverer, drawing on the knowledge and
understanding achieved by the learners, and a final
assessment task is provided.

gp
18

Shoot
Quick-fire oral quiz to review/revisit learning. tgt
Taking Sides
Teacher writes statements on OHT or w/b. In pairs,
pupils discuss if they agree or disagree with them.
Feedback. Can be made kinaesthetic if Agree, Disagree
and Dont Know are displayed on opposite walls pupils
move into position and should be prepared to justify
their responses. Remember to quiz people why they
move as the discussion develops, and why some remain
unswayed.
cl
True or False
Hold up card/whiteboard to show whether statement on
board is true or false.
pl
Universally
Challenged
Give pupils a list of 8-12 questions on a particular topic,
or as a whole class, get pupils to come up with the
questions and write them on a sheet for the teacher and
one for them.
The aim of the game is to answer each question with
the previous question's answer.
Demonstrate to pupils: get one pupil to ask you the first
question but respond with a 'Mmmm'. When they ask
the second question, you give the answer to the first
question and so on. The combinations can be quite
amusing. Get one group to ask the other group, and
take note of correct answers out of synch of course.
Then change round. Show Two Ronnies Mastermind
sketch first!
ex gp
Wall
Dictionary
On a large piece of thick paper, stick on 26 pockets,
labelled A-Z. Cards are labelled A-Z and the pupils must
put a word / term and definition in each pocket; bonus
marks for Q, X and Z. In future lessons, pupils can take
a random card from the dictionary, write it in their book
and use it in a sentence.
cds
Washing Line
To embed the characters, events, themes, elements of a
story, get pupils to write them out on a piece of paper,
cut into a shape of clothing. Then, using a washing line
and clothes pegs, hang them on the washing line. After
going through the clothes, I hide some of the clothes.
They name the missing clothes and then explain them.
gp
Who Wants to
be Millionaire
Questions answered in pairs- answers A-D written onto
planner whiteboard and score taken. Which pair
becomes the richest?
cl pr

19

PLENARIES




ACTIVITY Exercise With


1 to 4
Groups of 4, numbered 1-4. Put up 4
statements on WB which individuals must
explain to group. Then ask each group if any
statement wasnt satisfactorily explained to
them. If not at any point, then ask a different
number from a different group that didnt raise
a hand to explain it to them.

cl
2-4-8
In pairs for a minute, then fours, then eights
make pupils discuss how we have met the
learning objective. Write the consolidated
answer on a post it note. Stick them on board
and review does the class agree?

cl
3 things
List 3 things you learnt this lesson

wb pl cl
3-4-5
In this activity, pupils have 4 minutes to tell the
3 main points of the lesson to 5 people. Class
can be asked to freeze at any point to ask
individual last comment heard. Teacher can ask
class afterward where the agreement lay.

cl
5 into 1
Summarise what you know about the topic in 5
bullet points - reduce to 5 words - reduce to
one word

ex wb cl
60 Second
Challenge
Sum up knowledge of text, or write down all the
words you can think of to explain what youve
learned today.

tgt ex
20

Acrostic
Each letter of a term begins a line. Key word
begins the line. The poem should reflect the
qualities of the concept learned.

ex
Anagram
Identify the key points/terms to feature in
todays lesson from anagrams

iwb wb
Ask Thy
Neighbour
List 3 things your neighbour has learned today.
Tell the teacher.
tgt
Bingo
As you read, pupils must spot word/term and
mark card digit.

cd
Blankety Blank
Group class into 6/7/8. One from each group go
to front and act as a contestant. For one
contestant at a time, read out a sentence
missing a key word. Rest of the contestants
group write their answer on their wb planner
page, and contestant can ask for two answers
to use to help them. Repeat for each
contestant. Only allow each group member to
answer once so each of them gets a go and
contestants can ask tactically.
pl cl
Cinquain
Write a poem:
-One word: the idea/theme/term
-Two words: explain the meaning of the idea
-Three words: explain what the idea does
-Four words: explain what idea means to you
-One final word: repeat the idea.
cl
Communication
Ask pupils to show their understanding of how
they achieved the learning objective: writing it
down their explanation, using it in an example,
drawing a cartoon of it, acting it out, drawing a
map
tgt
Crossword
Complete crossword containing key words or
information useful in lesson.

ho iwb
Generate and
Answer
Have the pupils generate the questions that
would test their understanding of the LO.
cl
Group
Response
Have pupils discuss their plenary responses
before theyre given, that way they are more
confident, and the information has already been
agreed and sorted.
tgt
21

Heads
Together
This activity is a means of ensuring all pupils are
involved in Question and Answer routines.
Put pupils into groups of 4 and ask them to
number themselves 1-4. Tell them you will ask a
series of progressively more challenging
questions that all pupils will be expected to
answer. Importantly, ensure they know that
they will not know who will be called on to
answer the question.

Ask the first question and say Heads Together
pupils have to discuss the answer to the
question and ALL must be able to verbalise it.
Call out a number between 1-4. If you call
number 3, all number 3s must put up their
hand, you then choose one of them to answer
the question. Ask the other number 3s if they
agree with the answer and if they would like to
add anything further. Ask the next question and
repeat. If pupils do not put up their hands when
you call a number, it will show that they need
more discussion time.
gp
Hot-seating
Recount what has been discussed in the lesson
in the role of a character involved.
tgt
Lucky Dip
Revise a topic by getting the pupils to prepare
questions for others to answer. Have cards with
numbers written on - "One to however many
pupils there are in the class". Give pupils their
numbers orally. Shuffle cards. First pupil picks
one. That number pupil asks question. The
number card at the bottom of the pack answers.
cd cl
Match it
Match word cards and definition cards. Can be
done as card sort or snap. Pupils will also have
to memorise the position of cards.
cd iwb
Mind the Gap
Spot missing words in cloze summary of
learning.
tgt
Mnemonic
Create a mnemonic which reflects the meaning
of a new word or term you have learnt today.
cl
Move Cube
The cube has pictures/words on each face. The
teacher throws the cube to a pupil who must
then provide some information about the
picture/word facing them before passing the
cube on.
tgt
22

Odd-one-out
Give groups sets of 3 words and ask them to
identify the odd one out and explain why.
tgt
Pictionary
Draw the word without speaking or writing. iwb wb
RIP
Write the epitaph for a character you have been
studying.
cl
Slap-head
Post-it notes or stickers on foreheads pupils
work out word by asking neighbour questions
which receive yes/no answers.
pi
Soft Ball
A soft ball is thrown from one pupil to another
named pupil in class. Pupil states one
concept/key word - next one explains it. Next
one chooses a word which links to it.
tgt
Spot the
Difference
Show two pictures with slight / obvious
differences e.g. characters from different
representations of a novels character. Discuss
the significance of the differences.
cl
Storyteller
In the style of the genre of text being
discussed, explain what has been learned today.
tgt
Switch
Pupil as Teacher asks questions about what
was learned today.
tgt
Taboo
Student describes a
word/concept/character/event to a partner
without saying the taboo words.
tgt
Tennis
Divide class into 2 groups who take turns to say
a word related to the current topic. No words
can be repeated. Scored as tennis.
tgt
Tension
Timeline
Write 5 key events onto IWB, then drag them
onto a tension graph / rank order them.
iwb
Thumbs
Check class understanding of what you are
teaching by asking them to show their thumbs.
cl
Tree of
Knowledge
A sketch of a bare tree is drawn over two sheets
of sugar paper. Each pupil has a leaf shaped
piece of paper. On it they write as briefly as
possible what has been the most important
thing they have learnt in the lesson preferably
one word. Pupils in turn stick their leaf on the
tree and say what is on the leaf. Pupils then
reflect on everyone's answers as they look at
the tree.
cl
What and How
Take one minute to compose two statements in
your head to explain what we have learnt and
how we have learnt it.
cl
23

Who Wants to
be Millionaire
Questions answered in pairs- answers A-D
written onto planner whiteboard and score
taken. Which pair becomes the richest?
cl
Wordsearch
Complete wordsearch containing key words or
information useful in lesson can use
clues/definitions to activate prior knowledge.
ho iwb
X and Y
Ask pupils why X is an example of Y tgt






















24

Table of abbreviations:
pl Planner
pr In pairs
ps Poster
gp In groups
tgt Targetted questions
sh Sheet
ex Exercise book
Ho Handout
iwb Interactive White Board
wb White board
cl Class
cds Prepared cars
pi Post-its
ho Handouts

Naturally, this list of resource and layout requirements is not inexhaustible. Indeed,
variation is not only inevitable but expected.
One pre-requisite for all activities, however, is forward planning and organisation; this
is the reason I made myself compile this.
Any notable omissions are simply because I am only developing my own practice by
standing on the shoulders of giants and contributing the occasional titbit. Suggestions
for future editions would be gratefully received, and the Toolkit would therefore be
revised sporadically for both our benefit.
Thanks thus far to those I know I have been inspired by / stolen from:
Englishteaching.co.uk, gaborones, histweb, Teachers Toolkit, youyouyou
Apologies and thanks to those whom I have plagiarised and appear to be passing off
as my own. You know who you are.
Yours faithfully,
Mr. Bigwiganer.