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a revolutionary method in lesson planning

Teacher Admin

Lesson Plan

  • Add new class / pupil
  • Lesson plan archive
  • Create new lesson plan
  • Select a subject
  • Select objectives
  • Select level(s)
  • Activities
    • Lesson introduction
    • Main Teaching
    • Group Work
    • Individual Work
  • Notes
Generate Lesson Plan Mark this lesson
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Add new class / pupil Add new class / pupil

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Add new class / pupil

  1. Click 'Add Class' to create a new class folder.
  2. Click 'Add Pupil' to add a new pupil.
  3. Select a class for the new pupil.
  4. If a pupil is a member of more than one class you may drag them to another class and they will be duplicated in the new class.
  5. You have a limit of 5 classes but you may create an unlimited number of pupils per class.
Class/Pupil List
Add Class Add Class     Add Pupil Add Pupil
Class 1A
class 5
Dec
Sakai
  • Delete
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Create new lesson plan

  1. Enter the name of your lesson. Only one class per lesson plan. (required)
  2. Select one class to link your lesson plan to. (required)

Create new lesson plan Create new lesson plan





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Lesson plan archive Lesson plan archive

Lesson plans highlighted in purple are incomplete
Select a lesson

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Lesson Plan Archive

All lesson plans are stored in the archive. For each lesson you can:

  1. Edit
  2. Duplicate
  3. Delete
  4. Input Pupils Results
  5. Output Pupils Report
  6. Print Lesson Plan
  7. Print Marking Labels
  8. Share Lesson Plan

You can search by keyword or sort by alphabetical or number order.

Partially saved lesson plans are highlighted in dark purple.



ID Lesson name Class Subject Tools Pupil Report
1555Psheclass 5PSHE Edit Duplicate Delete Input Pupils Results Output Pupils Report Print Lesson Plan Print Marking Labels Share Lesson Plan
1556Queenclass 5Art Edit Duplicate Delete Input Pupils Results Output Pupils Report Print Lesson Plan Print Marking Labels Share Lesson Plan
1557dfclass 5Literac...ing Edit Duplicate Delete Input Pupils Results Output Pupils Report Print Lesson Plan Print Marking Labels Share Lesson Plan
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Create pupils report Create Pupil Reports

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Create a pupils report

  1. Expand the class folder for a class of your choice.
  2. Click 'Add Comments' to enter report comments for each subject.
  3. Save Report

A report PDF will open in a new window and also be stored next to the relevent pupil.


View archived pupils report

After adding comments to each pupils report the report will be archived as a PDF. If you have made a mistake on a pupils report repeat the steps above in 'Create a pupils report' and this will overwrite the existing report PDF.


Starting new reports

At the end of term or at a suitable stage you may end your current reports and start with new reports. This is done on a class by class basis. This feature only becomes available after each pupil has a report generated.

Class/Pupil List
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Add comments to this report Add comments to this report

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Add comments to this report

Please add any comments to each subject for the pupil you have selected.

  1. Add comments
  2. Click 'Save and Open Report'
  3. Your report is saved as PDF against the relevent pupil

If you spot an error on a particular report you can return and correct this. When you click 'Save and Open Report' it will overwrite the previous report.

Numeracy


PE


Save End of Term
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Subject Select a subject

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Select one subject per lesson plan

You may only choose one subject per lesson plan.

Select a subject

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Objectives Select objectives

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Select an objective. You may select multiple objectives.

{subject}

Each subject has different objectives. You may pick 1 or more objectives form the list below.

Select objective(s) for {subject}

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Level Select level(s)

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Select a National Curriculum level from 1-5. You may select multiple levels.

You may select multiple National Curriculum levels.

Please select a level. You may select multiple levels.




Continue

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Activity Cards Select Lesson Introduction Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Main Teaching activities.

Please choose from the following options:



Create my own activity Suggest an activity for me
Help

Activity Cards Select Lesson Introduction Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Main Teaching activities.

  • Shuffle
  • Favourites
  • All cards
1
Questions
Give students source materials to explore. Then ask them to generate questions.
If students need guidance, give them a frame with question words such as: Who? What? Why? When? If? Could? Should? How? Where?
2
Observe
Give students source materials to explore. Then ask them to describe what they observe.
Wherever possible, get students to use SUBJECT SPECIFIC words and MEASUREMENTS. Eg: A steep valley with a young, fast flowing river. Eg: A box about half a metre square.
3
Top Trump it
Students find facts from the source materials.
You may want to give some specific facts for students to find out or you may want them to decide for themselves. When they have collected their information, give them a chance to swap facts.
4
Sort it
Students take information and group it.
Depending on the age of the students, they use techniques like: • Odd one out • Carroll diagrams • Venn diagrams Also use subject specific criteria Eg; Plant/ animal, living/non-living.
5
Draw it
Students draw, or 'field sketch' what they see.
This is a direct observation skill. It is useful if students don't yet have the vocabulary to articulate their observations.
6
Summarise
Students summarise the 3-5 most important things they have found out after exploring source materials.
Get students to bullet point either on their fingers or on paper/screen. Quickly share findings with another team.
7
Find faults
Students look at the materials and find faults.
Try to provide faults in the materials that reinforce teaching points: Eg: • Poor punctuation • Spelling errors • Untidy presentation • Maps with incomplete information
8
Praise it
Students look for as many positives as they can of the materials given.
This encourages students to think about WHY something is effective, useful or interesting.
9
Transform it
Students change the source materials into another medium.
Eg: • Turn a picture into words • Make a drawing from a discussion • Graph a table • Describe a graph • Make a model • Map a situation or story
10
Compare it
Students compare what they observe with something else.
This involves IMAGINATION and MAKING LINKS. The most enjoyable activities are when students are asked to compare things in an entertaining way. Eg: How is Autumn for trees like going to the toilet?
11
What's its job?
Students describe the use of something. They ask what is it for, what does it do or what is it intended for?
Eg: • An adventure story • A set of instructions •A measuring jug •Statistics •A graph or diagram
12
Sketch story
Students write a 2 minute sketch story to summarise the main points of an event.
Eg: • Columbus sailed West in 1492 to find the 'Indies'. • His ship was called La Santa Maria. • He thought he had found what he was looking for but it was in fact in the Bahamas.
13
What's next?
Students use logic and reasoning to predict what may be next.
This can be used where there is a pattern emerging, such as in mathematics or science, or in stories or events.
14
Detectives
Students piece together clues or evidence that they will use to help them find out more.
This can be used to try to piece together the most important facts. Eg: • Clues from a historical document or artefact • Clues from a scientific report
15
Red herrings
Students are given lots of information. Some of it is relevant, some is not. They need to decide which is which.
This can be done in groups and an element of competition can be introduced to add a little extra incentive to think carefully.
16
Calculate
Students take the given information and calculate.
Eg: • Counting • Finding fractions • Ordering • Approximating/Estimating • Finding differences • Decimals/proportions/ratios.
17
Research
Students are asked to conduct a search to find information.
This can be from books, databases or the Internet. The task can be varied to include search criteria or when students devise their own. Later, students decide on the reliability of the information they have found.
18
Opinion
Students read, analyse, observe etc. and are then asked for their opinion.
Eg: • Characters, settings or plot • What is what like in a past society • Suitability of design • A message a poem or piece of art is trying to convey.
19
Act it out
Students use drama to convey an idea, using various drama techniques.
Eg: • Hot seating • Freeze frame • Conscience alley • Improvisation • Thought tracking • Mime/ tableau.
20
Problems
Students define a problem. They use their own terms to define it.
Show students a real life object or piece of information. Leave all of the details out. Ask them to think of a problem. Eg: A picture of an water cooler. Hopefully they will ask questions such as 'How long would it take to fill?'.
21
Steal it
Students steal ideas from the work of others that they admire. The rules are: Say where you stole it from, disguise it or make it better.
Some fun techniques to encourage stealing: • Swag bags in which to put stolen ideas. • Kidnapped character prisons.
22
Viewpoints
From the information provided, students need to identify several different viewpoints.
Remember to use COMPARISON (like, equally, similarly, just as, akin, related, also) and CONTRAST (but, yet, however, conversely, still, whilst, whereas) words. Students could compare rich and poor, adults and children, then and now etc.
23
Quick report
Students use the source materials to quickly put together a 10 second report on what they have found out.
This could then be reported to others in their group with similar rules to 'Just a minute'. Typical rules are: No pauses or hesitations, no repetition and no deviation from the main point. A fun way to get the key facts before moving on.
24
Carousel
Students are introduced to materials in a multi-sensory carousel.
Rather than listening to the teacher, students use the following activities to gain an introduction to the theme: • video clips • holding and exploring artefacts • short teacher presentation during each, students make notes.
25
P.M.I
Or Plus, Minus, Interesting. Students explore materials and then come up with things they find positive, negative and just interesting.
A great way to challenge students to come up with their own perspective on things.
26
Mind Map
Students create a quick mind map of all the factors contained in the source materials.
If students need help, give them the criteria for each branch of the mind map.
27
Statements
Students are given a statement to discuss in groups, using source materials to justify their answers.
Eg: 'All drugs are bad for you.' Students then use the information they have, plus their own knowledge to consider the statement.
28
Multiple choice
Students are given a range of answers to consider.
A bit like 'Who Wants To Be A Millionaire'. Students are given options to consider. Some are ridiculous but one or two are plausible. They need to work out which is right.
29
Show them
Students are given a completed example of a finished product. This is to help students visualise what they are aiming toward.
Eg: • A model or product • Fluent reading of a passage • A completed calculation • A completed art technique
30
Deduce
Students are asked to make deductions from the materials they have explored.
Eg: From pictures of farming next to the Nile in Ancient times, students may deduct that the Nile was important. From stories of life at court in medieval times, students may deduce that rules were harsh.
39
Maths
count in 2
area of letters
40
ttrtr
etretet
ert
41
Shared Reading
Read biographical text as a whole class.
Students use highlighters to highlight words that introduce a new parragraph, connectives and comment at intervals on the use of logically ordered sentences.
42
Intro activity
Students will watch a video on farming
Students will recall the facts they learnt
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vcgfc
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49
Dance Shipwreck
Motif of ship on water
Motif of shipwreck on bottom of sea
50
51
Research using
Use www.???.co.uk to find example of fact boxes
blah blah blah
52
53
word genration
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dfsdfds
54
l ruhgsirhg lsi
grh lerg rgl sljrgl sjrglj
f kjrfj lj sjl lsjer jsdrfj j lajdf jdflJ WEUSEK AHSKFHASMHDF KSHDF KEHF KAHF A
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,./,/.,/.,.,/
57
Paper Triangles
Pupils draw any triangle on a scrap piece of paper. put an X in each corner.
Rip the triangle into 3 pieces, each with a cross in it. Now place all the crosses together along a ruler. What do they notice? what do all the corners add up to?
58
59
60
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63
Q&A
Questions on stuff
Talk about stuff•
64
Test
Test
Test
65
Concept Cartoon
Show children a concept cartoon. In table groups they are to discuss wether they belive the children's ideas to be true, false or partly true/
66
Quick write
Read the following. You have 2 minutes to write something about the explorer.
He was born in •He lived for years.•He was a pirate.•
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nnnnnnnnn
nnnnnnnnn
nnnnnnnnnnnnnnn
Shuffle Cards Add to Favourites
ID Card Title Card Content Remove from favourites?
ID Card Title Card Content Delete
1QuestionsGive students source materials to ...ns. 
2ObserveGive students source materials to ...ve. 
3Top Trump itStudents find facts from the sourc...ls. 
4Sort itStudents take information and group it. 
5Draw itStudents draw, or 'field sketch' w...ee. 
6SummariseStudents summarise the 3-5 most im...ls. 
7Find faultsStudents look at the materials and...ts. 
8Praise itStudents look for as many positive...en. 
9Transform itStudents change the source materia...um. 
10Compare itStudents compare what they observe...se. 
11What's its job?Students describe the use of somet...or? 
12Sketch storyStudents write a 2 minute sketch s...nt. 
13What's next?Students use logic and reasoning t...xt. 
14DetectivesStudents piece together clues or e...re. 
15Red herringsStudents are given lots of informa...ch. 
16CalculateStudents take the given informatio...te. 
17ResearchStudents are asked to conduct a se...on. 
18OpinionStudents read, analyse, observe et...on. 
19Act it outStudents use drama to convey an id...es. 
20ProblemsStudents define a problem. They us...it. 
21Steal itStudents steal ideas from the work...er. 
22ViewpointsFrom the information provided, stu...ts. 
23Quick reportStudents use the source materials ...ut. 
24CarouselStudents are introduced to materia...el. 
25P.M.IOr Plus, Minus, Interesting. Stude...ng. 
26Mind MapStudents create a quick mind map o...ls. 
27StatementsStudents are given a statement to ...rs. 
28Multiple choiceStudents are given a range of answ...er. 
29Show themStudents are given a completed exa...rd. 
30DeduceStudents are asked to make deducti...ed. 
39Mathscount in 2Delete
40ttrtretretetDelete
41Shared ReadingRead biographical text as a whole class.Delete
42Intro activityStudents will watch a video on farmingDelete
43ngvgvhgvhgvcgfcDelete
44Delete
45Delete
46Delete
48Delete
49Dance ShipwreckMotif of ship on waterDelete
50Delete
51Research using Use www.???.co.uk to find example ...xesDelete
52Delete
53word genration dsfdsDelete
54l ruhgsirhg lsi grh lerg rgl sljrgl sjrglj Delete
55Delete
56,./,/.,/.,.,/Delete
57Paper TrianglesPupils draw any triangle on a scra...er.Delete
58Delete
59Delete
60Delete
61Delete
62Delete
63Q&AQuestions on stuffDelete
64TestTestDelete
65Concept CartoonShow children a concept cartoon. ...ue/Delete
66Quick writeRead the following. You have 2 min...er.Delete
67Delete
68Delete
69nnnnnnnnnnnnnnnnnnDelete
Help

Activity Cards Select Main Teaching Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Group Work activities.

Please choose from the following options:



Create my own activity Suggest an activity for me
Help

Activity Cards Select Main Teaching Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Group Work activities.

  • Shuffle
  • Favourites
  • All cards
1
Repeat
Students are shown what to do and are asked to 'Repeat after me.'
2
Steps
Students are shown the steps to success. This is a process: First, then, next, finally.
3
Have a go
Students are given minimal or no direct input. Instead the teacher is seeing what they can do already so they know what to instruct next.
4
Change
Students are given an example that they have to change slightly. They then describe what they have done
5
Templates
Students are provided with strucutred frames to give responses. Eg: writing frames, blank maps, calculation steps template.
6
Copy
Students are asked to replicate the work of others, with coaching as to how to do it.
7
Plan
Students are shown how to plan the steps needed. This may involve modelling a thought process.
8
Analyse
Students are helped to analyse the qualities that make something effective or useful.
9
Visualise
Pupils watch others and are helped to visualise themselves behaving in this way.
10
Coach
Give general guidance to students and then watch and give specific coaching when necessary.
11
Mistakes
Make mistakes and ask students to identify where the mistakes are.
12
Multi-Explain
Explain an idea or technique to students, using at least three different media, to help them understand.
13
Peer teaching
Students teach each other. The teacher of the group benefits from embedding understanding. The others benefit from his or her expertise.
14
Speed teaching
Quick-fire instruction, followed by student response.
15
Over learn
Students are taught the same thing time and time again. As long as the context keeps changing, it will help to build understanding.
67
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nm
68
bn
69
Modelled writin
Show an example of what is expected from the activity.
Show students an example of a parragraph that opens with a link to prior events in the biographical life-line, highlighting key words, connectives, phrases and punctuation.
70
sh
fssg
fssgs
71
Activities
Warm up - movement words for sea
Listen to music•Go over last weeks movements - ship motif and then shipwreck motif•Create transition from one to another•What would happen to shipwreck over time?•Would it move/stay still
72
ththt
khkhlkhh
ktkjkgk
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ththt
khkhlkhh
ktkjkgk
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Senses investig
5 activities to rotate.
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fgdfh
gfdghg
nhghghn
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77
card sort
note
review
78
Kenya Children
What is life like for children in rural places and in the city?
79
80
talk
talk to partner abutthequeen
81
sdf
sf
sdf
82
83
sort
sort
sort
84
fxgfdgfdgfdgc
gfggjff
hgjgvhjvjvkhv
Shuffle Cards Add to Favourites
ID Card Title Card Content Remove from favourites?
ID Card Title Card Content Delete
1RepeatStudents are shown what to do and ...e.' 
2StepsStudents are shown the steps to su...ly. 
3Have a goStudents are given minimal or no d...xt. 
4ChangeStudents are given an example that...one 
5TemplatesStudents are provided with strucut...te. 
6CopyStudents are asked to replicate th...it. 
7PlanStudents are shown how to plan the...ss. 
8AnalyseStudents are helped to analyse the...ul. 
9VisualisePupils watch others and are helped...ay. 
10CoachGive general guidance to students ...ry. 
11MistakesMake mistakes and ask students to ...re. 
12Multi-ExplainExplain an idea or technique to st...nd. 
13Peer teachingStudents teach each other. The tea...se. 
14Speed teachingQuick-fire instruction, followed b...se. 
15Over learnStudents are taught the same thing...ng. 
67vbjnDelete
68bnDelete
69Modelled writinShow an example of what is expecte...ty.Delete
70shfssgDelete
71ActivitiesWarm up - movement words for seaDelete
72ththtkhkhlkhhDelete
73ththtkhkhlkhhDelete
74Senses investig5 activities to rotate.Delete
75fgdfhgfdghgDelete
76Delete
77card sortnoteDelete
78Kenya Children What is life like for children in ...? Delete
79Delete
80talktalk to partner abutthequeen Delete
81sdfsfDelete
82Delete
83sortsortDelete
84fxgfdgfdgfdgcgfggjffDelete
Help

Activity Cards Select Group Work Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Individual Work activities.

Please choose from the following options:



Create my own activity Suggest an activity for me
Help

Activity Cards Select Group Work Activities

Help

Suggest an activity:

  • All of the activities are generic teaching activities. Some may be more appropriate than others for the subject you have chosen.
  • You may shuffle the cards or view all activity cards.
  • Once you find one you like, click the card.
  • Once selected, you may add notes.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Create my own activity:

  • Use this to create your own bank of activities.
  • Give your activity a title of 15 characters or fewer and then add up to two extra boxes of notes to explain your activity idea.
  • Once created, it will be available to select in future lessons.
  • If you use this activity frequently, add it to your favourites, for quick selection next time.

Use the left-hand sub-navigation to continue onto the next activity section - Individual Work activities.

  • Shuffle
  • Favourites
  • All cards
1
Brain-storm
Students come up with as many possibilities as they can in this timed activity.
2
Storm-Filter
After the brain storm, students eliminate the ideas that don't feel right.
3
Action
Students agree a course of action. Rules can be set, such as If not everyone agrees, then there will be no action for now.
4
Compromising
Students learn to give and take by changing ideas so that everyone can take part.
5
Jumping in
Together, students just start trying out ideas to see which ones might work.
6
Spying
Students spy on other groups to see how they are tackling a problem.
7
Flick Back
Students look back at their previous work to see how they tackled a similar problem in the past.
8
Roles
Each student is given a role to play within the group. This division of labour helps students to all take part.
9
Tokens
Each student has a token. The tokens are used as currency to give ideas. the rule is all tokens must be used.
10
Think, pair
Students think first then pair up to share their ideas.
11
Pair, square
The same as think, pair, but once a pair have discussed, they then join with another pair and... square.
12
Numbers
Students are numbered. All of the 1s will group together to discuss, all of the twos etc. Group the students by ability or mixed ability.
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iuliug.
gkgiug.gk
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18
Group thinking
Brainstorming words from text.
Groups search through text making a list together of verious words they can use in their version of the writing, focussing on connectives between parratgraphs and sentetces.
19
Drama
to write a script
using colon;new writer new line
20
21
Sentence builde
Collect a word from each envelope. Put them together to make a sentence.
22
Pairs
Work in pairs to create ship, sinking, shipwreck movement
23
Sausages
try and see which taste like worms
gjtdy ti.uughk•
24
The weight
Guess how heavy each object is.
25
26
what did Beegu
look at the picture and decide what Beegu wanted to do
27
erglknd
frgbidfnbkn
hwrh
Shuffle Cards Add to Favourites
ID Card Title Card Content Remove from favourites?
ID Card Title Card Content Delete
1Brain-stormStudents come up with as many poss...ty. 
2Storm-FilterAfter the brain storm, students el...ht. 
3ActionStudents agree a course of action....ow. 
4CompromisingStudents learn to give and take by...rt. 
5Jumping inTogether, students just start tryi...rk. 
6SpyingStudents spy on other groups to se...em. 
7Flick BackStudents look back at their previo...st. 
8RolesEach student is given a role to pl...rt. 
9TokensEach student has a token. The toke...ed. 
10Think, pairStudents think first then pair up ...as. 
11Pair, squareThe same as think, pair, but once ...re. 
12NumbersStudents are numbered. All of the ...ty. 
16iuliug.gkgiug.gkDelete
17Delete
18Group thinkingBrainstorming words from text.Delete
19Dramato write a scriptDelete
20Delete
21Sentence buildeCollect a word from each envelope....ce.Delete
22PairsWork in pairs to create ship, sink...entDelete
23Sausagestry and see which taste like wormsDelete
24The weightGuess how heavy each object is. Delete
25Delete
26what did Beegulook at the picture and decide wha... doDelete
27erglkndfrgbidfnbknDelete
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