Teaching Links

Teaching Methods, Activities and Games

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[Please note that this collection is currently in the very early stages of collation and is nowhere near complete]

Here is a collection of teaching methods, activities and games that I have used successfully, found somewhere or discovered on the web. The main thread linking them together is that they are all enjoyable for both teachers and children. Most have more than one function and so are posted more than once. For ease of reference, they are grouped by their main use into the following categories:

Assessing Prior Knowledge

Demonstrating New Knowledge
Different Writing Forms
Group Work
Revising Knowledge

Assessing Prior Knowledge

First two parts of a KWL grid
Spider diagrams / mind maps [links to be added].
Discovery - children write down questions about a topic on Post-It notes. When collated and stuck to a flat surface, this gives an idea of prior knowledge / gaps in learning.
Hold up concept words/phrases or images - e.g. to make a human numberline or to demonstrate cutting and pasting by moving around with the phrase / image on a piece of paper.
Roleplay
Hotseating of child "expert" or through acting / pretending to be a key figure related to topic
Children edit or improve dull or boring prose by inserting vocabulary, connectives, openers, punctuation.
Jump into a picture - children look at an interesting image and describe what they would be able to perceive with all 5 senses.
Extreme writing - children are given an idea or picture and they have to write against the clock. This can be freeflowing or structured
heavily, with stipulations as to numbers of adjectives, adverbs etc.
Target wheel - children are given a circle made up of 8 or 9 numbers or letters. They have to make as many numbers or words as they can - very easy to differentiate by target or structure.
Model using playdough, then take photographs. For example, make arrays for different multiplication / timestable or animals from a particular habitat.
Play charades during the input or plenary - can the children guess the topic or phrase from a mime?
Pretend to be an alien or robot to check children's understanding.
Children could write a program or sequence of instructions for an alien / robot.
Play Kim's game using objects or flashcards to test level of internalisation of key ideas / vocabulary.
Have a treasure hunt around the room / block / school / grounds to make learning new vocabulary / concepts more interesting. Challenge teams with a time limit.
Show children vocabulary / concepts (with or without explanations) - they must classify or sort them into logical categories.
Match the answer to the question - for lower ability pupils or for difficult subject matter.
Puppet shows (even in KS2, they still love this!) - by teacher or children (to introduce new learning or to show understanding of it).
Use maps of local or distant area (paper or Google Earth) - children put themselves there, write stories or directions.
Compare and contrast - in table or paragraph form.
Remove something - e.g. the broken calculator pretends that certain keys are not working and focuses children on inverse operations or specific number bonds.
Cartoons - either storyboards for linear progression of narrative / historical topic or concept cartoons in science [needs links].
5 W framework - (what, when, where, why, who). Children can be given only some of these to develop inference skills, or required to determine all 5 from a complete text.
Mystery bag or box full of seemingly unrelated items. Children guess the topic or invent a character based upon what they find.
Run between distinct outdoor areas, e.g. one part of the playground is odd, the other even / or several parts represent new MFL vocabulary.
20 questions - only answer yes or no. Can children guess the topic / word etc?
X is the answer, what is the question? As well as the obvious use in maths, it can work very well in most subjects, providing an example is worked through with the children.
Write on an image or clipart, e.g. print a picture of a character and the children write speech / use a picture related to a character's defining feature (such as a large wand to illustrate Harry Potter's magical ability).
Split the information or resources needed to complete the task to create a cooperative team / help formulate the idea of interdependence.
Speech or thought bubbles - for children's opinions or what they imagine characters / topic-related individuals might think and feel.
Graphical representation of concept - children draw picture / labelled diagram / mindmap / concept map [links to be inserted].
Sketch or draw key concepts from a topic or to assist teacher's understanding of emerging writing.

Final part of a KWL grid
Spider diagrams / mind maps [links to be added] - halfway through and at the end of the topic using a different colour.
Drama techniques [link to be added] - can be used successfully in most subjects. Click here for an excellent example of drama in science on the primary resources site.
Hold up concept words/phrases or images - e.g. to make a human numberline or to demonstrate cutting and pasting by moving around with the phrase / image on a piece of paper.
Roleplay
Hotseating of child "expert" or through acting / pretending to be a key figure related to topic
Children edit or improve dull or boring prose by inserting vocabulary, connectives, openers, punctuation.
Jump into a picture - children look at an interesting image and describe what they would be able to perceive with all 5 senses.
Extreme writing - children are given an idea or picture and they have to write against the clock. This can be freeflowing or structured heavily, with stipulations as to numbers of adjectives, adverbs etc.
Target wheel - children are given a circle made up of 8 or 9 numbers or letters. They have to make as many numbers or words as they can - very easy to differentiate by target or structure.
Model using playdough, then take photographs. For example, make arrays for different multiplication / timestable or animals from a particular habitat.
Play charades during the input or plenary - can the children guess the topic or phrase from a mime?
Pretend to be an alien or robot to check children's understanding.
Children could write a program or sequence of instructions for an alien / robot.
Play Kim's game using objects or flashcards to test level of internalisation of key ideas / vocabulary.
Have a treasure hunt around the room / block / school / grounds to make learning new vocabulary / concepts more interesting. Challenge teams with a time limit.
Show children vocabulary / concepts (with or without explanations) - they must classify or sort them into logical categories.
Match the answer to the question - for lower ability pupils or for difficult subject matter.
Puppet shows (even in KS2, they still love this!) - by teacher or children (to introduce new learning or to show understanding of it).
Use maps of local or distant area (paper or Google Earth) - children put themselves there, write stories or directions.
Compare and contrast - in table or paragraph form.
Remove something - e.g. the broken calculator pretends that certain keys are not working and focuses children on inverse operations or specific number bonds.
Cartoons - either storyboards for linear progression of narrative / historical topic or concept cartoons in science [needs links].
5 W framework - (what, when, where, why, who). Children can be given only some of these to develop inference skills, or required to determine all 5 from a complete text.
Mystery bag or box full of seemingly unrelated items. Children guess the topic or invent a character based upon what they find.
Run between distinct outdoor areas, e.g. one part of the playground is odd, the other even / or several parts represent new MFL vocabulary.
20 questions - only answer yes or no. Can children guess the topic / word etc?
X is the answer, what is the question? As well as the obvious use in maths, it can work very well in most subjects, providing an example is
worked through with the children.
Write on an image or clipart, e.g. print a picture of a character and the children write speech / use a picture related to a character's defining feature (such as a large wand to illustrate Harry Potter's magical ability).
Split the information or resources needed to complete the task to create a cooperative team / help formulate the idea of interdependence.
Speech or thought bubbles - for children's opinions or what they imagine characters / topic-related individuals might think and feel.
Graphical representation of concept - children draw picture / labelled diagram / mindmap / concept map [links to be inserted].
Sketch or draw key concepts from a topic or to assist teacher's understanding of emerging writing.
Origami - use for writing instructions / symmetry in art or maths.
Create a song related to the topic to an existing tune, e.g. "We're going on a habitat hunt" using the melody of Bear Hunt.
Dance sequence illustrating key events, e.g. in the lives of religious or historical figures
Consequences - a new person adds something to the story/description without reference to what has been written or said previously.
Mock up a website such as BBC newsround so that the children can write pieces for the appropriate audience.
Video a presentation or roleplay/drama as the output. This could be improvised or scripted.
Tape record and play back poetry / children's stories / singing.
Produce animation on the computer to demonstrate a concept, e.g. gravity / air resistance.
Use sound effects to stimulate writing / drama or discussion, e.g. air raid siren / rainforest animals / haunted house.
Ask "What If" questions to stimulate writing or drama, e.g. "What if all grass was jelly or all door handles were chocolate?" [Link this to thinking skills frameworks such as PMI].
Fantasy maps - children design their own island / city / planet to stimulate descriptional writing for narrative or poetry. These could also be made with papier mache.
Make topic-related clothing, e.g. Viking rune name headbands, waistcoat/trousers with bone shapes marked and labelled or number hats for a numberline.
Booklet or brochure for persuasive or informational writing.
Lego or polydron modelling - e.g. use lego to create mill and factory buildings in the style of LS Lowry or to make a church.
Fact file on children or the topic.
Children write letters to topic-related individuals, e.g. to Newton when studying forces. G&T children could write back.
Newspaper writing for historical / geographical events, e.g. Great Fire of London, Viking Invasion, The Blitz etc.
Poetry - write kennings, acrostics, cinquians, haikus or calligraphs to show understanding of new topics in science, history or geography.
Precis / summarise a topic / sub-topic with no limitations or with, for example, a specific number of words (retell a fairytale in exactly 60 words or describe gravity in 20 or fewer).
Postcards - to or from characters in narratives or poems / topic-related individuals (e.g. Florence Nightingale or Henry VIII).
Physical representation, e.g. model of 5 pillars of Islam / Leaning tower of Pisa / Greater than and less than puppets / playdough symbols.
Poster - A4 / A3 or larger to show understanding of new topic or for persuasive / informational writing.
Donut - children form an inner and outer circle, facing each other in pairs. Take it turns to "teach" partner everything they can about one aspect of a topic, usually with a strict time limit!
Envoying - different tables or groups learn about a sub-topic before one or more envoys move to another table to share what they have learned. The envoys move around until they have visited each table and return to their own.
Ambassador - like envoying but only one child from each table.
Snowball - one child tells another what s/he has learned. They each tell another child until everyone in the class has been "taught".
Interview - radio / TV, either using playscript or improvised. This can be used in most subjects.
Brainstorm / spider diagram using different colours for each revision of the document. Children can show what they have learned at the beginning, middle and end of a topic.
Word Splat - very informal and unstructured means of getting ideas on the page. Similar to a brainstorm but with a second stage of creating proper sentences from words and phrases.

Newspaper [link to be added]
Poetry - not just in English. I've used it very successfully in Science, History and Geography because poetic writing demands clarity of thought and understanding of the topic. Try using the Poem Maker from NAACE, which allows you to use predefined or custom word lists.
Children edit or improve dull or boring prose by inserting vocabulary, connectives, openers, punctuation.
Jump into a picture - children look at an interesting image and describe what they would be able to perceive with all 5 senses.
Extreme writing - children are given an idea or picture and they have to write against the clock. This can be freeflowing or structured heavily, with stipulations as to numbers of adjectives, adverbs etc.
Target wheel - children are given a circle made up of 8 or 9 numbers or letters. They have to make as many numbers or words as they can - very easy to differentiate by target or structure.
Show children vocabulary / concepts (with or without explanations) - they must classify or sort them into logical categories.
Use maps of local or distant area (paper or Google Earth) - children put themselves there, write stories or directions.
Compare and contrast - in table or paragraph form.
Cartoons - either storyboards for linear progression of narrative / historical topic or concept cartoons in science [needs links].
5 W framework - (what, when, where, why, who). Children can be given only some of these to develop inference skills, or required to
determine all 5 from a complete text.
Mystery bag or box full of seemingly unrelated items. Children guess the topic or invent a character based upon what they find.
Write on an image or clipart, e.g. print a picture of a character and the children write speech / use a picture related to a character's defining feature (such as a large wand to illustrate Harry Potter's magical ability).
Split the information or resources needed to complete the task to create a cooperative team / help formulate the idea of interdependence.
Speech or thought bubbles - for children's opinions or what they imagine characters / topic-related individuals might think and feel.
Graphical representation of concept - children draw picture / labelled diagram / mindmap / concept map [links to be inserted].
Sketch or draw key concepts from a topic or to assist teacher's understanding of emerging writing.
Origami - use for writing instructions / symmetry in art or maths.
Create a song related to the topic to an existing tune, e.g. "We're going on a habitat hunt" using the melody of Bear Hunt.
Consequences - a new person adds something to the story/description without reference to what has been written or said previously.
Mock up a website such as BBC newsround so that the children can write pieces for the appropriate audience.
Video a presentation or roleplay/drama as the output. This could be improvised or scripted.
Use sound effects to stimulate writing / drama or discussion, e.g. air raid siren / rainforest animals / haunted house.
Ask "What If" questions to stimulate writing or drama, e.g. "What if all grass was jelly or all door handles were chocolate?" [Link this to thinking skills frameworks such as PMI].
Fantasy maps - children design their own island / city / planet to stimulate descriptional writing for narrative or poetry. These could also be made with papier mache.
Make topic-related clothing, e.g. Viking rune name headbands, waistcoat/trousers with bone shapes marked and labelled or number hats for a numberline.
Booklet or brochure for persuasive or informational writing.
Fact file on children or the topic.
Children write letters to topic-related individuals, e.g. to Newton when studying forces. G&T children could write back.
Newspaper writing for historical / geographical events, e.g. Great Fire of London, Viking Invasion, The Blitz etc.
Poetry - write kennings, acrostics, cinquians, haikus or calligraphs to show understanding of new topics in science, history or geography.
Precis / summarise a topic / sub-topic with no limitations or with, for example, a specific number of words (retell a fairytale in exactly 60
words or describe gravity in 20 or fewer).
Postcards - to or from characters in narratives or poems / topic-related individuals (e.g. Florence Nightingale or Henry VIII).
Poster - A4 / A3 or larger to show understanding of new topic or for persuasive / informational writing.
Interview - radio / TV, either using playscript or improvised. This can be used in most subjects.
Brainstorm / spider diagram using different colours for each revision of the document. Children can show what they have learned at the beginning, middle and end of a topic.
Word Splat - very informal and unstructured means of getting ideas on the page. Similar to a brainstorm but with a second stage of creating proper sentences from words and phrases.

Ambassador - each group learns about something different. At a prearranged time, one or more "ambassadors" move round to a different group to exchange ideas/knowledge.
Final part of a KWL grid
Spider diagrams / mind maps [links to be added] - halfway through and at the end of the topic using a different colour.
Drama techniques [link to be added] - can be used successfully in most subjects. Click here for an excellent example of drama in science on the primary resources site.
Hold up concept words/phrases or images - e.g. to make a human numberline or to demonstrate cutting and pasting by moving around with the phrase / image on a piece of paper.
Roleplay
Hotseating of child "expert" or through acting / pretending to be a key figure related to topic
Children edit or improve dull or boring prose by inserting vocabulary, connectives, openers, punctuation.
Jump into a picture - children look at an interesting image and describe what they would be able to perceive with all 5 senses.
Extreme writing - children are given an idea or picture and they have to write against the clock. This can be freeflowing or structured heavily, with stipulations as to numbers of adjectives, adverbs etc.
Target wheel - children are given a circle made up of 8 or 9 numbers or letters. They have to make as many numbers or words as they can - very easy to differentiate by target or structure.
Model using playdough, then take photographs. For example, make arrays for different multiplication / timestable or animals from a particular habitat.
Play charades during the input or plenary - can the children guess the topic or phrase from a mime?
Pretend to be an alien or robot to check children's understanding.
Children could write a program or sequence of instructions for an alien / robot.
Play Kim's game using objects or flashcards to test level of internalisation of key ideas / vocabulary.
Have a treasure hunt around the room / block / school / grounds to make learning new vocabulary / concepts more interesting. Challenge teams with a time limit.
Show children vocabulary / concepts (with or without explanations) - they must classify or sort them into logical categories.
Match the answer to the question - for lower ability pupils or for difficult subject matter.
Puppet shows (even in KS2, they still love this!) - by teacher or children (to introduce new learning or to show understanding of it).
Use maps of local or distant area (paper or Google Earth) - children put themselves there, write stories or directions.
Compare and contrast - in table or paragraph form.
Remove something - e.g. the broken calculator pretends that certain keys are not working and focuses children on inverse operations or specific number bonds.
Cartoons - either storyboards for linear progression of narrative / historical topic or concept cartoons in science [needs links].
5 W framework - (what, when, where, why, who). Children can be given only some of these to develop inference skills, or required to determine all 5 from a complete text.
Mystery bag or box full of seemingly unrelated items. Children guess the topic or invent a character based upon what they find.
Run between distinct outdoor areas, e.g. one part of the playground is odd, the other even / or several parts represent new MFL vocabulary.
20 questions - only answer yes or no. Can children guess the topic / word etc?
X is the answer, what is the question? As well as the obvious use in maths, it can work very well in most subjects, providing an example is
worked through with the children.
Write on an image or clipart, e.g. print a picture of a character and the children write speech / use a picture related to a character's defining feature (such as a large wand to illustrate Harry Potter's magical ability).
Split the information or resources needed to complete the task to create a cooperative team / help formulate the idea of interdependence.
Speech or thought bubbles - for children's opinions or what they imagine characters / topic-related individuals might think and feel.
Graphical representation of concept - children draw picture / labelled diagram / mindmap / concept map [links to be inserted].
Sketch or draw key concepts from a topic or to assist teacher's understanding of emerging writing.
Origami - use for writing instructions / symmetry in art or maths.
Create a song related to the topic to an existing tune, e.g. "We're going on a habitat hunt" using the melody of Bear Hunt.
Dance sequence illustrating key events, e.g. in the lives of religious or historical figures
Consequences - a new person adds something to the story/description without reference to what has been written or said previously.
Mock up a website such as BBC newsround so that the children can write pieces for the appropriate audience.
Video a presentation or roleplay/drama as the output. This could be improvised or scripted.
Tape record and play back poetry / children's stories / singing.
Produce animation on the computer to demonstrate a concept, e.g. gravity / air resistance.
Use sound effects to stimulate writing / drama or discussion, e.g. air raid siren / rainforest animals / haunted house.
Ask "What If" questions to stimulate writing or drama, e.g. "What if all grass was jelly or all door handles were chocolate?" [Link this to thinking skills frameworks such as PMI].
Fantasy maps - children design their own island / city / planet to stimulate descriptional writing for narrative or poetry. These could also be made with papier mache.
Make topic-related clothing, e.g. Viking rune name headbands, waistcoat/trousers with bone shapes marked and labelled or number hats for a numberline.
Booklet or brochure for persuasive or informational writing.
Lego or polydron modelling - e.g. use lego to create mill and factory buildings in the style of LS Lowry or to make a church.
Fact file on children or the topic.
Children write letters to topic-related individuals, e.g. to Newton when studying forces. G&T children could write back.
Newspaper writing for historical / geographical events, e.g. Great Fire of London, Viking Invasion, The Blitz etc.
Poetry - write kennings, acrostics, cinquians, haikus or calligraphs to show understanding of new topics in science, history or geography.
Precis / summarise a topic / sub-topic with no limitations or with, for example, a specific number of words (retell a fairytale in exactly 60 words or describe gravity in 20 or fewer).
Postcards - to or from characters in narratives or poems / topic-related individuals (e.g. Florence Nightingale or Henry VIII).
Physical representation, e.g. model of 5 pillars of Islam / Leaning tower of Pisa / Greater than and less than puppets / playdough symbols.
Poster - A4 / A3 or larger to show understanding of new topic or for persuasive / informational writing.
Donut - children form an inner and outer circle, facing each other in pairs. Take it turns to "teach" partner everything they can about one aspect of a topic, usually with a strict time limit!
Envoying - different tables or groups learn about a sub-topic before one or more envoys move to another table to share what they have learned. The envoys move around until they have visited each table and return to their own.
Snowball - one child tells another what s/he has learned. They each tell another child until everyone in the class has been "taught".
Interview - radio / TV, either using playscript or improvised. This can be used in most subjects.
Brainstorm / spider diagram using different colours for each revision of the document. Children can show what they have learned at the beginning, middle and end of a topic.
Word Splat - very informal and unstructured means of getting ideas on the page. Similar to a brainstorm but with a second stage of creating proper sentences from words and phrases.

Place Mats - Children create a place mat on A3 paper for their table with information on a particular topic, e.g. Materials and their properties. These are then laminated and the children take them home or use them during dinner times.
Mini Books - Using an A3 piece of paper fold it into a booklet to create a mini topic book on a particularly topic, e.g. The Human Body. The children can create a mini revision library using a fun size cereal box to store all the booklets in.
Test the teacher - Ask the children to come up with questions on a topic to ask you. They have to know the correct answer. One point if the teacher gets it right, one point to the children if you can't.
Quizes - Random quizes are all times. Even half-way through a lesson I may suddenly through in a question.
Adverts - Give the children a topic to produce an TV / Radio advert for, e.g. Healthy living. Children to perform advert.
Lessons - In groups children to plan a lesson for the rest of the class. Children will be given the Lesson Objective and then need to provide activities and worksheets for rest of class. Lesson to be around 15 / 20 minutes.
Hold up concept words/phrases or images - e.g. to make a human numberline or to demonstrate cutting and pasting by moving around with the phrase / image on a piece of paper.
Roleplay
Hotseating of child "expert" or through acting / pretending to be a key figure related to topic
Children edit or improve dull or boring prose by inserting vocabulary, connectives, openers, punctuation.
Jump into a picture - children look at an interesting image and describe what they would be able to perceive with all 5 senses.
Extreme writing - children are given an idea or picture and they have to write against the clock. This can be freeflowing or structured heavily, with stipulations as to numbers of adjectives, adverbs etc.
Target wheel - children are given a circle made up of 8 or 9 numbers or letters. They have to make as many numbers or words as they can - very easy to differentiate by target or structure.
Model using playdough, then take photographs. For example, make arrays for different multiplication / timestable or animals from a particular habitat.
Play charades during the input or plenary - can the children guess the topic or phrase from a mime?
Pretend to be an alien or robot to check children's understanding.
Children could write a program or sequence of instructions for an alien / robot.
Play Kim's game using objects or flashcards to test level of internalisation of key ideas / vocabulary.
Have a treasure hunt around the room / block / school / grounds to make learning new vocabulary / concepts more interesting. Challenge teams with a time limit.
Show children vocabulary / concepts (with or without explanations) - they must classify or sort them into logical categories.
Match the answer to the question - for lower ability pupils or for difficult subject matter.
Puppet shows (even in KS2, they still love this!) - by teacher or children (to introduce new learning or to show understanding of it).
Use maps of local or distant area (paper or Google Earth) - children put themselves there, write stories or directions.
Compare and contrast - in table or paragraph form.
Remove something - e.g. the broken calculator pretends that certain keys are not working and focuses children on inverse operations or specific number bonds.
Cartoons - either storyboards for linear progression of narrative / historical topic or concept cartoons in science [needs links].
5 W framework - (what, when, where, why, who). Children can be given only some of these to develop inference skills, or required to determine all 5 from a complete text.
Mystery bag or box full of seemingly unrelated items. Children guess the topic or invent a character based upon what they find.
Run between distinct outdoor areas, e.g. one part of the playground is odd, the other even / or several parts represent new MFL vocabulary.
20 questions - only answer yes or no. Can children guess the topic / word etc?
X is the answer, what is the question? As well as the obvious use in maths, it can work very well in most subjects, providing an example is worked through with the children.
Write on an image or clipart, e.g. print a picture of a character and the children write speech / use a picture related to a character's defining feature (such as a large wand to illustrate Harry Potter's magical ability).
Split the information or resources needed to complete the task to create a cooperative team / help formulate the idea of interdependence.
Speech or thought bubbles - for children's opinions or what they imagine characters / topic-related individuals might think and feel.
Graphical representation of concept - children draw picture / labelled diagram / mindmap / concept map [links to be inserted].
Sketch or draw key concepts from a topic or to assist teacher's understanding of emerging writing.
Create a song related to the topic to an existing tune, e.g. "We're going on a habitat hunt" using the melody of Bear Hunt.
Dance sequence illustrating key events, e.g. in the lives of religious or historical figures
Mock up a website such as BBC newsround so that the children can write pieces for the appropriate audience.
Video a presentation or roleplay/drama as the output. This could be improvised or scripted.
Tape record and play back poetry / children's stories / singing.
Produce animation on the computer to demonstrate a concept, e.g. gravity / air resistance.
Use sound effects to stimulate writing / drama or discussion, e.g. air raid siren / rainforest animals / haunted house.
Make topic-related clothing, e.g. Viking rune name headbands, waistcoat/trousers with bone shapes marked and labelled or number hats for a numberline.
Booklet or brochure for persuasive or informational writing.
Fact file on children or the topic.
Children write letters to topic-related individuals, e.g. to Newton when studying forces. G&T children could write back.
Newspaper writing for historical / geographical events, e.g. Great Fire of London, Viking Invasion, The Blitz etc.
Poetry - write kennings, acrostics, cinquians, haikus or calligraphs to show understanding of new topics in science, history or geography.
Precis / summarise a topic / sub-topic with no limitations or with, for example, a specific number of words (retell a fairytale in exactly 60
words or describe gravity in 20 or fewer).
Postcards - to or from characters in narratives or poems / topic-related individuals (e.g. Florence Nightingale or Henry VIII).
Physical representation, e.g. model of 5 pillars of Islam / Leaning tower of Pisa / Greater than and less than puppets / playdough symbols.
Poster - A4 / A3 or larger to show understanding of new topic or for persuasive / informational writing.
Donut - children form an inner and outer circle, facing each other in pairs. Take it turns to "teach" partner everything they can about one aspect of a topic, usually with a strict time limit!
Envoying - different tables or groups learn about a sub-topic before one or more envoys move to another table to share what they have learned. The envoys move around until they have visited each table and return to their own.
Ambassador - like envoying but only one child from each table.
Snowball - one child tells another what s/he has learned. They each tell another child until everyone in the class has been "taught".
Interview - radio / TV, either using playscript or improvised. This can be used in most subjects.
Brainstorm / spider diagram using different colours for each revision of the document. Children can show what they have learned at the
beginning, middle and end of a topic.
Word Splat - very informal and unstructured means of getting ideas on the page. Similar to a brainstorm but with a second stage of creating proper sentences from words and phrases.

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