### Starters / Plenaries

##### Factors to consider

Students are given some information about a fairly open-ended scenario.

In pairs, they should try to identify all of the factors that they would need to consider in order to provide an answer to the question.

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##### Word Chain

Starting with the shaded letter,students find the adjacent letters which spell out a word related to this topic.  Letters can go horizontally, vertically and diagonally in any direction.

Two differentiated versions of the task are supplied

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##### Starter - 'odd one out'

Students are shown a number of key terms.   They have to decide which of the terms is the ‘odd one out’ and give a reason for their choice

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##### 10 Questions

A volunteer (either a student or class teacher) is given a slip of paper so they know 'what they are'.

The rest of the class can ask up to a maximum of 10 questions to guess what they are. The volunteer can only answer 'yes' or 'no'

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##### Consider all Reasons

Students are shown a number of terms for exactly 30 seconds. They need to memorise as many as possible. After 30 seconds, the terms are hidden and they need to write down as many terms as they can remember along with at least one fact about that term.

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##### Sort a Sentence

Requires preparation before the lesson.

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##### 10 Seconds

Students are shown a term or given a scenario and they have exactly 10 seconds to come up with 5 different, suitable answers.

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##### 30 Seconds

Students are shown a number of terms for exactly 30 seconds. They need to memorise as many as possible. After 30 seconds, the terms are hidden and they need to write down as many terms as they can remember along with at least one fact about that term.

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##### 3-2-1

Display this on the whiteboard as students are walking through the door. They can work individually or in pairs to come up with the answers.

Good for differentiation as all students should be able to get at least one of the six points.

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##### Memorise This!

Students work in pairs or small groups to remember words which have been shown to them.

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##### Acting up

A fun starter activity.

Students are given a character card. They then have to explain a term related to this topic whilst staying in character.

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topics

characters

Students are given a blank scrabble type sheet and take it in turns to write down key words related to this topic

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Lesson starter

Students become the teacher! One student is tasked with preparing a five minute revision starter about this topic for the beginning of the following lesson.

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##### Three facts

Students are asked to write down three facts that they can remember off the top of their heads about the topic.

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The class 'test' the teacher on their knowledge of key words related to this topic

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##### Pass the Parcel

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##### Give me ten

Students work in pairs to come up with ten words related to this project before joining up with another pair to expand their list.

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##### Just a minute

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Students are given a statement about this topic and asked to discuss their opinion in pairs. At the end of the lesson they can reassess whether their original opinion has changed

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##### Lucky Dip Questions

Starter or plenary

Every student is given a number at the start of the activity. This is used to help pick who will ask and answer questions about what has been learned during the lesson.

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##### One, two, three

Can be used either as a starter or a plenary task.

Students are given a sheet to complete firstly on their own, then with a partner and then joining up with another pair

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##### Pass the buck

An excellent starter or plenary for involving all students and getting them to identify a large number of facts about the current topic

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##### Turn it down

This follows the traditional game of writing a statement, folding or turning the paper down to hide what has been written and then passing it to the next student.

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##### Word association

Students are asked to write down all of the words they associate with this topic. They then work with a partner to categorise them.

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##### Call my bluff

A plenary activity based on the popular game show, ‘Call My Bluff’

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##### Mastermind

A plenary activity which is loosely based on the game show 'Mastermind'

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##### Taboo

A plenary activity.

This task follows the traditional Taboo game. Students work in teams with one student from each team having their back to the board. A word is displayed on the board and teams take it in turns to describe the word to the student without actually mentioning the word itself.

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##### Word building game

Students work in groups to construct a sentence about today’s lesson

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##### 4-4-2

A plenary activity where students are asked to summarise the lesson and pick out the main key words related to the topic.

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##### Corkboard

A great plenary idea both for AFL and for getting feedback from every student

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##### I predict

This task acts as the plenary from one lesson and the starter for the next lesson

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##### Lesson summary

This plenary provides students with an opportunity to evaluate the lesson and their learning and an AFL opportunity for the teacher.

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##### Pyramid

A plenary activity.

Students are asked to complete a self assessment sheet to indicate what they have learned during this lesson

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##### Text me

A plenary activity where students are asked to write a text message to explain what they have learned during the lesson

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##### Tweet it

A plenary activity
Students write a ‘Tweet’ message to sum up what they have learned during the lesson

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Students read the theory notes on the mini website and then answer the questions in the workbook.

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##### Class task - identify output devices

This PPT shows a series of different output device images. Students should name the output device and provide a brief description to the class about the device.

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##### Identify the input and output devices task

This task asks students to look at the names of a number of different devices and drag them under the correct headings of input or output

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##### Fill-in-the-Gaps

Students are given a piece of text with a number of key words removed. The key words appear in a table above the text. They need to replace the words correctly back into the text.

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##### Crossword Clues

Students are given a completed crossword and asked to write the clues.

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##### Correct the Teacher

Students are given a piece of text written by a ‘teacher’. The text contains a number of mistakes. They are asked to read the text and correct any mistakes they find.

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##### Discussion statements

Students are given a number of open ended statements related to this topic. In groups, they discuss each statement in order to see if they can come up with a suitable answer.

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##### Do I Belong?

In groups, students sort through a large selection of terms and decide whether the term is related to the current topic.

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##### Identify the question

Students are given the answer to a number of questions.  Their task is to identify what the original question might have been.

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##### Mind Map

Students are given the basic structure of a mind map for this topic. They are asked to recreate the structure on their own sheet of paper and add further detail to each of the branches.

Mind maps are a useful tool to use as a revision aid.

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##### Once upon a time

Students are given a set of words related to this topic and asked to make up a story incorporating as many of the terms as possible.

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##### Reduce it!

Students are given a section of theory. They pick out the 16 most important words. They are then asked to reduce these to the 8 they consider to be the most important.

A great task for really getting them to concentrate and think about the text in front of them.

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##### Tick the Answer (True / False)

Students are given a number of different statements relating to this topic.  They have to decide whether the statement is true or false and place a tick in the correct box.

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##### What am I?

Students are given descriptions related to this topic and asked to identify the item that is being referred to.

Students are asked to provide a definition and example for key terms related to this topic

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Students are given a table with the most common output devices. They are then asked to complete the table by hand using the information from the website.

##### Fill in the gaps

Students are asked to complete the text about different output devices by filling in the gaps with the correct word.

This is a useful way of checking understanding and to provide a useful aid for revision.

##### Fill in the gaps

Students are asked to complete the text about different output devices by filling in the gaps with the correct word.

Contributed by:

Upton High School
Chester

##### Worksheet 4 - Crossword

This crossword is a useful task for checking students' understanding.

It could be used as a task within the lesson or as a starter/plenary activity

##### Crossword

Students are given a crossword to solve with clues relating to key words for this topic.

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