Plenaries

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Pass the geography buck
Give the pupils a post-it note each at the start of the plenary. Ask the pupils to write one key point from the lesson. Once they have written one, the pupils pass their post-it note to the person sitting behind them or next to them for that person to add a second point. Ideally, do this until five points have been written, with the fifth person coming to the whiteboard to place the post-it. You can then check the level of learning that has taken place and, time permitting, feed it back to the pupils.
[Claire White, Poltair Community School and Sports College, Cornwall ]

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To reinforce understanding of compass points, use a ‘Simon says’ game. Give a compass direction and ask the pupils to turn to face the direction given
[Sue Sturman, Stroud High School, Gloucestershire]

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A game of words and meanings – pupils go around the class and read out a word relevant to the topic/task completed (either of their own or given by the teacher beforehand) and choose another member of the class to give the meaning. The latter then reads out another word and chooses another member of the class to give the meaning, etc.
[Sue Sturman, Stroud High School, Gloucestershire]

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Spelling games
Write wrongly spelt words on the OHT. Ask pupils to write the correct spellings. This activity could be enhanced by the use of an interactive white board.
[Sue Sturman, Stroud High School, Gloucestershire]

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At the end of an investigation of an issue, pupils draw around their hands. On the one hand … they fill in the pros of the issue, and on the other hand … they write the cons.
[Emma Meredith, New College, Leicestershire]

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Wrong and right statements – related to recent work
The teacher reads out a statement. If the statement is true, pupils close their eyes and put up their right hand; if it is wrong, they put up their left hand.
[Sue Sturman, Stroud High School, Gloucestershire]

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Venn diagram
Complete a Venn diagram to draw links between sections of a topic.
[Sue Sturman AST, Stroud High School, Gloucestershire]

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Mastermind
Designate an area of the classroom where pupils (one at a time or in pairs) -- are seated 'Mastermind' - style and asked to summarise or recall, or tested on, the geography topic covered. Alternatively, create two 'hot spots' in the room, one positive and one negative, to show the various impacts of an event.
[Sue Sturman AST, Stroud High School, Gloucestershire]

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Minimise
Ask pupils to summarise what they know about the topic covered in five bullet points. Then reduce each bullet point to five words, then to one word.
[Ian Langrish, Tiffin Boys School]

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Freeze-frame
Use drama as a freeze-frame or ‘living photograph’ to summarise what pupils have learnt so far.
[Ian Langrish, Tiffin Boys School]

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Just a minute
Pupils talk on a topic without hesitation, repetition or deviation for a minute.
[Ian Langrish, Tiffin Boys School]

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Acrostic
Each letter of a key word begins a line. Pupils compose sentences that reflect aspects of the key word.
[Ian Langrish, Tiffin Boys School]

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What’s the question?
Provide pupils with answers to questions. Ask pupils to come up with suitable questions.
[Ian Langrish, Tiffin Boys School]

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Who wants to be a millionaire?
Questions answered in pairs; which pair becomes the richest?
[Ian Langrish, Tiffin Boys School]

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Speech bubbles
Draw four heads of people with empty speech bubbles. Ask pupils to give a name to each person and write in the bubble whether they are for or against the issue that has been discussed, and reasons why.
[Sarah Hide, Haverstock School, Camden]

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