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Children present what might have happened if an event in history hadn’t occurred, so indicating prior learning.

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Teacher starts with a story starter (short phrase) and passes on to a pupil. Pupil then continues the story in a few words before the next pupil  builds on what has been said previously. All children encouraged to listen carefully to how the story unfolds as it could be them who continues it next!

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Each group records certain facts to do with a topic. A person from each grouo then visits another marketplace to be taught a fact from another group

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Share facts. Turn off the board. Children walk around and then teacher shouts 'sticky hands/ feet etc' and then they stop and pair up with another child to share the fact.

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Present children with a question that has multiple, philosophical answers. Provide answers or viewpoints in each corner of the room. Children in each corner form an argument and present.

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Don't share LO at the beginning of the lesson. Works particularly well with science investigations. At the end of the lesson children have to decide what they think the learning objective of the lesson was.

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One child will write  a fact on a piece of paper and then fold it over and pass to the next child until the entire piece of paper is folded like a fan..

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For kinaesthetic learners, when asking question which only has two possible answers children who think it is answer A stand up and pupil who think it is answer B sit on their knees

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Building Rapport

Make learning more personable and relative to children by relating it to something in your life where possible.

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Like call my bluff or set of calculations - which one is wrong

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Use of ICT

Use videos, audio, podcasts etc as often as possible to engage.

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Picture of the day - used for 10-15 mins during registration. Sample questions are attached with image and children are to create their own questions to develop their own imagination. Image snipped onto PowerPoint and questions around/underneath

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During group work, allocate a limited number of tokens per child, to stop children dominating in group work.

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One child creates and covers board, before describing to another, who replicates.

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Hot Potato

Pass a potato around the class after an initial input giving facts. Teacher starts with a fact and passes it on to next child. They remember initial fact and their own before passing it on again under times conditions. Encourages children to listen to input as they will need to contribute to the facts.

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Find my mistakes

Children are engaged when you tell them that you have done something wrong (English and Maths) what have I done wrong? Children find it funny that a teacher can do something wrong too and love telling you off!