1. TS1,4,5,6

2.  Why are plenaries important? What is the function of a plenary?  Think-pair-share Produce a rationale for providing time for plenaries in your lesson

3. Plenaries can be used to:  Review the lesson objectives and the extent to which they have been met  Summarise what has been learnt e.g. by the individual through a range of activities or by different groups engaged in different tasks  Plan following lessons by diagnostic assessment of strengths and weaknesses in learning  Make links between the lesson and other experiences e.g. by comparing what has been learnt in the context of one religion with earlier learning about a different religion, or making comparisons with other subjects.  Review the skills used in achieving the objectives and considering how they might be used in other contexts.  Direct pupils to the next stage in their learning e.g. they have five minutes to make a list of questions arising from their learning

4.  Each group has a set of cards each with a question relating to the lesson. Pupils put them into three piles, those they can answer (green), those they can partly answer (amber) and those they can't answer (red). If possible each group brings in someone from another group to help with a red or amber question. Diagnostic assessment and review of learning objectives

5.  Each pupil writes a question emerging from the lesson. These are used at the beginning of the next lesson when they are given to other pupils to answer. The question Directing pupils to the next stage in their learning Everyone write a question and place it up on the wiki today. Over the next few days, ensure that you answer one person’s question.

6.  Produce a set of cards with a question on one side and the answer to another question on the back. A pupil reads out his/her question and the pupil with the answer reads it out - then asks his/her own question and so on. I have, who has? Reviewing objectives of lesson/s

7.  Washing line – this works well with 'ideas' based lessons.  Draw a washing line on the board and write the most extreme points of view at each end. Pupils draw their 'peg' in the place that best reflects their position. Can be done using a rope across the classroom/corridor if space allows - pupils then stand in position. ‘Gay couples should be allowed to adopt’

8.  Draw a balloon on the board. 'Tie' to the balloon the pupils’ six most agreed reasons for or against a point of view.  The balloon is too heavy so they have to agree which reasons to remove until only three are left and the balloon can take off.  The statement is ‘Many world religions are sexist’ Balloon debate

9. Consequences  Take the two most extreme opinions given in class on an issue. Pupils think of three possible consequences of holding each view. Pupils should not be allowed in groups of six or more There should be only a set amount of pupils gaining an A*

10. Taking position  Pupils move to specific points in the room to show their agreement with a point of view/conclusion. One pupil representing each viewpoint has one minute to re-state their view. Pupils may change position after each presentation. ‘Pupils should be taught more about Christianity than other faiths.’

11.  Flow charts. Set up a flow chart for a topic e.g. abortion with empty boxes for reasons, evidence, argument, conclusion etc. Pupils complete boxes at the end of each lesson. Abortion What do Christians say about abortion? Why do they hold this position? Evangelical Christians C of E Why do they hold this position?

12. Systematic-thematic interface If the work is largely thematic or issues based, keep a flow chart on the wall for each religion involved. Pupils record under each religion what they have learnt in a topic e.g. 'prayer' under Islam and Christianity separately. This provides a developing overview of each religion. Islam Prayer (Salah) By having the prayer spread throughout the day, one is always involved in remembering God. Muslims are reminded of prayer times with the calling of the Adhan 5 times a day - Fajr, Dhuhr, ‘Asr, Maghrib, Isha Muslims face the Kabah when praying Muslims perform wudu before praying. This is because...

13. Post-its Pupils to write down the three most important things they learnt from the session and stick it to the door. This plenary can be varied. E.g. To write down a question they still are thinking about. Summarise what has been learnt