Act Out Subjects
An interactive teaching activity where students take on roles related to a subject they are studying and act out scenarios or key moments. This could include playing historical figures to recreate debates, embodying characters from a novel to perform scenes, or simulating real-world events in subjects like science or geography.
The activity transforms abstract concepts into tangible, relatable experiences, helping students engage with the material and practise verbal and expressive skills in a meaningful context.
For ages 7 - 10
How to play
Assign simple roles and straightforward scenarios, such as a scene from a fairy tale or a historical event with minimal dialogue. Use scripts or pre-written lines to support students.
How this helps
Younger children benefit from structured activities that make abstract ideas concrete. Acting engages their imagination and helps build confidence in verbal expression.
For ages 11 - 16
How to play
Assign more complex roles or scenarios, such as a historical debate, mock trial, or re-enactment of a pivotal moment in history or literature.
How this helps
Older students can handle more nuanced and critical thinking, practising verbal reasoning and expressive language in specific contexts.
Hold Debates
This activity involves organising structured discussions where students take opposing sides on a topic or issue. They present arguments, counterarguments, and evidence to support their positions, often working in teams.
Topics can range from curriculum-related themes to general interest issues, tailored to the students’ age and skill level. Debates encourage critical thinking, verbal reasoning, and effective communication, while fostering an understanding of different perspectives.
For ages 7 - 10
How to play
Start with light-hearted, low-stakes topics (e.g., “Which is better: summer or winter?”). Provide sentence starters like, “I think this because…” to scaffold responses.
How this helps
Younger children develop confidence and learn how to articulate their thoughts in a structured way. Keeping debates informal encourages participation without fear of failure.
For ages 11 - 16
How to play
Introduce more formal debates on curriculum-related topics or current events. Use structured speaking frames (e.g., “On the one hand…” or “However, I believe…”) to encourage logical argumentation.
How this helps
Older students build verbal reasoning, critical thinking, and persuasive skills, preparing them for more advanced discussions and presentations.
Peer Conversations
In this activity, students pair up to discuss a specific topic, guided by prompts or pre-prepared questions. These one-on-one discussions provide a low-pressure environment for practising verbal expression and active listening. Peer conversations help build confidence, deepen understanding of the subject matter, and encourage collaboration and the exchange of ideas.
For ages 7 - 10
How to play
Pair students for guided conversations on simple topics (e.g., “What’s your favourite animal?” or “Tell me about your weekend”). Use visual aids or question prompts to guide discussions.
How this helps
Low-pressure, one-on-one conversations help young students practise basic conversational skills in a supportive setting.
For ages 11 - 16
How to play
Encourage students to discuss curriculum-related topics or debate abstract ideas in pairs (e.g., “What would you do to improve our school?”). Rotate pairs to expose students to diverse perspectives.
How this helps
Older students refine their ability to articulate ideas, ask meaningful questions, and engage in more complex verbal exchanges.
A tip!
Introduce reflective questions (e.g., “Why do you think that?”) to promote deeper engagement.
Supporting Mixed-Ability Groups
Pair confident speakers with less confident ones to foster peer support.
Use visual aids or prompts to guide discussions for students who need additional help.
Principles of Quality First Teaching in Speaking Practice
Inclusive design
Activities like acting out, debating, and peer conversations are designed to engage all students, regardless of their verbal ability.
Tasks are scaffolded with tools such as scripts, sentence starters, and visual prompts, ensuring every student can participate at their level.
Mixed-ability pairing ensures peer support, helping less confident speakers learn from their more confident peers without being singled out.
High Expectations for All
QFT emphasises maintaining high expectations for all students. Activities are structured to challenge advanced speakers (e.g., improvisation or nuanced debate topics) while supporting those who need more guidance.
By encouraging all students to contribute, QFT fosters a culture of inclusion and mutual respect.
Clear Learning Objectives
Each speaking activity is aligned with clear goals, such as improving verbal reasoning, building confidence, or enhancing vocabulary. This clarity helps students understand the purpose of the activity, which increases motivation and engagement.
Differentiation
QFT ensures differentiation within these activities to meet individual needs:
Primary Students (7–10)
Use playful, simple tasks with concrete prompts to ensure engagement and understanding.
Secondary Students (11–16)
Introduce more complex, abstract tasks, tailoring the depth of discussion to students’ abilities.
Provide alternative formats for participation, such as written responses for students with anxiety, before transitioning to verbal contributions.
Active Engagement
Speaking practice under QFT ensures that all students are actively engaged through hands-on, interactive methods like role-playing, debates, and group discussions.
Activities incorporate different learning styles (kinaesthetic, auditory, visual), ensuring that every student can access and benefit from the activity.
Formative Feedback and Assessment
Regular checks for understanding (e.g., through discussion or reflection) ensure students are on track and any challenges are addressed promptly.
Positive, specific feedback helps build confidence and encourages reluctant speakers to participate.