Home › Cover lessons and the last week of term: games that run with no prep
Sincere Education no longer trades, so this page is an archived reference. Its subject is education staffing, and a common challenge for any teacher, supply teacher or cover supervisor is a lesson with little notice and no plan to hand. The last week of term can bring a similar problem: the timetable has loosened, classes are restless and the usual routines feel harder to hold. A well-chosen game can keep a room purposeful in both situations, if it is used with a clear purpose and a few sensible rules.
Start with the teacher’s plan
If a class has a set piece of work left by the teacher, follow it first. A games lesson is a substitute for that work only when the school or the class teacher has agreed that it is appropriate. Read the cover notes carefully, check the seating plan and find out who the key students are, including any with additional needs.
If there are no notes, say so to the office or the head of department before the lesson starts. Ask what the class has been studying and whether there is an approved activity. A game chosen to match the topic is far easier to justify to a school leader than one chosen on the spot to fill time.
What makes a good cover game
The best games for an unplanned lesson share a few features. They need little or no setup, they are easy to explain in two minutes and they run in a fixed amount of time. They also keep everyone involved, so nobody sits and watches for the whole period.
Card games are often the easiest option. A standard pack can support snap-style games, memory matching and simple trick-taking games. Dice games work well too, because they need only a few dice and a scoring sheet. Games such as Connect Four or a basic board game are useful when a room has enough tables and a shelf of spare kit.
Avoid games that need an hour to learn, that depend on a missing piece or that rely on a single demonstrator to run. Check the box before the lesson, and count the pieces. A game with two missing counters can cost you ten minutes of frustration.
Making the learning visible
A game in a lesson should still have a learning purpose, and it helps to say what that is at the start. A card game can practise number bonds, memory matching can support vocabulary, and a dice game can give a quick, real-life lesson in probability. The aim is not to pretend a game is a formal assessment, but to make sure students are doing something useful.
Ask a few short questions during play, such as “why did you choose that card?” or “what would happen if we changed one rule?”. If the class has been studying something specific, link the game to it at the end with a two-minute recap. A one-line reflection written on a slip of paper gives you something to show the class teacher afterwards.
Briefing the class in under two minutes
A clear brief stops most problems before they start. Explain the purpose of the game, the rules in three or four points and the time limit. Demonstrate one round with a volunteer, then ask two or three students to repeat the key rule back to you. Give the first winner a clear next step, such as becoming the scorekeeper for the next round.
Set the expectations for behaviour in the same breath. Say what counts as a good result, what happens if someone is unkind about a loss and how you will stop the game if the noise gets too high. Keep the rules short and visible, perhaps written on the board.
Managing the room and the last week of term
Games can get loud, and a loud room is often the first thing a head of year notices. Set a volume target, such as “table voices”, and stop the game briefly if it goes above that level. A short pause to reset is usually enough. Walk the room during play rather than standing at the front, and make sure every table can see you.
Watch for groups where one or two students dominate. Rotate roles, change the partners every round and make sure quieter students get a turn to deal, score or choose the next game. If a student is clearly struggling with the game, pair them with a supportive partner and keep the activity short for them.
The final week has its own rhythm. Students are tired, the timetable is looser and there is often a sense that nothing much will be asked of them. Games can help, as long as they are chosen with care. Pick activities that are fun but still require thought, and avoid anything that encourages a rush to the end.
It also helps to end the lesson well. Stop the game with enough time for a short review, ask a question about what worked and thank the class for their behaviour. A calm finish makes the next lesson easier, and it gives the class teacher a clear picture of how the group behaved.
Key points
- Follow the teacher’s plan first. Use a game only when it is appropriate for the class and the school.
- Choose quick, self-explanatory games that need little or no setup, such as card, dice or simple board games.
- Check the kit before the lesson, and count the pieces.
- Give a two-minute brief that covers purpose, rules, time and behaviour expectations, and demonstrate one round.
- Keep the learning visible with a few questions during play and a short recap at the end.
- Manage noise and dominance by setting a volume target, rotating roles and walking the room.
- End the lesson calmly with a short review, especially in the last week of term.
For the wider context on using games in lessons, see game-based learning: what schools now expect.