MOST of the activities will involve individual skills, those listed below are ones which do NOT appear obvious for many other strands, so may need separate attention.

Ranking – Can some items be put in some sort of order?  According to importance or seriousness? An interesting discussion, aided by cards "blu-tac"ed to the wall, can sometimes result in the conclusion that certain things canNOT be ranked, as different students make cases for moving an item up or down the wall.

Completion - produce versions of something with key words missing, often useful as an aid to memorisation, even if not explicitly mentioned for a strand.

Meditation Include a short meditation or quiet period in every lesson, from the youngest class.

Sorting - Young students start by sorting colours, shapes, etc., later moving on to some Bahá’í content.

Exchange – a game could be invented in which ‘equivalent’ things change hands.

Labelling – similar things having been collected, what name is appropriate for this type?

Jigsaw – older students could make them for younger ones.

Game-Creating – the game should involve the topic which has been discussed.