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trying to say about the issue? Do pupils agree/ disagree? How do the various images 
make them feel? 

Pupils could choose a photo (e.g. a favourite or a photo that makes them feel 
uncomfortable etc.) and then explain to their group why they have chosen it. 

Pupils in groups are allocated an image or photograph and asked to put a caption 
underneath it (e.g. an illegal immigrant coming into the country). Groups could then 
compare and contrast their captions, discussing in particular how the choice of caption 
can elicit a variety of responses (e.g. some will focus on hope, others on despair, 
charity, shock etc.). 

Give each group a photograph centred on a larger piece of paper (e.g. a photo 
highlighting a controversial issue). Ask pupils to question the photograph and to 
record their questions around the outside of the photo (e.g. What is the issue? Who is 
involved? What does that person standing to the side think? etc.). Questions can be 
used to stimulate further discussion. Alternatively, pupils might wish to generate ideas 
on an image by noting around it the thoughts, ideas and words which come into their 
heads whenever they see it for the first time. 

Ask pupils to develop a role play or simulation based on a photo, image or cartoon. 
They can name individuals in a picture, invent relationships between them, imagine 
how each person feels, etc. They should then take on the roles and act out what they 
think is happening and what might happen next. Each pupil could choose a character 
from a photograph and take on the role. Other class members can then question them 
in role. 

Pupils could take photos using a digital camera and incorporate them into collages, 
presentations, etc. 

Photographs could be used for a 
Memory Game 
activity, in which pupils are shown a 
picture or cartoon which they must study in order to remember details. Pupils then 
write down or draw the details from the picture. This might be good for focusing 
pupils’ attention on extrapolating detail. 

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