The objective of this unit is to improve young learners' observational skills and promote enhanced recall through structuring their memory strategies.

This is a memory game delivered in a series of activities where pupils are encouraged to use colour, position and features to remember different animals from colourful cartoon images.

A useful skill for learners of all ages is to be able to remember visual information and be able to use it later, sometimes in a new context. Many adults will be familiar with Kim's game, where a tray of objects is briefly shown to a group of observers. The tray is taken away again and the observers have to list from memory as many of the objects as possible. The ability to focus on detail and remember it is a skill that is readily transferable across the curriculum, allowing learners to move from the general, bigger picture to focus on the specific. This is a skill that children will find useful across a range of subjects and in different learning contexts.

This unit presents a version of Kim's game, where pupils have to select a number of previously viewed animals from a larger set of pictures. The pupils get three different turns at the game, and have to remember different animals each time, using colour, movement and place as clues. Memory here is jogged through association. Those who are having difficulty remembering can use the back button to go back a screen and get another look at the sets of animals. However, try to encourage pupils to carry the descriptions of the animals in their heads, rather than writing them down, as they click forward again to try the puzzles for a second time.

Extension

• Devise more games using solid objects, varying the size and shapes. Begin by using objects with a theme such as sport (a ball, a bat, a baseball glove, and so on). Repeat the activity and make it more difficult by using unrelated objects. Each time, get pupils to focus by deliberately drawing their attention to the total number of objects displayed, their colours and locations, so that they can build a picture in their heads.
• Get pupils to work in pairs where each gets a chance to select the objects for the partner who does the remembering. Then swap roles.
• Give pupils a task of describing four landmarks each on their route to school. These can be buildings, road signs, shops or even people such as a lollipop man/lady. Ask them to note three things about each - where it is on their route (beginning, middle, end), what it looks like (big, small, pointy, round) and what they associate with it (colour, smell, shape). Give everyone a chance to talk about their journey landmarks, if they want to.