In this activity the students have to show an understanding of the order of events that led up to the Lynmouth floods of August 1952.

The activity could be used at the end of the study of the causes and effects of flooding, as it helps bring together all of the key ideas.

Particular strengths of using 'Sequencing'.

It can be used to cement prior learning in a fun way. It will help to identify any gaps in knowledge or understanding. It encourages students to use specialist vocabulary, and to consider the real meaning of the terms that they are using. By altering the sequence sentences, it can be used across the ability range.


Select and prepare the sequence sentences, ensuring that they are suitable for the ability level of the class. Arrange students into working groups, 3-4 members per group means that everyone can contribute.



Recap the main causes and effects of flooding, already studied by the class. Introduce this example, and give some background information about this case study; Where? When ? What ? etc.




Divide the class into appropriate groupings and distribute the sequence sentences. Explain to the class that they have been given the key elements to the story of the causes and effects of the Lynmouth floods. Their task is to re-sequence the sentences into the order that the events took place. Set a time limit, dependent on the groups' size and ability.

  Managing the Activity

Circulate around the room. Some groups may need help with specific sections of the story. This will help you, the teacher; identify any areas of weakness in their understanding of this topic. Some groups may need help with specific vocabulary and with some of the more abstract sentences. Ensure that enough time is allowed in the lesson for students to feed back.

Students can re-tell the story, sentence by sentence/group by group. You can ask the other groups if they agree with where a sentence has been positioned, which can generate a valuable discussion. As a follow up or homework activity, students can be given their own copies of the sentences to re-order in their exercise books.










It is important to discuss with the group the processes that they went through to reach the end result.

The discussion could be based around these questions; What is the purpose of this sequencing activity ? How did it make you think ? Did you find this activity difficult or easy, and why do you think this was the case ? Where some sections of the story easier to sequence than others ?