1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. A subcategory of nouns – the name of an abstract idea, concept, emotion or belief, e.g. difficulty, paganism, love, virtue. | abstract noun. | 2. A name given to grammatical constructions that relate to the roles of the subject and object in a clause. | active voice. | 3. The person (or thing) carrying out the action of the verb. Usually comes before the verb, but not always. Examples: ‘I hit him; ‘the thieves were caught by a gang of youths’ | agent. | 4. The name for a number of things as one unit. Examples: ‘the herd is on the move’; ‘the team is ready’ | collective noun. | 5. Adjectives inflected with –er or combined with ‘more’ are in this form. Examples: ‘she’s bigger’; ‘he’s more helpful’ | comparative. | 6. An element that adds information to a subject of object. Examples: ‘she seems really annoyed’; ‘I made her really annoyed’ | complement. | 7. A function word that connects elements and clauses together. | conjunction. | 8. Pronouns used to differentiate between possibilities. Usually there is a spatial relationship between possibilities. They are : this, these, that, those. | demonstrative pronoun. | 9. Function words and phrases that are used before nouns to determine their number and specificity. The important ones are: -the indefinite article –a/an; -the definite article –th; -possessives –my, your, his, her, its, our, their. | determiner. |
A subcategory of nouns – the name of an abstract idea, concept, emotion or belief, e.g. difficulty, paganism, love, virtue.&choe=UTF-8
Question 1 (of 9)
A name given to grammatical constructions that relate to the roles of the subject and object in a clause.&choe=UTF-8
Question 2 (of 9)
The person (or thing) carrying out the action of the verb. Usually comes before the verb, but not always. Examples: ‘I hit him; ‘the thieves were caught by a gang of youths’&choe=UTF-8
Question 3 (of 9)
The name for a number of things as one unit. Examples: ‘the herd is on the move’; ‘the team is ready’&choe=UTF-8
Question 4 (of 9)
Adjectives inflected with –er or combined with ‘more’ are in this form. Examples: ‘she’s bigger’; ‘he’s more helpful’&choe=UTF-8
Question 5 (of 9)
An element that adds information to a subject of object. Examples: ‘she seems really annoyed’; ‘I made her really annoyed’&choe=UTF-8
Question 6 (of 9)
A function word that connects elements and clauses together.&choe=UTF-8
Question 7 (of 9)
Pronouns used to differentiate between possibilities. Usually there is a spatial relationship between possibilities. They are : this, these, that, those.&choe=UTF-8
Question 8 (of 9)
Function words and phrases that are used before nouns to determine their number and specificity. The important ones are: -the indefinite article –a/an; -the definite article –th; -possessives –my, your, his, her, its, our, their.&choe=UTF-8
Question 9 (of 9)
