Rainbow Curriculum Rainbow Curriculum Planning tool for CfW
Estyn Report
Pricing
Join the waitlist Log in

Hot Seating

A role-play activity where one learner takes on a character or expert role and the class asks them questions, developing both questioning skills and deeper understanding.

Discussion
Hot Seating diagram

What is hot seating?

  • Select a learner to sit in the "hot seat" as a character, expert or witness
  • The rest of the class prepares questions in groups
  • A panel of enquirers asks the questions while the class listens
  • The hot-seated learner answers in character, using their knowledge and imagination

How it works

Hot seating puts a learner in the role of a character, historical figure, expert witness or fictional persona. The rest of the class devises questions and a small panel of "enquirers" asks them. The learner in the hot seat must respond in character, drawing on their knowledge and understanding.

This tool has many variations. The learner might be an expert witness on a topic they have researched, taking questions from classmates. They might assume the role of a historical character, answering questions about their motivations and experiences. They might be a character from a novel, explaining their actions and feelings.

The rest of the class benefits by practising question formulation. Groups prepare questions before the hot seating begins, which develops the skill of asking productive, probing questions. The teacher may act as "judge" to rule out inappropriate questions and guide the enquiry.

Hot seating works extremely well for emotive ideas when linked with prior research. Learners who have studied a topic in depth can give richer, more detailed responses in role. Dressing up is optional but some learners prefer it as it helps them stay in character.

Classroom example

A Year 6 class in a Carmarthenshire school has been reading "Carrie's War" by Nina Bawden, set during the evacuation of children from London to Wales. One learner takes on the role of Carrie and sits in the hot seat. Groups have prepared questions based on their reading: "How did you feel about being evacuated?", "Were you lonely?", "What belongings did you choose to take with you to Wales?" The learner responds in character, drawing on the text and her own empathy. The activity deepens understanding of the evacuee experience far beyond what a comprehension exercise could achieve.

Curriculum for Wales connection

Hot seating develops the "Develop" strand of thinking skills through cause-and-effect analysis and inference-making. It builds cross-curricular literacy through questioning and speaking and supports Cynefin when local historical characters or community figures are explored.

Rainbow Curriculum's Thinking Tools lens helps you plan where empathy and inquiry tools are used across your curriculum, developing ethical, informed citizens who can see the world through others' eyes.

Tips

  • Give the hot-seated learner time to prepare. Springing the role on someone without warning leads to shallow responses.
  • Coach the class on asking open questions. "Did you like it?" gets a one-word answer. "How did that make you feel?" opens up discussion.
  • A common pitfall: always choosing the most confident learner for the hot seat. Quieter learners can excel in role when given preparation time.
  • The teacher can take the hot seat to model how to respond in character.
  • Combine with prior research so the learner in the hot seat has real knowledge to draw on.

Source: Adapted from "How to develop thinking and assessment for learning in the classroom", Welsh Assembly Government, Guidance 044/2010.