A supplement produced in conjunction with The Communication Trust, and supported by BT. The supplement was published to coincide with the back to school element of the Hello campaign - the national year of communication in the UK.
One Hen provides educational resources that teach children about microfinance and entrepreneurship through interactive games and stories in order to inspire them to become global citizens who use their skills and resources to help others. Their programs have reached over 26,000 children online and in classrooms to spark learning and positive behavioral changes. They are expanding their social issue focus to food security and sustainable agriculture through a new book, website, and educational projects centered around community gardening and food drives.
This document discusses extended school services and pathways of progression. It presents theories of change models to illustrate predicted pathways and outcomes of extended service programs in schools. It then provides case studies of three schools, A, B, and C, and examines individual pathways of students and parents through extended service activities. At School A, two students' pathways are analyzed in detail to show how their attendance, attainment, and engagement improved through receiving various supports from extended services over time. The pathways of Parent 1 at School A are also discussed.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
This newsletter provides information to early childhood teachers in the Tāmaki-Maungakiekie area about an upcoming professional development program. It discusses upcoming workshops on topics like identity, language, culture, literacy and transition to school. It also reports on recent literacy tours conducted at local schools and centers and reflections on practices observed. Teachers are asked to complete rubrics and memorandums of understanding to help plan their professional learning goals and focus areas over the coming year.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
Agile teams - right communication and trust building techniquesAmoli Upadhye
This document summarizes an agile workshop focused on improving communication and trust between teams. It discusses why trust and communication are important for productivity, alignment, and working together effectively. The workshop also addresses typical conflict scenarios in agile projects, strategies for being assertive, and role plays demonstrating aggressive, passive, and assertive responses to conflicts. Participants learned an assertiveness strategy called DRiVeN that involves disagreeing assertively, responding to resistance, emphasizing value, and negotiating tradeoffs.
One Hen provides educational resources that teach children about microfinance and entrepreneurship through interactive games and stories in order to inspire them to become global citizens who use their skills and resources to help others. Their programs have reached over 26,000 children online and in classrooms to spark learning and positive behavioral changes. They are expanding their social issue focus to food security and sustainable agriculture through a new book, website, and educational projects centered around community gardening and food drives.
This document discusses extended school services and pathways of progression. It presents theories of change models to illustrate predicted pathways and outcomes of extended service programs in schools. It then provides case studies of three schools, A, B, and C, and examines individual pathways of students and parents through extended service activities. At School A, two students' pathways are analyzed in detail to show how their attendance, attainment, and engagement improved through receiving various supports from extended services over time. The pathways of Parent 1 at School A are also discussed.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
This newsletter provides information to early childhood teachers in the Tāmaki-Maungakiekie area about an upcoming professional development program. It discusses upcoming workshops on topics like identity, language, culture, literacy and transition to school. It also reports on recent literacy tours conducted at local schools and centers and reflections on practices observed. Teachers are asked to complete rubrics and memorandums of understanding to help plan their professional learning goals and focus areas over the coming year.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
Agile teams - right communication and trust building techniquesAmoli Upadhye
This document summarizes an agile workshop focused on improving communication and trust between teams. It discusses why trust and communication are important for productivity, alignment, and working together effectively. The workshop also addresses typical conflict scenarios in agile projects, strategies for being assertive, and role plays demonstrating aggressive, passive, and assertive responses to conflicts. Participants learned an assertiveness strategy called DRiVeN that involves disagreeing assertively, responding to resistance, emphasizing value, and negotiating tradeoffs.
The document discusses 7 habits that effective agile teams embrace: 1) being proactive by focusing on responses rather than conditions, 2) beginning with the end in mind by focusing on goals and purpose, 3) putting first things first by prioritizing tasks, 4) thinking win-win by finding solutions that benefit all parties, 5) seeking first to understand by listening before replying, 6) synergizing by focusing on collaboration over individual goals, and 7) sharpening the saw by regularly reflecting and improving. It provides examples of how each habit can be practiced and argues these habits help agile teams be more effective.
Trust is a mutual understanding between people in a relationship that they will act as they have said they will act. Developing trust is important for effective group work because when members trust each other's motives, abilities, and dedication to the task, they are more likely to work together well rather than as individuals. Building interpersonal trust from the beginning of a group's formation is important for positive group dynamics.
Communication and Trust - TYPO3camp Poland 2013Age of Peers
Keynote presentation for the mini-conference TYPO3camp Poland. A short introduction on how we need trust to build up community and how easlity we can misunderstand each other in communication, even if we have all the high-tech capabiities the internet offers today. A basic introduction to the sturcture of the TYPO3 community and the TYPO3 Association.
This document introduces a content management system called The Go Anywhere Do Anything CMS. It emphasizes excellence, structure, and sharing of body, mind, and soul. The vision is inspiring people to share, and the mission is to jointly innovate excellent free software enabling people to communicate and participate. The future development of the system relies on community involvement.
Managerial communications and trust buildingMiia Kosonen
The document discusses managerial communication practices that build intra-organizational trust. It analyzes empirical data from focus group interviews within large Finnish organizations.
The results suggest that the three dimensions of managerial communication from the motivating language theory (direction-giving, empathetic, and meaning-making language) are important for building trust. Direction-giving language builds trust through two-way communication, guidance, informing about the future, and communicating truthful and accurate information in a timely manner. Empathetic language builds trust by showing care, listening, and being closer to employees. Meaning-making language builds trust by communicating an open discussion culture, training managers, and communicating procedures and routines. However, some practices do not transfer
Replication allows data from a MySQL master database to be synchronized with one or more slave databases. The master records all data changes in its binary log. Slave databases connect to the master and receive the binary log transactions, which they then apply locally to stay synchronized with the master database. Replication can be used for load balancing reads across multiple slave servers or for high availability by failing over to a slave if the master fails.
This document discusses why and how listening to young children is important. It acknowledges children's right to have their views heard and taken seriously. Listening benefits both children and adults. It helps build respectful relationships, understand children's perspectives, and raise their self-esteem. The document provides examples of how listening has revealed children's insights and led to positive changes. It also discusses foundations for effective listening like respect, openness, honesty and patience. A variety of methods for listening are described, including observation, interviews, visual arts, play, and involving community artists. Case studies demonstrate how listening has been used to reflect on practice and environments and incorporate children's ideas.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
During a recent future of SEN webinar, a lot of great discussion was opened up among both the panel of SEN experts and the diverse audience of teachers, SEN leaders and senior managers. Raising interesting points about access to technology, engaging parents, key challenges for the future and supporting students emotional & mental well being. Find out the panel’s thoughts on the most commonly asked audience questions from the day.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It offers advice on talking to teachers, establishing homework routines, volunteering at school, and other tips for each month. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to help parents support their children's education.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It includes advice on communicating with teachers, establishing routines, volunteering at school, helping with homework, and engaging in educational activities at home. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to give parents tools and resources each month to support their children's academic and social development throughout the school year.
1) A group of interested teachers in Latur, Maharashtra were inspired after visiting innovative educational experiments elsewhere in India.
2) They began experimenting with more active, learner-centered approaches focused on children's interests and experiences rather than traditional textbooks.
3) Over time, through their efforts, the teachers were able to shift from a traditional teacher-centered model to a new system based on active learning and participation. They adapted materials and designed new learning tools to improve the classroom experience.
Inspiring Teachers Newsletter March 2011umavalluri
This newsletter discusses educational changes through excellence in teaching. It announces the launch of TheProfessor.in website with new features. Articles discuss how teachers in Latur, Maharashtra promoted active pedagogy by designing learner-centered classrooms. A book review discusses "Don't Sprint the Marathon" which argues life should not be treated as a race but as an adventure. It also provides interesting links on topics like identifying good teachers, writing resources, and preparing students for careers. A discussion between Ohio State University and an Indian group covered the book "Scientific Teaching" which applies scientific rigor to teaching undergraduate students.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
St. Margaret School was founded in 1972 in Delhi and has since expanded. The director's message discusses the school's growth over the years through the dedication of teachers and parents. It aims to provide students with strong moral values and an education that will help them succeed and contribute to society. The school has various facilities like computer labs, a library, science labs, and supports a house system to develop students holistically through academics and extracurricular activities.
There Is No Can't: AAC, Literacy & Meeting Complex NeedsJane Farrall
This document discusses strategies for teaching literacy to students with complex needs. It begins by describing traditional, reductionist approaches to literacy instruction and argues for an emergent literacy approach. Some key points made include:
- Literacy instruction should involve exposure to all aspects of literacy from an early age, not just isolated skills.
- Universal design for learning principles and differentiation can help make instruction accessible for diverse learners.
- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
- For conventional literacy, the four blocks framework including guided reading, working with words, writing, and self-selected reading supports a balanced approach.
Welcome to School District #60 which serves over 5,700 students across 20 schools in a regional population of 31,000. The district is focused on providing quality education for all students through a philosophy of reculturalization, positive behavior supports, and leadership development. Key goals include improving social responsibility, student engagement and the academic success of Aboriginal students as outlined in the district's Achievement Contract and Aboriginal Enhancement Agreement. The district is exploring opportunities to reconfigure facilities and programming to better meet the diverse needs of students in the coming years.
This document provides summaries of several books related to best practices for instructional leaders and teachers. It describes books that identify effective teaching methods, support English language learners, address the impact of poverty on education, strengthen teacher-student relationships, incorporate background knowledge, and improve school culture and climate. It also mentions tools for National Board Certification and developing strategies to address bullying and improve student outcomes through leadership.
This document discusses a project that used video collaboration software to record interactions between expert and novice teachers. Novice teachers, who were initial teacher training students, used the software to co-create teaching resources with expert teachers and reflect on their online and in-person teaching practices. The discussions analyzed different aspects of teaching and provided feedback to help novices develop their skills. All participants found the software facilitated more in-depth reflection compared to face-to-face observations alone. It provides flexibility for recording and discussing teaching in various formats.
The document discusses 7 habits that effective agile teams embrace: 1) being proactive by focusing on responses rather than conditions, 2) beginning with the end in mind by focusing on goals and purpose, 3) putting first things first by prioritizing tasks, 4) thinking win-win by finding solutions that benefit all parties, 5) seeking first to understand by listening before replying, 6) synergizing by focusing on collaboration over individual goals, and 7) sharpening the saw by regularly reflecting and improving. It provides examples of how each habit can be practiced and argues these habits help agile teams be more effective.
Trust is a mutual understanding between people in a relationship that they will act as they have said they will act. Developing trust is important for effective group work because when members trust each other's motives, abilities, and dedication to the task, they are more likely to work together well rather than as individuals. Building interpersonal trust from the beginning of a group's formation is important for positive group dynamics.
Communication and Trust - TYPO3camp Poland 2013Age of Peers
Keynote presentation for the mini-conference TYPO3camp Poland. A short introduction on how we need trust to build up community and how easlity we can misunderstand each other in communication, even if we have all the high-tech capabiities the internet offers today. A basic introduction to the sturcture of the TYPO3 community and the TYPO3 Association.
This document introduces a content management system called The Go Anywhere Do Anything CMS. It emphasizes excellence, structure, and sharing of body, mind, and soul. The vision is inspiring people to share, and the mission is to jointly innovate excellent free software enabling people to communicate and participate. The future development of the system relies on community involvement.
Managerial communications and trust buildingMiia Kosonen
The document discusses managerial communication practices that build intra-organizational trust. It analyzes empirical data from focus group interviews within large Finnish organizations.
The results suggest that the three dimensions of managerial communication from the motivating language theory (direction-giving, empathetic, and meaning-making language) are important for building trust. Direction-giving language builds trust through two-way communication, guidance, informing about the future, and communicating truthful and accurate information in a timely manner. Empathetic language builds trust by showing care, listening, and being closer to employees. Meaning-making language builds trust by communicating an open discussion culture, training managers, and communicating procedures and routines. However, some practices do not transfer
Replication allows data from a MySQL master database to be synchronized with one or more slave databases. The master records all data changes in its binary log. Slave databases connect to the master and receive the binary log transactions, which they then apply locally to stay synchronized with the master database. Replication can be used for load balancing reads across multiple slave servers or for high availability by failing over to a slave if the master fails.
This document discusses why and how listening to young children is important. It acknowledges children's right to have their views heard and taken seriously. Listening benefits both children and adults. It helps build respectful relationships, understand children's perspectives, and raise their self-esteem. The document provides examples of how listening has revealed children's insights and led to positive changes. It also discusses foundations for effective listening like respect, openness, honesty and patience. A variety of methods for listening are described, including observation, interviews, visual arts, play, and involving community artists. Case studies demonstrate how listening has been used to reflect on practice and environments and incorporate children's ideas.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
During a recent future of SEN webinar, a lot of great discussion was opened up among both the panel of SEN experts and the diverse audience of teachers, SEN leaders and senior managers. Raising interesting points about access to technology, engaging parents, key challenges for the future and supporting students emotional & mental well being. Find out the panel’s thoughts on the most commonly asked audience questions from the day.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It offers advice on talking to teachers, establishing homework routines, volunteering at school, and other tips for each month. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to help parents support their children's education.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It includes advice on communicating with teachers, establishing routines, volunteering at school, helping with homework, and engaging in educational activities at home. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to give parents tools and resources each month to support their children's academic and social development throughout the school year.
1) A group of interested teachers in Latur, Maharashtra were inspired after visiting innovative educational experiments elsewhere in India.
2) They began experimenting with more active, learner-centered approaches focused on children's interests and experiences rather than traditional textbooks.
3) Over time, through their efforts, the teachers were able to shift from a traditional teacher-centered model to a new system based on active learning and participation. They adapted materials and designed new learning tools to improve the classroom experience.
Inspiring Teachers Newsletter March 2011umavalluri
This newsletter discusses educational changes through excellence in teaching. It announces the launch of TheProfessor.in website with new features. Articles discuss how teachers in Latur, Maharashtra promoted active pedagogy by designing learner-centered classrooms. A book review discusses "Don't Sprint the Marathon" which argues life should not be treated as a race but as an adventure. It also provides interesting links on topics like identifying good teachers, writing resources, and preparing students for careers. A discussion between Ohio State University and an Indian group covered the book "Scientific Teaching" which applies scientific rigor to teaching undergraduate students.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
St. Margaret School was founded in 1972 in Delhi and has since expanded. The director's message discusses the school's growth over the years through the dedication of teachers and parents. It aims to provide students with strong moral values and an education that will help them succeed and contribute to society. The school has various facilities like computer labs, a library, science labs, and supports a house system to develop students holistically through academics and extracurricular activities.
There Is No Can't: AAC, Literacy & Meeting Complex NeedsJane Farrall
This document discusses strategies for teaching literacy to students with complex needs. It begins by describing traditional, reductionist approaches to literacy instruction and argues for an emergent literacy approach. Some key points made include:
- Literacy instruction should involve exposure to all aspects of literacy from an early age, not just isolated skills.
- Universal design for learning principles and differentiation can help make instruction accessible for diverse learners.
- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
- For conventional literacy, the four blocks framework including guided reading, working with words, writing, and self-selected reading supports a balanced approach.
Welcome to School District #60 which serves over 5,700 students across 20 schools in a regional population of 31,000. The district is focused on providing quality education for all students through a philosophy of reculturalization, positive behavior supports, and leadership development. Key goals include improving social responsibility, student engagement and the academic success of Aboriginal students as outlined in the district's Achievement Contract and Aboriginal Enhancement Agreement. The district is exploring opportunities to reconfigure facilities and programming to better meet the diverse needs of students in the coming years.
This document provides summaries of several books related to best practices for instructional leaders and teachers. It describes books that identify effective teaching methods, support English language learners, address the impact of poverty on education, strengthen teacher-student relationships, incorporate background knowledge, and improve school culture and climate. It also mentions tools for National Board Certification and developing strategies to address bullying and improve student outcomes through leadership.
This document discusses a project that used video collaboration software to record interactions between expert and novice teachers. Novice teachers, who were initial teacher training students, used the software to co-create teaching resources with expert teachers and reflect on their online and in-person teaching practices. The discussions analyzed different aspects of teaching and provided feedback to help novices develop their skills. All participants found the software facilitated more in-depth reflection compared to face-to-face observations alone. It provides flexibility for recording and discussing teaching in various formats.
The annual report summarizes the activities of Boys & Girls Clubs of the Peninsula in 2012. It provided academic and enrichment programs to over 1,700 at-risk youth through nine clubhouse and school sites. Key programs included extended learning, summer academies, small group instruction, and long-term mentorship to support the whole child. The organization continued to expand partnerships with local schools to close opportunity and achievement gaps for underserved youth in the community.
The document provides five tips for implementing the International Baccalaureate (IB) program at a school based on the author's experience as the inaugural IB Coordinator at Canberra Grammar School. The tips are to: 1) construct a compelling narrative for introducing the new program; 2) build an implementation team of experienced staff; 3) ensure the right information is always communicated to address rumors; 4) set realistic short and medium-term goals and celebrate their achievement; 5) attract teachers, parents, and students by highlighting opportunities and benefits of the new program to build momentum. The author concludes that successfully leading educational change requires understanding an organization's mood and making courageous decisions.
This document provides an overview of the Swagath Education and Community Action (SECA) organization, which aims to support education, health, and employment opportunities for children, families, and communities in South Bangalore. It discusses SECA's vision and programs, which include an English language program, extracurricular activities, health camps, computer training, and helping youth find employment. The document also previews SECA's plans to expand its educational scholarships, subject coaching classes, and health programs going forward.
1. The document discusses the achievements and development plan of a middle school. It outlines the school's goals of ensuring students are prepared for their future and developing important academic behaviors.
2. The school's achievements include accreditations earned in recent years. The development plan focuses on providing a creative learning environment, high-quality teaching, and monitoring student performance.
3. The plan also outlines strategies for various subjects including project-based learning, global projects, and integrating technology into lessons. Teachers provide details on their approaches for the current academic year.
Reflective Account On Student ExperienceAngela Hays
Neural stack is a data structure that uses neural networks to push and pull information in a stack-like manner through sequences of operations. By pushing a sequence of 6 numbers onto the stack and then popping them off 6 times, the neural network can learn to reverse the order of the list. Understanding neural stacks requires a basic knowledge of how neural networks learn sequences through backpropagation during pushing and pulling operations.
Similar to TES and The Communication Trust Supplement 3 September 2012 (20)
This document discusses caffeine and its effects. It summarizes the views of Professor Peter Rogers, who has researched caffeine extensively. He claims that caffeine only returns regular consumers to a normal state of alertness and does not provide additional benefits to non-consumers. It can also increase anxiety and blood pressure. The alternative suggested is to abstain from caffeine for a week to see benefits like reduced tiredness and improved alertness without caffeine. Rooibos tea is presented as a naturally caffeine-free alternative drink option.
The document discusses Russia's Project 5-100 which aims to have five Russian universities ranked among the top 100 universities in the world by 2020. It provides updates on the progress being made by the 15 universities participating in the project. It notes that seven Russian universities were ranked in the top 100 of the Times Higher Education BRICS & Emerging Economies Rankings in 2015, up from just two in 2014. It also discusses how the participating universities are working to internationalize their research through collaborations with international partners to help improve their global reputations and rankings.
The document discusses the progress and achievements of Project 5-100, a Russian government initiative launched in 2012 with the goal of placing five Russian universities among the top 100 in global university rankings by 2020.
In the past year, several Project 5-100 universities have risen in various global and subject-specific rankings. Moscow State University broke into the top 200 of the THE World University Rankings and Novosibirsk State University joined the 301-350 band, also ranking highly in physical sciences.
The Russian government has significantly increased funding for Project 5-100 universities, allocating over $220 million in 2014. Dmitry Livanov, Russia's education minister, emphasizes that long-term, sustainable funding and
THE Trinity College Dublin Supplement Sept 10Fiona Salvage
A sponsored supplement created by Times Higher Education magazine for Trinity College Dublin to a brief agreed with TCD. Published on 9 September 2010. Editorial content commissioned by TSL Education Ltd. Supplement paid for by Trinity Long Room Hub through private funding.
DCSF 1-2-1 Tutition Programme Supplement 26 March 2010Fiona Salvage
A supplement on the one-to-one tuition programme, sponsored by the Department for Children, Schools and Families. Published with the TES on 26 March 2010.
A sponsored supplement produced for Jisc on how researchers can cope with the data deluge of modern research techniques. Published by Times Higher Education on 25 November 2009
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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2. 2
A primary school in Kidderminster
is using visual prompts to increase
interaction and help pupils communicate
Believe in
the reach
of speech
Hello, I’m Jean Gross,
the Communication
Champion for children.
I regularly meet
headteachers and
teachers who are
concerned about the
number of children and young people with
limited vocabularies, difficulties expressing
themselves and who struggle to listen and
understand language.
Recent Government statistics show there
has been a 58 per cent rise over the past five
years in the number of children identified by
their teachers as having special needs in this
area. This TES supplement showcases the
superb work taking place around the country
to tackle the problem. It gives examples of the
support available from The Communication
Trust through the Hello campaign – 2011
national year of communication.
Vocabulary at age five is a strong predictor
of how many GCSEs a child will later achieve,
and the best predictor of whether those who
experience social deprivation in childhood
are able to escape poverty as adults. Good Visual aids play a major role, from timetables to painstakingly prepared lessons.
The card cues
communication skills are increasingly
necessary in a service-driven economy, yet 47
per cent of UK employers say they cannot get
recruits with the oral language skills needed.
Links between behaviour problems and
poor language are strong. Two-thirds of those
at risk of exclusion from school have speech,
language and communication difficulties, as
do 60 per cent of young offenders – in only 5 Matthew’s “board” shows he needs a pencil “We noticed about three years ago that
per cent of cases was this known before they and ruler for today’s maths lesson. Having pupils were increasingly arriving at school
entered the criminal justice system. this on his desk in front of him reminds him with little vocabulary, even for words you
It is really important that we do focus on of his task and helps to keep him focused. would expect them to know such as ‘cow’ or
improving all children’s oral language skills, Visual images are part and parcel of ‘horse’,” says Kathryn Sugars, headteacher
and getting the right help for those who speech and language learning at Foley Park at the Worcestershire school. “Families
struggle. As many recent national Ofsted Primary School in Kidderminster (above). are not interacting at home in the way we
reports have noted, outstanding schools are Every child, regardless of any special need, might expect.”
those in which speaking and listening is high benefits from a whole-school system of Foley Park had already been working with
priority – like the schools featured here. prompts, pictures and even sign language. Worcestershire’s speech and language team,
Follow this timeline By age five, children should be able to:
of what to expect Ask, understand and Use speech that is easy to Join phrases with words Describe events but not
at different ages to answer “what”, “where”, understand, although it such as “if”, “because”, always joined together or
help you recognise “when” and “what could may still have immaturi- “so” and “could”. in the right order.
good progress and we do next” questions. ties.
potential problems.
3. 3
Supplement editor: Fiona Salvage All editorial content commissioned by
Produced by TSL Education Ltd to a brief TSL Education Ltd.
agreed with the Communication Champion To give us your feedback or to suggest ideas,
and The Communication Trust. contact fiona.salvage@tsleducation.com
Paid for by the Communication Champion For sponsorship or advertising opportunities,
and BT. contact duncan.kirk@tsleducation.com
staff carries a belt-clip containing visual cue Three years ago, the school reviewed its
cards with instructions and praise, such as teaching after it emerged that working with
“good listening” and “good sitting”, which act many different speech therapists created a
as a prompt and are used to communicate lack of consistency in provision, says Claire
with pupils. Bradley, the assistant headteacher.
Classrooms all have a visual timetable of “We were working with different therapists
that day’s activities, and individual task and getting mixed responses about what
management boards – such as the one used we needed to do with these pupils. Now all
by Matthew – set out in pictures and words the pupils are seen by the same person, who
what is expected in class. has trained our school staff to deliver the
“The system was painstaking to set up, same provision.”
requiring hundreds of laminated cards with Watercliffe’s speech and language
photographs of children, pictures and programme was devised through the eyes
prompts,” Ms Sugars says. “But it works. of the children, says Ian Read, the deputy
Visual timetables mean no surprises during headteacher. “We looked at what a pupil’s
the day for pupils who might be unsettled by day looks like and there is a lot of playtime
changes to their routine.” Governors made when the children interact socially.
£10,000 available to help pay for staff and “Just as the teacher would structure
developing resources. conversation and debate in the classroom,
The visual prompts have been we have a team of ‘play leaders’, mainly TAs,
accompanied by the “10-second rule”, which who initiate games in the playground that
gives pupils time to listen to, digest and react encourage children to talk and interact.”
to questions from teachers, rather than The dining room has also been designed as
becoming stressed by not being able to a cafe, where children can sit in small groups
answer immediately. “Often when a child and chat to each other.
doesn’t answer quickly, the teacher In the classroom, questions are more
rephrases the question, when what the pupil open-ended to discourage one-word answers.
actually needs is more time to think about the Teachers lead discussions that allow pupils
answer,” Ms Sugars adds. to express themselves, offer an opinion and
Linda Davis, Foley Park’s Senco, runs take part in discussion. Circle time is also
the “nurture room” for children who need used to promote conversation.
constant support with language development. Parents are an important part of the
RICHARD LEA-HAIR
Here, visual prompts are supplemented with process. “We organise workshops for parents
sign language for pupils who have difficulty and call these ‘food for thought’,” Ms Bradley
communicating and understanding. says. “They are based on discussions raised
“The benefit of visual prompts is that the in the book Toxic Childhood by Sue Palmer
teacher and pupil have to engage with each and centre on issues such as healthy eating.
which was increasingly struggling to cope other,” she says. “No one can just sit quietly “We talk about the importance of play at
with the level of intervention required. at the back hoping not to be noticed. It also home, not just on the computer, but how they
“They were only able to see about 20 of our helps to stop them being distracted. The can interact with their children in a fun way.”
pupils a year, which simply wasn’t enough. So project has had a huge impact and it is lovely The first workshop is called ‘It’s good to talk’
when we suggested we work with them, they to see the children’s confidence increasing.” and includes the experience of trying to talk
jumped at the chance,” Ms Sugars adds. It is too early to attribute the programme with a spoon in your mouth, to bring across
The team trained staff at the primary on to any improvement in key stage 2 results, the message about the use of dummies.
procedures for early diagnosis of speech and which can be affected by cohorts. But Ms From September, Watercliffe will introduce
language problems and other interventions. Sugars says: “The impact in terms of a family-based project exploring 101 things
A scheme called Language Link allows staff behaviour has been tremendous and has parents should do with their children before
to assess every child entering the school for eliminated a lot of the low-level disruption they leave the school, to encourage good
the first time, to put in place appropriate that can make teaching and learning difficult. relationships and communication.
programmes. Those who require very Attendance has also improved and exceeds Mr Read says: “We don’t think we have
specialist support are still referred to the the school’s target of 94.6 per cent.” cracked it yet, but speaking and listening
speech and language therapy team but the At Watercliffe Meadow Community has improved and we have gone some way
school’s own staff can now help most pupils. Primary in Sheffield, only two pupils arrived towards improving the communication skills
The Communication Project is now at the school last year with the appropriate of our pupils.”
embedded in the school. Every member of level of speech and language proficiency. Dorothy Lepkowska
By age seven, children should be able to:
Show good understanding Know key points to focus Ask questions to find Tell a story with key ordered sequence
of sounds and words on to answer a question out specific information, components in place of events.
important for reading or follow an instruction including “how” and – setting the scene,
and spelling. and begin to ignore less “why”. a basic plot and
important information. reasonably well-
4. 4
Schools can make a big difference to attainment
levels with relatively subtle changes, such as
giving pupils more time to reflect on questions
or focusing on listening skills
Gift of
the gab
When staff at the Spinney Centre carried out
an audit of pupils’ communication skills, it
came as no surprise to find that almost two-
GETTY
thirds had some speech or language need.
The centre is part of, though physically
separate from, Woodfield Special School in pairs tasks, rather than discussing these them- strategies themselves, allowing staff to tailor
Coventry, and serves around 30 boys aged selves with classmates. “Many of the boys have provision to the needs of children directly in
14-16 with complex emotional, behaviour and low self-esteem and fragile confidence and rely the classroom.
social difficulties, who have failed to succeed on others to speak for them. Overall they had Janette Goss, the school’s Senco, says: “Staff
or fit into mainstream education. very little verbal independence in lessons and are now self-sufficient and able to implement
“The audit looked in detail at their special this needed to change,” Ms Tindale adds. strategies, while continuing to use the speech
needs statements, issues such as dyslexia and Ms McKinnon noticed the tendency for staff and language therapists in an advisory role.”
autism, but particularly their language and to ask “closed” questions that left no room for Pupils with communication needs are identi-
communication skills,” says Annie Tindale, students to elaborate. “There was not enough fied in Years 7 and 8, usually based on reports
the centre’s headteacher. thinking through and developing ideas, so we from primary school. Talking and listening
“We found that around 62 per cent of boys asked staff to increase the amount of time giv- have become part of the ethos of the school –
had some communication need. Many had en to students for processing information to 10 staff are encouraged to take time to talk to
previously been offered speech therapy but seconds,” she says. “Staff were quite nervous pupils, and nurture groups have been set up
they hadn’t attended and had consequently about this but it didn’t faze the boys at all.” to support those who need it most.
dropped off the list. It is hard to assess young One breakthrough came when an exception- For older students, the school offers a BTEC
people who don’t want to be tested.” ally quiet teenager paused for a whole minute in Workskills which includes units in aspects
With the help of Sandi McKinnon, Coventry’s before answering a question, but got it correct. such as interview preparation and team work.
lead speech and language consultant, and It dawned on staff that the strategy was work- An emphasis on listening in the school
I CAN’s national Secondary Talk programme, ing and was encouraging the boys to speak, means that pupils and staff are aware of exact-
staff at the centre were trained to focus more and to think more for themselves. ly what is expected of them. “Active listening
on speech and language. “We also do a lot of work with them on the reminds everyone that they need to listen and
“We had to make staff aware of each pupil’s language of emotion to help them articulate understand each other,” Ms Goss adds.
difficulty and give them the tools to deal with what they’re feeling,” Ms Tindale adds. “It also reminds them that they need to
these,” Ms McKinnon says. “But they also had “Students often lash out but don’t always process what is said and to make eye contact
to realise that not every strategy was going to mean what they say. because that means you are engaging with that
work with every child.” “A student refusing to do a lesson because person. If the pupil is engaged with the teacher
The first exercises included lesson observa- it’s ‘rubbish’ probably means he’s stuck or it’s it means they are not doing something they
tions. “We looked at the amount of time teach- going beyond his pace. The students definitely shouldn’t be.
ers spent talking and found that there was too feel more listened to in lessons now and it has “We have only a small number of children
much,” Ms Tindale says. “Staff believed that slowed down the pace of learning. Talking is with these difficulties but actually we have
talking to the boys kept them engaged but embedded in the whole fibre of the place.” found everyone benefits from developing their
actually it was more about controlling their At Elizabeth Garrett Anderson School in communication skills.”
behaviour. There was a fear of what might hap- London, a focus on listening has improved Dorothy Lepkowska
pen if they let the students talk because these communication skills across the school. Seven
aren’t the kind of kids who come in on a Mon- years ago the school launched a project called Useful links
day and ask if you’ve had a good weekend.” Listen’Ear, for which it received help from a l I CAN
An effect of this was that students also speech and language therapist. Since then, www.ican.org.uk/Secondary Talk
looked to staff to negotiate their group and staff have been trained to deliver many of the
By age 9, children should be able to:
Infer meaning, reason and Use a range of words Use a whole range of Understand the interests Use language for
predict. related to time and regular and unusual word of the listener. a range of different
measurement. endings, with few errors reasons, eg complimenting
being made. or criticising, clarifying
and negotiating.
5. 5
A language-rich environment is vital to ensure all
children develop confidence and communication skills,
and there is a range of targeted interventions schools can
employ to identify and support pupils who are behind
Catching up
Liam is just five. He lives in a boisterous home were making progress of around 18 months figure is down to just over 20 per cent.”
where everyone shouts over the noise of the TV after the 10-week programme. It also enables In secondary school, speaking and listening
and the baby crying. His mum works part-time staff to identify those children who may need can be even more challenging. Children need
and has enough to do sorting out clothes and more specialist intervention. higher level language skills to meet the
food without engaging in long conversations. Staff in the schools involved have comment- demands of different subjects, and adolescents
“Downstairs – quick” and “Got your coat?” are ed positively, not just on changes in children’s with communication needs may be wrongly
the sort of unstructured sentences Liam hears language, but on their confidence and their identified as having behavioural difficulties.
every day, and his literacy is suffering. readiness to learn and engage in activities Enhancing Language and Communication
Jane Maloney, headteacher at Millbrook with their peers. in Secondary Schools (ELCISS) is being used
Community Primary School in Knowsley, knows At St Mark’s CofE Aided Primary School in in Beal High School, Redbridge. TAs run a
many children like Liam. She has found that Stoke-on-Trent, inclusion leader Ann Stone 12-week programme for groups of four to six
some four- and five-year-olds in her school only found a significant proportion of the 112 chil- children focusing on vocabulary and narrative.
have the language development of the average dren on the special needs register had difficul- The aim is to boost language skills with a
three-year-old. So her staff are using a pro- ties with speech, language and communication. cross-curricular approach. One child who
gramme called A Chance to Talk, run by The The school has worked hard on communica- entered the school with a reading age of eight
Communication Trust, I CAN and the Every tion projects this year and where once staff left KS3 with level 5 and is predicted to achieve
Child a Chance Trust, to help pupils to catch used question and answer techniques, they are B and C grades in his GCSEs.
up. The programme supports speaking and now as likely to get a child to talk to a partner. Young people need to work on social commu-
listening in the classroom and through targeted One of the most successful projects has been nication too. The inclusion advisory teaching
interventions. Staff receive training to help Spirals, a circle-time activity where children service in Bolton provides training on the local-
identify children and to run a 10-week learn to make eye contact, smile, and greet ly developed Secondary Talk programme. The
programme of small-group work to improve others. One girl with very little confidence original focus was behaviour and general
language and communication skills. amazed her parents and teachers by acting in emotional well-being, but it has also made a
A trained teaching assistant (TA) runs a class assembly in front of the whole school difference for children learning English as an
withdrawal sessions for groups of four children and speaking audibly and clearly. additional language and pupils who have state-
with delayed language, with link activities back “The results have been excellent,” says Ms ments for speech and language difficulties.
to the classroom, designed to support the chil- Stone. “When I looked at our current Year 6, 48 Turton High School Media Arts College has run
dren who are struggling and which can benefit per cent had been on the special needs register the 10-week course where pupils work on id-
all children. In the initial pilot study, children at some stage of their school career. Now the ioms or body language, identify an object from
a spoken description or retell a local news
story. The school has since seen improvements
in vocabulary, behaviour and social skills.
Deb Nicholl-Holt, one of the creators of
Bolton’s Secondary Talk programme, points
out children are expected to learn through
listening at least 60 per cent of the time in
primary school, but in secondary school this
increases to 90 per cent. Hopefully, with initia-
tives focused on improving language skills,
children like Liam will not be left behind.
Sal McKeown
Useful links
l A Chance to Talk
www.thecommunicationtrust.org.uk/a
RICHARD LEA-HAIR
chancetotalk
l ELCISS
www.elciss.com
By age 11, children should be able to:
Begin to appreciate Use sophisticated words Tell elaborate, Manage and Explain some rules of
sarcasm, eg “My best but meaning might not entertaining stories organise collaborative grammar and know
vase, broken – that was always be accurate, eg that are full of detailed tasks. when a sentence is not
really clever”. “We had to corporate to descriptions. grammatically correct.
get the task done”.
6. 6
1 2
The 5 communication I can’t get words out
Difficulties with talking include
I don’t understand words
Including difficulties
barriers speech that is unclear, a stammer understanding specific
or difficulty talking in sentences. meanings of words or long
or complicated sentences.
Hello, what’s going on in 2011?
Hello hidden and, in the worst cases, invisible.
Hello is the national year of communica- “Ultimately, this is about recognising chil-
tion. It is run by The Communication Trust, dren’s needs and, while quality first teaching
an alliance of 40 voluntary organisations, is fundamental, many children will also need
with expertise in speech, language and specialist support and interventions. With
communication, in partnership with educational reforms taking place, it is vital
Communication Champion Jean Gross. these children do not become invisible again,
Hello is backed by the Department for which is why we are calling on all teachers
Education and Department of Health and to take part in Hello.”
sponsored by BT and Pearson Assessment. Larry Stone, president of group public
Anita Kerwin-Nye, director of The and government affairs at BT, says:
Communication Trust, says: “As a former “Communication is key to our business.
teacher, I know that communication But it needs to be everyone’s business. We
difficulties do not have the same profile in depend on people being able to talk, listen
schools as dyslexia or autism. It is more and connect with others.” Hello helps teachers
Schools will find plenty of inspiration on
the Hello website: fact files, classroom
resources and stories.
You can read about Aspull Primary,
Wigan, where pupils applied to be part
of a communication team and
undertake activities such as reading
regularly to younger children.
In Southwark, schools ran drama-
based language intervention groups,
while Coventry primary schools took
part in a “Zippy Lips” day, when
children had to communicate without
speech and discuss what that felt like.
Hello offers free resources such as
Misunderstood, an easy-to-read guide
to speech, language and communication
needs; Don’t Get me Wrong, which
explains the issues further; What’s
Typical Talk posters; and Universally
Speaking “ages and stages” booklets
for primary and secondary.
To support parents with family
talking activities, you can use Listen
Up – a “fortune teller” game. A
resource to help school improvement
planning for language and
communication will soon be on the site,
with signposting to screening tools,
interventions and whole-class schemes.
By age 13/14, children should be able to:
Understand instructions decide who you are Infer meaning, working Understand the Use sarcasm to interact
that don’t follow the working with and what out information not given difference between the with peers and familiar
same order as words in positions you are playing. directly, eg she grabbed style of talk used with adults.
the sentence, eg before her coat and ran out of the friends to that needed
you get your equipment, door (she was in a hurry). in the classroom.
7. 7
3 4 5
I don’t know how to I don’t have enough words I have multiple barriers
have a conversation Some children have speech Often because these difficulties
Perhaps through not listening that is immature for their age are linked with other conditions
well, interrupting too much or and have a limited vocabulary. such as autism, Down’s
struggling to join in with group syndrome or physical difficulties.
conversations.
No Pens Day The communication barriers impairment or SLI. Others have
Wednesday Being able to say what you want to say
and understand what other people are
saying is the most important skill we
difficulties with other conditions such as
autism, Down’s syndrome or physical
difficulties.
What is it? need in life. Yet many people take Some children will be able to use
The Communication Champion and The communication for granted. their voice to communicate, while some
Communication Trust, as part of Hello, are In the UK today, one million children may use other ways such as electronic
asking schools to choose one day when they (or two to three in every classroom) have communication aids, gestures and signs:
focus on speaking and listening in every speech, language and communication alternative and augmentative
lesson for every child. needs. Each child’s difficulty will be communication (AAC).
different – for some, it will have a huge The Communication Trust represents
When is it? impact; for others less so – but left 40 organisations with expertise across the
Wednesday 28 September is the target day, untreated their difficulties will severely full range of speech, language and
but schools can choose another date if that limit their potential. communication needs. Organisations
suits them better. Above are some of the ways a child range from the British Stammering
with speech, language and communication Association to Afasic (which supports
Don’t schools do speaking and listening needs will struggle. children and young people with SLI) and
anyway? Some children have language Communication Matters – a UK-wide
Yes, but it is often mixed in with reading and difficulties as their main or only difficulty organisation focused on AAC.
writing. No Pens Day Wednesday is to be a – this is known as a specific language www.talkingtrouble.info
day where children put down their pens and
use their ears and their voices.
Why is it needed?
Language is central to teaching and
learning, but in poorer areas more than 50
per cent of children are starting school with
delayed communication skills. Their speech
may be unclear, vocabulary is smaller,
Useful links
sentences are shorter and they are able to
understand only simple instructions. Poor l Hello resources
language skills go hand in hand with poor www.hello.org.uk/resources
literacy. A child’s vocabulary at age five is a l The Communication Trust
very strong indicator of the qualifications www.thecommunicationtrust.org.uk
they will achieve at KS4 and beyond so the l The Speech, Language and
more schools can do to raise speech and Communication Framework online tool
language levels, the better a child’s chance www.talkingpoint.org.uk/slcf
of success in later life. l Free BT resources to support
communication and collaboration skills
How can our school get involved? www.bt.com/learningandskills
See http://bit.ly/NoPens to find more l Information on children’s communication
information about the scheme. Fill in the www.talkingpoint.org.uk
online form to receive a free activity pack l The Royal College of Speech and
with lesson plans, curriculum ideas, Language Therapists
resources and information for parents. www.rcslt.org
By age 18, young people should be able to:
Know when and why they ingredients together, I’m Be more skilful in Understand well the Use a good range of
don’t understand and ask just not sure what they discussions and use a words that are used in more difficult words and
for help with what they mean by ‘fold’”. range of arguments to questions in exams and phrases, eg exhausted,
are struggling with, eg “I persuade others. the classroom. meandered, noxious,
understand you mix the incessant.
8. 8
The very social network
Moving On
Moving from school into the world of
employment brings new communication
For those who prefer to communicate start to understand the hidden messages challenges, and Moving On is a free resource
via a keyboard rather than the spoken behind people’s communication.” designed to help young people.
word, social media has expanded their In the UK, 47 per cent of businesses in Part of the BT Learning & Skills
world. Now the launch of a Facebook app to England claim that they find it difficult to programme, Moving On has three online
help young people aged 14-19 develop their recruit staff with an appropriate level of oral modules that are linked to the curriculum
communication skills could expand it back communication skills. Often, young people do and designed to help those aged 14-19 learn
into a vocal environment. not realise how vital good communications more about themselves, the skills they will
Young people like Chris Pike, 18, from skills are until they enter the world of work. need in life and work and how to develop
Warrington, Cheshire. Chris has Asperger’s Using the Talk Gym Facebook app, users and show these when applying for jobs.
syndrome and finds it difficult to pick up on can check their “talk fitness” by answering Through a mixture of video, student
nuances in the spoken word. He explains: six questions about themselves and then a worksheets, audio clips, students can work
“It’s actually an incredibly complicated friend or relative can answer the same through the resources and find out more
thing, communication. You think it’s really questions via Facebook. The answers appear about how to approach jobseeking and what
simple, but actually a tiny change in the way anonymously in a graph and the app uses sort of jobs they would suit.
you say a word can make a massive the responses to assess the individual’s
difference to the meaning of a sentence.” communication ability. From this, the Talk l BT’s Moving On
Using BT’s Talk Gym has helped him Gym user receives information on why www.bt.com/movingon
learn more about himself, but also, communication skills are important and tips
importantly, how to deal with his on being clear, listening, talking in groups number of strands in Scotland’s Curriculum
relationships with his friends. and being interviewed. for Excellence.
“It has certainly taught me some Talk Gym has been designed to support Free teachers’ resources are available to
things. It has made it easier for me to speaking and listening in the National download to help teachers make the best use
communicate with my friends. It has Curriculum for England and Wales, the of the app, and this includes guidance on
made me empathise with my friends a Cross-Curricular skills in the National using social media as a learning tool.
bit more in certain situations... you Curriculum for Northern Ireland and a www.bt.com/talkgym