WEBVTT

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Welcome to Tell's Toolkit.

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I'm really excited that you've become part of this project

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and I'm sure you're gonna have lots

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of fun storytelling with your children.

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You're gonna learn how to use the power of story

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to develop lots of skills with your children.

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Communication, creativity, social skills, engaging boys

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with writing, expect lots of fun storytelling.

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Here's a brief overview of the sessions

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to come Training one.

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This is an important session

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where we discuss providing children

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with quality interactions Training.

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Two, learn how to use our big bags

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for group stories training.

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Three, learn how to use the rest of the tells toolkit,

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resources, encouraging your children

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to become independent storytellers.

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Training. Four, learn how to use the Tales toolkit,

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resources to develop muscles for writing

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and all of the tales.

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Toolkit writing resources are

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introduced during this session.

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And training. Five, take time to reflect on best practice.

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So it might seem a little bit odd

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that we're not gonna be using Tales Toolkit in this session,

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but instead we're going to explain the problem we're trying

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to solve as it's really important

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that everyone has an understanding before we begin.

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And then in the second part of the training, we'll discuss

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what you can do about it.

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I'm Kate, I'm the founder of Tells Toolkit,

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and I've worked managing earlier settings in some

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of the bows with the highest rates of child poverty.

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And I've seen children coming in at very different levels,

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and a lot of the schools I've worked in have had

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huge attainment gaps.

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Does this sound familiar? We were really curious about

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what happened for the children before they came into school.

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What was happening that caused this

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massive gap in terms of attainment.

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And what we found was really key was the quality

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of the interactions the children had with their families

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before they came to school.

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And this is what underpins everything that we do.

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Intel's toolkit at this point, I would love

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to give you a clever definition of what I mean

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by quality interactions,

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but there's so many strands involved

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that this is really tricky and I did give it a good shot.

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So instead, over today's training,

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we're gonna talk about quality interactions and let

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and unfold what I mean by this.

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But to get you started, here's just a few people talking

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about what they think quality interactions are.

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Quality interactions are, um, about a child

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and an adult getting together

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and thinking about something together.

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So beyond sort of somebody directing somebody else

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or, um, I dunno, asking a question

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and getting a straightforward answer,

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a really quality interaction is going to involve a,

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a deeper layer of discussion and a bit of back and forth.

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So I think a quality interaction is really

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where an adult is on a child level.

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So that means kind of physically, um, on the child,

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on the child level, and also kind of face to face

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with the child so that the, um, child can see your face

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and you can see the child's face.

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Um, it's really important to go with the child's pace.

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So we want to be going at kind of their pace, not at ours.

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So we, and to help us to do that,

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we follow their lead in play and their lead at language.

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So instead of us initiating, we would wait for them

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to initiate the interaction.

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We would wait for them to say something vocalized, show us

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what they want before we would then kind of follow them, um,

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and follow their lead in play.

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And the most important thing is that it's fun.

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So it has to be motivating.

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It has to be kind of something that the child wants

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to do. So

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Let's start by discussing the problem.

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What are your highest aims

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for the children that you work with?

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Is it getting them to sit quietly on the carpet

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or line up neatly so that they can queue properly as adults?

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Hmm. Is it about SATs? Results?

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If you're anything like me,

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you're all about setting children up to be successful,

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creative, happy adults.

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We know how hard it is working in a school.

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The pressures of record keeping planning targets progress.

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Shall I go on? I went into teaching

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because I wanted to make a difference

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to children throughout their lives.

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And it's really easy with all of the pressures

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of day-to-day targets to lose sight of that big picture.

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A global survey of 1,700

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CEOs looked into the top skills most crucial

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for success in business.

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And we're going to reveal them in just a minute.

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But before we do that, I want you to imagine

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thriving successful 30-year-old.

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Have a chat in your groups

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and note down on the sheet what you think are the top skills

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that are most crucial for success in life.

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We have no idea what the future holds

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for the children in your class or even what jobs will exist.

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What we do know is that children with communication skills,

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creativity, and high levels of wellbeing,

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they're far better in an ever-changing world.

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Now is the time to give them quality interactions.