DACTYL PUBLISHING

Bespoke Exercise Book GuideThis guide suggests ways in which you can supply your proposed exercise book content to us. To create a draft for each edition we need the following information:

We can create new templates from your draft instructions. Alternatively, if you would prefer to create your owndesigns, we can accept print-ready pdfs. Design instructions should be emailed to: info@dactylpublishing.com

Some example cover templates:

1. Cover Design

MathsName

Form

AcademyWheatley

GOLD

MMN

F

School name/logo

Areas for colour-coding by subject

Space for student name/form

Areas for subject-specificphotographs or artwork

Subject

Area for other logos or strapline

Most bespoke exercise books have covers with these elements. It is very important to decide which of these elements you want to incorporate before you start looking for suitable photos/artwork:

WheatleyAcademy

Name

Form

GOLD

ART

NAME FORM

COMPUTING

AcademyWheatley

NAM

GOLD

PHYSICSAcademyWheatley

NAME FORM

TEACHER

GOLD

WW

BIOLOGY

WheatleyAcademy

NAME FORM

WWWAc

N

GOLD

GOLD

Name: Form:

Teacher:

WheatleyAcademy

History

Naame:

Teeache

NAME FORM

GOLD

Modern Foreign LanguagesWheatley

AcademyWWA

MUSICAcademyWheatley

NAME FORM

GOLD

NAME:

TUTOR GROUP:

TEACHER:

ENGLISHWheatleyAcademy

GOLD

HistoryName

Teacher

Class

Engl

ish

NAME:

CLASS:

TEACHER:

QQ

ueen's SSchool

Q S

Biology

QQ

ueen's SScchool

Q S

NAME:

CLASS:

TEACHER:

QQ

ueen's SScchool

Q SS

Name

Teacher

Class

Numeracy

Q

If you require a school logo on the cover, please supply a high resolution copy. Ensure that the logo is in JPEG, AI, PNG or EPS format. Logos should NOT look like this:

English Photos

QQueu en's SScch

ool

Q SSSSSSSS

Logo shouldnot be stretched QQ

ueen's SSchool

Q SS Logo shouldpreferably not have a background

Logo should not be blurry or pixelated

Maths Photos

Science - Biology Photos

Science - Chemistry Photos

Logos

Photographs

C 0 M 24 Y 94 K 0

C 100 M 56 Y 0 K 0

C 0 M 65 Y 83 K 0

C 0 M 65 Y 83 K 0

If you are supplying photographs, please ensure that you have permission to use them in your design and that they are at least 300 dpi at the size required for print. https://pixabay.com/en is a great resource for finding royalty free photographs. You can also choose from our sample photographs.

Cover image ideas and the National Curriculum colours for each subject are shown below.

History Photos

Science - Physics Photos

Geography Photos

Modern Foreign Languages Photos

Design and Technology Photos

Cover image ideas and the National Curriculum colours for each subject.https://pixabay.com/en is a great resource for finding alternative royalty free photographs.

C 0 M 65 Y 83 K 0

C 43 M 76 Y 0 K 0

C 0 M 60 Y 100 K 18.5

C 60 M 0 Y 100 K 27.5

C 100 M 0 Y 79 K 27.5

Photographs

Music Photos

Art and Design Photos

Physical Education Photos

Citizenship Photos

ICT Photos

C 0 M 38 Y 76 K 0

C 0 M 76 Y 6 K 0

C 60 M 0 Y 0 K 30.5

C 47 M 11 Y 0 K 0

C 0 M 91 Y 65 K 11.5

PhotographsCover image ideas and the National Curriculum colours for each subject.https://pixabay.com/en is a great resource for finding alternative royalty free photographs.

Design instructions should be emailed to: info@dactylpublishing.com

We can create any customised ruling at no extra cost. You can supply a draft sketch on paper, supply a digital copy or simply describe a layout and we’ll design it from your instructions. It is possible to have a mixture of rulings in any book e.g. alternate ruled and plain pages.

Standard Rulings

Example Custom Rulings

8mm ruledwith margin

10mm ruledwith margin

12mm ruledwith margin

8mm ruledwithout margin

10mm ruledwithout margin

12mm ruledwithout margin

5mm squares 7mm squares 10mm squares Plain / 8mm ruled Plain Music

You can use any of our standard rulings or we can create customised rulings for you at no extra cost.Please note: It is possible to have a mixture of rulings in a book e.g. alternate ruled and plain pages.

2. The Ruling Type(s)

What went well: Teacher Self Peer Even better if: Teacher Self Peer Next Steps: Teacher Self Peer Checklist Remember to double check your work. Spelling Punctuation Accuracy Grammar

Title: Date:

Progress ObjectiveWWW

Teacher Peer Self Teacher Peer Self

EBI

ExceededFullyPartNot

What went well: Even better if:

WWW:

EBI:

Example Bespoke Information Pages

If you are planning to order, please let us know in advance so that we can reserve production capacity for you.

■ Follow the step-by-step guide inside this leaflet to help compile the content for each edition required.

■ Send us your draft content.

■ We will design the books and send you a set of PDF drafts.

■ The drafts will be emailed back and forth until they are approved for print.

Please allow 4 weeks for production after the artwork has been approved.

How to Order

Bespoke information can go on the inside front/back covers or inside the books. You can mock up your own pages (e.g. in MS Word) and we will design them for you. Alternatively, you can use your choice of software to create print-ready page designs. Please note: extra charges apply for bespoke information pages.

3. Bespoke Information Pages

Literacy Marking

Presentation Policy

Symbol

SP

P

//

?

^

CT

Exp

H

Check the spelling and write it out correctly 3 times.

Punctuation error or missing punctuation.

Begin a new paragraph.

This does not make sense. Rewrite to improve.

Insert the missing word or phrase.

Good point or well written.

Excellent point/writing.

Change the tense you have written in.

Explain in more detail.

Homophone - You have used the incorrect word.

Your book is

A record of your learning and progress. It shows the positive and proud way in which you approach your learning.Take care of your book.

• Keep your book neat and tidy, don’t graffiti or doodle in your book.

• Do not waste space in your book.

• Writing should be in black pen.

• Drawings, diagrams, tables and graphs should be done in pencil.

• Write the date and title and make sure it is underlined so it’s clear.

• When you are reflecting on your work use RED pen.

• When correcting your literacy use PURPLE pens and highlighters.

• Remember your book tells the story of your learning, don’t rip pages out and cross out mistakes using a ruler.

Meaning

The Building Blocks of Sentences

Verbs often tell us what someone or something is doing or feeling. Verbs have different tenses.Examples: I feel full. (Present tense) They walked back home. (Past tense)

Nouns are used to give names to people, places and things. Proper nouns start with capital letters and they can be: • names of particular people (Joe, Amy) • place names (Spain, London) • days and months (Monday, July)Common nouns such as child, town and mouse are not names of any particular person, place or thing.Nouns can also be countable (book, toy) or non-countable (water, imagination).

Pronouns are used in place of nouns in sentences. Examples: Jane went to school She went to school

Pronouns like mine and yours are called possessive pronouns. They show who something belongs to. Example: Yours is the best.

Determiners give important information about nouns. Examples: the, a, an - the picture was amazing this, that - that book is fantastic some, every - some noisy people arrived my, your - my name is Sam

Adjectives describe things. They can tell us about ‘colour’, ‘size’, ‘how many’ and lots more.Examples: The blue pencil. An enormous bar of chocolate.

Noun phrases are groups of words doing the job of a noun. Example: The old yak walked slowly to the field.

Determiners have to go before adjectives in sentences.

Modal verbs are words like: will, would, can, could, should, might and must. They change the meaning of other verbs.Examples: You should help your mother. We must follow the directions.

Adverbs usually tell us information about ‘how’, ‘when’, ‘where’ or ‘how much’. They can be used with verbs, adjectives or other adverbs.Examples: He shouted loudly. The game was really exciting. She ran very quickly.

Connecting adverbs can be used to link ideas in one sentence to ideas in another. Examples: however, furthermore, consequently, secondly, meanwhile I enjoyed my dinner. However, I’d like something different tomorrow. Connecting adverbs and conjunctions are sometimes called connectives.

Interjections are used to show feeling and emotion. They often have exclamation marks after them.Example: Ouch! I’ve hit my finger!

Adverbials are groups of words used like an adverb. Example: The ship sails in ten minutes.They are called fronted adverbials if they are at the front of a sentence. Example: In ten minutes the ship sails.

Prepositions often tell us where something or someone is.Examples: The message is in the bottle. They are back from France.

Conjunctions usually connect words or ideas together inside a sentence.Examples: and, but, or, when, because, although Dave and his friend went outside. They couldn’t get to school because the snow was too deep.

Literacy Mat

Can

I S

pell

Acc

urat

ely?

Sou

nd o

ut th

e wor

d. T

hink

abou

t how

it lo

oks.

Thi

nk ab

out a

sim

ilar w

ord.

Is t

here

a m

emor

y sen

tenc

e for

this

word

?

(e.g.

big

eleph

ants

cann

ot al

ways

use

small

exits

) L

ook i

t up

in a

dictio

nary

/spell

chec

ker.

Ask

a fri

end

or te

ache

r. T

o lea

rn it

: look

, cov

er, w

rite,

chec

k. O

nce y

ou’ve

solve

d it,

add

the c

orre

ct sp

ellin

g to

yo

ur o

wn w

ord

bank

.

Som

e P

unct

uati

on R

ules

Eve

ry se

nten

ce m

ust s

tart

with

a ca

pital

lette

r. E

very

sent

ence

mus

t fin

ish w

ith so

me f

orm

of

pu

nctu

ation

: .?!

Pro

per n

ouns

are u

niqu

e peo

ple, p

laces

or t

hing

s

and

need

capit

al let

ters.

The

re ar

e man

y citi

es so

‘cit

y’ d

oesn

’t ne

ed a

capit

al let

ter.

Lon

don

is th

e

nam

e of a

par

ticula

r city

, so

it ne

eds a

capit

al let

ter.

Whe

n wr

iting

title

s of b

ooks

, film

s or p

lays:

C

apita

lise t

he fi

rst w

ord.

C

apita

lise a

ny m

ain/im

porta

nt w

ords

.

Don

’t ca

pitali

se m

inor

wor

ds su

ch a

s ‘an

d’, ‘o

f’

or

‘the

’.

E

xam

ple:

Har

ry P

otte

r an

d th

e G

oble

t of

Fir

e.

Whe

n wr

iting

spee

ch:

G

o to

a ne

w lin

e whe

n a d

iffer

ent p

erso

n sp

eaks

.

“G

ood

mor

nin

g,”

said

th

e H

eadt

each

er.

“It’

s th

e af

tern

oon

!” r

eplie

d th

e st

uden

t.

E

ach

perso

n’s sp

eech

is m

arke

d wi

th sp

eech

m

arks

.

“W

alk

on t

he

left

!” s

aid

Mr

Mat

hew

s.

Pun

ctua

tion

Mar

ksA

post

roph

es t

o S

how

Pos

sess

ion

(w

ho

thin

gs b

elon

g to

)

Ther

e /

thei

r /

they

’re

Not

e: s

pecia

l car

e mus

t be t

aken

ove

r the

use

of t

here

, th

eir an

d th

ey’re

as th

ey so

und

the s

ame b

ut ar

e use

d qu

ite d

iffer

ently

: Y

our

seat

is o

ver

ther

e. T

her

e sh

ows p

ositi

on.

Th

eir

blaz

ers

are

nav

y bl

ue.

Thei

r sh

ows t

hat ‘

they

’

own

som

ethi

ng.

Th

ey’r

e re

visi

ng

ever

y da

y. T

hey

’re

is sh

ort f

or th

ey ar

e.

Its

Not

e: it

s, wh

ich sh

ows t

hat s

omet

hing

own

s som

ethi

ng

(like

our

, his,

etc.)

, doe

s not

take

an ap

ostro

phe:

the

dog

ate

its

bon

e an

d w

e at

e ou

r di

nn

er.

Your

/ y

ou’r

eN

ote:

spe

cial c

are m

ust b

e tak

en o

ver t

he u

se o

f you

r an

d yo

u’re a

s the

y sou

nd th

e sam

e but

are u

sed

quite

dif

fere

ntly:

You

r is p

osse

ssive

as in

this

is y

our

pen

. Y

ou’re

is sh

ort f

or yo

u ar

e as i

n yo

u’re

com

ing

over

to

m

y h

ouse

.

Elli

psis

to sh

ow a

pass

age o

f tim

e, to

hoo

k th

e rea

der i

n an

d cr

eate

susp

ense

...

Ful

l sto

pin

dicat

es th

at a

sent

ence

has

fini

shed

.

Com

ma

Used

afte

r fro

nted

adve

rbial

s; to

se

para

te m

ain cl

ause

s in

a sen

tenc

e;

and

to se

para

te it

ems i

n a l

ist,

Que

stio

nm

ark

goes

at th

e end

of a

que

stion

?

Exc

lam

atio

nm

ark

goes

at th

e end

of a

dra

mat

ic se

nten

ce to

show

surp

rise o

r sho

ck!

Apo

stro

phe

show

s tha

t let

ter(s

) hav

e bee

n lef

t ou

t or i

ndica

tes p

osse

ssion

’

Spe

ech

mar

ksin

dicat

e dire

ct sp

eech

, the

exac

t wo

rds s

poke

n or

bein

g quo

ted

“ ”

Col

onin

trodu

ces a

list,

a sta

tem

ent o

r a

quot

e in

a sen

tenc

e:

Sem

icol

onse

para

tes t

wo m

ain cl

ause

s tha

t ar

e rela

ted

and

of eq

ual im

porta

nce

;

Hyp

hen

used

to jo

in tw

o or

mor

e wor

ds,

e.g. k

ind-

hear

ted

-

Bra

cket

sca

n be

use

d to

sepa

rate

extra

in

form

ation

from

the m

ain cl

ause

( )

With

sin

gula

r n

oun

s, ad

d , s

Not

e: n

ames

from

ancie

nt ti

mes

endin

g with

s ar

e ofte

n tre

ated

diff

eren

tly.

For

exa

mpl

e: S

ocra

tes, d

eath

, not

Soc

rate

s, s dea

th.

With

plu

ral n

oun

s end

ing

in s,

just

add

the a

postr

ophe

With

plur

al no

uns n

ot

endin

g in

s, ad

d , s

Our

cat, s t

eeth

The b

oss, s c

hair

My p

aren

ts, car

(the c

ar b

elong

ing t

o m

y par

ents)

The c

hildr

en, s

playin

g field

Use

an

apo

stro

phe

, to

show

wh

ere

a le

tter

has

bee

n

omit

ted

from

(le

ft o

ut o

f) a

wor

d or

ph

rase

.

Apo

stro

phes

for

Mis

sin

g Le

tter

s

I, m

- I a

mI, ve

-

I hav

eI, ll

- I w

ill

I, d

- I h

ad

-

I sho

uld

-

I wou

ld

can, t

- ca

nnot

could

n, t -

could

not

could

, ve -

cou

ld ha

ve

isn’t

-

is no

tit’

s -

it is

-

it ha

s

Conversions

Imperial Units

Metric Units

10 millimetres (mm) = 1 centimetre (cm)1000mm/100 cm = 1 metre1000 m = 1 kilometre (km)

1000 milligrams (mg) = 1 gram (g)1000 g = 1 kilogram (kg)1000 kg = 1 tonne

1 cm3 = 1ml1000 cubic cm (cm3, cc) = 1 litre (l)1000 millimetres (ml) = 1 litre100 centilitres (cl) = 1 litre

1 foot = 12 inches (in)1 yard = 3 feet (ft)1 gallon = 8 pints (pt)1 ton = 2240 pounds (lb)1 stone = 14 pounds (lb)1 pound = 16 ounces (oz)

Approximate Conversions

1 oz = 25 g1 kg = 2.2 lb1m = 1.1 yards1 litre = 1.75 pints1 in = 2.5 cm1 gall = 4.5 litres1 ft = 30 cm1 tonne = 1 ton1 mile = 1.6 km (or 5 miles = 8km)

1 m = 100 cm

1 m2 = 10000 cm2

1 m3 = 1000000 cm3

1 cm = 10 mm

1 cm2 = 100 mm2

1 cm3 = 1000 mm3

100 cm

1 m2

100

cm

Metric area and volume conversions

10 mm

1 cm2

10 m

m

10 mm10 mm

10 m

m

1 cm3

100 cm100 cm

100

cm

1 m3

The Periodic Table of the ElementsYour Brilliant Body - Bones Music Physics Equations

le françaisThe Colour Wheel Six Thinking Hats Mind Mapping

CraniumSkull

ScapulaShoulder blade

RadiusLower arm 1

CarpalsFinger bones 1

FemurThigh bone

CostaeRibs

TibiaShin bone

PatellaKnee capFibula

Calf bone

CalcaneusHeel bone

PhalangesFinger bones 2

UlnaLower arm 2

HumerusUpper arm Vertebrate

Spine

TarsalsFoot bonesPhalanges

Toe bones 2

ClavicleCollar Bone

The human skeleton serves six main functions: movement, support,protection of various organs of the body, production of red and whiteblood cells, regulation of blood sugar and the storage of minerals.

These are some of the main bones of the body...

* T

he l

anth

anid

es (

atom

ic n

umbe

rs 5

8-71

) an

d th

e ac

tini

des

(ato

mic

num

bers

90-

103)

hav

e be

en o

mit

ted.

The

rela

tive

ato

mic

mas

ses

of c

oppe

r an

d ch

lori

ne h

ave

not

been

rou

nded

to

the

near

est

who

le n

umbe

r.

Gro

up

7 Lilit

hium

rela

tive

ato

mic

mas

s

sym

bol

nam

e

atom

ic (

prot

on)

num

ber

3

1 Hhy

drog

en

1

4 He

heliu

m

2

7 Lilit

hium 3

9 Bebe

rylli

um

4

11 Bbo

ron

5

12 Cca

rbon 6

14 Nni

trog

en

7

16 Oox

ygen 8

19 Ffl

uori

ne

9

20 Ne

neon 10

23 Na

sodi

um

11

24 Mg

mag

nesi

um

12

27 Al

alum

iniu

m

13

28 Sisi

licon

14

31 Pph

osph

orus

15

32 Ssu

lfur

16

35.5 Cl

chlo

rine

17

40 Ar

argo

n

18

39 Kpo

tass

ium

19

40 Caca

lciu

m

20

45 Scsc

andi

um

21

48 Titi

tani

um

22

51 Vva

nadi

um

23

52 Crch

rom

ium

24

55 Mn

man

gane

se

25

56 Fe iron 26

59 Co coba

lt

27

59 Ni

nick

el

28

63.5

Cu copp

er

29

65 Zn zinc 30

70 Ga

galli

um

31

73 Ge

germ

aniu

m

32

75 As

arse

nic

33

79 Sese

leni

um

34

80 Brbr

omin

e

35

84 Krkr

ypto

n

36

85 Rbru

bidi

um

37

88 Srst

ront

ium

38

89 Yyt

triu

m

39

91 Zrzi

rcon

ium

40

93 Nb

niob

ium

41

96 Mo

mol

ybde

num

42

[98] Tc

tech

neti

um

43

101

Ruru

then

ium

44

103

Rhrh

odiu

m

45

106

Pdpa

lladi

um

46

108

Ag

silv

er

47

112

Cdca

dmiu

m

48

115

Inin

dium

49

119

Sn tin 50

122

Sban

tim

ony

51

128

Tete

lluri

um

52

127 I

iodi

ne

53

131

Xe xeno

n

54

133

Csca

esiu

m

55

137

Baba

rium

56

139

La*

lant

hanu

m

57

178

Hf

hafn

ium

72

181

Tata

ntal

um

73

184

Wtu

ngst

en

74

186

Rerh

eniu

m

75

190

Os

osm

ium

76

192 Ir

irid

ium

77

195

Ptpl

atin

um

78

197

Au

gold 79

201

Hg

mer

cury

80

[285

]Cn

cope

rnic

ium

112

204

Tlth

alliu

m

81

207

Pb lead 82

209

Bibi

smut

h

83

[209

]Po

polo

nium

84

[210

]At

asta

tine

85

[222

]Rn ra

don

86

[223

]Fr

fran

cium

87

[226

]Ra

radi

um

88

[227

]Ac*

acti

nium

89

[261

]Rf

ruth

erfo

rdiu

m

104

[262

]Db

dubn

ium

105

[266

]Sg

seab

orgi

um

106

[264

]Bh

bohr

ium

107

[277

]Hs

hass

ium

108

[268

]Mt

mei

tner

ium

109

[271

]Ds

darm

stad

tium

110

[272

]Rg

roen

tgen

ium

111

Non

-met

als

Met

als

Met

allo

idN

on-m

etal

sG

roup

0 -

Nob

le G

ases

Gro

up 2

- A

lkal

ine

Eart

h M

etal

sO

ther

Met

als

Gro

up 7

- H

alog

ens

Gro

up 1

- A

lkal

i Met

als

Tran

siti

on M

etal

s

[286

]Nh

niho

nium

113

[289

]Fl

fler

oviu

m

114

[289

]Mc

mos

covi

um

115

[293

]Lv

liver

mor

ium

116

[294

]Ts

tenn

essi

ne

117

[294

]Og

ogan

esso

n

118

34

12

56

07

Key:

What is the rhythm?

2 beats in a bar 3 beats in a bar 4 beats in a bar

How much each note is worthQuavers and semiquavers often appear in groups.Each group in this example adds up to one beat.

Music Signs Leger lines

The names of the notes Rests

124 2 1

Key signatures

C major G major D major F major

C D E F G A B1 C1 D1 E1 F1 G1

12

12

14

14

14

14

14

14

12

14

14

12

14

34

sharp

natural treble clef

flat

112

dotted crotchet

minim

2

dotted minim

3

semibreve

4

1

crotchetsemiquaver

14

quaver

12

Equations which MUST BE REMEMBERED; these will NOT be given in your exams.

You must commit these to memory and you are expected to select the appropriate equation to use in questions. HT = Higher Tier.

Word equationEquationnumber

2

3

4

5

6

7

8

9 HT

10

11

12

13

14

15

1

16

17

weight = mass × gravitational field strength (g)

work done = force × distance (along the line of action of the force)

force applied to a spring = spring constant × extension

moment of a force = force × distance (normal to direction of force)

distance travelled = speed × time

resultant force = mass × acceleration

momentum = mass × velocity

kinetic energy = 0.5 × mass × (speed)2

gravitational potential energy = mass × gravitational field strength (g) × height

Symbolequation

pressure = force normal to a surfacearea of that surface

efficiency = useful power outtotal power in

efficiency = useful energy outtotal energy in

power = energy transferredtime

power = work donetime

acceleration = change in velocitytime taken

wave speed = frequency × wavelength

charge flow = current × time

(× 100%)

(× 100%)

PrimaryColours

SecondaryColours

TertiaryColours

PRIMARY COLOURS

(cannot be made by mixing colours together)

SECONDARY COLOURS

(made by mixing 2 primary colours together)

TERTIARY COLOURS

(made by mixing a primary colour with a secondary colour)

Orange

Yellow

Gre

en

Red

Purple

Blue

COOLCOLOURS

WARMCOLOURS

Weather - Quel temps fait-il?

il fait beau it’s nice il fait gris it’s grey il fait froid it’s coldil fait chaud it’s hotil fait mauvais it’s badil fait du brouillard it’s foggy il y a du soleil it’s sunnyil y a des nuages it’s cloudy il y a du vent it’s windyil pleut it’s rainingil neige it’s snowing

les Chiffres 0 - 31

0 zéro1 un2 deux3 trois4 quatre5 cinq6 six7 sept8 huit9 neuf10 dix11 onze12 douze13 treize14 quatorze15 quinze

les Chiffres 10 - 100

10 dix20 vingt30 trente40 quarante50 cinquante60 soixante70 soixante-dix80 quatre-vingts90 quatre-vingt-dix100 cent

les Jours

lundi Mondaymardi Tuesday mercredi Wednesday jeudi Thursday vendredi Friday samedi Saturday dimanche Sunday

16 seize17 dix-sept18 dix-huit19 dix-neuf20 vingt21 vingt et un22 vingt-deux23 vingt-trois24 vingt-quatre25 vingt-cinq26 vingt-six27 vingt-sept28 vingt-huit29 vingt-neuf30 trente31 trente et un

les Mois

janvier Januaryfévrier Februarymars Marchavril Aprilmai Mayjuin Junejuillet Julyaoût Augustseptembre Septemberoctobre Octobernovembre Novemberdécembre December

Quand? - When?

hier yesterdayaujourd’hui todaydemain tomorrowle weekend dernier last weekendle weekend prochain next weekend

Power Tools!

je suis I am

j’ai I have

je voudrais I’d like

je peux? May I?

j’ai oublié I’ve forgotten

comment dit-on… How do you say…en français? in French?

comment dit-on… How do you say…en anglais? in English?

c’est vrai it’s true

c’est faux it’s false

je pense que I think that

The 'six thinking hats' is a powerful technique that helps us look at importantdecisions from a number of different perspectives. It encourages us to moveoutside our usual way of thinking. As a result, we are able to understand thecomplexity of the decision and spot issues and opportunities we may not haveotherwise thought of.

White Hat (information available and needed)White is often seen as a neutral colour. The white hat has to do with data, facts and information. Wearing this hat, you look at the information you have and see what you can learn from it. You also look for gaps in your knowledge.

Red Hat (feelings and hunches)When you think of red, think of fire and passion. The red hat allows you to show your emotions on a subject, your gut feelings. It is often important to get feelings out in the open, rather than have hidden feelings or misgivings within the team.

Black Hat (caution, difficulties and problems)When you think of black, think of drawbacks, problems and caution. The black hat is for critical judgment. Wearing this hat we try to prevent mistakes being made. The weak points of a plan are highlighted and contingency plans are made. It helps to make plans more resilient.

Yellow Hat (benefits and values)When you think of yellow, think of the sun and sunny, positive thoughts. Wearing this hat we are optimistic. The yellow hat wearer looks for benefits, but must think logically, not intuitively like the red hat wearer. Looking at the positive aspect of a situation can be very valuable, it helps to keep us going when the going gets tough.

Green Hat (alternatives and creative ideas)When you think of green, think of plants and growth. The green hat is for new ideas, for creativity, for new solutions. When you wear the green hat, you need to generate many ideas and think of 'answers' to the black hat problems if possible.

Blue Hat (managing the thinking process)When you think of blue, think of the sky and an overview. This is worn by people leading meetings. The blue hat wearer asks for support from other hat wearers depending upon the problems faced.

Everyone creates their own personal style of mind mapping!

Use these ideas as a guide to help you find your own personal style.

Blank paper. Ideally, landscape not portrait.Use only one side.

Paper

Weather

1

Central imageattracts the eye.

Central image2

Main branches thicker to show importance. Curved lines - interest the eye.Length of line = length of word.

Branches3

Easy to remember.Attract the eye. The eye takes in images faster than words (and remembers them for longer).

Images5

Stimulates the righthemisphere of the brain.Use one colour permain branch.

Colour6

Leave lots of space so you can add to the mind map.

Spacing7

Use arrows to guide the eye. Use symbols (create your own).

Symbols8

This is important. It is your mind map for YOU. Develop your own personal mind map style.

Personal style9

When learning is fun you learn faster.When learning is fun you remember it.Make your mind maps fun.Have fun doing them!

Have Fun!10

Only keywordsMain branch word - upper caseLower branch word - lower caseVary size relative to importance.

Words4

TEMPERATURE

PRECIPITATION

VISIBILITY

WEATHER FORECAST

very coldcoldmildwarmhot

rainhailsleetsnow

meteorologistsatelliteweather balloonweather shipevery hour

clearhazyfog