Fit 2 Learn Optimising Cognitive Development

1. Fit 2 Learn Optimising Cognitive Development About Us Programmes Croydon Challenge 2014 Contact Fit 2 Learn CIC: Registered Community Interest Company No: 8304686 Registered Office: 2 Ledbury Road, Croydon CR0 1EP.

2. About Us Meet the Team Games & Exercises Human Development Home Page Research Fit 2 Learn is a Community Interest Company that seeks to empower communities and individuals in Croydon. Through regular, patient practice of simple exercises, everyone is able to learn to fully control their own brains: to become effective learners and to move through life in a calm, measured manner. Our long-term goal is defined by the question: “What developmental journey does a child need to undertake to ensure that they have the capacity to thrive in a knowledge based economy?” This translates into the academic target: “How does a child need to develop in order to be capable of achieving 7 A/A* GCSE’s including Maths, English, three Sciences and a Modern Foreign Language? Hence, be at least a high Level 5 learner at the end of Key Stage 2.” We seek to enable everyone to master the widest range of their theircognitive skills. Fit 2 Learn CIC: Registered Community Interest Company No: 8304686 Registered Office: 2 Ledbury Road, Croydon CR0 1EP.

3. Meet the Team Home Page Charlotte Davies has both a commercial and a teaching background. A specialist in Economics, Business, Enterprise and experiential learning, Charlotte has spent over 20 years in teaching and education consultancy work trying to understand fully why for so many students there is a big gap between their oral and tactile skills compared to their written skills. John Clingan worked for Shell for over 20 years and is a certified IT project manager. He has managed multi-million dollar projects with teams from around the world and has varied experience with IT infrastructure and data management. John is a Mathematics graduate from Kings College, London University, and, like Charlotte, lives in Croydon, UK. Daleen Smith is a Cognitive Visual Integration Therapist. The work of Fit 2 Learn is informed by Daleen’s practices and expertise. Daleen’s firm have worked in South Africa and the UK for over 20 years, correcting learning difficulties in children and adults. Read more about Daleen’s work in Charlotte’s academic paper. Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

4. Human Development Home Page Gross Motor Skills Fine Motor Skills Staying Young Language & Auditory Processing Executive Functions of the Brain Visual Processing • The human brain is widely regarded as the most complex thing in the known universe. • A mature human brain takes nearly a quarter of a century to develop fully - it is a slow process. • “The human brain is like 100 billion computers all processing simultaneously, each computer does not necessarily work very fast, but it is the massive parallel processing of the human brain that is spectacular. “ John Gabrielli, MIT, USA. (2011) • Fernandez and Goldberg (2011) identified the key functions of the brain which we have arranged into a developmental hierarchy: • Motor Skills • Language and Auditory Processing • Visual and Spatial Processing, Perception, Memory, Attention • Executive Functions • According to Dr. Arthur Kramer and Dr. Elizabeth Zelinski (2011), the key pillars for maintaining a healthy brain are: • Nutrition • Physical Exercise • Stress Management • Mental Enrichment • Maintaining Emotional Connections • Sleep Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

5. Gross Motor Skills • Gross motor skills are a vital stage in human development. Many basic learning difficulties can be sorted out just by getting these muscle and cognitive links sorted out. • By the time a child is 3½ years old, he should be able to control all his large muscles - the left brain controlling the right side of the body and vice versa. He should also be able to support the trunk of his body. • If these skills are not properly developed it can block development of fine motor skills and cognitive sensory links particularly vision. (Children need to be able to support their heads all day at school in an upright position in order to be able to use both of their eyes together properly). • This is not Brain Gym. If a child has a problem you cannot solve it in a big group; they need one on one coaching to develop their skills. A greater understanding of this area of work can be found on the following links: • Sally Blythe, Institute for Neuro-Physiological Psychology • The British Association of Sports and Exercise Medicine (BASEM) • Activities and Exercises • Simon Says • You can incorporate the following activities in Simon Says: • Skipping • Sit Ups • Angels in the Snow • Balancing • Crawling Home Page Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

6. Fine Motor Skills Home Page Fine motor skills are required for control of all the small muscles in the body, from winking to learning to control a pencil. Children need many varied and fun activities to develop really good fine motor skills. It becomes very tedious if all the focus is just on one skill, e.g. writing. Conversely writing is tedious and painful if fine motor skills are not properly developed. Fine motor skills cannot develop properly until gross motor skills have been developed. Fine Motor Skills Activities & Exercises Get the paper in the bin! Paper planes Origami Small muscles in the face Small muscles around the eyes Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

7. Language & Auditory Processing • Cognitive auditory pathways are hardwired in at birth. • Children should become skilled over their early years in using their cognitive auditory pathways. • There are two parts to auditory processing: • a. Hearing • b. Processing the sounds and making sense of them • Ear infections and noisy environments can impair both parts of this process. Early auditory problems can trigger delays in other areas of cognitive sensory development. For example, sounds attract a child’s attention and stimulate the use of its visual system. • Most children are predominantly auditory learners until at least 9 years old. In those early years, children need opportunities to repeatedly hear many and varied sounds in order to develop and fine tune their listening skills. • Problems with auditory skills can be identified through listening to the quality of a child’s speech. • Physical problems with ear functions need to be sorted out by a specialist doctor. If there are no physical problems with a child’s hearing then they may need to learn to process sounds more effectively. • The leaders in this field are Tomatis Therapy • Games to encourage language and auditory skills development. • Nursery rhymes and early years songsChoral Speaking • Music and movementChinese Whispers • Books and reading out loudListing games • Playground rhymes I spy Home Page Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

8. Visual Processing • Vision is in two parts: • 1. Seeing with your eyes • 2. Processing what you see - cognitive vision - i.e. what is going on in the brain. • In the UK, cognitive vision is the responsibility of Behavioural Optometrists. It is advisable to work with a Behavioural Optometrist, but there are very few working with the NHS. • Cognitive visual pathways develop over the first 9 years of life. Once a child’s cognitive visual pathways are developed they can then start to become skilled in their use - a child needs to practise cognitive visual skills in order to be able to master them fully. • Each visual pathway to the brain has a matter of a few weeks’ “window of opportunity” to develop, e.g. the ability to differentiate horizontal from vertical. If the child misses that “window” then without specific corrective therapy they will not develop that skill. • In a properly developed secondary student, 80% of learning is visual. If a student is not a visual learner they will have to work a lot harder than other students which will impact on their behaviour and energy levels. If a child does not develop good cognitive visual pathways they will be dependent on their auditory pathways and can become very disturbed in noisy environments. • To understand cognitive vision more fully, watch YouTube clips such as the following: • Vision Therapy • Vision Therapy Saved My Life • A fuller understanding of the neurology of vision can be found at the MIT course on Psychology . • Exercises to improve the strength of the small muscles around the eyes. • Games to improve cognitive visual processing and identify potential problems. Home Page Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

9. Executive Functions of the Brain • As children grow older they need to learn to control their behaviour and learn to delay their own gratification. If children do not learn these skills they will not be able to fit in socially and behaviourally. • Failure to develop these skills may indicate a variety of problems. Be patient; work with others to identify or eliminate obvious causes, for example: • children who do not develop one sense properly often find learning difficult and they become frustrated • tired or hungry children function less well than well-fed, rested children • noisy or distracting environments may undermine self-control • Games to develop executive functions of the brain • Blow football • Bouncy Balls • Juggling • Chocolates - delayed gratification game • Rush Hour • Chinese Checkers • Cheat • Kite Flying • Mixed-up Jigsaws • Longer term enterprise education activities • Management games and “Thinking fast, thinking slow” Home Page Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

10. Games and Exercises Visual Processing Games Language & Auditory Games Games for Executive Function Home Page Gross Motor Skills Exercises Fine Motor Skills Exercises • In education it has been understood for centuries that learning by doing is the most effective method of teaching. • The important features of classroom-based experiential learning are: • Active rather than passive learning • Student-based rather than teacher-based learning • Subjective experiences and personal growth • Learning through evaluation and reflection • Perception-based rather than theory-based learning • Participative rather than memorization (rote) learning • Inductive rather than deductive learning • Exploration, invention and application • The advent of brain scans has allowed us to see that practice changes the pathways to the brain e.g. London taxi drivers develop the areas of their brains concerned with spatial planning as they learn the knowledge of London’s streets. • All Fit 2 Learn activities involve experiential learning. Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

11. Programmes Customised Courses Early Years Development Key Stages 2,3 & 4 Home Page Art Enterprise We have developed programmes and courses for children of all ages as well as teachers, parents and carers. We can also develop tailor-made courses for community groups, public and private organisations. Contact us if you wish to discuss one of our existing programmes or would like to talk to us about developing a customised course or have any questions or comments. Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

12. Croydon Challenge 2014 Preparing for the Challenge Skills to be Challenged in 2014 Home page Entry form “The human brain is like 100 billion computers….” To get those computers working at their best you have to master skills so that you can do them without thinking. In order to keep your brain working at its best you have to keep mastering new skills. To help Croydon to develop its skills, we are challenging all schools, faith groups, companies and associations to master a new skill by April 2014. In April, 2014, we will hold a grand festival of skills to celebrate the achievements and accomplishments across the Borough of Croydon. Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number

13. Contact Home page • Contact Fit-2-Learn to find out more or to book a course. • Telephone: 020 8760 5037 • Email: info@fit-2-learn.com • Address: 2, Ledbury Road, Croydon CR0 1EP • Name • Email • Message • Submit Fit 2 Learn CIC registered Office: 2 Ledbury Road Croydon. Company registration number