A general understanding of Howard Gardner’s theory & consider the implications for UK schools of adopting it.


All of which will appeal to pupils with a kinaesthetic learning preference.


By the end of the day, you will be amazed how much you can remember.

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Hands-On Learning can be delivered as

We have some of the unique ways which will allow you to perform your best during any memory activities.

  1. 1
    How the brain remembers?

    The brain has a unique way of storing information for each individual from breaking down information to Mnemonics. We can help train your brain to perform its best when you are trying to bring out your best work.

  2. 2
    The importance of ``key-words``

    This is one of the most important ways your brain tries to remember a huge chunk of information which can allow you to be amazed by the information your brain can store.

  3. 3
    Making mnemonics memorable

    Mnemonic is a tactic which allows one to remember the information for the long term with easy means which allows the people to get the information right when trying to remover the basic concept.


Classroom Workshops

Interactive Demonstration Lessons

74Staff Training
50 Pupil Sessions
21Training Events
Training Session

Creatively & To Support Learning

The Implications For The Curriculum

They have some of the best progressions into the ways they hand over the idea of learning with everyday aspect keeping the information relevant for a longer time.

Using MI To Personalize Learning

We cater to the individual needs when we are trying to bring in the required change, especially when it comes to something natural keeping memory alive.

The Classroom Of The Future

We use the digital platform as our classrooms, allowing one to their personalised learning curve which will grow in the pace that they need to have an impact.

Drama-Based Techniques

This is one of the oldest forms of technique where a concept is taught through drama which can be enacted live or in your brain.

Note-Taking & Recording Information

Taking the right notes is one of the easiest ways to bring in the right information in its chronological order which is the best way to get your information right.

From Our Blog

Benefits of Privacy Blinds For Schools

Having privacy blinds in schools can be a wonderful way to protect student privacy and comfort. You can get privacy blinds in a variety of styles, including venetian, roller, blackout, and secur shade. The best part is that they will blend in with the school’s decor.

Roller shades

Choosing the right window treatment can help reduce distractions and increase student focus. Shades and privacy blinds are an ideal choice for schools fitting perfect fit blinds for privacy. A good window treatment can also reduce utility costs.

Roller shades provide privacy, glare control, and light filtering. They also offer durable, low maintenance construction. They come in a variety of styles and opacities. They are also easy to install. These shades are also perfect for rooms with multimedia equipment. They are especially useful in a classroom with a projector.

In addition to protecting students from glare, shades can also block ultraviolet rays, which are harmful to health. They are also easy to clean. They are also durable, and will last for many years of daily use.

Roller shades also come with built-in security features. They can be manually raised or lowered to ensure that they stay closed. This will help prevent intruders from gaining access to a classroom. They also help prevent criminals from shooting through windows.

Venetian blinds

Choosing Venetian blinds for schools is a smart idea. Not only are they attractive, they can provide privacy, reduce glare, and control heat. They are also affordable.

Venetian blinds for schools are available in a variety of styles and materials. They are easy to install and operate, and can be customized to fit any window. They can also be easily cleaned. They require little maintenance and require no additional screws, brackets, or cords.

If you are thinking about installing Venetian blinds for schools, it is important to consider the safety of your students. They are a great decorative option for schools, and can help to create a more positive learning environment. They also provide privacy, which can help to keep your children safe.

They can be made of many different materials, including wood and aluminum. They are also available in fun patterns and solid colors. They are easy to clean, and require only a damp cloth to remove dust and debris.

Blackout shades

Having blackout shades in your school is a smart move, as it can protect students, teachers, and other staff from danger. They also improve business energy efficiency in your building. These shades make rooms dark at night and keep them cool during summer.

These window treatments are also useful in protecting your valuable interior decor. Blackout shades are available in a wide variety of colors, styles, and materials. They’re also easy to install. They can be tailored to fit any window, and they’re also easy to clean.

Blackout shades are also a good idea for parents with small children. These window treatments can keep your little ones asleep for longer periods of time. This is especially helpful in urban areas where the transportation noise can interfere with sleep.

Blackout shades are also a great way to keep your nursery cool. They help block sunlight and can protect your furniture from fading or bleaching. Blackout shades are also great for helping your infants fall asleep more quickly.


Using SecurShade privacy blinds for schools can reduce the risk of an active shooter. They are also energy-efficient and affordable. This system has an emergency setting that can be activated at the touch of a button. It alerts authorities and allows people to pinpoint a distress signal. It also opens up a two-way communication line.

The SecurShade system has a built-in pull chain that raises and lowers the shades. The system is designed to be simple and easy to operate. It works with other building energy systems and can be integrated with other security systems. It is a highly durable, commercial-grade window shade system. It is also a patented security system. The SecurShade app lets operators raise and lower the shades within four seconds. It also features high-tech heat-reflecting light dispersion.

The system can also be used in bigger applications. It is ideal for schools that want to improve security measures and protocols. It also makes a school less expensive to run.

Why A Levels Are Important Long Term

The A Level or Advanced Level qualification is a subject-based qualification that is a part of the General Certification of Education in the UK. It is given to students completing their pre-university or even their secondary education. The A Levels are usually taken for more than two years.


Why take A Levels?

There are no specific subject requirements for A Levels, which allows students to choose the subjects they want to take based on the degree they plan to pursue later at university, where most entries need particular A Levels qualifications.


As many careers require an applicant to have a university degree, passing the A Levels is a step to pursuing the degree you want and later getting your dream career. And the good news is that it is possible to retake A Levels without limit, and you can take them at any age.


The long-term importance of A Levels

Taking your A Levels and achieving high scores can significantly help you academically and professionally. Many companies accept applicants with A Levels qualifications as they have the tools vital to their careers, such as information analysis and critical thinking, which can help you to communicate effectively in writing or verbally. Here are the reasons why it is crucial in the long term.


It is essential for higher education

If you are planning to enter university, A Levels qualification is crucial. Most universities require specific A Level qualifications in relevant subjects for the course you want to pursue. It helps you focus on excelling in your particular interest, which helps in getting good grades. At the same time, you choose the subjects that benefit your chosen career, so your preparation is more end-goal specific.


Further, A Level qualifications are recognised worldwide. Thus, if you have plans to live and study abroad, passing your A Levels with excellent grades will help you continue your studies anywhere you are.


As competition for degree-level studies continues to rise, A Levels or an equivalent qualification will open more opportunities for you to pursue higher education.


A Level study is vital for work

Sometimes, circumstances will not allow you to pursue a university education. However, there is a chance to do it later. In the meantime, passing your A Levels can help you professionally. There are many companies considering applications with A Level qualifications. With A Level qualifications, you show your ability to do what is required to achieve success.  


A Levels allow you to study a range of subjects, so you can already choose the subjects that will be relevant to the career you want to pursue. You can choose from several science subjects, information technology, law, economics, world history, languages, maths, and the arts. It is an opportunity to explore yourself and find out where exactly your interests lay.


You now realise the importance of A Levels today and in the future. It helps you prepare for the degree you want at university and helps you gain admission. Moreover, you can already pursue a professional career with excellent marks, even if you must postpone your goal of achieving higher education.

PhD vs DBA – Which Option is the Best for Me?

If you’ve never looked at doctoral programs in-depth, you may assume that they’re all the same. And on the surface, it may look like they are. But there are major differences between something like a PhD in business administration and a DBA. If you are considering going for one of the two, you must know what differentiates these programs so you can make the right decision. In this article, we’re going to look at what separates the PhD from the DBA, and a few questions you should ask yourself before you pick on one of the two.

What Makes a PhD and a DBA so Different?

At the core, the main difference between a PhD and a DBA is that a PhD is more targeted toward academia while a doctor in business administration is more like a continuation of the MBA and prepares candidates to face real-life challenges. So, while a PhD might be a good option for people who want to get into research, it may not necessarily help someone who wants to move up the corporate ladder. 

At the end of the day, PhDs are rarely called to solve real problems, but still play a very important role in business. They are the ones who help shape the way businesses will be managed in the future. They had a lot of work during the recent times of disruption and will continue to do so as new technology and methods keep getting introduced. Not to mention all the supply chain challenges that we’re going to have to face in the next few years.

What are the Differences Between the Curriculum?

Well, there are lots of differences in curriculum between a DBA and a PhD. In a PhD program, you can expect to look at the evolution of business management practices over time and their impact on society as a whole. A DBA, on the other hand, will have you go more in-depth into these management systems and teach you how to use them and maximise them in a business setting.

You should know, however, that you will also be involved in research during a DBA. Most DBAs come out with advanced research skills and all DBAs need to have the research skills necessary to conduct literature reviews. The only difference is that they’ll have the chance to use what they got for these reviews and apply it directly to business.

If this sounds like something that would interest you, we suggest you check out Aston University’s doctor of business administration online. A program like this will give you all the tools needed to understand business literature and research better and become a much better leader as a result.

Are You More into Theory or Practice?

One of the first things you have to ask yourself when choosing between a PhD and a DBA is whether you want to be involved in theory or if you want to get down to the nitty-gritty. If you’ve spent a lot of time as an executive and would like to move to something less stressful, then going for a PhD might be a great option. But if you need to be close to the action and affect businesses directly, then you should get a DBA.

Would You Like the Same Kind of Role as Now or Something Completely Different?

You should also look at your motives for getting higher credentials right now. Some people may want to work in a whole other role while others may simply want to become better at what they’re doing. If you’re an executive and you want to become a better executive, then getting a DBA is the best option. But, if you’d like to devise theories on how business will be done years from now or how it should be done, the PhD is the best option.

What’s Your Favourite Work Setting?

If your goal is to work on research teams, become a speaker or general business analyst, or work in academia, then you could get a PhD. You should know, however, that DBA graduates are also able to qualify for some of those positions. It’s entirely possible to get a job as a professor with a DBA degree, for instance. It’s true that the PhD is more valued by faculties and that most PhDs will have an edge over a DBA, but this is not always the case.

As we mentioned, DBAs are also involved in research, just not to the same extent as PHDs. And when institutions look at potential teachers, they don’t only look at their credentials. Work experience can make a great difference and could benefit a candidate. The amount of research that a DBA has produced as well as their publications will also be in the balance. So, know that getting a DBA won’t block you from working in academia.

Who is the PhD for?

The PhD is for people who have an analytical mind and want to solve both theoretical and real-life problems in a controlled environment. The PhD is also a prestigious title to have, so if your goal is to work with an organisation for whom prestige is important, then getting a PhD is a good way to go. Having a PhD will give you a better chance at working with national news organisations, for instance, or working in public office.

Who is the DBA for?

The DBA is the best option for people who want to find solutions to real-world complex business and management problems. It is a great choice for anyone who wants to get deeper into management methodologies and perfect them. 

DBAs can also contribute to research that will not only benefit professionals but directly change the way business is done on the ground. The DBA focuses more on human interaction and the development of soft skills as well. It is the perfect choice for those who’d like to understand the psychology of leadership so they can spot and appoint better leaders while becoming better leaders themselves.

As you can see, there are significant differences between a PhD and a DBA, and you must know what these are before you go in any direction. If you still have doubts, don’t hesitate to speak with a counsellor or people who attended each program so you can get their impressions.

Clever Ways to Compare Motor Fleet Insurance Quotes

There are many ways to compare motor fleet insurance quotes. The first step is to understand the different types of insurance policies and their cost. There are a number of factors that affect the costs of different types of fleet insurance, including Combined single limit (CSL) liability, the cost of ‘Authorised Driver’ policies, and more. In this article we will discuss how to make the most informed decision when choosing motor fleet insurance.

Factors that affect the cost of motor fleet insurance

In addition to the type of motor fleet insurance a business purchases, the drivers who operate its vehicles can also have an impact on the costs of the policy. Whether or not the drivers are experienced or new to the job can influence the premiums for motor fleet insurance. Drivers should be aware of their responsibilities and the resulting implications on the terms of the new policy. Drivers with criminal convictions or license points may attract a higher premium from all insurers.

Age of drivers is another factor. If the drivers are too young, the cost of motor fleet insurance can be higher. If you have young drivers, it might be better to insure them separately. Also, make sure your business is strong on security. If your vehicle and premises are well-protected, you may qualify for discounts. Some providers even offer discounts if the vehicles have dashboard cameras. While the cost of motor fleet insurance is more affordable for businesses with a larger fleet, the savings can be marginal for smaller fleets.

The cost of new cars will not have a significant impact on premiums. Insurers focus more on damages to third parties than on car prices. Fleet owners should reduce their risk exposure by taking appropriate actions, including reducing car prices. These measures should be documented and presented to insurers. Companies that opt for hybrid or electric cars can also lower their premiums because these vehicles emit less CO2.

The cost of motor fleet insurance will depend on the amount of coverage the company needs. Moreover, it is crucial to choose the correct insurance policy. Compare the premiums and coverages offered by different insurance firms. The best way to choose the best motor fleet insurance is to work with a broker. However, you should be careful to compare quotes. Obtaining multiple quotes will help you to find the lowest premiums and the best coverage.

Combined single limit (CSL) liability

One of the best ways to compare Combined single limit (CTL) liability motor fleet insurance is by considering the amount of coverage you need for your fleet. CSL coverage will cover more than one claim, while aggregate coverage will only cover the damages incurred in a single accident. As a result, the lower total cost of combined single limit coverage may be a better option than the higher total cost of aggregate coverage. However, you should always consult your insurance agent or broker before deciding on a coverage amount.

Combined single limit liability is different from CPL coverage in that it covers one total limit instead of several separate limits for bodily injury and property damage. For example, if you hit a driver with your car, they would receive $250,000 in medical bills each. If your car caused $70,000 in property damage, you’d be responsible for another $200,000 in damages. In this case, the combined single limit coverage would pay out the total claim of $570,000.

CSL policies are often advantageous for people who have significant assets. Normally, they have separate umbrella liability insurance, but the combined single limit policy can eliminate this need. In addition to providing coverage for injuries and property damage, a combined single limit policy allows the insurance carrier to divide the limit amount into smaller amounts. This is especially advantageous in cases where the damage to the other car is extensive.

CSL liability insurance is a great way to protect your business from high costs associated with collision and property damage. Because combined single limit liability is the same amount for both bodily injury and property damage, it can save you money by allowing you to choose the lowest limit. If you have multiple vehicles in a fleet, you’ll need to check if these vehicles have collision coverage.

Cost of fully comprehensive fleet insurance

Fleet insurance premiums are calculated based on the risk of all drivers. Insurers are unlikely to pay claims made if a driver is unlicensed or does not hold a valid license. Drivers under 25 are viewed as higher risks, but it’s important to note that some young drivers may not have any previous accident history. If the fleet has a high proportion of ‘risky’ drivers, they should have individual policies.

The cost of fleet insurance varies from company to company. Often, a smaller business can get by with a named driver policy, which is generally the least expensive. However, fleet insurance premiums are difficult to predict, since the costs vary based on a number of factors, including the types of vehicles and drivers. This is one of the main reasons why it’s important to find a quote that suits your needs.

In addition to the standard elements of fleet insurance, you may also need to include extras, such as legal costs and breakdown cover. When used for comparing motor fleet insurance quotes, make sure to ask as many questions as possible, especially if you are a first-time customer. Ultimately, you can’t go wrong with a fully comprehensive motor fleet insurance policy. Just remember that your business’s bottom line should be your priority.

One of the most important benefits of having a fleet policy is that it’s much cheaper than insuring individual vehicles. Fleet insurance is also more cost-effective because it takes into account the safety history of your team, the number of incidents the fleet has had over time, and the number of outstanding claims. Once you’ve chosen the right coverage, you’ll have peace of mind. So don’t hesitate to compare rates and find a plan that suits your needs and your budget.

Cost of ‘Authorised Driver’ policy

While it may seem like a small difference, adding an ‘Authorised Driver’ policy to your motor fleet insurance can save you money. This type of policy allows your drivers to use all vehicles on the same policy. It also makes it easier to manage your fleet and increase the size of your company. The main benefit of this type of policy is that it is cheaper than insuring each individual vehicle individually.

Although ‘Any Driver’ policies are more flexible than ‘Authorised Driver’ policies, they are also more expensive. As an owner of a small fleet, you may want to consider taking out a ‘Named Driver’ policy to make it easier to track down new drivers. ‘Any Driver’ policies are a cheaper option for small businesses, but can raise your premium if your drivers are high risk. If you need to insure a high-risk driver, you may want to look into a ‘Named Driver’ policy.

The cost of an ‘Authorised Driver’ policy on a motor fleet insurance policy will vary from provider to provider, but they’re typically the most affordable option for small businesses. However, there are many factors that affect the cost of motor fleet insurance, including the size of your fleet and your driving history. To reduce your costs, you may want to look into a risk assessment process. You can also consider hiring a professional to drive your vehicles for you, proving to the insurer that you’re serious about your drivers’ safety.

You should keep in touch with your insurer and let them know about any changes that you’re planning to make. Remember that your motor fleet insurance policy is not just about protecting your drivers, it also protects your company assets. Therefore, it’s best to do your research and shop around for the best possible price. Using the tips above, you’ll be able to find an excellent motor fleet insurance policy for your company.

Cost of ‘Combined single limit’ liability

‘Combined single limit’ liability for motor truck fleet insurance offers the same type of coverage as a split limit policy, but the difference is in the dollar amounts of the limits. In general, combined single limits are a better choice if you have a large amount of assets, such as a business building, and need a broad range of coverage. Combined single limits are also more expensive than split limits, but the extra protection is worth it.

‘Combined single limit’ liability is typically a policy that covers bodily injury and property damage as one combined total. However, if there are more than two people in an accident, combined single limits are less useful. If the combined limit is only $300,000, you’ll only be covered for bodily injury and property damage. Similarly, if you were to cause an accident with a truck, you would be personally responsible for an extra $200,000.

‘Combined single limit’ liability for motor truck fleet insurance is a great choice for many companies. While’split limits’ are good for businesses, they have several shortcomings. Combined single limits are designed to eliminate gaps, while the flexibility of ‘combined single limit’ coverage allows you to take advantage of the flexibility it provides. This coverage is also useful for commercial trucks.

‘Combined single limit’ liability for motor truck fleet insurance provides higher limits for bodily injury and property damage. This type of policy also covers medical payments for the driver and passengers in case of an accident. Another great feature of a ‘Combined single limit’ liability policy is that it doesn’t require a deductible for bodily injury and property damage. Combined single limit liability for motor truck fleet insurance provides the lowest price on motor vehicle coverage.

Developing self-esteem in your child

If you have a child approaching adolescence, you have already helped your child to achieve a phenomenal amount. With your guidance and encouragement, skills like walking, talking, feeding, playing, drawing, reading, swimming, riding a bicycle and making friends were acquired early in your child’s lifetime.

Although there may be late-starters and slow-developers, most parents are certain that their child will master these skills eventually. They accept that the child will need lots of practice and reinforcement, along with reassurance and praise. Each mistake provides feedback and information leading to ultimate success, with plenty of opportunities for celebrating each small step along the way.

“If you have high expectations for yourself, high self-esteem and the belief that you will succeed, you will have high achievement.  Think like a winner and you will win.” Bobbi DePorter

At some stage, your child has probably said something like, “I’m no good at spelling” or “I can’t draw,” and you may have tried to comfort them by replying along the lines of, “Don’t worry, you can’t be an expert at everything and in any case, you’re very good at Maths.” Whereas this affirmation of their strengths is a positive, your child may have picked up the message that it is acceptable to give up trying to succeed at some things because they will never be any good at them. Your intentions are good but your child may think that you expect them to fail in certain things. In the same way that adults give themselves reasons why they shouldn’t try things, young people too can develop a negative self-image and limit their expectations because they expect failure.

It is important to teach your child that to become proficient in any subject or skill, whether it be football skills or playing the guitar, there are times when there are difficulties to be faced. If you see a difficulty or a mistake as a message that says “I can’t do it,” then you’ll give up. “I failed this time” soon translates into “I’m a failure”. If, on the other hand, you regard a stumble or a hitch as useful feedback, it takes on a whole new meaning. You just need to take in this information and adapt your style or technique. The self-talk becomes, “ I failed this time because … so next time I will …” and this in turn leads to renewed efforts and ultimately to success.

“The only failure in life is the failure to try” – Bobbi DePorter

A sense of self-worth and high self-esteem cannot be acquired overnight.  It takes many positive comments and a lot of successes to contribute to this state.  Parents have a tremendous impact on the way a child’s self-image develops.  As a constant role model, you can influence your child’s thinking by being positive yourself and having high expectations of yourself.

Have you ever:

  • put down, ridiculed or humiliated your child? – “You’re just a big baby …”
  • compared your child unfavourably to others? – “Your sister would never have behaved like that.” – “Most kids of your age can … Why can’t you?”
  • refused to give a reasonable explanation? – “Because I say so.” – “You wouldn’t understand.”
  • labelled your child? – “You boys are all the same.”
  • been over-protective of your child, giving the impression that you regard them as stupid or incompetent?
  • been inconsistent in the messages you give, whether in terms of discipline, affection, or expectations?

How many of the following do you regularly do?

  • Tell your child that you like, admire or respect them because …
  • Listen carefully whenever your child wants to talk to you.
  • Show that you are fascinated by your child’s abilities and development.
  • Tell your child how much they have done to make you feel proud of them.
  • Actively plan periods of quality time with your child.
  • Plan holidays and leisure activities to meet the needs of all members of the family.
  • Teach your child the skills needed to be a self-sufficient adult.
  • Ask for your child’s help in a variety of areas.
  • Praise and reward your child for small as well as major achievements.
  • Ask for, and listen to, your child’s opinions and show respect for views that differ from your own.
  • Listen to and support your child in difficult and hurtful times.
  • Stand back and allow your child to take risks and make mistakes.
  • Say “I’m sorry”.
  • Say “I don’t know” rather than pretending to know all the answers.

Other articles to help you release your child’s potential.

Let me tell you a story

It’s good to talk

Developing confidence in mathematics

Problem-solving skills for kids

Gifted and talented kids

It is worth remembering that all children are individuals and we should beware trying to “pigeon-hole” them. Each child will demonstrate aspects of their abilities and personalities in slightly different ways – so the following should be treated as no more than a “rule of thumb” guide.

The following definitions are generally accepted.

“Gifted” children are those exceptional children (estimated at 2%) who show marked ability in a range of areas – and to whom many of the characteristics on the list (below) will apply.

“More able” children are those children (estimated variously between 5% and 20%) who show above average ability in one or more areas – and to whom some of the characteristics on the list (below) will apply.

“Talented” children are those children whose abilities lie in areas perceived as less academic – such as art, music, drama, sport, etc.

There is, nevertheless, some confusion about how to define children with advanced ability.

The list below shows characteristics that have been attributed to “gifted” (or “more able”) children. It is worth noting that many (if not most) of the items on the list refer to those children who demonstrate enhanced linguistic and / or mathematical skills (the traditionally recognised academic areas).

Whereas the list may go some way towards helping us identify the academically “gifted”, it is less likely to assist with identification of “talented” children.

It is obvious that not all of the characteristics on the list will apply to all “gifted” children – especially as some of the characteristics are apparently contradictory. The reason for this is that “gifted” children are not all gifted in the same way. Certain of the characteristics will apply to those children with enhanced linguistic skills, others are more likely to apply to those with enhanced logical-mathematical skills, whilst still others are much more likely to be demonstrated by children with artistic and creative skills.

One of the reasons why there has been some past confusion in defining and identifying “gifted” children is that we have tended to employ a flawed definition of intelligence – which has failed to recognise the varying characteristics of different kinds of intelligence. By adopting a more holistic view of intelligence, not only are we more likely to recognise (and value) a wider range of skills and talents – we are also more likely to contribute to the development of confidence and self-esteem in a broader cross-section of our children. This will enable us as a society to benefit from a greater pool of skills and abilities.

You may find it useful to refer to “Discover your child’s potential” which adopts a more holistic view based on Gardner’s theory of Multiple Intelligences.

  • Extensive general knowledge
  • Versatile with many interests
  • Extremely knowledgeable in certain areas
  • Shows intense concentration
  • Asks searching questions
  • Responds to questions in diverse ways
  • Wide vocabulary
  • Verbally fluent
  • Sophisticated sense of humour
  • Outstanding memory
  • Inquisitive
  • Sceptical
  • Leaps from the concrete to the abstract
  • Recognises connections – forms hypotheses
  • Quickly makes generalisations
  • Keen and alert observer
  • Original – imaginative – creative
  • Works quickly and accurately (though maybe untidily)
  • Learns easily
  • Devises own methods and strategies
  • May not conform to accepted standards of behaviour
  • Collects things
  • Daydreams – lives in a world of their own
  • Behaves extrovertly
  • Behaves introvert-ly

Discover Your Child’s Potential

Discover your child’s abilities

It goes without saying that every parent wants the best for their child. We all want to see our offspring grow and develop new skills. Although most of us recognise that our child is unlikely to be another Einstein, that should not stop us from wanting to discover what it is they are good at. There is a growing recognition that children (and indeed adults) can be intelligent in a variety of ways. Once we recognise that children have many different abilities, then we can think about developing those skills, talents and capabilities to the full.

The information on this page will help you recognise your child’s particular strengths and the guidelines below will help you to develop them in your child.

Develop your child’s potential

Discover your child’s interests and abilities.

Be on the lookout for things to praise. We eagerly encourage a baby’s first word or a toddler’s first step – but why stop there? Keep looking for advances in your child’s abilities, then recognise and reward them (not with money or gifts but with praise and encouragement).

Encourage a wide range of interests.

Having discovered what your child is good at, it is a temptation to push them to do even better at this particular thing – but this can be harmful if taken to extremes. By all means encourage your child to develop their interest, but encourage them to explore different aspects – not just “more of the same”.

Never ridicule your child.

Of course, it may be necessary to correct your child if they do wrong – but you should never make fun of your child just because they are “different”, either in their behaviour or interests.

Acknowledge your child’s abilities.

Not just “school-type” things but other things (e.g. model-making, drawing, physical skills). This will help your child to grow in confidence – and be more prepared to tackle other things that they might not be so good at.

Encourage your child to set targets for themselves.

This will help them to develop an “aim higher” attitude to life. It is amazing what they will achieve if only they can be encouraged to set their sights high.

Make learning fun.

Your child is much more likely to want to do something if it is enjoyable. There are lots of games and fun activities that will help to develop your child’s abilities – whether mental, physical or artistic.


Children with strong interpersonal intelligence get on well with people. They are friendly and outgoing and relate well to people both older and younger than themselves. They are good listeners, patient – and may be a “peace-keeper” amongst their friends. They notice how people are feeling and may act as a “comforter”. They have a number of close friends and may be the “leader” of the group (albeit subtly). They prefer team games and working in groups. They are likely to be a member of a club.


Children with strong intrapersonal intelligence are “thinkers”, though they may be seen as “dreamers”. They prefer to “keep themselves to themselves” and may appear shy and withdrawn. They may not respond in class but prefer to talk to the teacher about the topic after the lesson. They usually have a clear idea about their future and will set themselves personal targets & challenges. They are interested in life stories and may keep a personal diary.

LOGICAL (Numbers)

Children with strong logical intelligence are likely to score highly in Maths tests. They are good at mental arithmetic and most aspects of Maths. They are interested in science and how things work. They will often counts things for no apparent reason. They may have particular ways of doing things (even to the point of obsession). They can become frustrated by people who cannot see their point of view or way of doing things. They are likely to be well-organised and punctual. They may make lists (perhaps of things to do). They may also enjoy jigsaws and mazes. They often prefer to work alone.


Children with strong linguistic intelligence are likely to “always have their head in a book”. Not only do they like reading, they also write (stories, poems and letters) for pleasure. They usually mention things they have read about. They will have a wide vocabulary, be good at spelling, and are often fascinated by words and their meanings. They explain themselves well and like to teach others. They enjoy word games & puzzles (Scrabble, crosswords, etc.) and may also enjoy quizzes. They may be talkative (but not necessarily).


Children with strong visual-spatial intelligence are “natural artists”. They notice small differences in detail and have a good visual imagination. They will be good at drawing and enjoy drawing sketches, cartoons & doodles. They have a strong sense of colour. Given the opportunity, they will enjoy taking photo’s and making videos. They can find their way around easily. They use their hands when talking or explaining. They may also enjoy jigsaws & maze puzzles.


Children with strong musical intelligence like a wide range of music. They recognise tunes easily and quickly and are quick to learn songs. They may play a musical instrument (if provided with opportunity). They will probably be good singers. They are likely to hum or sing to themselves (or out loud) whilst doing other things. They may tap out rhythms. They are fascinated by different sounds.


Children with strong physical intelligence are good at sport & physical activities. They like practical activities (such as model-making, sewing, cooking, making things). They cannot help touching things and probably use their hands when talking. They have expressive facial features and may be good at drama. They are well co-ordinated with a good sense of balance, and may be good dancers.


Children with strong naturalist intelligence like all kinds of animals and may be responsible for looking after a pet. They may be interested in gardening and the countryside and will probably prefer to be outside. They may show an interest in insects, dinosaurs or archaeology and will enjoy nature programmes on TV. They probably collect things (such as Pokemon cards, etc. but especially insects, bits of rock) and may keep a scrapbook. They may be tidy and well-organised.

Find out more about Multiple Intelligences.

Multiple Intelligences

A brief introduction to Multiple Intelligences

For many years it has been recognised that the two halves of our brain (“left” and “right”) govern different aspects of our behaviour. Whereas the left half of the brain is more logical, the right half is more creative. Whereas the left brain is concerned with language, maths, and ordered material; the right brain deals with spatial awareness, music and emotions.

Having worked extensively with war veterans and others who have suffered extensive brain damage, Professor Howard Gardner (of Harvard Graduate School and the Boston Veterans Administration Medical Centre) was intrigued by the way in which certain intellectual abilities could be damaged (or spared) independently. This selectivity was also apparent in the enhanced abilities of savants and child prodigies. He proposed that intelligence was not a unitary phenomenon but comprised a number of different “strands”. Each of these represented a relatively autonomous intellectual capacity. Each could be located to a specific region in the brain. Each had its own developmental history and its own end-state of competence.

Each individual possesses all of the intelligences (although in extreme circumstances it may appear that an individual is severely lacking in one or more) but they are not all present in equal proportions. The particular combination of intelligences (and their relative strengths) forms a profile that is unique to the individual.

  • Visual-Spatial Intelligence
  • Logical Intelligence
  • Musical Intelligence
  • Naturalist Intelligence
  • Intrapersonal Intelligence
  • Interpersonal Intelligence
  • Linguistic Intelligence
  • Physical Intelligence

For Parents Who Want Their Child To Learn

It goes without saying that you will be interested to DISCOVER YOUR CHILD’S POTENTIAL, so there is a useful page that helps you do just that – whilst providing an insight into Multiple Intelligences theory.

If you believe your child may be GIFTED or TALENTED, (or if you’re not too sure what those terms might mean) then there is a page that describes the characteristics you should look for.

There are also some interesting articles that will provide food for thought on a number of matters related to bringing up your child.

  • Developing self-esteem in your child.
  • It’s good to talk.
  • Let me tell you a story.
  • Developing confidence in maths.
  • Problem-solving skills for kids.
  • Learning styles and gender.

If you are a puzzle addict (like me) there are a few things you might like to try out on the THINKING GAMES page.

Musical Intelligence

The capacity to distinguish the whole realm of sound and, in particular, to discern, appreciate and apply the various aspects of music (pitch, rhythm, timbre and mood), both separately and holistically.


  • A keen sense of hearing.
  • Enjoys a wide range of music.
  • Fascination with sound.
  • Remembers tunes and may sing along with songs.
  • Good sense of rhythm and may tap along with the beat.
  • Good sense of pitch and may harmonise spontaneously.
  • Able to differentiate different instruments.


The majority of musical capacities (including melody recognition and generation) are localised in the right hemisphere of the brain. However rhythm, naming songs, and reading musical notation are left-brain activities.

Children who have had 2 or 3 years instrumental tuition (prior to age 9 or so) demonstrate enhanced maths and problem-solving skills.

Non-musicians focus on the overall contours of a melody using the right side of the brain: musicians are more analytical and tend to use the left-brain more.

Shostakovich had a metallic shell fragment in his brain that he was reluctant to have removed because it helped to generate melodies when he tilted his head, which he was then able to use when composing.


  • Performing musician.
  • Composing music.
  • Recording studio.
  • Entertainment.
  • Theatre.
  • TV & radio.
  • Film & video.
  • Creative advertising.
  • Music retailers.


  • Listening to music.
  • Singing.
  • Playing a musical instrument.
  • Dancing (if also physical).


  • Seguin and Treffert reported on “Blind Tom” (the 14th child of a Negro slave – deemed to be an idiot) who was able to play lengthy piano compositions after only a single hearing. As a party piece, he was able to play different songs with left and right hands, whilst singing a third!
  • Beethoven.
  • Tchaikovsky.
  • Paul McCartney (popular musician)


  • If appropriate, play different kinds of music while you work, experimenting to see which “works best” for you.
  • Use music to help create the right “mood” for what you are doing.
  • Learn to play an instrument.
  • Listen to a wide range of musical styles, including Oriental and African music.
  • Close your eyes and listen carefully to the variety of sounds around you. Pick out their direction and source.


  • Music with a tempo of approx. 60 beats per minute (eg: Baroque) facilitates generation of beta waves in the brain, which leads to a relaxed receptivity.
  • Keywords that are incorporated into the lyrics of raps, songs or jingles are easier to remember.
  • The ability of music to evoke emotions and memories means that it can also be used as a powerful aid to revision. Play different background music for each topic you study – and the association will facilitate recall.
  • Sound-maps


  • Paper and pencil for each student.
  • Coloured pens or pencils.


Students work individually.

This is an exercise in active listening.

Without speaking to each other, for a period of 3 or 4 minutes, students are encouraged to listen carefully to the sounds around them. These may include ticking clocks; birds or other animals; the wind and its effect on trees, doors or windows; traffic; people talking or moving outside the room.

As they hear each sound, students locate the direction of the sound and either write it or draw it onto their paper, placing it in the appropriate position to show where the sound came from.

At the end of the listening time, students are encouraged to talk as a group about the sounds they heard, what might have made those sounds and where they were.

Students should be encouraged to think of imaginative ways of describing the sounds they hear. Do dogs always bark? Don’t they also growl, yelp, whine or whimper? Do clocks always tick? Or do they sometimes sound like pit or pink?

Drawn sound-maps could form the basis of a piece of artwork.

Written sound-maps could form the basis of a poem or piece of descriptive writing.

Face the music

Recognising & developing musical intelligence

For many years it has been recognised that the two halves of our brain (“left” and “right”) govern different aspects of our behaviour. Whereas the left half of our brain is more logical, the right half is more creative. Whereas the left brain is concerned with language, maths and ordered material, the right half deals with spatial awareness, creativity and emotions.

As part of his theory of Multiple Intelligences, Howard Gardner asserts that musical intelligence is a separate intellectual competence whose function can be located to a particular area of the brain. “Whereas linguistic abilities are lateralised almost exclusively to the left hemisphere in normal right-handed individuals, the majority of musical capacities … are localised in most normal individuals in the right hemisphere.” (Howard Gardner “Frames of Mind”)

Psychologists are divided about how to interpret the individual’s response to music. Is it merely a set of conventions (that have arisen within a cultural context) or is the brain “wired for music” in the same way as Chomsky suggests that we are genetically predisposed to learning language? Although there may appear to be parallels between the way we process music and the way we process language, we appear to develop particular schemas that are particularly dedicated to hearing music. Gardner cites Jeanne Bamberger, a musician and developmental psychologist at Massachusetts Institute of Technology, who insists that “musical thinking involves its own rules and constraints and cannot simply be assimilated to linguistic or logical-mathematical thinking.” Igor Stravinsky maintained that composing was not only independent of language and words but also of thinking.

Gardner suggests that new-born children are predisposed to certain aspects of music (such as pitch, melody and rhythm) and that this finds expression in the spontaneous creation of simple “songs”. During the first years of life, these come into competition with characteristic bits of familiar tunes that the child comes to learn from repetition. The melodies of the dominant culture eventually gain the upper hand, so that children (by the age of 5 or 6) have a schema of what constitutes a song (characterised by cultural influence) and can reproduce familiar tunes fairly accurately.

This natural “musical intelligence” can be enhanced or restricted by circumstance, including provision or lack of opportunity; positive or negative influences exerted by family and peers; early success or failure shaping the individual’s perception of their ability; and conflicting interests.

Those who would seek to judge an individual’s “musical intelligence” must be cautious to avoid making judgements on the basis of the candidate’s knowledge of music. This includes both the theory of music (names and values of notes; structures and progression of chords; etc) and the body of received knowledge (composers and musicians associated with the various types and styles of music, etc.) that is often evident in those who are deemed knowledgeable in this domain. Such a body of knowledge can be assumed by someone with little natural flair for producing (or even appreciating) music; whereas those with a natural ability in this domain may nevertheless have been hampered in their acquisition of such a body of knowledge (and the accompanying vocabulary) by the accident of birth or upbringing. Hence, there is a need to focus on practical competence rather than factual knowledge.

Even here, we must be cautious that we are not deceived by an individual’s ability to play a musical instrument, even if the candidate has achieved a significant level of performance (as recognised by the various examining bodies). Although present developed ability may be the result of a natural ability coupled with the opportunity to make progress in the domain, it may equally be the result of a limited (or even stunted) natural ability coupled with diligent application and nurtured by encouragement. A more reliable indicator might be the candidate’s ability to produce a musical response spontaneously and without benefit of prolonged instruction. Although the performance may be less polished, it may nevertheless be more evocative or inspirational.

In an interesting experiment at Wales Elementary School in Wisconsin, students who have taken free music lessons have shown a remarkable improvement in their problem-solving ability. Students who signed up for the twice-weekly piano lessons scored 50% higher than other children. Frances Rauscher, professor of psychology at Wisconsin University, explains that “Children are born with all the neurons they’ll ever have, but the connections between neurons are formed after birth, and it’s those connections that determine intelligence.

(Times Educational Supplement 18 December 1998)

Aileen Alexander-Bolton, a maths teacher at Bellarmine Roman Catholic Secondary School in Glasgow, is enthusiastic about using music in the classroom. “It’s amazing, the class visibly relaxes. They concentrate for longer and get better results.” Aileen favours the use of Mozart, Bach and Vivaldi.


When it comes to recognising enhanced musical intelligence in a child, the primary indicator would appear to be the child’s expression of interest in music and the means of making music. This may be little more than physical and facial signs of enjoyment or it may manifest itself in a variety of ways such as singing along with songs (linguistic accuracy notwithstanding) or dancing and keeping time with music.

Some children may improvise songs or melodies as they play or may produce spontaneous rhythmic clapping, tapping or banging. This particular ability can be assessed formally by testing the child’s ability to reproduce rhythmic clapping patterns.

The child’s interest may extend, if provided with appropriate opportunity, to inquisitiveness of the means of making music. The child may show expressions of awe or wonder during instrumental performance or demonstration, accompanied by a readiness to explore or experiment with the instruments themselves. This experimentation may be accompanied by studious listening, another important indicator. Children’s ability to distinguish whether music is “going up or down”, and by how much, is a sign of a “good ear”; the ability to distinguish tonal difference. Although this can be taught to older students, evidence of the ability in younger students may be an indicator of innate musical ability. Children may also demonstrate the ability to improvise musically, either when playing simple instruments or vocally.

Several of these abilities may combine to give the impression that the child is able to learn more quickly than others.

Having identified candidates with a natural proclivity towards music, it is no less important to employ a means of developing musical skills and ability that takes account of the likely predisposition of the musically intelligent candidate for using the right brain hemisphere. Traditional musical training, although it may seek to capitalise on natural ability, often seeks to effect a shift from a figural, instinctive mode of processing towards the more formal mode of analysis. The more musical training an individual has received the more likely he is to call upon left hemisphere mechanisms to solve a musical problem which the novice candidate tackles intuitively using the right hemisphere. This may require a re-examination of those teaching techniques and methods that have long formed the mainstay of music teaching but which may have served, despite the best intentions of the tutor, merely to discourage the potential music student from pursuing their interest.

What is needed is a system for teaching music that seeks to develop the candidate’s natural right-brain approach. That is, one that seeks to develop the creative aspects of music without undue emphasis (initially, at least) on the formal aspects of reading and writing musical notation. Paul McCartney, widely recognised as one of the most popular and prolific composers of this present age, would attest to the effectiveness of just such an approach from his own experience; and the Liverpool Academy of Performing Arts, established by McCartney, upholds just such a philosophy.

Musical ability is an innate ability that, when triggered, can become the focus for success in a child’s life and the catalyst for the development of their self-esteem.

Music is the vehicle for raising children’s self-esteem and a means of stimulating their interest in learning.

A recent study at the Chinese University of Hong Kong suggests that children who learn to play a musical instrument are more likely than non-players to have good memories in later life.

Professor Agnes Chan and her colleagues compared 30 students who had taken music lessons before the age of 12 with 30 students who had never taken lessons. Candidates were set to memorise lists of orally presented words. Those adults who had taken music lessons as children demonstrated significantly better memory skills for spoken information though their performance at remembering visually presented information was not significantly improved.

Reasons for the improvement are not clear-cut. There are suggestions that it may be due to enhanced neuronal pathway capacity. Whereas musical ability is acknowledged as a right-brain function, research using brain scanning technology carried out at the Heinrich-Heine University in Dusseldorf shows that musicians have a well developed left hemisphere, particularly that region that is involved in verbal memory. This is because learning music usually involves students in a complex co-ordination of left and right brain activities. If students learn to play an instrument early enough in life, this could aid in developing patterns of thinking that later prove to be useful in forming mnemonic associations.

Alternatively, it may be that students’ competence in music serves to build their self-confidence as learners, thus enabling them to develop a wider range of learning strategies.

Whichever explanation is closer to the truth, Professor Chan’s findings would appear to emphasise the importance of including music in the curriculum for every child as a means of developing their learning capacity.


Not only do we need to address the issue of developing the musical skills of those who are “musically intelligent” – but we also need to think about how we can use the natural musical skills that some people exhibit as a means of developing their self-esteem.

Mary Wallace, a former head teacher, has a particular interest in this issue. She is certain that musical ability is independent of general or academic ability and quotes examples of children who, when provided with the opportunity, proved that they could shine at music, despite retarded reading ages and lack of either stimulation or encouragement within the home. Mary sees musical ability as an innate ability that, when triggered, can become the focus for success in a child’s life and the catalyst for the development of their self-esteem, occasionally with dramatic results. In her experience, recognition of success in music had been the turning point for an elective mute, an habitual thief and a number of truants. Discovery of their “hidden talent” provided a stimulus that generated a renewed self-perception and new behaviour patterns. Paul Carlile, also a head teacher, can also quote similar examples and is fervent in his belief that “some children have got natural ability”. Paul maintains that it is possible to detect a small number of children in each reception class whose responses to music are significantly different.

Speaking of children who have shown some disaffection with school and may be “totally uncooperative in the classroom with a teacher”, Mary Wallace has noticed nevertheless that they may be “captured” by music. “You can see by their expression and by their body language how much enjoyment they’re getting from hearing and making music.” Mary Wallace and her staff were even prepared to divert funds into activities that promote participation in music in the belief that “success breeds success and raises self-esteem.” Hence, music is the vehicle for raising children’s self-esteem and a means of stimulating their interest in learning. Similarly, Paul Carlile is a keen exponent of using the “feel-good factor” within music to engage children’s interest. Music “accesses their emotions and makes them feel good,” he says.


Although it contradicts what many of us may have been led to believe, there are a number of teachers who maintain that the use of music within the classroom creates a friendly and comfortable environment within which students find it easier to learn. Cynics may argue that students will merely stop what they are doing in order to listen dreamily, but in fact, apart from occasional protests about the choice of music, they usually exhibit a mature attitude. It is important that the music is not a distraction; hence it is wise to steer clear of anything with lyrics or a heavy beat. Those who have been bold enough to experiment have reported success with choices as diverse as Baroque music, “Tubular Bells” and the Ladysmith Black Mambazo choral group. The really daring might try using different kinds of music (soothing, relaxing, stimulating, etc.) to create different moods.


As well as using “mood music”, there are other ways in which we can harness the potential of music as a medium for enhancing the effectiveness of learning. Many of us have no doubt been surprised by our own ability to recall lyrics of songs that we have not heard for many years; our memories apparently being stimulated by the musical association. Advertisers are well aware of this phenomenon and pay great attention to choosing and using catchy tunes to reinforce their message. As teachers and trainers, perhaps we should orchestrate those vital key points that we want our students to recall. I have encountered many examples of the ingenuity of teachers, many of whom have set to music such entertaining lyrics as “the atomic weights table” and “the square on the hypotenuse”.

I still remember graphically my experience as a young student helping out at a local Sunday school. I was “gobsmacked” (a word I had only recently learned) by the ability of a snotty-nosed five-year-old to recite all 66 books of both Old and New Testaments. The secret, of course, lay in the music that accompanied the doggerel.

Whereas we must recognise that not all teachers and trainers are budding Tim Rice-s, we should be careful not to underestimate the talents of our students. I have been delighted by the creativity of my own students on more than one occasion. Failing this, most of us can use simple rhythmic repetition to help reinforce otherwise un-memorable material. This is a tried and trusted method that requires very little effort to increase the repertoire of available chants, yet one which can prove remarkably effective for a broad spectrum of students.

Whatever our musical tastes or talents, from the accomplished performer to the tone-deaf, there would appear to be some benefit for all in exploring the use of music in the classroom. If it helps to create a comfortable climate for learning, enables our students to identify new (and more effective) learning strategies, and encourages them to think of themselves as successful learners then it is an opportunity that we cannot afford to miss.