Presenting information clearly

Speaker: (TO AUDIENCE) As a line manager, it’s my responsibility to make sure, during the daily morning meeting, all the group leaders are aware of what’s happening at the centre that day.

(TO OTHER PEOPLE) Good morning team!

ALL: Morning.

Speaker: We have three groups arriving today, two of which are primary schools, one is a secondary school.

(TO AUDIENCE) Before the meeting, I will often prepare notes so I don’t lose my trail of thought.

I select only the essential information.

(TO OTHER PEOPLE) One of the groups is bringing a young person who has a severe nut allergy.

(TO AUDIENCE) I speak slowly and clearly, emphasizing key words.

(TO OTHER PEOPLE) …trigger an allergic reaction.

Because of the snowfall as well, some of the grounds are frozen which means bushcraft has to be taken off the programme.

(TO AUDIENCE) I like to keep it fun, I may tell a joke or two to relax everyone.

(TO OTHER PEOPLE) The weather today is going to be cold.

There’s going to be some snowfall but that’ll be s'no problem for us.

(TO AUDIENCE) I’ll ask if I’ve been clear enough, and I will give them the opportunity to clarify anything that I’ve asked or said.

(TO OTHER PEOPLE) Does that make sense?

ALL: Yes.

Speaker: (TO AUDIENCE) By talking clearly and persuasively, I’ve been able to present all the key information.

Speaker 1: So any questions? Holly.

Speaker 2: Yeah I was just think that today with bushcraft being off of the programme that maybe we could put archery in instead?

It’s free all day so we can use that.

Speaker 3: Yeah, I was thinking about that myself, but a lot of the schools since they've been here have already done archery on their programmes that they have right now. So I was thinking maybe fencing?

It’d be a bit more of a follow-on from for the target sports area and that way no one’s repeating.

Speaker 1: Good ideas, is everybody happy with that?

ALL: Yep.

Speaker 3: (TO AUDIENCE) We all take our turn to make suggestions.

Mike then checks if the group as a whole understands and agrees before moving on with the discussion.

We don’t want to sit around talking through lots of options that will take longer to resolve.

Speaker: (TO AUDIENCE) After the morning meeting has finished I will proofread the programme for that day, and then it will be handed to the teachers.

I read through all the information, checking for grammar, spelling mistakes and that all the information is accurate.

(TO THEMSELVES) I’ve noticed a spelling mistake here.

With the word 'aims' there’s an apostrophe between the 'm' and the 's' which should not be there.

I can already see that bushcraft is still on here, it’s now been changed due to the weather.

It’s been replaced with fencing.

(TO AUDIENCE) It’s very important that our visiting teachers actually understand what sessions they are doing.

(TO THEMSELVES) The Leap has been abbreviated and it should say 'Leap of Faith', as that is the proper name for the session.

This is going to help the teachers understand exactly what session they’re on.

There’s also information on here that teachers don’t need to know, so that can be taken out.

(TO AUDIENCE) It’s really important that our audience, the teachers, understand the terminology.

So we have to use proper names for activities so the teachers understand.