# Stage One (Moving on)

This stage takes your existing Stage One pages and puts them into a new format to enable the learner to select from more than six symbols on a page.

### **Readiness**

The learner is enjoying your use of the book while chatting together and is beginning to select single symbols within motivating activities.

### **About Stage One (Moving on)**

The limitation to eye pointing is that there are only so many different areas on the page that a learner can clearly eye point to. The maximum number of symbols or pictures on a page that you have used so far is six and you may have already found this limiting when thinking of vocabulary to use in an activity. Keeping to six symbols reduces the amount and complexity of language that is easily available.

One way to increase the number of symbols on a page is to use colour encoding. Colour encoding can initially feel complicated and strange. But it’s not as tricky as it seems.

When you use colour encoding, you put symbols into groups on a page and give each symbol within the group a different coloured border. Coloured dots that match these border colours are placed around the edge of the page. To select a symbol, the learner first looks at the group of symbols that contains their target symbol. The learner then looks at the coloured dot that matches the colour of the border of their target symbol. So instead of one look to a single symbol, colour encoding entails two looks – the first to the group and the second to the matching coloured dot.

<figure><img src="https://3415950177-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FVTIZZ9vXzM3LzJAW8zSi%2Fuploads%2FmtNx2RgzDMwFXf7OlRCn%2FStage%201%20MO%20example.png?alt=media&#x26;token=f7c1926f-b410-40f7-ac23-6575592a8cbc" alt=""><figcaption><p>Page for playing bubbles from Stage One (Moving on) with core vocabulary displayed on the left. Shows colour encoding with two colours: orange and blue. </p></figcaption></figure>

In the example above, the symbols are arranged into five groups of two. If the learner wanted to communicate <mark style="color:blue;">**pop**</mark> they would first look at the group that contains the symbols <mark style="color:blue;">**pop**</mark> and <mark style="color:blue;">**oh no!**</mark>. They would then clarify which symbol they wanted by looking at the orange dot as <mark style="color:blue;">**pop**</mark> has an orange border.

**VIDEO:** This video shows how encoding works.

{% embed url="<https://www.youtube.com/watch?v=AflX1jl6xvM&list=PLWWQ5nlUD_ttstD_qhFWcb9fqYCg3rQNR&index=2>" %}
To watch this video visit the digital edition of the eBook at: <https://docs.acecentre.org.uk/look2talk/>
{% endembed %}

Note that different forms of encoding are possible. If using colour information is difficult for a learner, encoding can be done using numbers, shapes and / or patterns. Colour encoding can also be done using more muted colours if that is preferred. See [Appendix Three](https://docs.acecentre.org.uk/look2talk/appendix-3-encoding-options) for more information. The principle is the same even if it looks a bit different.

A great way to introduce encoding is to create a page around a fun, motivating activity. You can then **model** using this page, highlighting the encoding process as you do so. For example, using the page above you could say “I want this group, *orange*, I want <mark style="color:blue;">**more**</mark>”, while pointing to the group containing the <mark style="color:blue;">**more**</mark> and <mark style="color:blue;">**stop**</mark> symbols, then pointing to the orange dot and then to the <mark style="color:blue;">**more**</mark> symbol. It sounds laborious written down, but it is fairly quick to do.

**VIDEO:** This video shows how you can model encoding.

{% embed url="<https://www.youtube.com/watch?v=ZkyW2WRz7wE&list=PLWWQ5nlUD_ttstD_qhFWcb9fqYCg3rQNR&index=3>" %}
To watch this video visit the digital edition of the eBook at: <https://docs.acecentre.org.uk/look2talk/>
{% endembed %}

When getting started, you might find that the learner will look directly at the group that contains the symbol but won’t initially go on to look at the corresponding dot. You can support their understanding of this by telling them that you can see they are looking at, for example, <mark style="color:blue;">**more**</mark> and <mark style="color:blue;">**stop**</mark>, and asking if they are telling you *orange* <mark style="color:blue;">**more**</mark> or *blue* <mark style="color:blue;">**stop**</mark>. Alternatively, if you are confident that they are looking at a particular symbol, you could simply say, “you are telling me *orange* <mark style="color:blue;">**more**</mark>”, while drawing their attention to the border and the matching coloured dot. If you have got it wrong, they can always let you know.

**VIDEO:** This video shows one way of supporting someone who is learning to use encoding.

{% embed url="<https://www.youtube.com/watch?v=hZjzOWc37aM&list=PLWWQ5nlUD_ttstD_qhFWcb9fqYCg3rQNR&index=4>" %}
To watch this video visit the digital edition of the eBook at: <https://docs.acecentre.org.uk/look2talk/>
{% endembed %}

Encoding takes time to learn but it is worth persevering. In time, it will unlock a wealth of opportunities.

**VIDEO:** Tamsin and her mum are drawing animals together. Tamsin is getting going with two colour encoding.

{% embed url="<https://www.youtube.com/watch?v=WdwJ67m45H0&list=PLWWQ5nlUD_tuGt7r_SSnRYZYp9JMe01YU&index=8>" %}
To watch this video visit the digital edition of the eBook at: <https://docs.acecentre.org.uk/look2talk/>
{% endembed %}

As you get going with encoding, gradually transform your Stage One pages into this new format. You may want to take it slowly to avoid the moving on process becoming stressful. As you change the format of the topic pages, keep the topic vocabulary from your Stage One pages in the same layout. You then have four more cells on the right-hand side that you can gradually fill with new symbols.

<div><figure><img src="https://3415950177-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FVTIZZ9vXzM3LzJAW8zSi%2Fuploads%2Fl5XoSKad2x8XrWLkBqnx%2Fbubbles%20stg%201.jpg?alt=media&#x26;token=8b783a05-7882-4c0c-9207-45bbe1f4775a" alt=""><figcaption><p>Page for playing with bubbles from Stage One - no colour encoding.</p></figcaption></figure> <figure><img src="https://3415950177-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FVTIZZ9vXzM3LzJAW8zSi%2Fuploads%2Fsp89i62x7kxh6xjxrS9T%2Fbubbles%20stg%201%20mo.jpg?alt=media&#x26;token=8f2f46eb-39f8-47fc-8b95-d5b2d572e3f5" alt=""><figcaption><p>Page for playing with bubbles from Stage One (Moving on) - with two colour encoding.</p></figcaption></figure></div>

In the example above, <mark style="color:blue;">**bubbles**</mark>, <mark style="color:blue;">**blow**</mark>, <mark style="color:blue;">**pop**</mark> and <mark style="color:blue;">**oh no!**</mark> are in the same place relative to each other on both pages. New symbols <mark style="color:blue;">**catch**</mark>, <mark style="color:blue;">**want**</mark> and <mark style="color:blue;">**pretty**</mark> have been added to some of the four available new cells on the right-hand side of the page. There is no need to fill every cell on the page with symbols.

If getting going with encoding is proving challenging for the learner, but you feel they are ready to access more symbols on a page from a language perspective, you could support their use of an encoded page using a strategy called **listener mediated scanning**.&#x20;

One way of going about listener mediated scanning is for the learner to look directly at the group. You then speak aloud the names of the symbols within the group (highlighting the colour of the border to continue to reinforce their learning of the encoding). The learner indicates ‘yes’ when you speak aloud the option that they wish to communicate. When speaking aloud the options within the group, ensure you always say the symbol names in the same order. &#x20;

**VIDEO:** This video illustrates how listener mediated scanning can work on an encoded page.

{% embed url="<https://www.youtube.com/watch?v=pQvFD1sQo3w&list=PLWWQ5nlUD_ttstD_qhFWcb9fqYCg3rQNR&index=5>" %}
To watch this video visit the digital edition of the eBook at: <https://docs.acecentre.org.uk/look2talk/>
{% endembed %}

### **Things to think about**

* Continue to add more pages for activities or interests that you both enjoy, updating the <mark style="background-color:purple;">Menu Pages</mark> as you do so.
* Continue to take responsibility for making sure the communication book is always to hand.

### **Aims for the communication partner**

* Continue with all Stage One aims.
* **Model** how to select symbols using encoding.

### **Aims for the learner**

* Continue with all Stage One aims.

### **Demonstration pages**

Look2Talk Demonstration Pages contain example communication book pages that aim to bring to life the practices and principles described above. [Click here to try interactive demonstration pages for Stage One (Moving on). ](https://acecentreuk.sharepoint.com/:p:/s/AnonymousShares/EYrbxPiG2VZJkSDuNm59RE4BCXONAer8to5ONsfHvV-5-g?e=AilXD0)

### Further support

Ace Centre Learning offers training on Look2Talk at least twice a year. To join a mailing list to be alerted when a course becomes available please [click here](https://acecentre.org.uk/resources/look2talk?look2talk=1). NB: If you are bounced back to this eBook it means you have already joined the mailing list.&#x20;

You can also check our website to see if Look2Talk courses are currently available and to see other training opportunities around communication partner skills, AAC and access methods in general by [clicking here to visit Ace Centre Learning](https://acecentre.org.uk/learning).&#x20;


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