EDWARD DE BONO

Edward de Bono is the current European Union Ambassador for creativity.

Edward de Bono was born in Malta in 1933. He attended St Edward's College, Malta, during
World War II and then the University of Malta where he qualified in medicine. He proceeded,
as a Rhodes Scholar, to Christ Church, Oxford, where he gained an honours degree in
psychology and physiology and then a D.Phil in medicine. He also holds a Ph.D from
Cambridge and an MD from the University of Malta. He has held appointments at the
universities of Oxford, London, Cambridge and Harvard.

Dr Edward de Bono is one of the very few people in history who can be said to have had a
major impact on the way we think. In many ways he could be said to be the best known
thinker internationally.

He has written numerous books with translations into 34 languages (all the major languages
plus Hebrew, Arabic, Bahasa, Urdu, Slovene, Turkish etc).

He has been invited to lecture in 52 countries around the world.

In the University of Buenos Aires five faculties use his books as required reading. In
Singapore 102 secondary schools use his work. In Malaysia the senior science schools have
been using his work for ten years. In the U.S.A., Canada, Australia, New Zealand, the
Republic of Ireland and the UK there are thousands of schools using Dr de Bono's
programmes for the teaching of thinking. At the International Thinking Meeting in Boston
(1992) He was given an award as a key pioneer in the direct teaching of thinking in schools.

In 1988 he was awarded the first Capire prize in Madrid for a significant contribution to
humankind.

What is unique about Dr de Bono is the response to his work across an unusually wide
spectrum.

At the special request of the delegates Dr de Bono was asked to address the Commonwealth
Law Conference in Vancouver in August 1996 (2,300 senior lawyers, judges etc from 52
Commonwealth countries and other invited countries such as China). This followed an
address which was regarded as the highlight of a previous Conference held in Auckland. Dr
de Bono has worked with many of the major corporations in the world such as IBM, Du Pont,
Prudential, AT&T, British Airways, British Coal, NTT(Japan), Ericsson(Sweden),
Total(France), etc. The largest corporation in Europe, Siemens (370,000 employees) is
teaching his work across the whole corporation, following Dr de Bono's talk to the senior
management team. When Microsoft held their first ever marketing meeting, they invited
Edward de Bono to give the keynote address in Seattle to the five hundred top managers.

Edward de Bono's special contribution has been to take the mystical subject of creativity and,
for the first time in history, to put the subject on a solid basis. He has shown that creativity
was a necessary behaviour in a self-organising information system. His key book, 'The
Mechanism of Mind' was published in 1969. In it he showed how the nerve networks in the
brain formed asymmetric patterns as the basis of perception. The leading physicist in the
world, Professor Murray Gell Mann, said of this book that it was ten years ahead of
mathematicians dealing with chaos theory, non-linear and self-organising systems.

From this basis, Edward de Bono developed the concept and tools of lateral thinking. What is
so special is that instead of his work remaining hidden in academic texts he has made it
practical and available to everyone, from five years olds to adults. The late Lord Mountbatten
once invited Dr de Bono to talk to all his admirals. Dr de Bono was asked to open the first
ever Pentagon meeting on Creativity. At the UN Social Summit in Copenhagen he was asked
to address the banking and finance group.

The term 'lateral thinking' was introduced by Edward de Bono and is now so much part of the
language that it is used equally in a physics lecture and in a television comedy.

Traditional thinking is to do with analysis, judgment and argument. In a stable world this was
sufficient because it was enough to identify standard situations and to apply standard
solutions. This is no longer so in a changing world where the standard solutions may not
work.

There is a huge need world-wide for thinking that is creative and constructive and can design
the way forward. Many of the major problems in the world cannot be solved by identifying
and removing the cause. There is a need to design a way forward even if the cause remains in
place.

Edward de Bono has provided the methods and tools for this new thinking. He is the
undisputed world leader in what may be the most important field of all in the future:
constructive and creative thinking.

In 1996 The European Creativity Association surveyed their members across Europe to ask
who had most influenced them. Dr de Bono's name came so far ahead that they requested the
official naming committee of the International Astronomical Union (in Massachusetts) to
name a planet after him. So DE73 became EdeBono.

In 1995 the Malta Government awarded Edward de Bono the 'Order of Merit'. This is the
highest award available and is limited to only twenty living persons.

For many thousands, indeed millions, of people world-wide, Edward de Bono's name has
become a symbol of creativity and new thinking.

Edward de Bono founded the International Creative Forum which has had as members many
of the leading corporations in the world: IBM, Du Pont, Prudential, Nestle, British Airways,
Alcoa, CSR etc.

The International Creativity Office in New York to work with The UN and member countries
to produce new ideas on international issues - has been set up by Dr de Bono.

Dr de Bono has made two TV series: de Bono's Course in Thinking (BBC) and The Greatest
Thinkers (WDR, Germany) Peter Ueberroth, whose organisation of the 1984 Olympic Games
in Los Angeles rescued the Games from oblivion, attributed his success to his use of de
Bono's lateral thinking. So did John Bertrand, skipper of the successful 1983 challenger for
the America's Cup yacht race. Ron Barbaro, President of Prudential Insurance (USA) also
attributed his invention of living needs benefits to de Bono's methods.
Perhaps what is so unique about Edward de Bono is that his work spans from teaching 5
years olds in primary schools to working with senior executives in the world's largest
corporations. His work also spans many cultures: Europe, North and South America, Russia,
The Middle East, Africa, SE Asia, Japan, Korea, Australia, New Zealand etc.

In September 1996 there was launched in Melbourne a 'de Bono Institute' as a world centre
for new thinking. The Andrews Foundation has donated $8.5 million to make this possible.

In 1997 Dr de Bono was invited to be one of the major speakers at the first ecology
conference to be held in Beijing, China. His role is to provide the 'new thinking' element.

What the World is Saying about Dr de Bono's Works....

In Du Pont, we have many good examples of how out technical people have applied Dr de
Bono's lateral thinking techniques to successfully solve difficult problems - David Tanner
Ph.D, Technical Director, Du Pont

The complexity and pace of contemporary life being what they are, de Bono's course should
be an essential curriculum for the human race - Alex Kroll, Chairman & President, Yong &
Rubican

It's difficult for anyone to put a precise value on Edward de Bono's work and expertise. His
views on thinking and creating are persuasive and cumulative - Jeremy Bullmore,
Chairman, J. Walter Thompson Company

Dr de Bono's course builds up your thinking skills quickly and enjoyably and you then find
yourself using the skills instinctively in approaching all situations......

Leaders in every field - from skilled labour to nuclear physics, from manufacturing to
selling - have this in common : the ability to think clearly. I've seen in my own organisation
how de Bono's concepts have triggered ideas, enthusiasm and positivism - at every level of
personnel. - Paul MacCready, Founder/President Aero Vironment Inc., known as the 'Father
of Human Powered Flight'.

de Bono's work may be the best thing going in the world today. - George Gallup, originator
of the Gallup Poll.

I definitely know of Dr de Bono and am an admirer of his work. We live in an information

economy, where we have to live by what comes out of our minds. - John Sculley, Chairman,
President and CEO, Apple Computer Inc.

It is a function of clarity of de Bono's approach that his thinking course works well with
school children or executives. - John Naisbitt, Author of MEGATRENDS 2000

We all hang on to assumptions of the past to make conclusions about the future......de Bono
teaches us to challenge such assumptions and develop new creative solutions to problems.
- Philip L Smith, President, General Foods Corporation

Lateral Thinking.....really transformed my approach to business problems. - A. Weinberg,

Management Consultant, NY
Creative Thinking is a new field and Dr de Bono is generally regarded as the leading
world authority in this area.

WHAT IS CORT?

The CoRT PROGRAMME/LESSONS.

Thinking is as much a skill as tying a shoelace, riding a bicycle or playing football.

When we neglect to treat thinking as a skill we are relying on raw intelligence and knowledge
to carry out the thinking functionthis is rather like relying on a player's reach and the tennis
racquet to play tennis for the player.

CoRT aims to develop skill in broad practical thinking.

Intellectual virtuosity as such is definitely not an aim of CoRT.

Brilliant mental gymnastics as such are often of little practical value except to delight and
dazzle.

There are people who can think brilliantly about everything except what they really need to
think about!

It is a CoRT aim to encourage students to feel that they can think about anything that is put
before them - but in a practical and sober way.

For instance, in the Experimental Results section is described the effect of some CoRT
lessons on the thinking about the suggestion that everyone should spend one year doing social
work after leaving school.

Before the lessons there was a great deal of idealism with only positive points being
considered. After the lessons the thinking was more balanced and there was far more
consideration of administrative difficulties and the like.

CoRT aims to develop a skill in practical thinking rather than in philosophical excursions.

CoRT aims to get students to look at thinking objectively instead of regarding it as based on
ego and emotion.

Students should be able to be cool and critical about their own thinking and dispassionately
observant of the thinking of others.

Emotions do have a real value - in fact they are the ultimate value. But emotions should be
based on good thinking and not become a substitute for it.

The CoRT aims could be summarised as follows:

1. To acknowledge thinking as a skill.

2. To develop the skill of practical thinking.

3. To encourage students to look objectively at their own thinking and the thinking of others

Each of the lessons in CoRT 1 is designed to encourage students to broaden their

thinking.

In the thinking of both children and adults, the dominant fault is often the tendency to take
too narrow a view. An example of this would be to take up an instant judgment position on an
issue without examining all the factors involved, before you reach, or make a decision.

The lessons in CoRT 1 define attention areas into which thinking can be directed:

Looking for plus and minus points

Considering all factors

Consequences

Aims and objectives

Assessing priorities

Taking other people's views into account.

By making the deliberate effort during the lessons to direct their thinking towards these areas,
students can develop the habit of broadening their thinking.

Research has shown that the use of these lessons can have a considerable effect in increasing
the number of aspects of a situation that are considered.
 Tools:

1: PMI
Deliberate examination of an idea for good, bad or interesting points, instead of immediate
acceptance or rejection.

2: C A F
Looking as widely as possible at all the factors involved in a situation, instead of only the
immediate ones.

3: RULES
The basic purpose and principles involved, drawing together the first two lessons.

4: C&S
Consideration of the immediate, short, medium and long term consequences.

5: AGO
Picking out and defining objectives. Being clear about one's own aims and understanding
those of others.

6: PLANNING
The basic features and processes involved, drawing together the previous two lessons.

7: FIP
Choosing from a number of different possibilities and alternatives. Putting priorities in order.

8: APC
Generating new alternatives and choices, instead of feeling confined to the obvious ones.

9: DECISIONS
The different operations involved, drawing together most of the previous lessons.

10: OPV
Moving out of one's own viewpoint to consider the points of view of all others involved in
any situation.

The first five lessons in CoRT 2 deal with five common thinking operations.

We begin by focusing on the subjects of deliberate attention, so that students can use them in
an organised manner: asking specific questions and looking for specific answers.

The next five lessons deal with the overall organisation of thinking so that it can be used
in a deliberate and productive manner.

The intention is to treat thinking as an organised operation rather than a discursive

ramble in which one thing leads to another.

Some of the lessons in the second half refer to processes learned in CoRT 1 (BREADTH) but
the lessons can still be used even if CoRT 1 has not been taught, by omitting references to it.
 Tools:

1: RECOGNISE
The deliberate effort to identify a situation in order to make it easier to understand or to deal
with.

2: ANALYSE
Two types of analysis. Deliberate dividing up of a situation in order to think about it more
effectively.

3: COMPARE
Using comparison in order to understand a situation. Examining points of similarity and
difference in offered comparisons.

4: SELECT
The deliberate effort to find something that fulfills the requirements. Selecting from different
possibilities.

5: FIND OTHER WAYS

The deliberate effort to find alternative ways of looking at things.

6: START
The practical business of starting to think about something. What is the first thing to do?

 7: ORGANISE
The practical business of organising the way a situation is to be tackled.

8: FOCUS
Looking at different aspects of a situation, especially being clear as to what aspect is under
consideration at the moment.

9: CONSOLIDATE
What has been achieved so far? Drawing together and being clear about what has been done
and what has been left out.

10: CONCLUDE
Arriving at a definite conclusion, even if that declares that no definite conclusion is possible.

CoRT 3 deals with two-people situations.

The thinker is no longer looking directly at the subject matter but at someone elses thinking.
The main area is that of argument, debate, conflict, opinion, etc.

These lessons provide ways of assessing evidence.

We also examine different strategies used to prove a point and the two main classes of error.
 There are two practical procedures for helping to solve conflicts;

"Examine Both Sides (EBS)" and in the mapping operation called

"Agreement, Disagreement, Irrelevance (ADI)."

The aim of CoRT 3 is to encourage pupils to listen to what is being said and to assess its
value.

We are also encouraged to adopt a constructive approach to resolving arguments.

Tools:

1: EBS
Deliberate practice in examining both sides of an argument instead of blindly supporting one
side.

2: EVIDENCE
The types of evidence put forward in an argument. Distinguishing between fact and opinion.

3: EVIDENCE - VALUE
Practice in the assessment of the value of evidence. Not all evidence is of equal value.

4: EVIDENCE - STRUCTURE
Examining evidence. Does it stand on its own, is it dependent on other evidence which in
turn depends on something else.

5: ADI
Mapping out these areas to increase areas of agreement and reduce areas of disagreement.

6: BEING RIGHT - 1
Two of the main ways of being right. (1) Examining the idea itself, its implications and
effects. (2) Referring to facts, authority, feelings.

7: BEING RIGHT 2
The other two ways of being right. ( 1 ) Use of names, labels, classifications. (2)Judgment,
including the use of value words.

8: BEING WRONG 1
Exaggeration - false generalizations, taking things to extremes. Basing conclusions on only
part of the situation.

9: BEING WRONG 2
The remaining two ways of being wrong: mistake and prejudice.

10: OUTCOME
What has been achieved at the end of an argument? Seven possible levels of achievement
short of complete agreement.
 It is too often assumed that creative ideas come only from inspiration and that there is
nothing else that can be done about it.

This is a mistake. We all have the potential to be creative.

CoRT 4 covers the basic creative techniques, procedures and attitudes.

Creativity is treated as a normal part of thinking, involving processes that can be

learned, practiced and applied in a deliberate manner.

Some of the processes are concerned with the escape from imprisoning ideas. Others are
concerned with the provocation of new ideas.

We understand how "Problem definition" is an important part of creativity, as is the

evaluation of "Suggested solutions".

Tools:

1: YES, NO & PO
"Po," a device for showing that an idea is being used creatively without any judgment or
immediate evaluation.

2: STEPPING STONE
The use of ideas not for their own sake but because of other ideas they may lead to.

3: RANDOM INPUT
The input of unrelated spurious ideas into a situation may change the situation.

4: CONCEPT CHALLENGE
The testing of the ' uniqueness" of concepts may lead to other ways of doing things.

5: DOMINANT IDEA
In most situations there is a dominant idea. In order to be creative one must find and escape
from it.

6: DEFINE THE PROBLEM

An effort to define a problem exactly may make it easier to solve.

7: REMOVE FAULTS
The assessment of faults and their removal from an idea.

8: COMBINATION
By examining the attributes of seemingly unrelated items new items may be created either by
fusion or by combination.

9: REQUIREMENTS
An awareness of requirements may influence the creation of ideas.

10: EVALUATION
Does an idea fulfill the requirements; what are its advantages and disadvantages?
 Information and feeling underlie all thinking.

Thinking depends on information and is strongly influenced by feeling.

CoRT 5 deals with information processes, such as questions, clues, guessing, belief, ready-
made opinions and the misuses of information.

We also deal with emotions and values and the part these play when dealing with
information..

The aim of CoRT 5 is to encourage a definite awareness of these influences - not to

change them.

The students are also trained to recognise what information they have, what they still require
and how to use information.

The techniques used in each lesson are designed to develop detachment and observation.

Tools:

1: INFORMATION
Analysis of information and appraisal of its completeness. What desirable information is
missing?

2: QUESTIONS
Skilled use of questions. Purpose and direction of questions. Open-ended and closed types.

3: CLUES
Clues, deduction, implication. Maximum extrapolation of given information. Putting things
together.

 4: CONTRADICTIONS
False jumps, false conclusions and other incorrect uses of information.

5: GUESSING
The use of guessing when information is incomplete. Good guesses and bad guesses.

6: BELIEF
Credibility. How we value our information. Proof, certainty, belief, consensus, authority,
media, experience, anecdote, etc

7: READY-MADES
Usual substitutes for personal thinking- stereotypes, cliches, prejudices, standard opinions,
etc.

8: EMOTIONS AND EGO

The way emotions are involved in thinking. Usual emotions and ego-emotions (having to be
right, trying to be funny, face-saving, etc.).

9: VALUES
Values determine thinking and acceptability of the result. Appreciation of the values involved
rather than trying to change them.

10: SIMPLIFY AND CLARIFY

What does it boil down to? What is the situation? What is the thinking about?
 In this set of ten lessons the structure takes the form of a framework.

The purpose of the framework is to divide the total thinking process into definite stages.

At each stage in the overall framework there is a definite thinking task to be carried out and a
definite aim.

This method simplifies thinking by both removing complexity and confusion.

Without a framework everything tends to crowd in at once on the thinker, who tends to be
overwhelmed by all the aspects of the situation. This can result in the thinker taking the
easiest way out and useing a slogan, clich or prejudice instead of thinking.

The stages suggested in the framework are very simple and straightforward.

At each stage the thinker concentrates on carrying out the task defined by that stage.

To make the stages of the framework memorable each of them has been given an initial
letter.

These letters have been specially chosen so that they add up to a word that is catchy enough
to be memorable.

This is simply a mnemonic device.

The total framework is called TEC-PISCO which stands for Target-Expand-Contract-

Purpose-Input-Solutions-Choice-Operations.

The choice of letters has to some extent been dictated by the need for them to add up to a
pronounceable word. For example "decision" might have been more appropriate than
"choice."

Tools:

1: TARGET
The first thing in thinking. Directing attention to the specific matter that is to be the subject
 of the thinking. The importance of picking out the "thinking target" in as definite and focused
a manner as possible

2: EXPAND
Having picked out the target the next step is to expand upon it: in depth, in breadth, in
seeking alternatives. This is the opening-up phase of thinking. "Say as much as you can
about...".

3: CONTRACT
The third step is to narrow down the expended thinking to something more tangible and more
usable: main points, a summary, a conclusion, a choice or selection.

4: T E C
The use of the three preceding tools in one sequence. Practice in defining the target,
exploring the subject and narrowing down to a usable outcome.

5: PURPOSE
Being clear about the exact purpose of thinking. With what does one want to end up: a
decision, a problem solution, an action plan or an opinion? The general purpose of the
thinking and also the specific objective.

6: INPUT
The situation, the scene, the setting, thwe information available, the factors and people to be
considered, the total input that goes into thinking.

 7: SOLUTIONS
Alternative solutions including the most obvious, the traditional, and the new. Methods for
generating solutions and filling gaps.

8: CHOICE
The decision process. Choosing between the alternative solutions. Priorities and the criteria
for choice. Consequences and review of the decision.

9: OPERATION
Operation, Implementation the carrying through the results of the thinking. Setting up the
specific action steps that will bring about the desired result. Putting the thinking into effect.

10: TEC - PISCO

Using the whole PISCO sequence (Purpose-Input-Solutions-Choice-Operation).
Consolidation of the total TEC-PISCO framework in which the first three tools (TEC) are
used to define and elaborate each of the five stages of the PISCO procedure.

FRONT PAGE EXPERIMENTAL RESEARCH AND GRAPHS.

Experimental Research Tests and Papers

If the thinking lessons can be shown to improve thinking skill, then it would be difficult to
find an excuse for not using them.

No amount of philosophising about the desirability of teaching thinking can replace actual
results.

We might think it is a good idea to teach thinking and might set out to do so ahead of results
in the hope of developing an effective method - but that would be pioneering.

Not everyone is a pioneer, and most people prefer to look at the results first and then decide.

The experimental results do show that CoRT Thinking Lessons have an effect on
thinking skill.
This is not altogether surprising, because if you set out to train a skill then that skill does
generally improve.

What is surprising is that as few as four lessons (and in one case a single lesson) can have
such a marked effect - but then children are very good at learning new rules for new games.

EXPERIMENT 1 (a):

Tape recorded discussions by eight separate groups of elementary school students. Of these
eight groups four had done ten CoRT Thinking Lessons and the other four had not done any.
The order of the groups was determined by tossing a coin.

Problem: A student wants to study to be a teacher. The students parents have to live in
another country for five years due to work. Should the student accompany them or stay with
relatives or friends until the course is completed? (The school has many students whose
parents work for the military; therefore the problem is relevant to them.)

EXPERIMENT 1 (b):

Essay by two classes of 32 students each at high school. One of the classes had the first CoRT
Thinking Lesson (on the treatment of ideas) and the other class had not.

Subject for consideration: Do you think there should be special weekend prisons for minor
offenders?
Read the entire article.

EXPERIMENT 2 (a).

COMMUNITY COLLEGE

Three groups from a mixed ability class (ages 12 and up) that had done 12 CoRT Thinking
Lessons were compared with three groups from a comparable class that had not done any of
the lessons.

Each group of four students was asked to discuss the following question:

In order to make better use of scarce educational resources (money for education), the
following suggestions have been made:

1. Schools in country areas should be closed or,

2. That all schools should have fewer teachers.What do you think?

EXPERIMENT 2 (b).

HIGH SCHOOL

Six groups of entry level students (six students in each group) were drawn from three
different mixed ability classes. Three of the groups tackled the question before any CoRT
Thinking Lessons, and the other three groups tackled the same question after doing four
CoRT Thinking Lessons.

The groups discussed the question: Should children be allowed to leave school as soon as
they have learned to read and write?

Read the entire article.

EXPERIMENT 3 (a)

Girls' Private School Girls aged 13-14.

One class had done fourteen CoRT lessons. The control group came from an equivalent class
that had not done any lessons. Unfortunately the control class had to be divided in half to
provide controls for two different experiments, so the number of students in the control group
was only 16 and that in the experimental group was 32. For this reason the figures in the table
can only be regarded as proportional.

The last line in the "no lessons" group has been multiplied by two to make it comparable with
the other group.

The groups were asked to write on the question:

"Should everyone have to do one year's social work after leaving school?"

EXPERIMENT 3 (b)

High School Girls and boys aged 16-18.

The students at this school had been selected for their high general level of ability and could
be regarded as well above average. In a crossover experiment one group tackled the question
without having studied any CoRT lessons and the other group tackled the same question after
seven of the lessons.
The question was the same as that used in Experiment 3 (a): "Should everyone have to do one
year's social work after leaving school?"

Read the entire article.

CoRT 4 Creativity

The artificial word po is a way if responding to a situation outside of judgment. The creative
use of po is described in detail in the Lesson Notes.

The use described below is the reactive use: that is to say the use of po as a response to avoid
being forced into a polarised position. In thinking, the mind has to have something to do. It is
more uncomfortable to have a "void" in which nothing is happening.

The simplest thing to do is to judge a situation.

In fact much evidence from the thinking of children and others shows that judgment is the
most usual response when they are faced with any new situation: do I like it or do I not like
it? Is it true or is it false?

Once such a judgment has been made, the rest of the thinking is used to support that
judgment instead of exploring the situation.

The results shown here are in fact obtained from adults.

EXPERIMENT

A number of statements were put to the following groups:

 123 young teachers

196 science students at a university

78 civil servants

215 mixed college lecturers and graduates.

Each group was divided into two halves depending on whether their birthday fell on an odd
or even date in the month. One half was asked to respond in an agree/disagree fashion,
(Yes/No), and the other half was allowed to use the additional category of po.

A scale of conviction was also used so that Yes-1 meant a mild degree of certainty but Yes-5
meant the maximum certainty (with the same for No).

Po was explained very briefly as a device which meant that the user was operating outside the
judgment system and wanted to treat the proposal as an idea to explore.

introducing PO
The uniformity of response in the YES/NO percentages is perhaps surprising.

The addition of the po opportunity made a big difference to all groups, reducing the Yes and
No percentages by roughly similar amounts. The po response is in itself remarkably similar
between the groups.

The following three statements were also put forward ;

Democracy is not necessarily the best political system for every country.

Cannabis is less harmful than alcohol and should be made legal.

"What you can get away with" is the basic ethic of modern society.

Read the entire article.

Read the feedback from CoRT users. This will contine to be updated with this new on-line
version.

Excerpts from "Research and Realities in Teaching and Learning" by Dr John Edwards,
Associate Professor of Education, James Cook University of North Queensland.

INCLUDING

The test (ACER-TOLA) consisted of five sub-tests, each designed to produce a standard
distribution. This meant that 31% of the students tested would normally fail one or two
standard deviations above the mean. The results of the CoRT trained group, and for the mean
scores from the six years of grade 7's at this school were, in relation to proportion of the
students above the mean as follows:
Test A - Test of learning abilities,

Test B - Study skills,

Test C - Mathematics skills,

Test D - Language vocabulary,

Test E - Language comprehension.

Feedback from the children was also positive, with the majority reporting big improvements
in their thinking and self-confidence, and many reporting wide use of CoRT skills across the
curriculum and in their everyday life.