Suggestions for developing the project in the classroom:

	Thinking back over a thousand years in terms of double-generations has proved a useful approach: only 20 grandparents ago, Old English was being spoken. It brings it nearer to home - is the equivalent of a Post Office queue. (Does anyone know when one of their grandparents' grandparents was born?)
	While studying the development of language, it can be useful for pupils to have a display area to develop as a class timeline. This can be made with ribbon or tape pinned horizontally, vertically or as a snake, with labels for the important events and people in the development of language (see 'Timeline' for useful dates). Pupils can add labels about books and authors to the line, researching from reference books or the internet about authors or inventions and downloading small images. Lines drawn out from more crowded later sections can lead to fuller information sheets, carefully presented by pupils. Where wall-space is unavailable, groups could work on large size scrap-books, reassembled with adhesive tape into zig-zag books, with the timeline drawn across all the pages. These fold and can be stored.
	Timeline labels indicating periods currently being studied by class members in history can help pupils make links.
	Class groups could be challenged to bring in interesting examples of current language: dialect words, headlines, jokes involving word play, text message abbreviations, catch-phrases, jargon in advertising, new words from pop or rap - whatever is most appropriate for the group - and display them on the wall or on A3 sheets.
	An extension challenge involving design and graphics: pupils to devise their own board game about the development of language. (Printing press breaks down - move back three spaces).
	Investigating the etymologies of local place names can be exciting. (A link with a local history project is possible here). Familiar words which were 'just names' become words which have meanings.