I'm running a webinar about adaptive teaching after half term with lots of practical advice on inclusive approaches to teaching. Grateful for reposts. Many thanks to everyone who has shared this already! 😘
www.eventbrite.co.uk/e/the-ultima...
Agreed. It’s a base point but you plan and build around it.
Absolutely you can tell the difference between the learners who come to us from primary schools where languages are taught well and where it is not. They are stronger and more at ease with language learning from day 1.
@suecowley.bsky.social
We have many parents who are advising their children to study languages but the kids aren’t keen. The students don’t want to put in the hard graft to learn the languages. Language learning has to be more robust from at least KS1. That’s why other countries do it better.
Hugely! We have the same. Korean is huge at the moment too.
Certainly in the short term it would. However, unless successful comes with it then it’s not sustainable.
It will be interesting to see how the revamped GCSE pans out.
Y7 - French only
Y8 & 9 - all students study French and Spanish
Y10 & 11 - optional
The dream would be to offer a non-European language and to deliver it really well. That is purely from an ideological perspective because it would be really cool!
Mainly I do this in small chunked tasks either whole class or 1:1. Lots of choral response or ping pong reading (which is great for any subject)
Languagenut also allows us to record and listen back.
Plus grade boundaries are high, particularly at A Level.
Languages are struggling because children find it hard to see the need for it and it’s a challenging subject - it’s hard to cruise through language learning. The older students will tell younger students that it’s hard and it’s hard to break that reputation.
We are a new school and so have just had our first year 9 through so it’s impossible to measure. We have three language classes across two subjects running next year. A little lower than hoped but we also have a few double linguists which I’m thrilled with.
Absolutely and that makes them so powerful. I use them for peer assessment too and I make what I can accessible for parents too.
Both. In class assessment and homework and revision too really.
I stopped paper vocabulary tests 3 years ago and never looked back. Huge waste of time.
I think if you know the limitations of chatbots and how to use them safely and effectively then they are great.
This is all for secondary languages.
I’m going to add a new game called ‘Beat the bot’ into my gcse teaching next year with the aim of helping the students understand not only the advantages and limitations of AI chats but also the power of their own learning.
Mizou is also incredible but takes a bit of trialling before you know the precision required of your prompting. The feedback is so accurate, it’s incredible.
I use various ones. We use Google at our school so Google forms, Google questions, YouTube questions all have their place and then platforms like kahoot, languagenut, Seneca all serve a purpose too.
I agree with all of your points but I stand by the fact that the digital technologies have made my marking and feedback more effective than ever. I’ve been teaching 20 years and it’s never been this good.
It is totally task and subject dependent but it’s not a case of it’s awful or it’s perfect
I haven’t even tried to start a diet. Definitely should though. It’s strange starting a job at the midway point of the year but it allows you to come in and just settle rather than being a September newbie!
The Ultimate Guide to Self-Regulation in the Classroom, book by Sue Cowley
I'm doing a free giveaway to celebrate the publication of my latest book! Like and repost to enter (UK only). Winner announced on Sunday. See the link below to find out more about the book. #freebie #giveaway
New year, new lanyard pins! #MFLbluesky
Amazing! Thank you ☺️
I’ve been tasked with carrying out an analysis (of sorts) of our school’s current homework practice, adjusting where needed and relaunching in July/September 2025!
Step 1: read this! @drcastelino.bsky.social
I love this idea. Need something to get me moving but I just can’t get dressed and now I’m sat looking at my inset presentation and nothing is happening 🤦🏻♀️
Anyone else still planning their INSET session for the first day back. My session on formative assessment and feedback relies heavily on Dexy’s midnight runners and David Moyes. Am wondering whether there are any other quirky characters appearing in staff inset across the country?
I would debate that this is an old rule, surely?
🔴 EN DIRECTO | Lotería de Navidad 2024: última hora de ‘El Gordo’ y todos los premios del sorteo
Everyone definitely doesn’t say their school is special. I do but I know many who don’t. Your school looks lovely.
We are very lucky.
Have a great break 🌲
I have this up in my office for that constant reminder because too often, being nice is the easier option.
Finding appropriate training. Adaptive teaching is a big one for us right now. I’ve been surprised how much unpicking from ‘differentiation’ we have had to do but we have staff who want to learn and understand more which is great.
We started with getting more staff onto Google educator. After each staff training, we ask staff to fill in a feedback form where they can specify if they would like further training in that area. It’s about now looking at some of this feedback and…
