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This blog post was written by Céline Courenq. About the author of the post: Céline Courenq is Head of World Languages (MFL and Home Languages) at a British international school in Bangkok, leading language pathways across KS3–IB She previously taught in comprehensive secondary schools in the UK, which continues to shape her commitment to inclusive practice and strong foundations. She has led the implementation of the EPI model across KS3 and KS4, is EPI accredited, and is al

From a GCSE examiner’s point of view, I believe most students do not underperform in writing because they lack ideas, motivation or effort. Much more often, they underperform because they have been taught a version of GCSE writing that does not reflect how writing is actually assessed. Year after year, the same issues surface in exam papers. Students rely heavily on scaffolds , they misunderstand what “complex language” really means and accuracy at sentence level is sacr

This blog post was written by Esther Mercier. About the author of the post: Esther Mercier - My name is Esther Mercier, I am originally...

This blog post was written by Jennifer Wozniak-Rush. About the author of the post: Jennifer Wozniak-Rush is an Assistant Headteacher for...

As the 'newish kid on the block' in terms of the new GCSE MFL specification in England, incorporating read-aloud activities in the modern...

In the domain of language teaching, teachers often find themselves faced with the challenge of engaging students who seem disinterested...

This blog post was written by Lucy Dreznin. About the author of the post: Lucy Dreznin is a former Head of German and Curriculum lead at...