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There’s a lot of talk everywhere about the new 2026 GCSE MFL exams and for good reason! The updates are designed to make language learning more meaningful, focusing on real communication rather than memorised scripts and let's hope they will! The part, I would like to focus on in this post is the Role-Play  section in the speaking exam. If you’ve ever taught GCSE languages, you’ll know role-plays have always been around in some form but the new version asks students to use their language in much more real  ways in real life transactional settings students are likely to encounter when travelling in TL countries. It’s less about reciting a perfect answer and more about understanding a situation and responding naturally, just like they might have to do abroad, online, or even in their future job. So, what exactly is changing, why does it matter and how can we help our students feel more confident? Let’s dig into what the new role-plays look like, what can make them tricky and how we can practise them in everyday lessons without anyone breaking into a sweat. What the New Role-Play Looks Like In the new 2026 GCSE, every student will do a short role-play as part of the speaking exam. The idea is to test how well they can use the language in practical situations ; for example, ordering food, booking a hotel room, or asking for information. Students get a stimulus card  written in English . It sets the scene (“You are in a restaurant”) and lists a few things they need to do - five bullet points. These might say things like say what you want to eat , ask a question about drinks , say if you are happy with the food , etc. One of the points (two in the higher paper) will always ask them to ask a question , so they need to be ready to turn the tables and keep the conversation flowing. The teacher or examiner has a matching card with their side of the dialogue and any follow-on questions. The whole thing lasts about a minute or so and marks are awarded for communication - not for linguistic accuracy or giving long, complicated speeches. However, one word responses will not be enough!!! In other words, it’s not about sounding like a native speaker; it’s about sounding like someone who can cope  and communicate . Designed by Drazen Zigic at Freepik Why Role-Plays Matter I think role-plays are one of the most useful speaking tasks we can do. They build confidence, promote real interaction and show students that language isn’t just something for the classroom - it’s for real life. In the new GCSE, they’re also more aligned with what we actually want learners to achieve: the ability to hold a short, functional conversation. That means fewer rehearsed monologues and more natural dialogue. It also fits perfectly with what the NCLE* have been emphasising lately: resilience in language learning . If students can stay calm, listen carefully and respond even when they’re unsure, that’s a huge win. The Challenges Of course, even the best-prepared students can find role-plays nerve-wracking. Over the years, I’ve noticed the same few hurdles cropping up again and again and these are especially relevant for the exam setup. Here are ten common challenges (and how we can tackle them): Misreading the card  – Students misunderstand what they have to do, especially when it says “ask a question.” Tip:  Practise highlighting or underlining the verbs on the card - say, ask before they start speaking. Missing bullet points or details  – They might give lovely responses but skip one of the tasks. Tip:  Use a simple checklist or tick-box during practice so students get used to covering everything. Introduce scripting as a form of scaffolding at the start. Adding too much  – Some go off on a tangent, trying to sound complex but losing focus and becoming ambiguous. Tip:  Encourage “clear and short” at least two word or full sentence answers. Forgetting to ask a question  – A classic! Tip:  Make “question of the day” a regular routine so asking questions becomes automatic. Model how to form questions (in German). Rushing or running out of time  – They speak too fast or pause too long. Tip:  Use timers in class to get a feel for pacing. Freezing with nerves  – Speaking exams can be scary. Tip:  Normalise mistakes. Celebrate effort. The more they practise short, informal role-plays, the less intimidating it feels. Not knowing high frequency key chunks  – Students might not have the words they need for simple things like “I’d like…” or “Could I have…?”. Tip:  Teach high-frequency chunks and reusable phrases early and often. Sounding robotic or over-rehearsed  – Memorised answers make conversations feel flat. Tip:  Use drama and pair swaps so students practise sounding natural. Not reacting to follow-ons  – They stick to their scripted notes instead of listening to what’s said. Tip:  During practice, throw in surprise questions so they have to respond spontaneously. Not knowing what earns marks  – Some think longer = better. Not always! Tip:  Go through a simplified mark scheme together so they know what matters: covering the task, showing understanding and communicating clearly. Classroom activities that actually work Now for the fun part - the how . These activities are simple, adaptable and easy to slot into normal lessons. They help students build up the exact skills needed for the 2026 role-play without it feeling like exam prep every time. 1. Role-Play Carousel Set up different role-play stations around the room (restaurant, shop, hotel, school). Students work in pairs, spending a few minutes at each before moving on. Each time, they get a new scenario.This is great for building stamina and covering lots of vocabulary in a short time. Variation:  Colour-code cards for Foundation and Higher tiers so students can pick their challenge level. 2. The Examiner Swap One student plays the examiner, the other the candidate. After each round, they switch roles. Give “examiners” a few optional follow-on questions to make it feel real.This helps students understand both sides of the conversation and improves their listening. Bonus idea:  Let students write one of the follow-on questions themselves. 3. Mystery Role-Play Here, the student only sees their  card. They don’t know exactly what the examiner will say. This forces them to listen carefully and think on their feet. It’s a brilliant way to build resilience and spontaneity and it mirrors what the real exam will feel like. 4. Role-Play Bingo Give each student a bingo grid with boxes like: “give an opinion”, “ask a question”, “express a preference”. Every time they include one of these in their dialogue, they tick it off. First to complete a line wins. It’s light-hearted, but it also reinforces functional language and range. 5. Question Ladder On the board, write increasingly complex question stems: Where…?  → When…?  → What time…?  → Could you tell me when…? Students practise forming each one in context. This helps them move from basic to more natural-sounding questions without fear. 6. Speed Role-Plays Give pairs a set of quick scenario cards. They have 45 seconds to act each one out before moving on. Short, energetic and great for fluency; it keeps students thinking fast and responding without over-preparing. 7. Peer Feedback Circles After each role-play, students use a simple feedback slip: ✓ Covered all bullet points ✓ Asked a question ✓ Used an opinion ✓ Spoke clearly They share one “glow” and one “grow” with their partner. It keeps feedback positive and focused. 8. Record and Reflect Ask students to record themselves doing a role-play on their phones or tablets. Then they listen back and identify one thing they did well and one thing to improve. It’s a great way to get them listening critically to their own pronunciation and fluency and it works brilliantly for progress evidence too. 9. Two-Detail Challenge - Higher In this game, every time a prompt asks for a “detail,” students must give two . For example:“I will got to the cinema with my friend  and we will watch a comedy .” This helps them build slightly longer, more detailed answers (please, note this is not needed based on the spec) without overdoing it, however this could be a good practice and spring board to prepare for the conversation element of the exam. 10. Mock Exam Rotation Set up three short speaking tasks: a role-play, a photo card and a short conversation. Students rotate every few minutes, just like in the real exam. It gives them a sense of pacing and helps reduce nerves when the real thing comes around. Building a Supportive Speaking Culture The best way to help students with role-plays is to make speaking a normal part of every lesson , not something saved for the exam season. Even a read aloud, a 90-second pair task or a quick chat starter can help reduce anxiety and boost confidence. Create a classroom where mistakes are expected and accepted . I like to tell my classes, “If you’re not making mistakes, you’re not learning anything new.” When they see that even you, the teacher, sometimes slips up and laughs it off, they’re much more willing to take risks. It’s also worth praising effort over perfection . A hesitant but brave attempt is worth celebrating - it’s the foundation of fluency. Final Thoughts The new GCSE 2026 role-play doesn't have to be something to fear - it’s a chance to bring real communication  back to the heart of language learning. With the right culture, consistent low-stakes practice and plenty of fun, students can approach it with confidence rather than dread. These short, everyday activities build the skills they need naturally: listening carefully, responding appropriately, asking questions and using the language in real ways. If we can make role-plays feel like an ordinary part of learning, the exam itself becomes just another conversation and that’s exactly what it’s meant to be. *NCLE - National Consortium for Language Education

In the world of MFL, book looks can sometimes feel like a tick-box exercise or a stressful scrutiny. Too often - and this can be the case for other subjects, they risk becoming about neat presentation, perfect colour-coding or aesthetically pleasing layouts rather than genuine evidence of learning. But a neat and beautifully organised book is not always a reflection of knowledge learned, retained or crucially, applied in communication. This might sound a little controversial, because in MFL, the ultimate aim is communication – and language is spoken. Many essential elements of language learning (spontaneous speaking, listening strategies, pronunciation, confidence in interaction) will never be fully captured in an exercise book. That said, if we as subject leaders are tasked with quality assuring teaching and learning practice, book looks still have a role to play. The key is to know what we can  and cannot  reasonably expect to see. What’s the purpose of a Book Look in MFL? Unlike subjects such as English or History, where extended writing or detailed annotation are common, MFL books often show a balance of input and output: vocabulary building, grammar modelling, translation practice, retrieval and preparation for speaking. I believe, that a good book look in MFL should therefore aim to: Provide insight into curriculum sequencing  and how pupils are progressing through it. Show evidence of interleaving and retrieval practice  over time. Reflect feedback   and pupil response to it. Demonstrate student understanding   of key concepts (grammar, structures, vocabulary). Identify consistency  across classes and year groups. What should an effective Book Look look for ? This might look different from school to school / Trust to Trust, depending on expectations and policies that you follow in your setting. Here are some key questions I use when guiding or conducting MFL book (or workbooklet ) looks: 1. Curriculum coherence Can I see  the curriculum journey ? Is there logical sequencing from lesson to lesson? Is there a clear balance of : vocabulary, grammar and phonics? Are tasks building towards meaningful language use (e.g. dialogues, short written pieces, scaffolded translations)? 2. Progress over time Is there progression in complexity (e.g. moving from simple present to using multiple tenses)? Do tasks show a shift from guided to more independent work ? Are high-frequency words and structures being recycled and retrieved ? 3. Feedback and student response Is feedback regular, specific and actionable, in line with department feedback policy? Are students responding to feedback (correcting errors, re-drafting, re-practising)? Does feedback target key misconceptions (e.g. verb endings, word order, gender agreements)? 4. Quality and quantity of work Are students being given sufficient opportunities to produce   language ? Is the standard of work appropriate to the stage of learning? Does the amount of written output match the intended learning objectives ? 5. Inclusion of listening and speaking evidence Can I see evidence of speaking preparation , such as practice dialogues or scripts to guide? Are listening activities linked to taught structures and vocabulary? Is there space allocated for phonics modelling or transcript work? This could be annotated sentence builders. Students are allowed to annotate read aloud tasks for their GCSE speaking exam so getting them used to this practice from KS3 is certainly valuable and not a waste of time. What doesn’t  need to be in MFL books? Let’s be realistic and subject-specific. In MFL, not everything should be in a book. Here's what I don’t expect to see: Learning objectives copied out for the sake of it. I believe this is wasting of our teaching time. Explanations of grammar rules copied off the board or copied out - this could be a printed handout, so time is not wasted. Books filled mainly with stuck-in photocopied sheets rather than student-produced work. Art projects, poster work, or design-focused tasks with minimal language output . Pages of endless writing and grammar drills – if this dominates, where is the speaking practice? (I explored how to spot this balance in my February post on effective Learning Walks ) . What can we prove  through Book Looks? An effective book look in MFL should provide evidence for: Compliance with expectations around the appearance of MFL exercise books. Are students taking pride in their work? While this may seem less important, it sets the tone for classroom culture and communicates clear expectations for how we work together. Curriculum intent and implementation  in action: how the long-term plan plays out in day-to-day learning. Student engagement  with key structures and themes. Consistency and equity : Are all students getting access to high-quality MFL teaching across classes? Learning, not just teaching : is there evidence that pupils are internalising and applying  language, not just completing tasks? Final thoughts A book look is just one piece of the puzzle! It must sit alongside lesson drop ins , assessment outcomes , student voice , and teacher dialogue . In MFL, a well-conducted book look  can give insight into curriculum impact, retrieval practice and students’ developing confidence in language learning – but it cannot and should not attempt to capture everything, especially the spoken, interactive heart of our subject. When I lead MFL book looks, I always ask: “Is this book a reflection of a well-thought-out, progressive and purposeful curriculum that is helping students become better language learners and communicators?” If the answer is yes, even if the pages aren’t Instagram-perfect, I know we’re on the right track. I recognise that we often have to follow expectations set by our Trust or school policy, which may not always align with what we believe is most impactful for our subject. In these situations, it’s important to work collaboratively with senior leaders and provide evidence to support our professional judgment about what is purposeful and effective for our language learners.

When we talk about language learning, “speaking” often feels like the ultimate goal. It’s what learners and parents usually see as success: Can you have a conversation? Can you speak the language?  But what we often fail to acknowledge is just how demanding  speaking actually is; especially in a language we’re still learning. Oracy - defined as the ability to express oneself fluently and grammatically in speech, is much more than parroting rehearsed sentences. It’s an intricate dance of cognitive, social and linguistic processes that stretch even our first language abilities. When we expect our students to speak fluently in a new language too soon, we risk overloading their cognitive systems and causing them to disengage. To foster oracy effectively in the languages classroom, we must first understand the complexity of what we’re asking our students to do. What happens in the brain when we speak? Speaking is one of the most complex motor tasks humans perform, it is a physiological feat involving over 100 muscles across the abdomen, throat and mouth. But that’s only the beginning. Before the words ever leave our lips, the brain is doing a remarkable amount of behind-the-scenes work: pictures what we want to say. organises those ideas into meaningful chunks. finds the right vocabulary and structures. sends signals to initiate movement. monitors and adjusts speech in real time. And whilst doing all of this, we’re also: listening to others interpreting social and contextual cues adjusting tone, register and speed to suit the situation We’re doing all of this every time  we speak, often without noticing it in our native tongue. But when we ask our novice students to do the same in a foreign  language, we’re asking their brains to carry an even heavier load. Here is what I mean: The Cognitive Load of speaking another language Now imagine layering on the following challenges: Retrieving unfamiliar vocabulary Applying grammatical rules that aren’t yet automatised Getting the pronunciation right Suppressing first-language interference Navigating unfamiliar cultural conventions and rules All of this has to happen at roughly 100 words per minute . No wonder students often freeze, hesitate, or default to silence. It's not a lack of effort! It’s a system overload like trying to carry too many shopping bags at once and struggling to move without dropping something. What this means for the languages classroom Recognising this complexity has profound implications for how we teach speaking in world languages: 1. Prioritise Listening before Speaking Just as babies listen for hundreds of hours before uttering their first words, our students need ample exposure to comprehensible input  before being expected to speak. Hearing vocabulary and structures in meaningful contexts helps build the mental representations they’ll later draw on when speaking. 2. Create low-stakes speaking opportunities Rather than jumping into full-blown dialogues, start with structured output: Sentence builders Repetition drills Dialogic reading Choral response Mini role plays with visual scaffolds Gradually increase complexity as students gain fluency and confidence. 3. Celebrate accuracy and  risk-taking Too often, students are afraid to speak for fear of “getting it wrong.” Normalise errors as part of learning. Encourage students to take risks while giving them feedback that nudges them toward accuracy over time. Create the classroom culture of low threat. 4. Build in thinking time Allow time to prepare thoughts before speaking through planning prompts, writing first, or using speaking frames. Fluency is built through retrieval and rehearsal, not pressure. 5. Rehearse routinely Like any motor skill, speaking improves through repetition. Frequent, meaningful practice helps transfer language from working memory into long-term memory, reducing cognitive load over time. Activities ideas to support oracy: Low-stakes warm-up activities: Ideal for lowering the affective filter and building speaking stamina. Silent Rehearsal → Whisper → Speak - Students first rehearse a sentence silently, then whisper it, then say it aloud. Helps students ease into speaking, especially those who are reluctant and we have seen a lot more of that in our classrooms since the pandemic. They could practise in pairs or groups - using Think - Pair - Share technique, this could be scaffolded further by using Think - Write - Pair - Share. Choral Repetition with Variation - Use different voices (robotic, slow motion, excited) for repeated speaking practice to reduce pressure. Echo Chains - One student says a word or sentence, another repeats it and adds something new, forming a growing chain. Structured speaking frames: Use scaffolds that support fluency and reduce cognitive load. Speaking Cards - Provide question cards with sentence starters (e.g. Was isst du gern? Ich esse gern… ) to guide output. Information Gap activities - Partner A has part of the information; Partner B has the other half. They must speak to complete the task (e.g. find the differences , complete the timetable ). Find Someone Who… (in TL) - Use a simple grid: "Find someone who… spielt gern Fußball / hat ein Haustier / mag Pizza ". Encourages repeated use of simple Q&A. Performance-based oracy tasks: Great for motivation, fluency and prosody. Mini Role-Plays with prompts - Contexts: at a café, in a shop, meeting someone new. Use cue cards or visuals to guide. ‘I’m the Expert’ Speaking Circle - Students sit in inner and outer circles. The inner circle explains something (e.g. their hobbies, their weekend) to rotating partners. Language Theatre - Students write short skits or dialogues using target vocab structures. Focus is on performance, not perfection. Listening–speaking integration: Supports auditory processing and active speaking. Dictogloss - Students hear a short text twice. They reconstruct it together, speaking aloud. Forces collaboration and accurate output. Walking Dictation - One partner reads a text on the wall and relays it to the other who writes it down. Later, they read it out together. Shadow Speaking - Students repeat what they hear a second or two behind the audio or the teacher (like an echo), improving fluency and pronunciation. Games that encourage spontaneous talk: Fun and engaging ways to reduce anxiety. Talk Dice - Roll a die to get a question type: 1 = Wie heißt du? 2 = Wo wohnst du? 3 = Was machst du gern? (Can be tailored by topic.) Speed Chatting / Dating - Set up short 1-minute “chats / dates” to discuss simple topics before rotating partners. Describe & Draw - One student describes a picture in the target language; the other draws it. Cognitive-aware speaking practice: Recognises the load on learners’ brains. Tiered Speaking Tasks - Start with sentence-level speaking, then scaffold toward free-flowing conversation. Example: word → sentence → question → follow-up. Think Time + Speaking Buddies - Give time to prepare ideas silently, then rehearse with a buddy before speaking aloud to the class. Language ‘Recycling’ Challenge - Set a challenge to reuse key vocabulary from previous lessons in current discussions. Final Thoughts Speaking is not just “talking.” It’s a high-order, whole-brain task that takes immense energy, especially in another language. If our students struggle to speak fluently early on, it’s not because they’re not capable. It’s because their brains are doing something extraordinary. Be patient. Be structured. Be encouraging. The ultimate goal is for speaking a new language to feel as natural and effortless as the first - but let's be realistic, that takes time, practice and a lot of compassion for the beautiful complexity of oracy and our students need to know this! It doesn't happen over night!

This professional development session is designed to empower teachers with strategies for supporting diverse learners without imposing limitations on their potential. Participants will delve into the concept of differentiation, debunk common myths surrounding it, and explore practical approaches to fostering a culture of high expectations through scaffolding and effective examples of differentiation. Scaffolding or Differentiation Book < Back About the Session Breaking the "Glass Ceiling" of Learning: Dispelling Differentiation Myths and Cultivating a Culture of High Expectations Description: This professional development session is designed to empower teachers with strategies for supporting diverse learners without imposing artificial limitations on their potential. Key Focus Areas: Dispelling Differentiation Myths: Challenge misconceptions surrounding differentiation and its perceived limitations, empowering teachers to embrace its transformative potential as a means of meeting the diverse needs of all learners. Understanding Differentiation: Define differentiation and its fundamental principles, highlighting its role in promoting equity, inclusivity, and academic success for students with varying abilities, interests, and learning preferences via scaffolding. Addressing Potential Issues: Identify common challenges and barriers to effective differentiation implementation, and explore proactive strategies for overcoming these obstacles within diverse learning environments. Cultivating a Culture of High Expectations: Cultivate an ethos of excellence and achievement by fostering a culture of high expectations, where all students are empowered to strive for mastery and success. Scaffolding for Success: Explore the concept of scaffolding as a dynamic teaching strategy for supporting students' gradual acquisition of knowledge, skills, and competencies, while gradually removing support as they gain proficiency. Duration: The session is structured for one hour, allowing ample time for interactive discussion aimed at deepening participant understanding and application of differentiation principles. Additional Benefits: Participants will gain access to a wealth of resources to support the integration of differentiation strategies into their teaching practice. Additionally, a downloadable PDF copy of the presentation will be provided for continued professional development and reference. The session can be customised to align with your specific needs, which will be thoroughly addressed during the booking process. Please, inquire about the price. " Thank you for your invaluable contribution to #WLConferenceBudapest2024 . Your expertise and dedication to inclusive teaching left a lasting impression on attendees. We're grateful for your involvement and insights!" "The first World Language Conference in Budapest gathered educators from international schools across Europe and beyond. Silvia Bastow’s session, Scaffolding or Differentiation, resonated deeply with attendees. She debunked myths about differentiation and shared strategies for adapting lessons to diverse learners. Attendees left equipped with actionable insights to create inclusive classrooms, where each student’s unique strengths are supported." François Stalder (World Languages HoD at American International School of Budapest)

Who is FrauBastowMFL? Professional background about the founder of the site. About FrauBastowMFL Teacher / Subject Leader / Blogger / Author / Speaker Hi, I’m Silvia Bastow, a German teacher, language lover and experienced MFL leader with 23 years in the classroom (where did the time go?). I did my PGCE back in 2005 and more recently I’ve started branching out into language consultancy too. I’ve got a Master’s in German Linguistics and Literature, and over the years I’ve taken on a range of roles from GCSE examiner and ECTmentor to Specialist Leader in Education. I’m really proud to be part of the Association for Language Learning council, a Fellow of the Chartered College of Teaching, and one of the German Expert Mentors in the GIMAGINE project, a brilliant partnership between the Goethe-Institut, NCLE and British Council working to turn things around for language learning in state secondary schools. I love sharing ideas and working with teachers and departments, whether that’s through CPD, conferences or just a good old chat about what works. I’m all about evidence-informed practice and helping students not only succeed, but enjoy learning languages. Education & Experience I’m an experienced subject leader and MFL teacher with over 20 years of classroom experience in secondary schools across England. Along the way, I’ve also taken on roles as a Specialist Leader in Education (SLE) for MFL, a GCSE examiner, a Fellow of the Chartered College of Teaching and a mentor for both ITE and ECT colleagues. I believe every student deserves an excellent education and that starts with supporting great teaching. I'm passionate about helping language teachers reflect, grow and stay in the classroom, where they can make the biggest difference. My academic background includes a BA in Translation and an MA in German Linguistics and Literature from Prešovská University in Slovakia, as well as QTS from the University of Chester and the NPQLTD from LLSE. Everything I do is grounded in the belief that when we support each other as educators, everyone, teachers and students alike, benefits. Professional Associations I’m a proud member of the Association for Language Learning (ALL) council and one of their Honorary Membership Officers (HMOs) - a voluntary role I carry out to support the language teaching community. I’m also a Fellow of the Chartered College of Teaching (FCCT) and serve as a German Expert Mentor (GEM) as part of the GIMAGINE project. Certifications I am: a qualified language teacher with a PGCE in German (University of Chester) a graduate of the National Professional Qualification for Leading Teacher Development (NPQLTD) (LLSE) an ECT Mentor, qualified through Best Practice Network

Enhance your teaching with FrauBastowMFL's engaging CPD for teachers sessions. Explore online or in-person options for effective learning. Click here to book FrauBastowMFL provides subject-specific CPD sessions and courses, both nationally and internationally, aimed at supporting world language teachers in enhancing language teaching and learning across the curriculum. These sessons, usually delivered as online twilight events, offer practical strategies and actionable insights to help educators refine their teaching approaches and boost studen engagement in language learning. In addition to the highly popular online sessions, FrauBastowMFL also offers a limited number of face-to-face sessions. These in-person sessions are available on the following dates: Academic Year 2025 - 2026 In-Person CPD: Friday, 14th November Friday, 28th November (booked) Friday, 12th December Friday, 9th January Friday, 23rd January Friday, 6th February Friday, 27th February (booked) Friday, 13th March (booked) Friday, 27th March (booked) Academic Year 2025 - 2026 Online twilight CPD: Mondays, Wednesdays, Thursdays, Saturdays November 2025 5th November (booked) 12th November (booked) 15th November (booked) 29th November (booked) December 2025 *Refer to the form below for pricing details. Prices vary depending on whether the training session is designed for an individual teacher, an entire department, or a multi-academy trust (MAT). For more infomation on proces, email: silvia.bastow@gmail.com Available dates