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“Adaptive teaching isn’t about giving different worksheets. It’s about responding to learners in the moment, helping every student progress and thrive.” As I reflect on Chapter 4 of our recently published book Succeeding as an MFL Teacher , I am reminded how essential adaptive teaching is in creating effective, inclusive, and engaging world languages classrooms. Early in my career, I thought good teaching meant planning detailed lessons and delivering content exactly as written. I quickly learned that the real impact comes from responding to the learners in front of you in the moment . Adaptive teaching is learner-centred . It recognises that each student brings their unique prior knowledge, experiences and interests to the classroom, and requires flexibility in teaching approaches, pacing and resources . What Is Adaptive Teaching? Adaptive teaching keeps the same objectives for all learners , but adjusts the level of challenge and support . Unlike traditional differentiation, which might involve pre-planned groups or distributing different worksheets, adaptive teaching is dynamic and responsive , happening in real time. Example - during explicit teaching of a Grammar concept such as a Year 7 German lesson on verb conjugation , I might ask students to complete: Ich (spielen) __________ Fußball nach der Schule. Er (lernen) __________ Deutsch in der Schule. Wir (sehen) __________ einen Film am Wochenende. Sie (machen) __________ ihre Hausaufgaben jeden Tag. Students who struggle : receive scaffolding (SBs or KOs) or it could be as simple as more time. Students who excel : the stretch might be to form negative sentences (Ich spiele nicht/kein) or extend sentences using connectives or TMP. Adaptive teaching allows every student to remain engaged and challenged, without slowing down the class unnecessarily. Why Adaptive Teaching Matters in MFL Language learning is cumulative . Gaps in understanding, such as confusing “bin gefahren” with “habe gefahren,” can block future learning (aiming for higher proficiency) or success in high stakes assessments. I believe there always comes a point where we need to move beyond implicit learning, where learners simply pick up the language and communication is prioritised over accuracy (since a native speaker can usually understand the intended meaning despite errors) and shift towards explicit learning, where a greater level of accuracy (language proficiency) is expected. Adaptive teaching ensures all students grasp foundational concepts  before moving on. Most of my higher attaining students want to understand how the language they are studying works and the question 'why?' pops up quite regularly. It benefits all learners : advanced students can tackle deeper challenges or even re-enforce what they already know, while struggling students get the scaffolding they need. In adaptive teaching, engagement, confidence and autonomy are built for everyone. What Adaptive Teaching Is Not Not just different worksheets  for different students. Not reliant on technology , though certain digital tools can support it when thought through and planned carefully. Not lowering academic standards . Making learning accessible does not mean reducing expectations. For example I might: Give extra practice for struggling students or time. Challenge advanced learners to write full descriptive and / or more developed sentences. Common Challenges Many teachers worry adaptive teaching will slow down lessons . But addressing misconceptions upfront accelerates learning. Students who fully understand concepts make fewer mistakes and engage more actively later. Strategies to overcome challenges: Use formative assessment : circulating, asking questions, mini whiteboards, C4U (Checking for Understanding) and also C4L (Checking for Listening). I believe it is important to recognise that a calm classroom can sometimes mask passive learning - students may be compliant and quiet but not actually engaged or listening. Because this does not present as a behaviour issue, it can easily go unchallenged, particularly for colleagues early in their careers who may interpret this as success. These strategies help make engagement visible and ensure all students are actively involved in the learning. Adjust in real time based on student responses. Provide extension tasks for advanced learners to consolidate and deepen understanding. Adaptive Teaching in Practice Before the Lesson Ask yourself: Who are my students? What do they already know? What are their barriers to learning? Are any students with SEND or EAL ? For example, when planning a Year 8 German lesson on Perfekt with regular and irregular verbs , I check prior assessments (gaps in knowledge based on these assessment) and student learning profiles (Pupil passports, EHCPs etc.). This helps anticipate who may struggle with sein vs. haben , the auxiliary verbs conjugation or with irregular participles, and plan support or stretch/challenge accordingly. During the Lesson Adaptive teaching comes alive during interaction. Strategies I use include: Diagnostic questioning : e.g., “Why do we use here ‘haben’ and not ‘sein’?” Mini whiteboards : instant visual feedback, e.g., Wir ____ gestern ins Kino ___________.(gehen) Hinge questions : decide whether to reteach or move on. Scaffolding and modelling : adjust explanations or provide extra examples on the spot. Peer support : encourage stronger students to help others. Example:  Year 9 German lesson on subordinating conjunctions . Several students misplaced verbs in sentences with weil . Instead of moving on, I paused, modelled correct structure, and used mini whiteboards to reinforce learning. After the Lesson Reflect on: Which students met the objectives? Who needs extra support next time? Who exceeded expectations? This reflection informs future planning and ensures adaptivity is ongoing , not a one-off intervention. AI generated image I believe it’s important for us to remember that, even when students seem to meet the lesson objectives in the moment, that doesn’t necessarily mean the learning has stuck. When we come back to the same content 3–4 days later, it can sometimes feel as though we are teaching it again from scratch - as if they’ve never seen the concept before. For me, this really reinforces the idea that just because I’ve taught something doesn’t mean it has been learned ; repetition and sustained exposure are what lead to real retention. We also need to remind ourselves that our students are attending five or more lessons each day, all of which introduce new knowledge. They’re not just trying to remember our subject knowledge - they’re juggling everything else as well. Because of this, I believe that setting meaningful learning homework and encouraging students to revisit and reinforce content at home is essential if we want that learning to stick and support their long-term progression. Practical Examples for the Classroom Grammar Checks and Exit Tickets Example exercise for Perfekt tense with : Ich ______ Fußball ____________. (spielen) Du ______ für den Test _________. (lernen) Er ______ einen Film ____________. (sehen) Sie (she) ________ ins Kino ________. (gehen) Wir _____ die Hausaufgaben ____________. (machen) Exit tickets reveal patterns of errors and help plan the next lesson. Diagnostic Questioning with Mini Whiteboards Students write answers to questions like: “Der Mann (gehen) __________ nach Hause” on mini whiteboards. Immediate feedback identifies misconceptions. Constructive Oral Feedback During role-play: Student: “Ich habe gegessen der Pizza.” Teacher: “Meinst du ‘die Pizza’? Wie sagt man das richtig: Ich habe ___ gegessen?” + Wortstellung. Peer feedback can also reinforce learning and create a collaborative environment. Visualisers for Whole-Class Feedback Display a student’s work to correct mistakes collectively, e.g., verb placement in German sentences . This makes individual learning moments a collective opportunity. Adapting Vocabulary Instruction A Year 7 class struggled to spell school subjects. I paused, taught effective strategies, and scheduled a retest. Immediate adaptation kept students motivated and confident. Online Collaborative Tools Students write sentences or paragraphs in Microsoft/Google Docs. I provide real-time feedback, and peers can see patterns and learn together. For example, a paragraph about their weekend using Perfekt and Präteritum . Why Adaptive Teaching Works Responsive:  Teachers adjust instruction based on student needs. Engaging:  Mistakes are learning opportunities. Inclusive:  All students feel supported and challenged. Adaptive teaching transforms lessons from static content delivery into dynamic, responsive learning experiences . Conclusion Chapter 4 of Succeeding as an MFL Teacher  shows that adaptive teaching is practical, essential, and transformative . By knowing our learners, responding to their needs, and reflecting on the impact of our teaching, we create classrooms where all students can access and succeed in languages. Adaptive teaching is about: Flexibility in pace, support, and resources Challenging every student at the right level Using formative assessment to guide instruction Ensuring every student feels supported, confident, and empowered For any MFL teacher, embracing adaptive teaching is a powerful step toward meaningful and effective language learning . It doesn’t require reinventing lessons- just smart, responsive teaching  and a commitment to every student’s success. Get Your Copy For more practical and ready to use classroom examples as well as for a full copy of our book Succeeding as an MFL Teacher , follow the link below: Get your copy here or here

This post was prompted by a post by Ian Astbury on LinkedIn . I often find myself reflecting on what truly transforms a language lesson from “just another class” into an experience that sticks. Over nearly twenty years in the classroom - teaching, observing and mentoring - I’ve noticed that the lessons students remember aren’t necessarily the ones that look perfect on paper. They’re the lessons where students are actively using the language, taking risks and seeing it as a tool, not just a subject. A great MFL lesson isn’t about ticking objectives or completing exercises; it’s about creating moments where language comes alive . It’s about building confidence, encouraging curiosity, and connecting words and structures to meaningful communication. It’s when the classroom feels a little chaotic, a little unpredictable, and a lot alive because students are discovering how to make the language their own. In this post, I’ll explore the elements that make language teaching effective, practical ways to bring them to life, and the subtle shifts that separate “good” lessons from truly great ones. I have to agree with Ian's reflections. So below I am looking at some of the points he raises in his post and more. 1. Students Must Speak More Than the Teacher One of the most common traps in language teaching is indeed letting the teacher dominate the target language . Even the most fluent French, Spanish, or German sounds beautiful, but if students are silent, learning isn’t happening. The hallmark of a great lesson is when learners are producing the language themselves, making mistakes, correcting each other, and gradually gaining fluency. To achieve this, structured opportunities for speaking are essential. Practical examples: Classroom routines Speed-dating conversations:  Students rotate partners every few minutes, asking and answering questions on familiar topics like hobbies, weekend plans, or school life. Each interaction is short but intensive, giving everyone a chance to speak repeatedly building spontaneity and fluency. Information gap activities:  One student has information that their partner needs. For example, student A has a timetable, student B has a list of questions. They must communicate to complete the task. This mirrors real-life use and encourages authentic dialogue. The teacher’s role is to facilitate, scaffold, and model tricky vocabulary or phrases, not to dominate . When students’ voices fill the room, learning is happening organically. 2. Real Communication Outweighs Worksheet Practice Worksheets, exercises, and drills are not without value, especially for consolidation. However, language becomes memorable when it’s used with purpose . Repetition alone is insufficient; repetition with meaning  makes language stick. Practical examples: Role-plays with stakes:  Students act out a scenario such as ordering food at a café, booking a hotel, or asking for directions. The unpredictability of real interaction forces them to think on their feet and use structures meaningfully. Problem-solving tasks:   Students might plan a weekend trip in TL, negotiate who will do what, or decide on an itinerary. They are compelled to use vocabulary and grammar in context, making the learning relevant and memorable. “Find someone who…” activities:  Instead of merely reciting sentences, students search for peers who meet certain criteria (e.g., “Find someone who has visited Germany”), creating genuine communication. The key is purpose. When language is connected to a task or problem, students are far more engaged. 3. Grammar Needs Clarity, Not Mystery Grammar often divides opinion in MFL teaching. Some believe students should “discover” patterns themselves, while others advocate explicit instruction. In my experience, clarity always wins and a careful balance between the implicit and explicit is needed. We teach in many different context and very diverse classes, so our approach should be also adapted to the students in front of us. My higher attaining students definitely want to know the WHY . Students learn best when rules are explained concisely and immediately applied . This doesn’t mean dumping endless tables of verb endings; it means short, clear explanations , illustrated in context , followed by purposeful practice to ensure transfer and application , so grammar doesn't exist in isolation. Practical examples: Mini-grammar focus:  A five-minute explanation of the difference between passé composé  and imparfait  in French, followed by a short storytelling exercise using both tenses. Embedded grammar practice:  Students describe images or sequences of events in Spanish using new verb forms, integrating grammar directly into meaningful communication. Lexico-grammar - see my previous post on this here and here . The goal is automaticity. Grammar becomes a tool, not a barrier. 4. Vocabulary and Grammar Should Be Interwoven Too often, lessons treat vocabulary, grammar, reading, writing, listening, and speaking as separate strands. But fluency grows when these elements are integrated. Students retain words and structures more effectively when they encounter them in multiple contexts . Practical examples: Dictogloss:  The teacher reads a short text, students take notes, then reconstruct it in small groups. This simultaneously reinforces vocabulary, grammar, and listening skills. Thematic projects:  For example, a “My Ideal City” project in German where students research, write, and present. They learn vocabulary for places, use adjectives, practice prepositions, and speak about their city. Integration encourages students to see language as a system , not isolated parts, which strengthens fluency and recall. 5. Culture and Creativity Are Essential Language is inseparable from culture. Lessons that ignore context risk producing students who can recite grammar and vocabulary but cannot communicate meaningfully in real life. Embedding culture increases motivation, retention, and engagement . Practical examples: Authentic resources:   Newspaper articles, song lyrics, podcasts, and YouTube clips provide exposure to natural language and real-life context. Analysing a French rap song or a Spanish travel vlog, for instance, can spark discussions about culture, identity, and language use. The caveat here is to make sure the authentic resource is accessible , in other words, adapted in a way, students can understand and use it. Creative projects:  Students produce short videos, podcasts, or blog posts in the target language about a festival, tradition, or local event. They apply language skills in authentic, creative ways. Cultural comparisons:   Lessons can explore differences and similarities between countries. For example, comparing school routines in Germany and the UK encourages discussion in the target language while broadening cultural awareness. My students love listening to the cultural differences and the discussions we have (not necessarily in TL) are always very rich. Culture is not an optional “add-on” ; it gives language meaning and makes learning memorable. 6. Judging Lesson Quality I have to agree with Ian here too, I also rarely assess lesson quality based on objectives on the board. Instead, I look for impact and evidence of genuine engagement. Indicators of a strong lesson include: Students speaking more and working harder than the teacher. Communication is meaningful - not just repetition or recitation of pre-learnt chunks. Structures and vocabulary appear naturally in students’ output. Students can still use the language after the lesson and in consecutive lessons. Risk-taking is encouraged: learners experiment with new words or phrases, even imperfectly. They learn from mistakes and have the 'I can' attitude. All four skills - listening, speaking, reading, writing - are integrated meaningfully (however, this doesn't mean they have to listen to a recording every lesson for example). Cultural content is integrated and encountered, it is not just about content coverage. Students are engaged and experiencing success. As he says, the best lessons often feel slightly messy. Mistakes are frequent, and the teacher doesn’t control every moment (this can be difficult for many of us, not controlling everything) - but that is precisely where learning flourishes. 7. Designing Lessons with Purpose To translate these principles into practice, I always consider the following framework for lesson planning: Set a communicative goal:   I start with a clear purpose, e.g., “Students will plan a weekend trip in Spain and present it to a partner.” Activate prior knowledge:   I begin with a quick retrieval practice task, using a quiz. Introduce new language clearly:  I highlight key vocabulary and structures in context. Move from guided and deliberate practice:  I begin with structured exercises, then progress to independent or paired practice. Monitor and feedback:   I circulate, listen, prompt, and correct constructively. Embed creativity and culture:  I try to include tasks that also require personal choice or cultural awareness. Conclude with reflection:  I have students demonstrate their learning or summarise key points. This framework helps ensure lessons are engaging, meaningful, and sustainable for GCSE preparation and beyond. Please, note that this is a framework for a sequence of lessons not just one lesson. 8. The Heart of a Great MFL Lesson A great MFL lesson is student-centred, purposeful , and connected to real-world communication. It balances input, practice, and creativity; it integrates grammar, vocabulary, and skills; it normalises mistakes as learning opportunities. Most importantly, it leaves learners feeling capable, curious, and confident in another language. I’ve witnessed lessons where students could speak continuously, create their own content, and laugh at their mistakes - and the learning stuck. These lessons may not look perfectly tidy, but they are effective in ways that exam scores and objectives alone cannot capture. As GCSE season approaches, remember: a truly great lesson isn’t about “covering the syllabus” - it’s about helping students use the language in ways that matter . I’d love to hear from other language teachers: How do you make your lessons purposeful? What strategies help students speak spontaneously? How do you balance explicit grammar teaching with communicative freedom? Language learning is too valuable to be passive. Great lessons make it active, creative and alive.

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 also an IB examiner. Celine has organised EPI/Dr Conti-focused workshops through FOBISIA and has welcomed colleagues from other international schools for collaborative curriculum and practice-sharing. Her interests include curriculum coherence, cumulative retrieval, and the link between KS3 foundations and external assessment outcomes. In an inclusive, high-performing international context, language learning can look fine on the surface. Students are articulate, confident, and often multilingual. They participate readily and generally cope well with demanding tasks. Yet in our context, despite strong academic ambition, (I)GCSE outcomes began to reveal something we could no longer ignore: students were reaching Key Stage 4 with gaps in sentence-level control, grammatical accuracy, and spontaneous fluency . When confidence masks fragility Our student body includes a wide range of learner profiles. Behaviour is excellent, motivation is generally high, and verbal reasoning skills are often strong. Many students have experience of more than one language. But confidence is not the same thing as control . Students could infer meaning from context, sound fluent in familiar routines, and produce work that looked “successful” in the moment, yet lacked automatisation of high-frequency language . Over time, that created a gap between what they understood and what they could reliably produce , especially under pressure. What finally made it undeniable was Year 10: students arriving with shaky control of verbs you simply can’t do without. We kept seeing the same thing, students who had apparently been “fine” for years, but who could not manipulate core verbs such as avoir with confidence. That isn’t a KS4 problem but a foundation issue that has been allowed to sit quietly for too long. Rethinking what KS3 is for KS3 had drifted into “exposure and enjoyment”: lots of content, lots of reassurance, not enough cumulative security. Curriculum time was at times irregular, contact was sometimes non-consecutive, and there was a natural tendency to prioritise confidence over precision, particularly in contexts where everyone wants students to feel good about learning. Confidence built on insecure language doesn’t survive exam conditions. Without systematic recycling, retrieval, and sentence-level practice, early misconceptions fossilise. Students move forward with a sense of fluency that is, in reality, fragile. Once (I)GCSE introduces clearer success criteria and external benchmarking, those weaknesses can’t be smoothed over. What changed in practice At curriculum level, we have adopted an evidence-informed instructional framework (EPI) , moving from topic-led schemes to skill- and structure-driven sequencing. Each unit is built around a small number of core sentence patterns and grammatical features , selected for frequency and long-term utility . These are treated as non-negotiables : students are expected to retrieve them fluently before moving on. At both KS3 and KS4, sentence builders and knowledge organisers became central as a way of making the taught language concrete and retrievable . Examination board specifications provide vocabulary and grammar lists, but those lists are reference points, not an instructional plan. In practice, we introduced vocabulary through carefully selected sentence-level constructions , chosen for frequency, transferability, and grammatical leverage, and revisited them systematically over time. Rather than presenting lexis as isolated lists, we embedded vocabulary in chunks that students could immediately manipulate. Knowledge organisers stabilised this core language across units and year groups, so learning didn’t “reset” after an end-of-unit test. The goal was not to cover more content but to make fewer structures usable under pressure. Pronunciation , previously an inconsistent area in French, also had to be tackled properly . We embedded a structured phonics approach from KS3 onwards, because if students can’t reliably map sound to spelling (and vice versa), everything else becomes harder: listening, reading, and the confidence to speak. Assessment practices shifted too. Instead of relying mainly on summative judgements, we built in frequent low-stakes checks and formative checkpoints to make learning visible early. That meant gaps were identified while they were still fixable, rather than being discovered at the point where they start damaging KS4 outcomes. PHOTO 1-Sentence builders used to secure a small set of high-frequency constructions PHOTO 2 -extract from a Knowledge Organiser for Year 7 French Coherence across the key stage: non-negotiables and cumulative retrieval To sustain consistency across classes and year groups, each year group worked with a small set of clearly defined non-negotiables . These articulated the core language and structures that all students were expected to retrieve fluently by the end of the year. Importantly, these were not treated as one-off endpoints. They were deliberately revisited and retrieved across subsequent units and year groups . That shifted progression from linear “coverage” to cumulative security . Language introduced in Year 7 did not disappear once assessed. It stayed active through systematic retrieval in Year 8 and beyond. Teachers retained autonomy over pacing and classroom decision-making, but the non-negotiables provided a shared reference point that reduced drift, made gaps visible early, and ensured continuity. A KS3–KS4 causality example The clearest evidence for the impact of earlier curriculum decisions showed up not in headline grades, but in the types of errors students made under exam pressure. Patterns that looked like “KS4 issues” were often the predictable outcome of gaps in automatisation at KS3, especially where French structures don’t map neatly onto English. A simple but revealing example is the French perfect tense. Historically, many students defaulted to an English-transfer model-treating the past as either a direct translation ( je jouer ) or as a single “have + verb” pattern, without securely controlling auxiliary choice, past participle formation, and agreement. Under pressure, this produced predictable errors such as je jouer instead of j’ai joué, j’ai allé / je allé instead of je suis allé(e) , and inconsistent participle endings even when students could recognise the correct forms receptively. By securing the underlying constructions earlier, high-frequency avoir verbs in the perfect tense, the limited set of verbs that take être , and the agreement logic, students became markedly more reliable in both accuracy and fluency . The difference was not increased exam practice in KS4, but earlier automatisation of structures that do not map neatly onto English. This kind of error pattern is not a knowledge gap so much as a control gap and exam conditions are designed to expose control. In other words, underperformance was rarely caused by a lack of ambition or vocabulary, but by a lack of control of high-frequency structures when scaffolds fell away. Success criteria snippet showing focus on completion and complexity/range Impact and emerging evidence The change has been visible in students' written work, in speaking , and in the kind of mistakes that have all but disappeared . Notably, the impact has been most immediately visible among students who previously relied heavily on confidence, memory, or teacher scaffolding to “get by”. As expectations became clearer and retrieval routines more consistent, these learners showed particularly strong gains in accuracy and independence, suggesting that the approach reduced hidden barriers and made success more attainable for a wider range of students. More broadly, students show greater consistency in written work, increased confidence in spontaneous speaking, and a clearer grasp of the structures they are using. Importantly, they can explain why a sentence works, not simply whether it “sounds right”. (I)GCSE outcomes over the past two years have reflected this increased security, with more consistent performance across cohorts . Many variables influence results, but the alignment between KS3 foundations and KS4 demands has become markedly stronger . Equally significant has been the impact on teacher practice . Shared frameworks and clear non-negotiables improved coherence across the department, reduced variability, and strengthened collective accountability without undermining professional judgement. Reflections for similar contexts In high-performing international settings, it is tempting to assume language learning will take care of itself. Our experience suggests the opposite. Precisely because students are articulate and confident, gaps can remain hidden until external assessment makes demands explicit. By prioritising depth over breadth, and automatisation over exposure, we have been able to support learners more effectively while maintaining high expectations . This approach is not about lowering demands or over-structuring learning. It is about recognising the cognitive realities of language acquisition and designing a curriculum that respect them. In doing so, we have begun to reposition language learning as a serious academic discipline, rather than a subject that relies on confidence and presentation. Looking ahead Our next steps involve further embedding sentence builders and knowledge organisers at KS4, refining assessment alignment, and continuing to use evidence to inform intervention. Although the examples in this piece are drawn from French, we are now adapting the same principles across other languages in our department. The approach transfers, but the points of difficulty differ by language: French demands systematic attention to sound–spelling relationships; German often exposes gaps through case and word order; and languages such as Japanese and Mandarin introduce additional challenges around script, phonology, and how learners segment and retrieve language. For that reason, the methodology is being applied consistently, while the linguistic focus is tailored. When KS3 is treated as intellectually rigorous and structurally sound, KS4 outcomes follow. EPI provided the framework to make that connection explicit and, most importantly, effective.

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, 24th April (booked) Friday, 8th May Friday, 22nd May Friday, 12th June (booked) Friday, 26th June (booked) Friday, 10th July Academic Year 2025 - 2026 Online twilight CPD: Mondays, Wednesdays, Thursdays, Saturdays April 1st April (booked) 2nd April (booked) 13th April (booked) May 11th May (booked) June 2nd June (booked) 17th June (booked) *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 process, email: silvia.bastow@gmail.com Available dates Request me! FrauBastowMFL CPD Dear Colleague, thank you for your enquiry. Please, complete this form to share your event / keynote / workshop / conference and I will get back to you as soon as possible. The prices listed below apply to Academies and Trusts. Kind regards, Silvia. First name* Last name* Email* Phone Name of your school or organisation.* Is this event online or in-person?* Online Event In-Person Event What would you like me to do at the event?* Webinar / workshop (1 hour + Q&A) - £250 Workshop (1 hour + Q&A) - £250 plus travel expenses How to be Head of Department CPD course (3x 1 hour sessions) - £95 Keynote Speaker (up to 1 hour) - £250 plus local accommodation plus travel expenses 1/2 day (am or pm) Consultancy - £495 plus local accommodation plus travel expenses Targeted In-Person Coaching for Maximising Students GCSE Outcomes - £165 plus travel expenses Department / Faculty Review + Implementation plan - £595 plus travel expenses What is the topic/skill/title of the CPD training you would like me to deliver?* Intended date of the event?* Please, use this space to provide any other information or requirements for the booking. Once received, a confirmation email will be sent conditionally confirming the date.* How have you heard about the CPD?* Through the blog Through the website X / Twitter LinkedIn Recommended by another teacher / school Other Submit

Subject specific CPD, blog and resources for language teachers. Online or In Person CPD Learn more about accessing FrauBastowMFL's CPD training sessions designed for teachers at all stages of their careers by selecting from the options below: CPD Programme Upcoming events Impact Talk Click on the picture to see FrauBastowMFL's available dates . 👇 BOOKING FORM 👇 Request me! FrauBastowMFL CPD Dear Colleague, thank you for your enquiry. Please, complete this form to share your event / keynote / workshop / conference and I will get back to you as soon as possible. The prices listed below apply to Academies and Trusts. Kind regards, Silvia. First name* Last name* Email* Phone Name of your school or organisation.* Is this event online or in-person?* Online Event In-Person Event What would you like me to do at the event?* Webinar / workshop (1 hour + Q&A) - £250 Workshop (1 hour + Q&A) - £250 plus travel expenses How to be Head of Department CPD course (3x 1 hour sessions) - £95 Keynote Speaker (up to 1 hour) - £250 plus local accommodation plus travel expenses 1/2 day (am or pm) Consultancy - £495 plus local accommodation plus travel expenses Targeted In-Person Coaching for Maximising Students GCSE Outcomes - £165 plus travel expenses Department / Faculty Review + Implementation plan - £595 plus travel expenses What is the topic/skill/title of the CPD training you would like me to deliver?* Intended date of the event?* Please, use this space to provide any other information or requirements for the booking. Once received, a confirmation email will be sent conditionally confirming the date.* How have you heard about the CPD?* Through the blog Through the website X / Twitter LinkedIn Recommended by another teacher / school Other Submit

Subject specific CPD I am passionate about providing Continuing Professional Development (CPD) opportunities for language teachers, leaders, departments, and educational trusts. Further details regarding each session and access instructions can be obtained by selecting the "Read More" button. Effective feedback, summative and formative assessment This professional development session is designed to equip language teachers with effective strategies for assessment and feedback that promote student achievement and progress in language learning. Participants will explore practical approaches, timing considerations, and implementation techniques to ensure that all students receive meaningful feedback and opportunities for growth. Read More Effective classroom management This professional development session is designed to equip teachers, especially ECTs with practical strategies and techniques for mastering effective classroom management. Participants will explore evidence-based approaches to creating a positive and productive learning environment, fostering student engagement, and promoting academic success. Read More Designing effective, rich and well sequenced curriculum This professional development session is designed to guide Subject Leaders in crafting an effective, rich, and well-sequenced curriculum that ensures student success. Participants will explore the key components of curriculum design, focusing on the intent behind the curriculum, its implementation in the classroom, and the resulting impact on student learning outcomes. Read More Targeted In-Person Coaching for Maximising Students GCSE Outcomes This hands-on coaching programme focuses on improving GCSE Modern Language outcomes through in-person visits and tailored support. Together, we'll analyse student data, identify key areas for growth, and design a high-impact action plan with two key strategies. A learning walk will offer deeper insights into the cohort, followed by a progress review four weeks later. You will have my full support every step of the way - let's work together to maximise your students' potential and achieve success! Read More How to be a Head of Languages This professional development session is designed to empower current and aspiring Heads of Language Departments with the skills, strategies, and insights needed to excel in their leadership roles. Participants will explore key areas including organisational effectiveness, strategic delegation, advocacy with senior leaders, curriculum development, student-centred approaches, data-driven decision-making, team management, quality assurance, time management, and change management. Read More Developing spontaneity and fluency in speaking This professional development session is designed to empower language teachers with effective strategies for nurturing students' confidence and proficiency in spoken language. Participants will explore the role of phonics and pronunciation in language acquisition, alongside practical techniques for developing speaking skills through engaging activities and accessible resources. Read More Developing self-efficacy in listening inc. exam preparation This professional development session is designed to empower language educators with an arsenal of techniques, strategies, and resources tailored to enhance listening proficiency - the cornerstone of language acquisition. Participants will delve into the intricate realm of phonics, micro-skills, and innovative activities aimed at nurturing listening comprehension abilities among learners. Read More All students succeeding at language learning / GCSE This professional development session is crafted to equip language teachers with a comprehensive toolkit for fostering academic excellence and achieving a 100% pass rate in GCSE exams by effectively supporting both higher prior attainers and lower prior attainers. Participants will explore the intricacies of memory, learning processes, effective strategies, scaffolded examples, and accessible resources tailored to promote success across proficiency levels. Read More Supporting lower prior attainers / SEND whilst still teaching to the top This professional development session is designed to equip language teachers with practical strategies for effectively supporting lower prior attainers while maintaining high expectations and challenging all learners. Participants will explore the intricacies of memory and learning processes, alongside effective strategies and scaffolded examples tailored to develop both productive and receptive langu Read More Teaching and preparing students for the new GCSE This professional development session is designed to equip language teachers with the knowledge, skills, and resources needed to effectively teach and prepare students for success in the new GCSE Modern Foreign Languages specification. Participants will explore all elements of the GCSE curriculum, including reading aloud, dictation, photo tasks, extending writing tasks, translation and role-plays, while gaining access to my comprehensive workbook materials for both teachers and students. Read More Scaffolding or Differentiation 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. Read More Preparing students for the written exam This professional development session is designed to elucidate the significance of modelling and its diverse applications within language instruction. Participants will explore the transformative impact of live modelling and worked examples, alongside the nuances of different modelling approaches, including live modelling in action and life modelling through metacognitive marking. Read More