Love Languages 2026 – A happy celebration of creativity, courage and communication

 

Ms Noelle, Ms Lewis, Mrs Hankin and Dr Palomo López.

Friday 6th February 2026

What an honour it was to be invited to serve as one of the judges at this year’s Love Languages competition -  an annual celebration open to all schools, generously held at City of London Freemen’s School.

I spent the day surrounded by enthusiastic language teachers and learners from Years 5 to 8, and I left absolutely buzzing with renewed missionary zeal. If ever there were a perfect formula for giving learners - and their teachers - a tangible, joyful purpose for language learning, this is it. It is fully inclusive, endlessly creative, and really uplifting.

A competition with purpose and heart

Each year, schools enter groups of students who create a performance around a shared theme. Last year’s theme was food and drink; this year, it was fashion. The brief is gloriously open: music, drama, dance, comedy, storytelling - anything goes, as long as languages are at the heart of it.

One of the loveliest aspects is that pupils are both performers and audience. Teachers set a wonderfully positive tone, reminding everyone that taking part is what matters most. Anyone who makes it to the stage is already a winner in my eyes: they have created something from scratch, rehearsed, learned lines, collaborated, problem‑solved, and - judging by the smiles - had a thoroughly good time doing it.

And what a variety we enjoyed.

 A catwalk of creativity: highlights from the day

• Choosing the perfect outfit for the Oscars, complete with a very dapper fashion designer in suit and bow tie.
• A fashion show through the ages, beginning with a hilariously expressive Stone Age man who managed to tell us he was chaud and brun — and the transition to each age was punctuated by audience chanting a refrain
• A designer seeking looks for a spring/summer collection to feature in Paris Match. (Spoiler: the pigeon‑inspired outfit triumphed!)
• An international conference debating the perfect uniform, cleverly weaving multiple languages together with a natural role for translators.
• A Spanish fashion show featuring some truly mouth‑watering costumes.
• A catastrophic last‑minute shopping trip before going on holiday -chaos, comedy, and linguistic confusion galore.
• A fashion show disrupted by mixed‑up language instructions, ultimately resolved in a joyful dance together.
• A debate on school uniform, transformed into a dramatic demonstration of the different viewpoints - from “Non à l’uniforme, ne soyez pas conforme!” (a wonderfully authentic use of the imperative) to a sensible compromis that conveniently rhymed with vendredi -- the chosen non-uniform day!
• Models from three different countries proudly presenting the qualities of their national fashion, ending with a celebration of difference.
• A shopping scenario featuring increasingly disgruntled customers speaking a range of languages to an increasingly frazzled monolingual German shop assistant - until translators swooped in to save the day.
• And finally, a rousing performance of “Fliegerlied”, complete with animal costumes, dancing, and a delighted audience singing along with the famous la la la la laaaaa…

The costumes and props were fabulous  - all inventive, colourful, and clearly crafted with care.

A school that welcomes you in

City of Freemen’s School deserves huge thanks for organising everything with such warmth and professionalism. From refreshments (including some very tasty cookies) to beautifully designed programmes, prizes, and even themed outfits, every detail was thoughtfully prepared. Their charming Sixth Form guides ensured we judges never lost our way.

The staff are keen to share their expertise so that similar competitions can flourish elsewhere - and I sincerely hope they do.

 Judging the unjudgeable

Of course, choosing winners was extremely difficult. The good news is that everyone went home with a certificate and some form of reward - and rightly so. The courage, creativity, and linguistic flair on display were extraordinary.

I had the pleasure of judging alongside Mr Jim Davis, who has supported the competition for many years. It is always inspiring to have a 'real live' (!) example of someone who has used languages beyond the classroom — in his case, German opening doors to a banking career that took him to Germany, France, and Austria. His delightful summaries of each performance highlighted what he especially appreciated, and added a lovely touch of theatre of his own.

A legacy to be proud of

A special moment came with the awarding of the Hankin Cup, presented by Mrs Sarah Hankin, former Head of Languages and the founder of the competition. She must feel immensely proud of what her vision has grown into: a celebration of languages that is happy and  inclusive.  (And she would love to have more entries from state schools please!)

Why this matters

What struck me most was the sheer joy of hearing so many languages spoken with confidence, humour, and purpose. This competition isn’t about perfection; it’s about communication - getting a message across in whatever language you have, in a way that engages others. And every group achieved that beautifully.

So let me stress this: if you take part, it can only be a positive experience, whether or not you take home a cup. You will have created something meaningful, shared it with others, and discovered the power of languages to connect, entertain, and inspire.

 And that, surely, is the heart of language learning.

'Succeeding as an MFL Teacher', Silvia Bastow & Jennifer Wozniak-Rush: review

I was delighted to be invited to review an advanced copy of 'Succeeding as an MFL Teacher' by Silvia Bastow & Jennifer Wozniak-Rush.

Both committed members of The Association for Language Learning, I have always thoroughly appreciated their work and their willingness to share their practice and ideas at various events.  It's great to see a book which encapsulates not only their own ideas, but also those of other popular speakers and practitioners.

Approach

From the outset, the authors speak directly to the reader with warmth and clarity. You can almost hear them presenting at a conference - grounded, encouraging, and practical. Their aim is clear: to offer research-informed strategies that are immediately usable. As they put it, “The tips and strategies here are not just theoretical; they have been tested and proved by teachers who have been through it all, from inspiring moments to the toughest challenges.”

Written from a UK perspective, the book is especially relevant to teachers working within the constraints of limited exposure to language outside the classroom and a highly accountable framework of inspection and testing. The authors are well known in UK networks such as the Association for Language Learning, and their practical experience shines through.

Structure and Scope

The book is organised into 11 readable chapters. The first eight focus on supporting learners - covering curriculum design, teaching and learning strategies, assessment, and enrichment. The final three turn to the teacher’s development: professional growth, team-building, and departmental leadership.  The authors share their own principles and practices, and also draw on those of a rich network of fellow practitioners.

Each chapter follows a consistent and helpful structure:

1. Introduction

2. Key ideas with practical illustrations

3. A bank of additional strategies

4. Reflection questions to consolidate learning

5. Summary

6. A case study from real classroom practice /school experience written by an invited author 

7. Further reading 

This format makes it easy to dip in and out, while also encouraging deeper reflection. 

A QR code at the start of the book links to ready-made resources

Pedagogy in Practice

The chapter on Applying the Science of Learning and SLA in the MFL Classroom distils key principles into actionable strategies. For example:

• Focus on meaningful input: “You could use www.thenounproject.com for images to use with the new vocabulary that you introduce.”

• Focus on meaningful output: A classroom routine encourages students to express how they’re feeling, why, and what they’ll be doing - supporting natural, purposeful interaction.  A visual of the supporting slide is shared.

As the authors write, “Imagine reading a tip and thinking, ‘This will work perfectly with my Year 9s tomorrow!’ That is exactly what we’re aiming for.” And they deliver.

The chapter on curriculum sequencing offers a wealth of ideas for integrating skills and content. Activities range from playful read-aloud games (“in the style of a robot, a mouse, a singer, a monster”) to phonics exercises and mini whiteboard writing tasks. Ideas are drawn from a variety of trainers including Martine Pillette, and are both engaging and effective.

In Enhancing Language Learning through Retrieval Practice, the authors provide a toolkit of retention strategies -quizzes, flashcards, and questioning techniques - alongside a thoughtful breakdown of modelling approaches. The section on “live modelling, thinking aloud, worked examples” is especially useful, helping teachers to develop this core teaching skill and a shared metalanguage for classroom practice.

Inclusion

Three chapters are devoted to inclusive teaching, with strategies for SEND learners and higher attainers. The emphasis is on knowing your students, anticipating their responses, and adapting in real time. Tracy Williams’ case study, Adaptive Teaching in Action, captures this beautifully: “Improving learning through intentional monitoring.”

The advice is relevant to all learners. As one section puts it, “It’s important to foster a classroom culture where effort is celebrated and mistakes are viewed as a valuable part of the learning process.” Risk-taking and persistence are encouraged, helping to build confidence and resilience.

Assessment

Assessment is treated realistically. Chapter 7 offers a practical checklist for formative assessment and excellent tips for reducing workload in summative tasks - such as using visualisers and training students to proofread.

Culture

Authentic materials are championed throughout. As one quote reminds us, “A song, a story, a news article – they’ll remember that much more than a worksheet.” Chapter 8, on enrichment, is a highlight. It offers a rich menu of in-class and out-of-school activities—from festivals and recipes to competitions and clubs. The exchanges and trips section gives sound, practical advice to support what can appear a daunting responsibility.  Suzi Bewell’s case study, Finding Time for Cultural Enrichment, rounds off the section with warmth and wisdom: “Little and often and going for gold.”

Teacher Development

The final chapters support teachers in any subject, with particularly strong advice for MFL specialists. Joining a subject association is recommended - and warmly endorsed: through ALL, I count many of the contributors as colleagues and friends, even though we’ve never worked together in a school.

The chapter on leading a department includes valuable guidance on advocacy - engaging the wider community, building support from home, and celebrating success.

Final Thoughts

Debates about theory are stimulating, but it’s the practice which is the proof of the pudding. This book is full of tangible success stories. The authors and the people they have invited to contribute have lived the challenges and found solutions. What shines through is a genuine passion for teaching and a desire to pass on the love of languages to all learners.

Reflecting on your own practice is essential to staying effective and sharing what works. This book supports that process superbly - and it doesn’t end with the final page. You’ll be able to stay connected with these practitioners and continue the journey alongside them.

Practical advice on grade estimation and tiering for June 26 GCSE FGS

Many thanks to Catherine Ames,  convener of ALL's Subject Leader Group, for initiating a meeting where we could consider ''Practical advice on grade estimation and tiering for June 26 GCSE FGS + Exam Board FAQs'.  There was  a great deal of interest in the webinar, and a good crowd turned out on a Monday night to find out more.

Here are other links we promised during the session:

• Recording, presentation, session information, links to exam support resources (from boards and Helen) and chat 

• Register for our January event

• Join ALL (we offer these links freely, but hope you will feel it is “the right thing to do” to support this volunteer organisation)

• Register for Language World 2026

• List of past webinars (with links to recordings and resources)

• ALL London Events page

In addition, here are links to downloads prepared by David and by me:

• Excel spreadsheet with grids comparing performance in Fr, Gn, Sp versus  Ma, En Jun25 grids (Thanks to David's friends at  SMID)

• GCSE 9-1 French AQA Foundation Formative Assessment Grids

• GCSE 9-1 French AQA Higher Formative Assessment Grids

• GCSE 9-1 French AQA Full-mark answer samples analysed by Helen, 'Criteria Unpacked!' and ridiculously long mnemonic for remembering structures

• GCSE 9-1 2024 French Edexcel Foundation Formative Assessment Grids - updated July 2025

• GCSE 9-1 2024 French Edexcel Higher Formative Assessment Grids - updated July 2025

Maiastra concert - December 2025

 

I have just come home from an absolutely WONDERFUL Maiastra concert and just have to urge anyone who lives in or near Cobham Surrey to go to the free repeat concert on Sunday 7th Dec 25 (tomorrow) at 4pm at St Andrew's Church. I'll be there again! Schulhoff 'Five pieces for string quartet, Smetana string quartet no 2 and Beethoven 'the Harp' quartet - really exciting and impressive works.

After an intensive week long course, three brilliant music students (Yixuan Kassia Ren, violin, Jemimah Quick, viola and Gabriel Webb - cello) performed with the amazing course coach, Bartosz Woroch who led on 1st violin and they somehow just played 'as one' ... chords melting into the next chord - virtuosic passages played apparently effortlessly in every work (note to self: just practise those scales Helen!) - subtle changes of tempi / rubato all precisely together - the changes in dynamics perfectly executed - beautiful - and even the silences were perfect.

I loved every movement - but perhaps my favourite was the 2nd movement of the Beethoven - adagio ma non troppo. Being on the front row (a perk of being there very early!) I could see Bartosz almost wince at the beauty of those chords (and I admired his lovely jacket)! What a privilege to have been there - the audience was just buzzing at the end! Hope to see some of you there tomorrow!

Here's the link again for more information.

Here's a YouTube video of the 2nd movement played by the Calidore String Quartet:

Why grade boundaries can be misleading

In advance of the release of figures for GCSE tomorrow and to avoid wasting time and drawing misleading conclusions, it’s important to understand the relationship between raw marks and grades and how grade boundaries fit into this.  The principles apply to both GCSE and A Level.

Ofqual have released helpful posts to explain the situation to candidates.  I have copied and pasted these at the foot of this post.

 Ofqual on grade boundaries (in 2024)

https://www.gov.uk/government/news/guide-to-as-and-a-level-results-for-england-summer-2024

Ofqual 2025

https://www.gov.uk/government/publications/gcse-and-a-level-grading-what-you-need-to-know/gcse-and-a-level-grading-what-you-need-to-know

 Therefore

(1)   Don’t look at grade boundaries in other subjects or in other languages

(2)   As far as any individual subject is concerned, because the national % getting each grade remains essentially constant, any change in grade boundaries will be a reflection of whether the pupils score more or fewer marks in the papers than in other years.

 It is tempting to want to talk about something which seems tangible (figures) but it can be  unhelpful when in fact the raw marks and boundaries do not tell you anything about standards from year to year,  from subject to subject , or paper to paper.

Practical suggestions for grading your Year 10 students taking the new GCSE ML

Updated 26.06.25. to include guidance on Tiering.

 It's the time of year when teachers ask questions on various fora about how to interpret assessment data and how to respond to management, pupil and parental expectations regarding predicted grades.

Pasted below is the advice shared by David Blow, (Executive Head of South-East Surrey Schools Education Trust) at the ALL London June Event 2025.  A download of the document is available here.  A version including how to deal with Tiering is available here.

Gaël Faye: Petit Pays

Un grand merci à Romain Devaux, qui m'a offert le livre 'Petit Pays' par Gaël Faye.  I read it all in one go today and I can see why it was awarded the Prix Goncourt des lycéens.  I suggest that it would be an excellent recommendation to any serious students of French who want to expand their knowledge of language and francophone history and culture.  

Written in the first person, Gabriel/Gaby recalls his childhood in Burundi as the son of a French father and a Tutsi mother (a refugee from Rwanda), describing nature, friendships, neighbours, servants, family and recounting everyday life, including incidents of class, race and  political conflict.  Although not autobiographical, we know that the fictional Gaby is a contemporary of the author, Gaël Faye, and it must surely be this lived experience which makes the narrative so real and compelling, seeing the impact of the horrors of the 1994 genocide through the eyes of someone who was affected by it and experienced its consequences.