It goes without saying that this year has brought about an unprecedented set of challenges for us all. We are at the end of the first month of our second school closure within a year, with all pupils engaged in distance-learning and up to 20% of our pupils attending emergency supervision.

Back in September 2011, I began the academic year full of gusto. I had re-planned schemes of work, made some lovely new resources and prepared exciting performing and listening tasks. After several weeks into the term, I realised something wasn’t quite right. Work from some students hadn’t been done particularly well, feedback was becoming more lengthy and wordy, and the weaker students were continuing to make the same mistakes. I needed to rethink how I was teaching the struggling students.

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