I also need to think how to get pupils to think more. This year has been a real eye opener for me with regards to PLTS, incorporating thinking and reflection at the heart of everything that I build in a classroom. I’ve always enjoyed using mysteries, but I never really approached the integration of constructing and defending an argument with any concerted effort. I just love the concept of not having a right or wrong answer that things like mysteries, living graphs and odd one out exercises offer, with any answer being valid as long as you can justify it. As most people who know me would agree I enjoy a good debate (sometimes accompanied by a pint to aid things along!). But how often do we facilitate debate in our MFL classrooms until pupils reach post-16 level? It so often seems to me that the goals of generating spontaneity and creative use of language at KS3 are the same ones as we have at KS5, so why not see if we can engender a similar approach, encouraging the development of opinion and justification. Just such a shame that the whole KS4 / GCSE issue gets in the way of maintaining the momentum that so many schools are now building up in years 7, 8 and 9. Anyway, I digress. My trip at the start of the year up to Cramlington Learning Village really woke me up as to the potential for integrating thought (and sound pedagogy!) across the curriculum. So thanks to Isabelle Jones, Chris Harte, Clare Seccombe, Darren Mead and Alex Blagona for showing me just how much I have to learn!