How we must make language learning real and relatable
For too many years, too many young people have struggled to see how language learning could be of use to them. Classroom tasks and resources that discuss skiing trips in France, for example, or foreign holiday essentials can for many, seem detached from the reality of their every day lives. Students today are growing up surrounded by multinational organisations and communities made up of a variety of different cultures and countries. With intrepid visits to and job opportunities in so many non-English-speaking countries, language-learning is becoming the key to unlock the world around them. And, despite an awareness of the growing importance of multilingualism, some students are still being put off. But consider this. How often do your students complete language projects that relate to their favourite hobbies, sports, people and shows? How clearly can they see themselves needing to use languages in the future, in everyday life scenarios and/or future careers? With budgets tight and school exchange trips often out of reach, how can our students see the benefits of language learning in the real world? How can we hook them in? Use real and relevant examples Bringing those real-world elements into the classroom gives every student a chance to see what’s out there, to understand different cultures and communities, and to foster their respect and curiosity in languages. Whether they are stories you can tell from your own experiences or from others in the languages department, simply bringing languages to life can be extremely impactful. Do you have any past students who have gone on to study languages at A level or university, any past students who use languages in their everyday life or job? Or ask students if they know anyone in their family or wider circle of friends who relies on languages and invite them to talk in school. If you’re lacking in-person examples, Pearson’s free, downloadable resources in the Languages in Life series provide a whole host of case studies and interviews with professionals. Sharing experiences Students need to see themselves, or others like them, using languages. Exchange trips aren’t always possible, so what about a virtual school partnership? Try linking up with another school so your students can use the language they are learning in order to communicate with people they want to get to know. Languages open many doors When it comes to careers, many students think learning languages means becoming a teacher or translator, when actually languages can lead to so many more opportunities. At Pearson’s More than Words: Celebration of Languages learning event, we heard from an award-winning film producer, a writer, a dancer and a police officer who all use languages in their lines of work. Another who worked in the football industry highlighted how foreign languages can be invaluable for physiotherapists, agents, medical staff, player care teams, sponsors, journalists and more. By exploring this with students, we show how languages link to other subjects students are learning. If they can see that languages may be complementary to their favourite subjects, this could make them feel more positive and engaged in the language classroom. Get parents on board Whether it’s speaking at an open evening or contributing to a booklet on the subjects available to study at GCSE, bring languages to life. If you can get parents to understand and see the benefits of language learning, then having their support makes for a very stable and positive foundation. If we want to see students opting to study a language at GCSE, if we can get students to see themselves and those they look up to or aspire to be using languages, and team that with making language learning fun, we can begin to chip away at this barrier to language engagement. By Rebecca Waker, Subject Advisor for languages at Pearson, formerly language teacher and lead practitioner of eight years.
NASBTT CEO praises ITT providers in Annual Conference address
“If the past 25 years have shown us anything, it’s that this sector doesn’t just survive change. It transforms through it.” That is the message from Emma Hollis, CEO of NASBTT, in her welcome address at the NASBTT Annual Conference 2025. Speaking to over 250 delegates attending the conference at BMA House in London, Emma revealed her pride in school-centred initial teacher training, its growth into a “thriving and successful sector” and NASBTT’s evolution since it was founded in 2000. “It feels incredibly special that our first face-to-face annual conference since 2019 coincides with our 25th anniversary,” she said. “Twenty-five years of NASBTT – that’s a quarter of a century of collective passion and perseverance – and during that time NASBTT has become the voice, the heart, and often the calm in the storm for our community. But what makes me proudest isn’t what we’ve built as an organisation – it’s who we’ve built it with.” Emma reflected on how NASBTT members have faced “some of the most profound changes the education landscape has ever seen,” and how ITT providers have repeatedly overcome adversity to welcome “thousands of trainees into the profession”. “The last few years in particular have tested us all – as educators, as leaders, and as human beings,” she commented. “Coming as they did in quick succession, the pandemic and the ITT market review didn’t just disrupt our work; they unsettled routines, communities, and confidence. In 25 years, the policies have shifted, the acronyms have multiplied, and the technology has evolved faster than any of us could have imagined. But the essence of great teacher training hasn’t changed one bit. It’s still built on relationships, mentoring, trust, and a deep belief in the potential of every child.” Whilst “some of those changes have worked to our benefit: growing our community, increasing our prominence, and amplifying our voice in the national conversation around teacher development policy,” Emma also admitted: “I’m not going to pretend we’re short of challenges.” She continued: “We know recruitment is tough. We know retention is tougher. We know workloads can be unsustainable and funding rarely stretches as far as it needs to. And we know the expectations on teachers have grown far beyond the classroom – teachers are mentors, counsellors, social workers, and just occasionally magicians who can make 30 children all listen at once. But I’m also endlessly hopeful. I see extraordinary examples every single day of providers, schools, and mentors finding creative solutions – adapting, collaborating, refusing to give up. Whether it’s embedding inclusive practice through ITT curricula, developing exciting and innovative new mentoring programmes or battling the indescribable pain of apprenticeship bureaucracy to offer a new route into teaching for your communities, every one of our members is playing a part in shaping the future of education.” Emma then turned her attention to NASBTT’s manifesto for change, The Future of Initial Teacher Training: How can we attract more people to the teaching profession and support school-based ITT providers to deliver high-quality training?. “We believe passionately in the five simple but powerful asks our manifesto sets out – and behind every one of those policy asks, there are people,” she explained. “When we talk about making teacher training affordable, we’re not talking about numbers on a spreadsheet, we’re talking about that brilliant career-changer who has dreamed for years of becoming a teacher but can’t afford to take the leap. When we talk about tackling public perceptions of teaching, we’re talking about restoring pride and confidence in a profession that changes lives – making it once again a career that the best and brightest actively aspire to join. And when that happens, diversity, innovation and excellence will follow. “When we call for incentives that encourage schools to engage in ITT, we’re thinking about the headteachers who want to be part of growing the next generation of teachers but simply don’t have the time or capacity to do so. When we advocate for a Teacher Professional Development Lead, we’re talking about the mentors, those unsung heroes who give so much of themselves to nurture new teachers, often without the recognition or structured support they deserve. And when we call for flexible working with less talk and more action, we’re thinking of the brilliant teachers and leaders who love their jobs but can’t always make the hours and demands work for their lives.” Looking ahead of the next 25 years, and the “choices to make”, Emma added: “We can continue to let change happen to us, or we can shape it, together. In the months ahead, we’ll continue to champion affordability in teacher training, push for a system that values inclusion, and strengthen the pathways that bring brilliant, diverse people into teaching. But we’ll do it our way, with thoughtfulness, collaboration, and optimism.” The conference features keynote addresses from Andrea Shepherd, Senior His Majesty’s Inspector, Ofsted; and Mark Sewards, Labour MP and member of the Education Select Committee. Other speakers include the Chartered College of Teaching, MillionPlus, nasen, National Institute of Teaching, NFER, Ofsted, Teacher Development Trust, and Twinkl. Panels cover System Leadership – Big Thinking, SEND and Inclusion in Initial Teacher Training, Delivering a Diverse Workforce of the Future, and The Future of Initial Teacher Training. Mosaic by Penrose Education is the headline sponsor. Other exhibitors and sponsors are Step into Teaching, Verbilly, Anspear, Proxima, Chartered College of Teaching, Iris Connect, Education Support, Teacher Development Trust, and Century. Download the NASBTT Annual Conference 2025 magazine.
Effective ways to support parents with online safety
Parents can play a vital role in keeping their children safe online, but they’re often left out of the conversation. It’s not always easy – staff confidence, the pace of new apps and trends, and sensitive topics like generative AI, screen time, smartphone use, bullying, and exposure to inappropriate content can all make these discussions challenging. However, in today’s digital world, online safety works best when schools and families work together. Children’s online lives are increasingly complex and ever-changing, with new platforms, trends, and risks constantly emerging. According to Ofcom’s Children and Parents: Media Use and Attitudes Report 2025, nearly half of teenagers now use all of the top five apps — YouTube, WhatsApp, TikTok, Snapchat, and Instagram. More than half (55%) of children under 13 use at least one social media platform, and Instagram use among 8-9 year-olds has risen sharply from 8% in 2023, to 14% in 2024. A third of 8-17 year-olds admit to giving a false age to access apps or websites, and up to a quarter have changed their date of birth since setting up their profile — with 8-12 year-olds most likely to do this on Snapchat. Starting the conversation When it comes to raising parent’s awareness of online safety, a drip-feed approach – incorporating short presentations into other events such as coffee mornings, parent evenings and celebration days, is more successful than yearly or termly standalone sessions. Co-presenting with students is very effective; they provide parents with an ‘insider’ view – sharing their firsthand experiences and knowledge of the latest trends, and can also be the ‘tech-experts’ demonstrating how to set privacy settings and controls on devices. Keep families informed with clear, consistent communication – from newsletters and parent portals to messaging apps. Parents may not always understand the latest risks around gaming, social media, or GenAI etc. so the key is to make sure all communication is jargon-free, accessible and practical, to increase parents’ confidence in talking to their children. Explaining trends in simple, relatable terms, and sharing easy-to-use guides and resources help families continue the conversation. Always use trusted sources, such as the NSPCC, Childnet or Internet Matters, to avoid overwhelming families with too much conflicting information. A two-way dialogue A joined-up approach is essential when concerns arise, so encourage a two-way dialogue, ensuring parents feel heard and involved. Reinforce clear procedures for reporting issues, whether they occur inside or outside the classroom. Monitoring systems can alert staff to potential risks, but timely and sensitive communication with parents is crucial to ensure concerns are acted on quickly and appropriately. Equally, parents should be supported to spot early warning signs of online harm at home and know how to respond. Home and school – a united front Online safety works best when schools and families act together. When policies mirror the guidance shared with parents and both model responsible technology use, students see consistent messages in every part of their lives. By highlighting positive digital choices and framing safeguarding around empowerment instead of fear, schools can build trust and a true partnership with families. To help schools, edtech charity, LGfL-the National Grid for Learning, has developed a free, comprehensive and practical resource for schools to use. The Parent Online Safety Toolkit https://parentonlinesafety.lgfl.net/, combines the latest research on young people’s online use and risks, with clear tips, conversation starters and resources for parents. It helps families keep up to date with new trends, apps and games, manage settings and controls, and talk to children about issues such as bullying, image sharing, AI chatbots, screen time, and staying safe from exploitation and grooming. When schools and families work together, they create a strong safety net that helps identify concerns early, respond quickly, and support children both at home and in the classroom. Open communication, consistent messaging, and shared responsibility are crucial components for this partnership, helping to give young people the confidence and skills to navigate the online world safely.
The pros and cons of using CCTV in schools
For headteachers in England and Wales, the question of whether to install CCTV or not is gaining increased attention amid a number of high profile crimes committed on school grounds. School leaders may be considering upgrading site security but that must be balanced with the right to privacy and safeguarding issues. While there is no UK law that states CCTV is mandatory in UK schools, the benefits of round-the-clock surveillance are compelling. Equally, there are legitimate concerns around its integration into a school context which must be carefully considered. As budgets are increasingly tightened, and safeguarding responsibilities remain evergreen, headteachers everywhere may be pondering what the right course of action is. This guide serves to help those in charge of school security make correct, well-informed decisions. Advantages of installing CCTV in UK schools Schools, much like any public sector or commercial premises, face a range of threats and risks, from thefts, break-ins and vandalism to bullying, harassment and on-site antisocial behaviour (drugs, smoking, alcohol and so on). Considering these threats, there are plenty of reasons to consider installing CCTV in your school. Considerations of CCTV in schools Despite the aforementioned benefits, legitimate and justified concerns do persist when considering the integration of CCTV. How to decide which is the right option for your school For headteachers grappling with the decision of whether to integrate CCTV or not, several pertinent questions remain: The issue of CCTV’s place in schools is not an abundantly positive or negative situation. It’s a discussion point that many feel strongly about, based on their individual experiences or circumstances. As a safeguarding issue, it’s not a decision to be taken lightly. For schools facing numerous security challenges or safety concerns, professional, high-quality CCTV systems can be truly effective at reducing the severity and frequency of incidents. However, they must be carefully considered and budgeted for, and schools must be prepared to comply with stringent guidelines if they consider CCTV worthwhile.
Teachers invited to reading fluency showcase
One of the world’s foremost experts in reading fluency will headline a major conference being organised by HFL Education. Leading American academic, Professor Tim Rasinski of Kent State University, is one of a host of high-profile experts taking part in HFL Education’s Reading Fluency Showcase 2025 event next month. The online showcase will include a series of insightful discussions, expert-led presentations and practical workshops designed to enhance classroom practice. It draws on HFL’s extensive experience in supporting hundreds of schools and thousands of pupils through its renowned Reading Fluency Project. Professor Rasinski, professor emeritus of literary education at the university based in Ohio, will discuss the ‘effective teaching of reading fluency – the neglected component of the reading curriculum’. Other key contributors taking part include award-winning poet Matt Goodfellow, Education Endowment Foundation literacy content specialist Chloe Butlin and primary reading consultant Christopher Such. Matt Goodfellow will discuss why poetry is ‘rebel writing’ while Christoper Such will talk about what every teacher needs to know about reading. Chloe Butlin will lead a workshop on building strong readers. Kathy Roe, HFL’s Reading Fluency Project lead, said the November 12 showcase would share ground-breaking research alongside practical strategies for both primary and secondary classrooms. “The showcase is an event not to be missed for anyone with an interest in reading fluency,” she said. “We’ll provide you with the latest research, proven instructional strategies and real-world case studies to help unlock the potential of every reader in school. “Whether you are new to fluency instruction or looking to refine your approach, the Reading Fluency Showcase promises to be an invaluable opportunity to learn from the very best in the field. “It will help you understand the components of reading fluency, implement evidence-based strategies to improve reading outcomes for learners, think about how best to rediscover the joy of reading and strengthen subject knowledge and skills. “This is a truly unmissable event for primary and secondary school headteachers, heads of English, reading leads and those with a keen interest in improving pedagogy.” The showcase runs from 1-5pm. Tickets cost £95 plus VAT, with additional tickets in the same order discounted to £60. For more information and to book your place visit https://www.hfleducation.org/events/2025-reading-fluency-showcase
Fostering inclusion through peer-led learning
As the UK Government continues to champion inclusive education, schools are placing greater emphasis on making sure every pupil feels able to take part, contribute, and belong. But inclusion isn’t solely shaped by what teachers do – it’s deeply influenced by how pupils interact with each other. For many children, their classmates are their first social circle, and those relationships can have a powerful impact on whether they feel accepted, confident, and ready to engage in learning. This is where peer education becomes vital. When used effectively, it fosters empathy, adaptability, and mutual respect – encouraging pupils to understand different perspectives and adjust how they communicate and behave. The result is a classroom environment where diversity is embraced, inclusion is lived daily, and every pupil has the chance to thrive. Peer education has the power to shape school culture by fostering understanding, reducing stigma and encouraging collaboration. When children learn directly from each other, they often develop stronger empathy and a deeper appreciation for diversity, including neurodiversity. Peer influence is a powerful force in schools, often shaping attitudes and behaviours more effectively than adult guidance alone. By actively involving pupils in awareness-raising and support initiatives, schools can break down stereotypes and encourage inclusivity. Peer-led approaches provide all learners with practical and emotional support, helping everyone feel valued, understood and less isolated within the school community. Practical strategies can take many forms. Buddy systems or peer mentoring programmes enable pupils to support one another during transitions, explain routinesand act as allies in social situations. Peer awareness workshops offer facilitated opportunities for pupils to explore neurodiversity, including conditions such as autism, ADHD, or dyslexia, building understanding. Collaborative group work creates opportunities for pupils from all backgrounds to share their unique strengths and viewpoints, enriching classroom activities with a wide range of ideas and approaches. It encourages pupils to learn ‘with’ and ‘from’one another, highlighting the value of diverse thinking. At the same time, pupil-voice initiatives empower young people to take an active role in shaping their school environment – from influencing policies to contributing to inclusive displays and wellbeing campaigns. This active participation reinforces a powerful message: inclusion is not just the responsibility of staff, but a collective effort. While peer education is a powerful tool for fostering inclusion, it requires careful planning and structure to be effective. Without clear guidance, there is a risk that initiatives may become tokenistic or inadvertently reinforce existing stereotypes. Schools need to ensure that safe, supportive spaces are established where pupils feel confident to ask questions, explore differences and express themselves without fear of judgement. Adult facilitation is essential at the start, providing oversight and expertise, but the ultimate goal should be to enable pupils to take ownership of these programmes, developing leadership and advocacy skills as they grow in confidence. When thoughtfully embedded into school life, peer education has the power to create lasting change – not just for individual pupils, but for the entire school community. It nurtures a culture grounded in empathy, respect, and mutual understanding, where inclusion becomes part of everyday interactions rather than a box to be ticked. These positive shifts extend far beyond the classroom. As pupils learn to see the world through each other’s eyes, incidents of bullying decline, a stronger sense of belonging takes root, and young people grow into compassionate, socially aware individuals – better prepared for the diverse workplaces and communities they’ll be part of in the future.
Majority of multi-academy trusts relying on reserves
Mounting financial pressures across multi-academy trusts have been revealed in a MAT Finance Sector Insight Report 2025. Over half of Multi-Academy Trusts (MATs) are forecasting an in-year deficit for 2025/26 – and a third are expecting to hold reserves below 5% of income by the end of the year, a level considered potentially ‘financially vulnerable’ by the Department for Education (DfE) – according to a new report published by MAT finance specialists IMP Software in association with the Confederation of School Trusts (CST). The MAT Finance Sector Insight Report 2025, which compiles budget forecasts from 274 multi-academy trusts for the 2025/26-2027/28 financial years, explores key issues such as surplus and deficit forecasts, pupil number predictions, SEN challenges, GAG and reserves pooling, MAT finance team structures, and funding and resource deployment in special schools. Drawing on the only forward-looking dataset in the MAT sector – and covering more than 3,300 schools – this report highlights the financial trajectory of the MAT sector and concludes that “Trusts’ ability to allocate resources efficiently, manage SEN demands, and adopt appropriate centralisation and pooling strategies will be critical to maintaining operational stability in the coming years”. Will Jordan, Co-founder of IMP Software, said: “The financial health of multi-academy trusts is under growing strain. A convergence of cost pressures – from pay increases, to falling pupil numbers and unfunded increases in demand for provision for children with special educational needs – is squeezing budgets more than ever. “A high proportion of trusts have already moved into in-year deficits, are drawing on reserves at unsustainable rates, and face growing concern that these pressures will worsen in 2025- 26 and beyond without adjustments in funding, policy or operational models. The analysis presented in the MAT Finance Sector Insight Report 2025 highlights rising financial pressures across the MAT sector, with the short-term trajectory underscoring both the tight budgets that trusts face and the value of benchmarking data in informing robust financial planning. “The financial outlook MATs have forecast for the next three years is another wake-up call for an overhaul of funding to better reflect the reality they face.” The report’s main findings are: Writing in the report Foreword, CST Chief Executive Leora Cruddas CBE, commented: “The primary concern for school trust leaders will always be education – but providing an effective education depends on having the right resources to do so. That is why the intelligence provided by this report is so valuable for trust leaders, government, and policy makers. It sets out, quite starkly in places, the situation on the ground for our schools and trusts. “More than half of school trusts are expecting an in-year deficit for this academic year, calling on reserves to plug the gap between costs and funding. We have seen exceptional events in recent years – a pandemic; high rates of general inflation; unparalleled jumps in energy costs – and reserves can be a crutch on which to get through them. But this is not sustainable year after year, and falling reserves eventually hit the bottom.”
Dobbies Garden Centres offers schools chance to apply for free Christmas tree
Dobbies Garden Centres is lifting community spirits this season with a Christmas tree donation across the country, in partnership with Needlefresh. Dobbies Community Christmas Tree campaign will see stores across the UK giving away more than 220 Christmas trees to local schools and nurseries to help spread joy during the festivities. The campaign launches today (Thursday 9 October) as the garden centre officially celebrates its Christmas Launch Weekend (9 – 13 October), giving customers a chance to get a head start on their shopping, with exclusive offers as Dobbies unveils its highly anticipated festive collections. The garden centre is encouraging local schools or nurseries to get in touch to be in the chance of receiving a free Christmas tree. Participants will need to fill out a short application form, which the Dobbies’ team will then review to help them select successful recipients. Schools and nurseries within 20 miles of a store can apply for a free Christmas tree and entries close Thursday 6 November at 5pm. Dobbies’ Plant Buyer Nigel Lawton said: “Our Dobbies Community Christmas Tree campaign is a great opportunity to spread festive joy with local schools and nurseries, showing children the magic a real Christmas tree can bring. We can’t wait to see what the successful applicants do with their trees.” Nigel continued with some advice: “Our Nordmann Fir Christmas trees have soft dark green needles which make them easy to handle and ideal for children to decorate. They are known to hold their needles well, so your tree will stay green and fresh given the right care. “Once you have collected your cut tree from Dobbies, we recommend keeping it outside in a sheltered area. Cut one inch off the base of the trunk and stand the tree in a bucket of water until you are ready to bring it indoors, this will help reduce needle drop by keeping it hydrated. “Place your tree in a water-retaining stand and keep the needles fresh by topping up with water every day to ensure the water reservoir doesn’t run dry. Make sure the tree is positioned away from a direct heat source, and it might sound obvious but ensure there is a plug point nearby for lights. “Corners are ideal as it will keep your tree safe from knocks and bumps if it’s in a busy spot with lots of footfall. If you have a lot of decorations, spread them out right into the centre of the tree instead of just on the edges of branches for more stability. The Nordmann Fir is a popular choice as its natural shape and great branch structure make it a joy to decorate.” Dobbies Christmas trees from Needlefresh are sustainably grown in environmentally managed fields across Scotland, where a small growing team plant, prune and harvest each tree by hand. This method ensures the surrounding environment, wildlife and plants are looked after. Kenneth Mitchell from Needlefresh said: “We are proud to once again support Dobbies with their community Christmas tree initiative that allows schools and nurseries up and down the country the opportunity to enjoy a real Christmas tree as part of their festive celebrations.” Dobbies’ Christmas Launch Weekend, taking place from Thursday 9 to Monday 13 October, with exclusive offers available on the festive collections. There’s also a chance to £1,000 worth of Christmas products by registering online. Dobbies Community Christmas Tree winners will be informed by mid-November and can collect their Christmas tree on Thursday 27 November at the Christmas Shopping Night or at an arranged date. For more information and to find out how to get involved, visit www.dobbies.com/community-christmas-trees
Skibidi What? 85% of teachers admit they have to look up student slang
A new British Council survey reveals teachers are struggling to keep up with the language being used by pupils in UK classrooms.More than four in five secondary school teachers say they check the meaning of slang or online expressions their students use.Teachers shared their confusion at expressions such as skibidi toilet, 67, cap/no cap, and rizz.The findings come from a survey of 1,000 secondary school teachers across the UK, exploring how technology and AI are reshaping communication skills and classroom practices. What the sigma? Teachers checking up on digital slangMore than 85% of teachers report looking up expressions and slang their pupils use in class.More than one in five (22%) say they always check, while nearly three in ten (30%) do so often. Teachers aged 45–54 are more likely than younger colleagues to check expressions (24% vs 16% of 25-34 year old teachers), while those in the East Midlands are more than seven times as likely as teachers in Wales to “always” check meanings (38% vs 5%).The top five habits teachers see in the classroom are:Social media abbreviations (e.g., LOL, GOAT, TBH) (32%)TikTok slang (e.g., delulu, NPC, rizz, skibidi, aura) (29%)Gaming lingo (e.g., GG, sigma, XP, respawn) (28%)Meme references or catchphrases from online trends (27%)Mixing memes, images or gifs into written work (27%) No cap: teachers concerned about AI and tech changing student communicationSix in ten teachers (60%) say they are worried about how AI is affecting the way students communicate. The top five changes they have noticed are:Decline in writing quality because of AI tools (e.g., ChatGPT, Grammarly) (26%)Difficulty comprehending complex texts (26%)More use of phrases from different cultures or languages (26%)Shorter attention spans during lessons (25%)Narrower vocabulary due to predictive text or AI (25%) At the same time, many see positives. Over a third (36%) report improved listening skills, while nearly a quarter observe students learning more about other cultures and showing greater creative expression (24%). Flipping the script: teachers changing up homework styles in a world of AINearly eight in ten teachers surveyed (79%) say they have had to rethink the way they set assignments because of AI – either to stop students from using it or to build it in deliberately. Of these, 38% now design tasks specifically to avoid AI use, while 59% create assignments that incorporate it appropriately.Younger teachers aged 25–34 are the most likely to adapt their assignments (86%), but even among those aged 55+, a strong majority (72%) report making changes.Older teachers are also more likely to design tasks that deliberately block AI use – 40% of those aged 55+ compared to 33% of those aged 25–34 – suggesting greater hesitancy about the role of AI in learning among more experienced staff. Mark Walker, British Council Director of English and Exams, said: “AI is a powerful tool, but it cannot replace human interaction. AI and digital culture are changing the way young people learn and communicate. Teachers are adapting fast – rethinking assignments, responding to new slang, and questioning what’s gained and lost in student writing. The challenge now is to make sure students develop the critical thinking, originality and focus that will remain essential in education and beyond, while also making the most of the creative and cultural opportunities AI can offer.” Slang definitions67 (“six seven”) – A phrase from the 2024 hip hop song Doot Doot by Skrilla, which went viral on TikTok. Often used with a hand gesture as if “weighing options.” It spread as a nonsense reply to almost any question (“How tall are you?” “What time is it?”). Its appeal lies in being versatile and meaningless, making it funny and meme-able.Firm it – Means to “deal with it” or endure something difficult with strength or determination. Example: “I know you don’t feel well, but you just have to firm it and get through the day.”Alpha / Beta / Sigma – Internet slang describing male social hierarchies: alpha = dominant/leader, beta = submissive, sigma = independent “lone wolf.” Among teens, “alpha” and “sigma” are often used interchangeably as compliments meaning “cool” or admirable, without reference to hierarchies.Bussin – A term of strong approval, usually describing food or experiences that are exceptionally good.High-key / Low-key – Adverbs that express intensity of feeling. “Low-key” = slightly/kinda; “high-key” = very/definitely. Example: “I’m lowkey stressed about this exam.”Skibidi / Skibidi Toilet – A nonsense term from the viral YouTube animated series Skibidi Toilet. Used with varied meanings such as “cool” or “bad,” or simply as a humorous in-joke.Bet – Means “yes,” “okay,” or “I agree.” Can also be used to signal confidence (“watch me”) or sarcasm.Cap / No cap – From African American English. “Cap” = exaggeration/lie; “no cap” = truth/seriousness. Example: “Best pizza ever, no cap.”Rizz – Short for “charisma.” Refers to charm or romantic appeal, especially the ability to attract others. Popularised on TikTok; named Oxford Word of the Year 2023.