ALL Speaking Endorsement Sharing Webinar

Thursday 1oth December 2020

ALL London Page hosting this information pending publication on National ALL site: ALL speaking endorsement page


Documents referenced in webinar

Helen’s adaptations:

Hopefully other documents suggested by guests will appear here soon (e.g. pupil-friendly grids).

Comments in chat:

Original Invitation:

We are planning 2 webinars to allow colleagues to share ideas about how they are building in Speaking opportunities in the current GCSE classes in line with the OFQUAL requirements.

We hope to pull together, through sharing strategies in a brainstorm, a menu of Speaking activities within normal teaching and learning, and will then share this menu on the website, alongside all of the contributions here:

Webinar 1 – Thursday 10 December 2020 from 20h00

Webinar 2 – tbc February 2021

The event will be hosted by members of ALL’s Management Board, Steven Fawkes, Jane Harvey and Helen Myers.

Don’t forget to join ALL or renew your membership to ensure you have access to all the great member benefits.



00:29:40 Laura Danese: Buona sera da Lincoln 🙂
00:32:33 Carmen Aguilar: al dorso 😉
00:32:44 Vincent Everett: dorsal fin
00:33:10 Jane Harvey: yay indeed
00:33:32 Fiona Winstone: I remember them too!
00:33:50 EB15: Bonsoir / hola
00:33:59 Liliana Hurtado-Read: Reminds me of Asset Languages too
00:34:05 Vincent Everett: English has something similar? Speaking and Listening that’s sort of part of the GCSE and sort of not.
00:34:09 Laurence bassingha: Bonsoir!
00:37:59 Mayte Romero Soriano: Steven, thanks for the info. What do you mean when you say the assessment will take place as apart of teaching and learning…Does this mean that the teacher evaluates according to the yearly student progress?
00:38:14 Carmen Aguilar: Q: are the teachers meant to share with the students which type of ‘ongoing assessment’ the students are going to have?  I have heard a number of ways/options from two diff schools and they are quite different from each other.
00:38:19 EB15: I also teach Latin , the board is Eduquas and nothing has been removed or changed.
00:38:50 Liliana Hurtado-Read: Each school can choose how they are going to do the assessments.
00:38:53 ALL London: we will answer these questions in the presenetation
00:39:10 Carmen Aguilar: great, thanks
00:39:55 Alex Ferraby: Thanks Stephen :>
00:40:11 Vincent Everett: Q: Is it OK to NOT do the speaking endorsement? They still get the GCSE. Or to ask pupils and parents if they want to have it or not? And then ask those who DO to prepare something (periodically) to be assessed. Would make it easier for teachers and less stressful for pupils…
00:40:15 Ester Borin Bonillo: Thank you very much Stephen
00:40:33 Liliana Hurtado-Read: Could we have the links in the chat please?
00:42:06 Alex Ferraby: Helen > amazing, generous resources you share/d via Twitter
00:45:55 Vincent Everett: Link to ALL page on Speaking that Steven and Helen were showing
00:47:11 Liliana Hurtado-Read: Thank you.
00:48:29 Alex Ferraby: Curious, what were the ‘reservations’ that ppl expressed about that doc?!
00:48:59 Naomi Allen: ? can we have a copy of thee formative version in A4 please?
00:49:16 heer.r: how can I get a copy of your student alternative formative guide please?
00:49:38 Naomi Allen: ? I had the same question?
00:49:41 EB15: I have put together a spreadsheet based on this
00:49:58 Steven Fawkes: Everything will be on the ALL website
00:50:04 Mayte Romero Soriano: Thanks!
00:50:04 Naomi Allen: Thanks
00:50:09 Vincent Everett:
00:50:12 Alex Ferraby: We created Spanish/Chinese versions of the docs you just showed, and the other pupil phrases docs [tagging you with original credit!]
00:51:17 Mayte Romero Soriano: Q- How can a private assessor do an endorsment speaking? Do the private assessor need to be part of a public school?
00:54:07 Vincent Everett: Q: Are people doing a lot less speaking especially pupil to pupil in class because of covid teaching?
00:54:34 Laurence bassingha: I think before each activity given, the pupils should have success criteria  written with an example
00:54:45 Mary Grace Browning: When we are tackling writing on a certain theme one of the pages in each theme pack is a set of questions that they might need to answer in their writing: we tackle these as an oral first and this makes a spider diagram from which to plan the writing
00:54:47 Alex Ferraby: Not really Vincent, business as usual in that sense
00:55:33 Vincent Everett: Before we share the criteria, we’ll have to explain what the endorsement is and the fact that it’s not part of the GCSE grade. At this point pupils will have to decide how much it matters to them. If at all…
00:55:34 Sarah Brooks: Enable students to have a go at applying the criteria to some sample sentences / structures before attempting to produce
00:55:35 Alex Ferraby: Posters, handouts, self assessment and peer assessment of recorded examples
00:55:44 EB15: I have used knowledge organiser to make the class practise accent and intonation. I have done a little speaking with  conversation questions
00:55:47 Ruth Watkins: I shared the criteria with my students then we did a little 1 to 1 speaking activity and after I put a highlighter dot on each bit they had achueved whichs
00:56:11 Mary Heath: Format: create a student-friendly PPT explaining the criteria and breaking it up for students as much as possible, and getting students to understand how this system gives them opportunities. Give students a copy of the criteria.   Location: in the classroom.
00:56:18 Ruth Watkins: I shared the criteria with my students then we did a little 1 to 1 speaking activity and after I put a highlighter dot on each bit they had achieved which gave a nice starting working at level
00:56:18 Irene TM: I like the idea of having the criteria as a working document they can reflect on. Liked your highlighting Helen
00:56:44 Ghislaine Griffiths: What is the value of the endorsement??
00:57:09 Jimena Licitra: criteria should always be explained before the activity and students should have it. I usually post them on Google Classroom
00:57:12 Jennifer Wozniak Rush: Share the criteria in class to explain what it really means, then given examples to pupils so they can look at the criteria and see if they would give a pass, merit or a distinction and how to make those examples better. Then given pupils a friendly version of the criteria that they can refer to it at all times
00:57:20 Alex Ferraby: Yes Stephen > We use Mote and Vocaroo over google classroom to submit speaking work
00:57:55 Mounia Benzidane: lots of modelling from teacher and direct reference to criteria
00:57:57 Liliana Hurtado-Read: I like Ruth’s idea.
00:58:00 Jimena Licitra: Flipgrid is great for speaking and allows you to create your own rubric on that platform
00:58:18 Sabine Pichout: We have communicated with parents and students in class and shared the criteria. we are organizing a speaking exam in January and only testing the conversation (a chosen theme) and a second theme. Main rationale is evidence for CAGs (if necessary) and transferability for writing skills.
00:58:24 Irene TM: We also used Flipgrid Jimena, it worked well during lockdown
00:58:27 M Strong: After speaking with my students, I will also be doing some 1-1 practise as some get really nervous talking in front of others. I have also got students to record themselves on their phones and upload it to our Google Classroom.
00:58:34 Jimena Licitra: I use just mote for voice feedback, now flipgrid allows mic only and no video
00:58:47 Jennifer Wozniak Rush: I like the way Helen showed how pupils could RAG their progress
00:58:53 Vincent Everett: If you DON’T do it, is it on the certificate?
00:59:08 Sarah Brooks: I told my students that the endorsement will give future employers an idea of whether they can really speak the language, because employers put a lot of emphasis on spoken skills
00:59:36 Carmen Aguilar: What happens if they fail it? What is that called on the certificate?
00:59:39 ALL London: Almost certainly Vincent – happy tofollow this up
00:59:44 Debbie Jack: We really like Helen’s grid in our department
00:59:46 Jane Harvey: it will be on certificate as non classified
00:59:49 Alex Ferraby: Anyone using Google Classroom, Pleeeease install Mote chrome extension ! You’ll see!
01:00:06 Sue Clare: I really like the idea of sharing the criteria per strand and then let the students self assess where they think they are. The teacher than sees if they agree and use the grid to show what it is that the students need to do to reach the next level. This will be great for writing preparation too.
01:00:26 Jimena Licitra: yes, alex, and now just mote can be used outside google classroom as well (new version)
01:00:40 Jane Harvey: non classified again
01:00:50 annalise adam: I like the idea of sharing the grid. We already do something like this at KS3 so it would make sense to our students.
01:01:03 Alex Ferraby: Not mentioned yet and admittedly, at risk of being forgotten >>> are we preparing GCSE pupils for A-level, folks!!! ? Then we need to go big on promoting the value of this Endorsement
01:01:17 Sue Clare: totally agree
01:01:20 Sarah Brooks: You could always ensure that the speaking you do and assess is going to have some kind of other audience, so there is another purpose to it.
01:01:25 Sabine Pichout: I agree Alex!
01:01:28 Irene TM: I agree! They have been working on a list of questions for General Conversation and I intend to continue with this. Everything they do in the Speaking can be applied to the other skills!
01:01:29 Laurence bassingha: We can provide an audio  example,
01:01:30 Florence Barats: I have not shown them the criteria yet, I decided to tell them they are being assessed all the time and this has had a huge effect as they are now always putting their hands and using target language to ask questions, explanations and normal classroom language.  I will use Helen’s guide after Christmas as I wanted to build their confidence to speak more in front of others, I use a click/tick for talk system, so each time they speak French they tick a post it note, once they have enough they get a merit/excellence!
01:01:37 Ghislaine Griffiths: Definitely Alex
01:01:39 Joe Dale: With the latest Mote update you can now record Motes anywhere you want, not just in Docs Slides and Classroom
01:02:00 Alex Ferraby: WOOOW Joe ! :>
01:02:31 Joe Dale: That’s made your day, Alex!
01:02:31 yvonnekennedy: I think an NC is issued to students who do not ‘take’ the SE but are not exempt?
01:02:40 Jessica Tipton: Do we know in what circumstances our ‘evidence’ might be requested?
01:02:48 Liliana Hurtado-Read: And we need to encourage them to carry on at A Level, so the speaking would be very important.
01:03:01 Vincent Everett: Thanks.
01:03:02 Naomi Allen: a pupil friendly version with what they need for a P,M,D. Happy to share
01:03:13 Ruth Watkins: You can have a ‘not classified’ if they don’t get a pass. I have a virtually mute autistic student so wilk do that for him. We have communicated about this.
01:03:19 Mounia Benzidane: @Alex Ferraby mote looks great
01:03:21 Mounia Benzidane: thanks
01:03:22 Mayte Romero Soriano: Does the date of the exam change? or is it still at the beginning of June??
01:03:27 Liliana Hurtado-Read: That’d be great Naomi, please.
01:03:47 Naomi Allen: Not sure how to
01:03:59 Vincent Everett: I will say that to them. Do enough for a pass with no pressure. And then we’ll take it from there and might even be higher.
01:04:04 Cynthia Wang: 7th May
01:04:08 Jo: 7th may for AQA
01:04:14 annalise adam: We use Microsoft Teams. I think we could make appointments for the students to carry out a conversation topic with us from home, avoiding exam stress and the impact on teaching time.
01:04:29 Alex Ferraby: Via the network round these parts two diff colleagues made a Chinese/Spanish version of the amazing docs Helen shared via Twitter – they are happy for me to share
01:04:32 Mayte Romero Soriano: Thank!
01:04:57 Naomi Allen: Yes assessment all the time
01:05:03 Jessica Tipton: I agree they are much more engaged after being told it is ongoing assessment
01:05:10 Liliana Hurtado-Read: I think we can share files here, using the file icon in the chat box.
01:05:11 Rosemary Hicks: That would be great Alex
01:05:24 Mrs Lyon: Thanks Alex – can they go on with all the other documents
01:05:28 Mary Grace Browning: Have I missed the link to Helen’s slides?
01:05:37 Sarah Brooks: I think you probably have to share their working at ASAP so they can get an idea of where they need to head.
01:05:52 Alex Ferraby: [I will be in touch with ALL no prob]
01:06:40 Alex Ferraby: Q2 answer – no harm in adding an ‘Endorsement’ column in the interim report phase on SIMS reporting or equivalent?
01:06:41 Florence Barats: I told them they had to be consistent!
01:06:42 Sarah Brooks: presumably lesson plans or annotations on SoW would be your evidence of the opportunities
01:06:48 Carmen Aguilar: Yes but distinction could go down if they stop making effort
01:06:56 Jessica Tipton: Psychologically I think they need to know there are criteria and a rigorous process so they have ‘earned’ their mark and can tell employers so
01:07:00 Mary Grace Browning: thank you
01:07:08 J.Grignard: I am asking my students to self assess their ‘working at level’ to start with
01:07:24 Irene TM: My initial thought is to share the criteria first week in Term 3 and tell them it will be continuous assessment. I will emphasise it’s not a one off exam but show progress and effort being demonstrated
01:07:38 Naomi Allen: Did that work?
01:07:56 annalise adam: We probably need to do an initial activity with ours to establish where they are and give them a feedback sheet indicating their current “working at” level with pointers on how to develop.
01:08:04 Mayte Romero Soriano: Q. Could you please let us know a bit more about how a private assess work and if the assessor needs to belong to a state school?? It is a bit confusing, sorry. Thanks
01:08:05 Vincent Everett: Some pupils are going to need us to be quite gentle with this. Being assessed all the time can have downsides.
01:08:08 Laurence bassingha: They can self assess their work as a group ?
01:08:09 Liliana Hurtado-Read: Yes Naomi, thank you!
01:08:30 Vincent Everett: Private centres and also community languages
01:08:34 Mrs Lyon: thank you Naomi
01:08:35 Sue Clare: Thank you very much Naomi
01:08:41 Mounia Benzidane: Thank you @Naomi Allen for sharing
01:08:42 Sabine Pichout: yes @naomi thank you
01:08:54 Rosemary Hicks: Thank you Naomi
01:08:57 Florence Barats: Merci Naomi
01:08:59 Naomi Allen: It’s only for Spanish
01:09:09 Alex Ferraby: True Vince. And let’s not create the work that someone is trying to save us doing! We only have so much head bandwidth!
01:09:09 Mayte Romero Soriano: Thanks
01:09:14 Naomi Allen: When we have done the French, happy to share
01:10:01 una2f: Thanks Naomi
01:10:04 Sarah Brooks: I think there’s a definite opportunity to use the photo and the bullet points from the written exam as a stimulus for speaking
01:10:27 Naomi Allen: Here is a word document
01:10:28 Andy: working through writing tasks  in an oral way could work well – shorter foundation tasks may equate only to merit, with scope for distinction with longer tasks..need to limit what notes they have so they don’t just read it out of course! Describing photos/role play statements too…
01:10:31 annalise adam: Agreed with regard to the photo task and bullet points.
01:10:56 Florence Barats: I also have asked them to bring their own photos to talk to her partner, more personal!
01:11:05 Florence Barats: a partner!
01:11:17 Jessica Tipton: Can’t we just use past and specimen speaking papers as tasks?
01:11:21 Sarah Brooks: Sometimes you can put a spin on a listening task, where you ask them to draw a conclusion or form an opinion on what they have heard and express it. Bit more open ended outcome for a listening task that feeds in to speaking?
01:11:27 Sue Clare: using photos as a spring board and then have follow up questions.
01:11:29 Laurence bassingha: more  role play activities
01:11:33 Mrs Lyon: create a sentence using lots of phonetical pit-falls, questions and exclamations which the students have in their books and will have to read out randomly in class or on a one-to-one which will support the pronunciation/intonation assessment
01:11:48 J.Grignard: I do a ‘minute Blabla’ starter once a week which students enjoy as we just chat on a random topic.
01:12:40 Jennifer Wozniak Rush: Is it normal that we cannot see the presentation anymore?
01:12:48 Sarah Brooks: No I can still see it
01:12:51 Laurence Gillham: I can see it
01:13:24 Vincent Everett: I can see it. What is it you are looking at instead?
01:13:30 Jennifer Wozniak Rush: It’s sorted
01:13:30 nina: I have a teacher taking over a Yr 11 class in january – I am concerned it will be hard for them to assess speaking ability as well as finishing the content and preparing for the exams…. I myself have only really been teaching my Year 11 class since September and again am really busy just covering content! I have not yet shared any details with students because I am not sure how to go about it….!!
01:13:35 Naomi Allen: Shared some other pieces
01:13:50 Alex Ferraby: There may be value to continuing as normal with the large collection of general conv type questions if that helps pupils to build their stock of language for writing tasks
01:14:18 Sabine Pichout: trapdoors is always a favorite- we use it to model and scaffold for the writing paragraphs.
01:14:22 Florence Barats: Trap door is really good as well.
01:14:31 Mrs Lyon: tongue twisters are a great way to practise pronunciation!
01:14:37 ALL London: Great comments here – thanks!
01:14:39 Sarah Brooks: Say something different style activities, where they can manipulate structures by changing tense, person, adding etc.
01:14:59 M Strong: Trapdoor is fab – I also use Mastermind – similar activity, but students have to guess 3 parts of a phrase correctly
01:15:02 Liliana Hurtado-Read: I have been using the 20 Keys to help them to improve their writing. I think it would be a valuable resource for the speaking too.
01:15:07 Jennifer Wozniak Rush: I have not changed anything and still do as much speaking as before because what we do for speaking helps for writing and vice versa
01:15:36 Sarah Brooks: Speed dating
01:15:42 Vanesa Rama: I keep using photo card and role play, for example
01:16:11 Ruth Watkins: a flippity randomiser with questions from the GC question list could work for short burst speaking activities in groups or pairs.
01:16:28 Sabine Pichout: We noticed that our writing has suffered in the recent mocks as students have not had to prepare for Speaking.
01:16:31 Vincent Everett: I am avoiding lots of these activities especially things like moving around talking to lots of different partners…
01:16:37 Mrs Lyon: flippity randomiser to create sentences to translate (training from @joedale today)
01:16:48 Joe Dale: Thanks Emma!
01:16:51 Mary Heath: Q: On page 9 of GCSE subject levels document, it mentions not using dictionaries in assessment. Does this not apply to any speaking endorsement?  Thank you.
01:17:03 Laurence Gillham: Q- are you planning for an end date by which the speaking endorsement is fixed?
01:17:09 Debbie Jack: So if students can refer to notes / exercise books and all other available resources they would have in a lesson (as not in exam conditions), it is fine for them to refer to a trapdoor or sentence builder to help scaffold their speaking for endorsement?
01:17:31 Vincent Everett: I think you have to hand in your speaking levels in May?
01:17:46 Ruth Watkins: 11th May I think
01:17:48 Alex Ferraby: Laurence good idea – similar to cut off point for speaking exams end of April-ish or even end MArch
01:18:08 Laurence Gillham: That is what I meant Alex, thanks 😉
01:18:10 Mary Heath: Thank you for the reply on dictionaries.
01:18:11 Liliana Hurtado-Read: I think it is about how much students are confident to say throughout the lessons, helping them to create more complex phrases, giving them the chance of pair assess short speaking tasks and then assign a value to their overall performance. Let’s try to keep it simple, given that they are still preparing for their other exams.
01:18:42 Vincent Everett: Q: Amount of scaffolding above is a good question.
01:18:50 Mrs Lyon: we already do all this, don’t over complicate it 🙂
01:19:05 Vincent Everett: Suppose the amount of support needed would be reflected in the assessment given
01:19:08 Irene TM: I think the most important thing is for them to know where they are and what they would like to achieve so that they can put the work and effort in!
01:19:09 Elaines iphone: we are loving the freedom to do what we want
01:19:13 Liliana Hurtado-Read: I wouldn’t want to see teachers creating a Pass+ or Merit-, and so on.
01:19:14 Alex Ferraby: Helen’s doc from twitter also on her blog makes clear that we will/should start ‘noticing’ speaking in all its forms – even in the most basic
01:19:26 Jessica Tipton: I keep telling them the whole point of speaking is to actually be able to speak to native speakers/abroad when you could look stuff up, have notes, make mistakes, seek clarification etc. but not TOO much
01:20:14 Kirstine Smith: My pupils are enjoying speaking more in  lessons now. Less contrived
01:20:21 Carmen Aguilar: Can a teacher decide to get the students to answer questions without support or materials, etc? or that is not allowed? I tutor a number of private students and would like to know whether this could be an option…which would be a bit unfair if that is the case
01:20:33 Vincent Everett: We need to be vaguely confident that what we do is broadly in line with other schools. Use of scaffolding might be a big question mark over this. Basically reading aloud from a sentence builder isn’t what I think is meant…?
01:20:34 Naomi Allen: in terms of moderation, we have to have some “record” though?
01:20:59 Lisa Probert: It has helped me to reinforce my emphasis on student use of the target language which my Y11 use routinely for communicating with me and often each other in the TL during a lesson to ask questions or just for general chat. They know I’m listening carefully to them!
01:21:03 Laurence Gillham: I am thinking about doing a focused speaking fortnight where students have a criteria start and through a series of tasks, they get to their finalised speaking endorsement. I want to know about the scaffolding support too.
01:21:05 Carmen Aguilar: that is true
01:21:23 Carmen Aguilar: Yes, that is a good point
01:21:25 Carmen Aguilar: #
01:21:39 Laurence Gillham: I just feel that the 9>1 skills are the priorities.
01:22:50 Alex Ferraby: Yes Laurence I have considered ‘speak weeks’ where we expressly ‘zone in’ with heightened awareness of pupils speaking activity – and they are aware. Even though speaking work goes in throughout all lessons. We just want to create perhaps 2 or 3 weeks, spaced out, one per month? – where it’s the focus
01:22:52 Naomi Allen: Of course. We always moderate though
01:22:54 Andy: No knowing what % of national cohort will get which grade presumably means people likely to be generous!
01:23:08 Lisa Probert: I always stress to my students the importance of speaking for improving their listening skills
01:23:15 Andy: level of endorsement – not grade!
01:23:50 Debbie Jack: Double checking – Foundation tier student could be very good at speaking and so achieve a distinction if meeting that criteria?
01:23:54 Mary Grace Browning: Thank you everyone for a most helpful evening; sorry I have to go now – so many useful tips here to share with colleagues
01:24:15 Alex Ferraby: Good point Debbie
01:24:18 Debbie Jack: Thank you Helen
01:24:25 Lisa Probert: Exactly – focus on spontaneous use of target language by students for asking questions is useful for all skills, but in particular listening
01:24:41 Ester Borin Bonillo: Thank you very much for this!
01:24:44 Florence Barats: $ boxes on the board with a topic in each, quite small topics, like petit dej, dej, gouter and diner, in pairs one talks the other one guess e and so on?
01:25:02 Teresa García: many thanks! 🤗
01:25:10 Liliana Hurtado-Read: Thank you very much. It would be great to see how this all happens and how it may shape the way we assess in future.
01:25:18 Vincent Everett:
01:25:18 Sabine Pichout: Thank you all
01:25:24 Lucy Vallejo: Thank you!
01:25:25 Laurence bassingha: Many thanks! 🙂
01:25:32 Laurence Gillham: Thank you all, food for thought!
01:25:33 Sophie: thanks very much
01:25:47 Ruth Watkins: thank you
01:25:51 Jo Aughton: Thank you!
01:25:55 Tania W: Thank you!
01:26:03 Sue Clare: Many thanks for this. Really helpful to share ideas and feel connected.
01:26:06 VirginieRousvoal: Thanks! 🙂
01:26:15 Mayte Romero Soriano: Thank you all for your support!
01:26:16 Sarah Brooks: Thanks so much everyone
01:26:19 Carmen Aguilar: Thanks very much 🙂
01:26:20 Naomi Allen: Thanks
01:26:22 Andy: Thank you – I am much clearer re how this will work !
01:26:22 elisa selvatico: thank you so much
01:26:22 Mrs Lyon: thank you
01:26:26 ECA.KSalinas: Thank you!
01:26:26 annalise adam: Thank you for a very informative evening.
01:26:28 Pilar Navarro: Thank you very much everyone
01:26:30 Laura Danese: Thank you!
01:26:31 Lisa Probert: Thank you so much for all the contributions. Lots of food for thought and some really practical ideas.
01:26:33 Sarah Dodds: Thanks
01:26:34 Ghislaine Griffiths: Thank you very much, this was great.
01:26:35 Fiona Winstone: Thankyou
01:26:38 Ambrogio De Santis: Thank you so much!!!
01:26:39 Jennifer Wozniak Rush: Thank you
01:26:39 Elaines iphone: thanks
01:26:44 Simone: Thank you
01:26:44 J.Grignard: Thank you!
01:26:44 Irene TM: Thanks  lot!
01:26:44 Debbie Jack: Thank you
01:26:45 Vincent Everett: Thank you and for the ALL page. It’s great!
01:26:46 Mary Heath: Thank you Helen, Steven and Jane for hosting the event this evening and for sharing your thoughts and ideas on this. All very much appreciated.
01:26:47 Alessia Plutino: Thank you very much, really useful
01:26:47 Christine Long: Thank you!
01:26:52 Esperanza: Thank you!
01:26:54 Jessica Tipton: Thank you reassuring
01:26:56 M Strong: Thank you again! So helpful 🙂
01:27:05 Jo: Thank you
01:27:19 Crista Hazell (ALL): Thank you Helen, Steven and Jane for giving up another evening to deliver such a fantastic session.  Excellent work as always.
01:27:33 Vincent Everett: Were they all members of ALL?
01:27:36 Alex Ferraby: Many thanks
01:27:46 EB15: Thanks so much for everything, as usual  it was a grade 9!
01:28:01 Vincent Everett: The web page is excellent though, they will soon see
01:28:06 Florence Barats: Merci beaucoup et à très bientôt! Have all a very restful break!  Cannot wait for next week!
01:28:22 Vincent Everett: Thank you. Have a good evening
01:29:34 EB15: of course you can!
01:31:59 ALL London: Goodnight everybody  –
01:33:08 EB15: and have biscuits
01:33:42 EB15: for once, the internet did work, a rarity!