 So, one of the ways to help support teachers to develop high expectations is to model the practice. And we did that in this instance by getting permission from the school that I actually took a class to show what that might look like. So, I think Geraint was already on board, he was absolutely really keen. But just being able to see it for himself, I think was an important step. I took the class and we spent the whole class doing a lot of thinking, and it was the students thinking. The difference for high expectations teaching is it's not about what the students know, it's about can they analyse or interact or engage with ideas. So, in that class they had a number of times where they had to make decisions and there wasn't a right answer or a wrong answer. It was about celebrating all the different answers in the different ways you could think about things. So, one of the interesting things from taking that class was the number of students. This was their very first lesson on carrying out physics investigation. The number of students that demonstrated excellence level thinking in the very first lesson without having any real teaching around the concepts. So, that was really exciting to see that they could do that. That was, I think, a big step for us to see, wow, yep, absolutely, they're right on board. The other was the level of engagement. They were really engaged. Every time we posed a challenge they didn't go, oh, this is too hard or I can't be bothered. They were really involved and engaged with every single challenge we put in front of them. And as we kept using questioning to open up the possibilities they got even more engaged and more excited, I think, about what they were doing. What surprised me in that class was some of the contribution from some of the students that are a bit more quiet in the class, that you don't always hear during the class, just seeing them be able to get their points across in a more intimate setting with them and their partners. Making decisions on our own was challenging at the start for us and our partners some of us weren't used to doing it on our own or used to having our teacher there to do the thinking for us and it gave us the chance to think on our own and now it's become easier. I found it challenging but I found it really, really good for ourselves, for the students to, like, for life. Our teacher's not always going to be there. We're going to have to think independently. I thought Faye's presentation within my class was, I thought it was a really positive lesson. It was a good chance to see someone experienced with the class and also being able to see how the students reacted to her, I guess, way of teaching. My role again in professional learning is, while providing some modelling, is to not do the thinking for Duraint. So my first question to him was, so tell me what you noticed that might be different than what you'd normally maybe observe in your class and the second thing, what would you have to do differently in your teaching and he was really quick to acknowledge that they talked a whole lot more than they normally would, which was a positive because they were talking about learning and that was the thing he'd have to do differently, was to provide those opportunities for the students to talk about their learning.