The Department for Education (DfE) have published optional guidance to help school leaders and staff prioritise elements within the curriculum for educational recovery. Emphasises - for languages – a focus on high frequency vocabulary, re-visiting core grammar, and phonics. The document highlights the support offered by NCELP and includes a case study from Blatchington Mill School, an NCELP Lead School.

A resource/flyer for headteachers (and SLT / teachers / parents/ governors).

This audio screencast (presentation with voiceover) focuses on the importance of developing vocabulary knowledge: the why, what, how, how often of vocabulary learning. It is research and practice informed and focuses on key principles: frequency, mixed word class, spaced re-visiting.

This audio screencast (presentation with voiceover) focuses orch underpinnings and rationale for explicit phonics teaching in the UK classroom context. n the importance of developing phonics knowledge: the why, what, how, how often of phonics. It includes the resea

This 26-minute audio screencast (presentation with voiceover) focuses on the importance of developing phonics knowledge: the why, what, how, how often of phonics. It outlines the selection of specific SSC (symbol-sound correspondence) and suggested order of teaching.

This CPD resource is the 8th in the series of Teacher Research Group CPD sessions.

This document and presentation present key evidence criteria and collection processes from the new Ofsted framework alongside NCELP’s curriculum design principles to exemplify their alignment.

PowerPoint presentation providing an introduction to the research and pedagogical rationale for exploiting texts in the foreign language classroom.

Motivation matters: Teacher Research Group slides for the 5th TRG (Teacher Research Group) session.

A list of the 25 most common verbs in French, German and Spanish