A new collection, useful for teachers that don't currently teach phonics, or who want to extend their own resources.
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NCELP have produced audio screencasts on Phonics, Vocabulary, Grammar, NCELP scheme of work development and the new Ofsted Framework and NCELP. These CPD training materials will benefit anyone outside of the network project or hub teachers that could not attend the sessions. You can access the audio screencasts via the following collection on the NCELP…
Read MoreRachel Hawkes presented ‘How does explicity phonics teaching make a difference?’ at the third of a series of 5 sessions for ALL (Association for Language Learning) at King Edward VII School, Sheffield today (Thursday 23 January 2020). The MFL Pedagogy Review recommendations include (amongst others) principles for teaching phonics, vocabulary, grammar and their combination in…
Read MoreRachel Hawkes presented to primary and secondary languages teachers at the Sussex Languages Conference today, with a focus on the key changes to teaching phonics and vocabulary. Download the presentations from the NCELP Resource Portal: Phonics Vocabulary
Read MoreToday sees the launch of the NCELP Resource Portal, an open, searchable, and sustainable database for materials supporting language learning and teaching, particularly in the areas of vocabulary, phonics, grammar, meaningful practice, corrective feedback in interaction, and motivation. All NCELP resources are evidence-based and underpinned by peer-reviewed research and especially draw on the recommendations of the…
Read MoreIn an ariticle published on the MULTILINGUALISM: Empowering Individuals, Transforming Societies (MEITS) website, Rachel Hawkes, Emma Marsden, Nick Avery, Rowena Kasprowicz and Robert Woore talk about NCELP’s approach to pedagogy and focus on each of the three pillars – phonics, vocabulary and grammar – and their resonance with language awareness approaches. NCELP aims to develop…
Read MoreMarch has focused on Phonics. Intensive resource and development work in this area has produced a suggested set of SSC (Symbol-sound correspondences) and a notional order for their teaching, based on the frequency with which they occur in the language, and their relative difficulty for L1 and other proficient English speakers. The choice of ‘source’ and…
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