What people are saying about NCELP resources and CPD

Spotlight: MFL Advisor visit to a Modern Languages Department

This spotlight details the visit of an MFL Advisor to a department: “I needed to get them started on bridging the gap between the knowledge they had from their general training and their thinking and practice in languages…we used the final part of the afternoon to look at the NCELP schemes of work and supporting resources…We looked at how phonics could be taught, how vocabulary could be systematically built, cognitive load managed and texts aligned with taught language, giving students a really good chance of remembering more and being able to apply more language over time, creating that cycle which would build motivation sustainably”.

Continue Reading Spotlight: MFL Advisor visit to a Modern Languages Department

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Angel Mina Head of MFL, Stoke Newington School, December 2022

“I wanted to let you know that we do not regret at all having fully adopted your methodology and informally becoming an NCELP school.

Students are engaged and they can see their progress taking place in an effective sequence. You have produced resources and a rationale that allow students to move towards language manipulation.

I have been in this Hackney school for 20 years and we have used all kind of approaches. Some of them really good and some on the other extreme. However, NCELP is making a major difference because students who historically rarely engaged or gained proper access to language learning are now more motivated and there is a noticeable difference in their performance.

We believe there are no magical formulas, but NCELP deserves our full praise.

Also, the amount of resources and attention to detail you have produced is mind blowing.

We are still novices with NCELP but extremely happy and grateful because we can see the impact on students and the impact on our practice (including work-load).

Many thanks again indeed.”

Lynne Kay Teacher Educator, Newcastle University

Very engaging and interesting. Useful reminders of rationale, key principles, and engagement with practical strategies. Good to hear about individual school contexts and their experiences of implementing the SoWs and the gradual impact on students’ motivation, progress and achievement. I feel I have gained insights that i can usefully share with my student teachers, who will in turn spread the word in their MFL departments.”

Lindsay Morlock Education Lecturer, Northumbria University

“I will definitely be drawing on several of these slides in my sessions with incoming MFL trainees over the summer. I find the NCELP presentation of research so accessible, and it’s extremely useful to have so many of the key ideas we use and engage with distilled into a format that’s ‘ready to go’.”

CPD Teacher feedback November, 2022

I signed up for the course as I wanted to develop my knowledge around this way of teaching an also in order to help my students to prepare for their GCSEs in the future. As a result of the course, I have trialled some of the material with my classes which has been successful. Now that I have completed the course, I will start to train the other members of my team and I wanted a holistic view rather than just feeding back to them after every unit. I have found the course to be very useful.”

CPD Teacher feedback October, 2022

I really like the thought process and the layout of the slides for the individual SSCs. These are easy to use, great for anyone who isn’t already deeply familiar with the linguistics of the language and easy to incorporate into teaching.”

Hedina Benzina MFL Teacher

I am in awe of the research, meticulous planning and resource making of the NCELP team and the commitment of the course leaders. In what has become a very challenging teaching context, it really is motivating to be able to share our passion for MFL teaching.”

CPD Teacher feedback September, 2022

A very comprehensive introduction to the rationale behind your approach. I am so impressed with the level of details gone into these resources – it makes our textbook look rubbish and it’s all free! Amazing! Thank you so much”

James Rivett Head of Spanish, Whitley Bay High School

This was such a useful session, building upon my previous synchronous instructor-led CPD NCELP course from last year. The spotlight on phonics can never be underestimated and NCELP have saved teachers hours of work by providing readily adaptable resources to meet a wide range and variety of different teaching contexts for French, German and Spanish.”

KS3 student feedback

I found the phonics lessons important because it was hard to revise and learn at home (for example I could easily practise reading and writing from the textbook). I also think that pronunciation was quite hard in German because of long and short vowels and the difference in umlaut sounds. Overall, I enjoyed phonics!”

CPD Teacher feedback

I heard of NCELP on social media, I did the course as I was curious to find out about it and how it related to the new GCSE. I found the course informative and something to consider as to how languages could be taught in KS3 to assist in progress of learning and in preparation for the new MFL GCSEs.”

CPD Teacher feedback September, 2022

Loads of very useful and helpful information shared. Jane explains the content really clearly and has made the session very accessible.”

Jordan Wilson MFL teacher

The use of NCELP has been extremely beneficial in the delivery of MFL lessons. As a maths teacher teaching Spanish as a 2nd subject I have found the resources that the HoD [who is involved in the NCELP project] has come back with to be extremely helpful.”

CPD Teacher feedback

I have really enjoyed engaging with this excellent course provided by NCELP. I congratulate NCELP members on their meticulous research into language pedagogy and their ability to synthesise this information and communicate it clearly and effectively to MFL teachers. I have found the modules to be thought-provoking and chime with what I learnt during my PGCE many years ago. It has revitalised my wish to continue to be a reflective practitioner. The NCELP materials have been beautifully designed and well put-together and stand up to robust scrutiny. We have started to use the phonics materials in our school and hope to use the principles if not more of the NCELP materials in the classroom.”

CPD Teacher feedback

The course leader is knowledgeable and approachable, made sure we could follow the materials, understood the information being presented, shared their own experiences and views, commented on ours. I found the session engaging and enjoyed sharing my own experience and hearing about the others.”

CPD Teacher feedback

Very clear presentation, which included rationale for the thinking behind the scheme of work. Easy presenter style which made the content easy to follow.”

CPD Teacher feedback

I like the fact that it is not only research based but also provides very practical examples and ready-to-use activities in the classroom from the very next day. An excellent module and an excellent set of resources.”

Jerome Teacher of Spanish and French. James Allen’s Girls’ School

Many thanks for the perfect pace of presentation and clear and informational PowerPoint. I learnt all I needed in this short session and feel that I know enough to start preparing for this next GCSE in MFL.”

CPD Teacher feedback

I liked to see the different resources and activities shown and the fact that it gave us so much food for thought about our curriculum and how to embrace changes.”

CPD Teacher feedback

I found NCELP online when looking for support with changes to MFL GCSEs. I hoped to be better able to plan, prepare and teach the necessary language to encourage, equip and enable my learners. I found it very comprehensive, full of valuable research that can be applied in the classroom, along with plenty of useful resources for any size/type of school. As a HoD in a very small school, I found this invaluable to help me appreciate what we already do well, but where we might improve and do things differently – especially when selecting resources and types of task.”

CPD Teacher feedback

Highly engaging and informative. I appreciated the presenter’s passion and enthusiasm, which was very inspiring. Great to hear about other school practitioners’ experiences and impact of NCELP resources and strategies on their pupils’ phonological understanding, decoding and sense of achievement and agency.”

CPD Teacher feedback

I have been impressed by the detailed planning of every word, the vision of what the end product will be as far as the resources and the Pedagogy are concerned. The Phonics pillar is a huge success as far as I can see. It has made us wonder why we haven’t done it before. It is helping all other skills. It is perhaps the easiest to use with other materials, has a big impact quite quickly and it is easy to have an overview of it all. It is good to know that the resources are ready made and you don’t have to make yet another PPT but you can’t dip in and out without a real understanding of the approach. The Grammar works. Year 7s can do plural nouns better than Year 11 and I am convinced they will be in a better position at GCSE to tackle a range of task and texts on a variety of topics even if they are not prepared in the usual way. The new approach has given me new energy for teaching MFL. I am enjoying the challenge of a different approach. Teaching phonics and listening to the students’ lovely pronunciation is a joy. Even if they forget some SSCs, I know we can recap and it will work again! It is highly motivating for them and me. Tongue Twisters have become such fun because they can do them. Vocabulary learning is something we have all been doing for ever. The expectation that it should remain in their heads for instant recall is what we have aimed for but the NCELP materials have this built in. The research-based approaches work!”

Kate Furness Head of MFL

I am Head of Modern Foreign Languages in a private school in Dubai, and we are currently in our second year of introducing Spanish to the curriculum. I was very excited to learn all about the work of NCELP, and jumped at the chance to learn more about this approach and its basis in academic research and literature. We are now changing to an NCELP-based approach across KS3 Spanish and if all goes well with this pilot, we will shortly adapt our French teaching also. A huge thank you to all the team at NCELP!”

CPD Teacher feedback

We have been using the NCELP resources with our Year 7 and Year 8 German classes this year and are blown away by what our pupils can already do. They are more accurate in their pronunciation and their writing is really accurate and creative!.And all this without teaching them topics! Plus we as teachers are using more target language than ever before so that’s another box ticked. In short, the resources are fab, the kids feel successful and it has truly transformed our teaching!”

CPD Teacher feedback

We have been using the NCELP resources with our Year 7 and Year 8 German classes this year and are blown away by what our pupils can already do. They are more accurate in their pronunciation and their writing is really accurate and creative! And all this without teaching them topics! Plus we as teachers are using more target language than ever before so that’s another box ticked. In short, the resources are fab, the kids feel successful and it has truly transformed our teaching!”

CPD Teacher feedback

Thanks – a really useful session and great food for thought. As a new MFL teacher whose school is very keen on sentence builders, I’m very interested to hear an alternative approach about the importance of teaching grammar explicitly (as I was taught at school and an approach I personally favour). Also, it’s really interesting that there is a trend for going back to the idea of teaching individual words which can be applied to different contexts rather than ‘chunking’. I wonder if there is space for both approaches to be used alongside each other – or whether they are incompatible? Thanks again – some really interesting stuff.”

Kathryn Russ Teacher of Spanish and NCELP Specialist Teacher, Presdales School (Lead School)

We gave our Year 7s a language aptitude test this year for the first time and used the resource from the February Residential. Thank you for the idea! I planned a lesson around the test for the Department, incorporating some of the other materials from your PowerPoint. Feedback from the other teachers who taught it was really positive and the students were engaged in the pattern-recognition and problem-solving – so thank you very much for the great resources! We don’t set our Year 7s for languages (they all do French in their teaching groups and then choose a second language too) but we thought the results of the aptitude test could be useful as baseline data. Thank you!”

CPD Course Attendee Differentiation in the NCELP SOW for HIgher Proficiency Learners

“Very well presented and clear. Great double-act. Lots of support given to those who were struggling with certain things. What really surprises me though is how much teachers expect from NCELP. The resources are FREE, FULLY EDITABLE & ADAPTABLE, with audio incorporated and high quality and consistently good, but they always seem to want more. The text book companies charge a fortune and still we don’t get the editing rights. If everyone worked together more we could all easily create a fantastic pool of differentiated resources.”

Juliette Robinson Curriculum Leader Languages, Thomas Tallis School

“Excellent and inspirational – extraordinary knowledge of the minucia of languages teaching.”

P Corrigan Head of Depament, Cranbourne

“A really fantastic training session, thank you, Rachel and thank you, Mark, for getting us such a brilliant presenter in Rachel. I think Rachel is evangelical in our field and have followed and used her pedagogy in my classroom for year – with my own too! Ha!ha! A really valuable training session.”

Webinar attendee At an NCELP webinar hosted by Bath Spa University

“I wanted to pass on my thanks for the course yesterday led by Rachel and Nick about designing a KS3 and KS4 curriculum. Probably the best course I have ever been to and certainly the one with the most helpful resources. Such exciting food for thought.”

CPD KS2 Teacher Feeback Online CPD session

“Most useful training I’ve had in my career as a primary mfl lead. Nothing like this has been made available to me previously. Complete expert. Able to answer all questions thrown at her. Thank you Rachael!”

CPD Teacher feedback

“Really well organised, engaging and easy to follow with a lot of effort put in from teachers. Great to see their enthusiasm about participating in the project and how well their students are doing!”

“Having had some CPD previously on the NCELP schemes of work at ALL Yorkshire/Humber events, I really appreciated seeing the application of the resources by teachers. I would very much like to see NCELP being a nation-wide approach being taken into Key Stage 4. Thank you so much for an excellent conference!”

“The session was helpful and made me realise that with NCELP teaching MFL shouldn’t be stressful or boring but engaging and fun.”

“I thought the presenters were really good – they spoke with knowledge and experience of what NCELP is doing. Real teachers with real experience – this is so valuable.”

Gina Ossa Subject Leader Spanish, Sydenham School

“I love your teaching and learning philosophy. I have done all the CPDs and I realised that I think the same and it is wonderful to find support and the space to develop” 

CPD Teacher feedback February 2022

Very thought provoking and helpful to adapt teaching as we move forward!

CPD Teacher feedback February 2022

Well delivered and clearly explained.

CPD Teacher feedback February 2022

Absolutely blown away by the amount of work that has gone into these resources! Thank you so much!.

Petra Auzinger Head of German, St. Richard's Catholic College

“We have just recently started using your fabulous resources with our Year 7 German group and I have also signed up to the CPD twilights starting in January. We are amazed at what the Year 7s can do already and how confident they are getting in their speaking. My colleague and I have also found that we are using a lot more target language.”

Jenni Bindon Executive Director of MFL, Westcountry Schools Trust

“It was really useful to have the opportunity to ask the course leaders questions”

KS3 student feedback

I really enjoyed the phonics lessons. I found that the phonics helped with my pronunciation especially with letters with umlauts. There were also words where the vowels were shorter and longer so this gave me an understanding of how to say these words.”

CPD Teacher feedback

As an experienced MFL teacher and subject leader, I would wholeheartedly recommend this course. I really liked the fact that it was split into different sessions, allowing for reflection time and space to trial ideas between them. Our facilitator was knowledgeable and perhaps most importantly, an MFL teacher herself. As such, she could give us some great insight into how the NCELP curriculum design had impacted on the progress of her own students. It was refreshing to feel truly inspired by CPD and it has really made me think about my own approach to curriculum as I look towards the new GCSE and the challenges and opportunities it will bring.”

Emma Rossetti MFL Curriculum Leader, Kingdown School

“Very clear, comprehensive and informative. I now feel that I have a better understanding of the differences between the old and new language specifications.”

Helen Millar Facey Head of department, St Joseph Catholic School

Very informative. Very clear implication on teaching and learning.”

CPD Teacher feedback

Very useful tips included, excellent clarity in terms of the explanations and the structure of the presentation and accompanying resource. Thank you.”

CPD Teacher feedback

Really informative and thank you for signposting more resources to help us planning for these changes!”

Mel Yates CPD Course Leader

I have been impressed by the detailed planning of every word, the vision of what the end product will be as far as the resources and the Pedagogy are concerned. The Phonics pillar is a huge success as far as I can see. It has made us wonder why we haven’t done it before. It is helping all other skills. It is perhaps the easiest to use with other materials, has a big impact quite quickly and it is easy to have an overview of it all. It is good to know that the resources are ready made and you don’t have to make yet another PPT but you can’t dip in and out without a real understanding of the approach. The Grammar works. Year 7s can do plural nouns better than Year 11 and I am convinced they will be in a better position at GCSE to tackle a range of task and texts on a variety of topics even if they are not prepared in the usual way. The new approach has given me new energy for teaching MFL. I am enjoying the challenge of a different approach. Teaching phonics and listening to the students’ lovely pronunciation is a joy. Even if they forget some SSCs, I know we can recap and it will work again! It is highly motivating for them and me. Tongue Twisters have become such fun because they can do them. Vocabulary learning is something we have all been doing for ever. The expectation that it should remain in their heads for instant recall is what we have aimed for but the NCELP materials have this built in. The research-based approaches work!”

CPD Teacher feedback

Ms Webster showed clear understanding and knowledge on the new GCSE and the similarities/differences in relation to the current one. The session was delivered in a very clear way which made it easy to understand and follow.”

CPD Teacher feedback

I’ve loved seeing the rewards in the department, seeing the learning gains in Y8. Progress in the last six weeks has been incredible, they’re so positive about it, too. Previously you might have seen the students like the topic “holidays” more than “school”, but that was nothing compared to the motivation in students to complete learning tasks in class now. They don’t cheat in speaking tasks because they don’t need to, they can do it, and they know they’re making progress.”

Blanca Roman CPD Course Leader

I really believe in this approach. I see the positive effect in my school and our hub schools. I am looking forward to the prospect of spreading it further to lots more schools.”

CPD Teacher feedback

I’ve been asked about students who are going to sit the existing GCSE and if an NCELP-style SoW is good preparation. I have to say yes. Course books don’t have enough phonics, for example. The systematic NCELP approach shines such a light on phonics – I am so impressed with the pronunciation of our current Y8 students. And high frequency vocabulary is absolutely needed for the current GCSE.”

Jenny Hopper CPD Course Leader

I love it. It’s come maybe 10 years too late in my career, but it’s so amazing that I had to be involved. It’s re-energising the way languages are taught right across a department. I’m teaching it and thinking ‘why have I never done it like this before?’ I am so convinced about the richness of this model.”

CPD Teacher feedback

I feel passionate about the pedagogy, and I’m doing lots of training locally. I’ve been told: “it’s not going to work for lower ability”. I said you wouldn’t just take a text book and just use it. NCELP has provided a road map – it’s the teacher’s job to iron out bumps in the road. That is our job – be prepared to adapt for your classes. We are doing it and it’s working and I want to share it. We’re living it in the classroom.”

Charlotte Wallace Faculty Leader for MFL, Moor Park High School and Sixth Form

In terms of teaching some of the grammar areas such as direct object pronouns/personal ‘a’ sequence and gustar- type verbs with indirect object pronouns, whilst we always made students aware of these things, it was never taught in detail at this level. We have found that it was actually very well received when taught using the NCELP format and has certainly boosted our confidence in approaching these areas.”

CPD Teacher feedback

I am passionate about this. We’ve lost the path in this country – we do what’s needed to get students through exams with strategies, the ‘frilly bits around the edges’. The NCELP approach has infused all areas of my teaching. Now I’m really teaching languages rather than teaching skills to pass a GCSE.”

CPD Teacher feedback

Excellent! I feel so much more confident now as a new teacher and excited about the new GCSE”

CPD Teacher feedback

We have been using all of the NCELP resources with our KS3 and they are stunning. The quality of them, the fact that they come with homework, research and explanatory notes is amazing. The included listening is invaluable.”

Dr Ben Parsons Assistant Head, Sir William Borlase’s Grammar School (former Lead School)

We’re really pleased we can continue to contribute to this great work. It’s become a significant part of the buzz around teaching and learning in school, within our hub and broader outreach activity locally.”

Lynne Kay Teacher Educator, Newcastle University

I appreciated that the presentation began with a research-informed rationale, linking back to some of the principles surrounding factors that can influence the difficulty in grammar. As might be expected, this led to a proposed framework for ‘stretch and challenge’, and varying the level of challenge and task complexity, depending on ‘mode’ or ‘modality’, ‘learner characteristics’, etc. It was great to have the opportunity to dedicate some time to engage with more of NCELP’s high quality resources, taken from their schemes of work in all 3 languages. The ‘demonstration’ and ‘deconstruction’ of a variety of strategies was especially useful, which I look forward to sharing and discussing with my cohort of trainee teachers, as part of an exploration of a variety of pedagogical approaches. I liked how the practical group activity helped promote engagement with individual student profiles and a discussion about likely areas of ‘relative strength’ and what considerations might be given to ‘mode’ and ‘modality’ when designing learning activities for these different learners, including what types of activity might create ‘desirable difficulty’. I fully intend to adopt or adapt this strategy with my student teachers in a forthcoming session on differentiation for both low and high proficiency learners. Inspiring stuff, as always! Thank you, NCELP colleagues!”

Lynne Kay Teacher Educator, Newcastle University

I appreciated that the presentation began with a research-informed rationale, linking back to some of the principles surrounding factors that can influence the difficulty in grammar. As might be expected, this led to a proposed framework for ‘stretch and challenge’, and varying the level of challenge and task complexity, depending on ‘mode’ or ‘modality’, ‘learner characteristics’, etc. It was great to have the opportunity to dedicate some time to engage with more of NCELP’s high quality resources, taken from their schemes of work in all 3 languages. The ‘demonstration’ and ‘deconstruction’ of a variety of strategies was especially useful, which I look forward to sharing and discussing with my cohort of trainee teachers, as part of an exploration of a variety of pedagogical approaches. I liked how the practical group activity helped promote engagement with individual student profiles and a discussion about likely areas of ‘relative strength’ and what considerations might be given to ‘mode’ and ‘modality’ when designing learning activities for these different learners, including what types of activity might create ‘desirable difficulty’. I fully intend to adopt or adapt this strategy with my student teachers in a forthcoming session on differentiation for both low and high proficiency learners. Inspiring stuff, as always! Thank you, NCELP colleagues!”