How We Teach · Thoughtfully designed. Meaningfully taught.

More Than English. A Better Way to Learn.

We combine thoughtful teaching, meaningful practice, and research-informed learning principles to help learners grow from understanding English to using it with confidence.

Explore Our Approach See How Learning Works
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Every learner learns differently, and meaningful learning takes more than memorising rules. We bring together established educational frameworks, research-informed learning strategies, and practical English language teaching to help learners understand, communicate, create, and grow into independent learners.

Our Teaching Philosophy

Five principles behind every lesson.

Learners learn through carefully designed experiences, not memorisation alone. Select a principle to see what it means.

Principle 1

Learning with Purpose

We set clear learning goals and create opportunities for learners to move beyond remembering facts towards understanding, applying, and creating.

Principle 2

Guidance That Builds Independence

We provide examples, structured support, and feedback, gradually helping learners take greater ownership of their work.

Principle 3

English in Meaningful Contexts

Learners develop language through stories, conversations, reading, writing, and purposeful tasks.

Principle 4

Learning That Lasts

We revisit previous learning and use recall, practice, and application to strengthen what learners know.

Principle 5

Progress Through Feedback

We use evidence of learning to identify strengths, address difficulties, and guide the next steps.

The Science Behind Our Teaching

Great teaching is intentional. Every strategy has a purpose.

We draw on established educational theories and learning research to design experiences that help learners understand concepts, practise effectively, and use English more independently.

What it meansIn an English lessonWhy it matters for your learner

Framework A · Educational framework

Bloom’s Taxonomy

Benjamin Bloom and colleagues (original, 1956) · revised by Lorin Anderson, David Krathwohl and colleagues (2001)

What it means: A way of describing different kinds of thinking, from remembering information to creating something new. It helps teachers plan tasks that ask for more than recall.

The six categories are not a rigid ladder. Learners move between them, and one activity can involve several kinds of thinking at once.

What this means for your learnerYour learner is asked to think about a story, not only to remember it.
Source: Krathwohl (2002), A Revision of Bloom’s Taxonomy: An Overview

Short story example. Select a step.

Remember

“Who are the characters in the story?”

Learners recall the characters.
Understand

“What happened, in your own words?”

Learners explain what happened.
Apply

“Has something like this ever happened to you?”

Learners connect the story to a familiar situation.
Analyze

“Why did the character make that decision?”

Learners explain a character’s choice using clues from the text.
Evaluate

“Was it a good decision? Why do you think so?”

Learners support an opinion with reasons.
Create

“Write a different ending.”

Learners write an alternative ending.
Can do independently

Writes simple sentences about a picture without help.

The Zone of Proximal Development

Writes a full paragraph about the picture with a word bank, sentence starters and a teacher’s questions. Over time, the supports are reduced until the learner writes the paragraph alone.

Not yet within reach

Writing a persuasive essay may need more foundational learning first, such as building vocabulary and organising ideas.

Framework B · Learning theory

Vygotsky’s Sociocultural Theory

Lev Vygotsky (writings from the 1920s–30s; English collection Mind in Society, 1978)

What it means: Learners learn a great deal through interaction with teachers and peers. The Zone of Proximal Development is the space between what a learner can do alone and what they can do with appropriate guidance or collaboration.

Vygotsky described the zone. The word scaffolding for the teacher’s support came later, from Wood, Bruner and Ross (1976). We keep the two ideas separate.

What this means for your learnerTasks are pitched just beyond what your learner can already do, with the right support, so learning stays challenging but reachable.
Source: Vygotsky on the Zone of Proximal Development (Kalantzis & Cope, New Learning)

Framework C · Learning theory

Cognitive Load Theory

John Sweller (1988) and subsequent researchers

What it means: Working memory, the part of the mind that handles new information, has a limited capacity. When too much new information arrives at once, learning becomes harder. Good instruction reduces demands that do not help learning.

In an English lesson: Instead of introducing several unfamiliar grammar rules and many difficult words at the same time, we teach one concept in manageable stages with relevant examples.

What this means for your learnerWe break complex ideas into manageable learning steps.
Source: Sweller (1988), Cognitive Load During Problem Solving: Effects on Learning

Several new things arrive together. Attention is split, and little of it settles.

One idea at a time: first the regular past tense, with examples from a familiar story. New pieces are added once the first is secure.

More of the research we draw on

Explore seven more frameworks

Each one answers three questions: what it means, what it looks like in an English lesson, and why it may matter for your learner.

Framework D · Instructional practice

Instructional Scaffolding

David Wood, Jerome Bruner and Gail Ross (1976)

I DoTeacher models a paragraph
We DoClass builds one together
You DoLearners write their own
Bar = amount of teacher support

What it means: Temporary support from a teacher helps a learner complete a task they could not yet manage alone. The support is adjusted to the learner and gradually withdrawn when it is no longer needed.

In an English lesson: The teacher models a paragraph, the class constructs one together, and then learners write their own with progressively less support.

What this means for your learnerHelp is given when it is needed and reduced as your learner grows more capable. See it in action in “From Watching to Doing” below.
Source: Wood, Bruner & Ross (1976), The role of tutoring in problem solving

Framework E · Learning theory

Piaget’s Theory of Cognitive Development

Jean Piaget

Class 1–2Concrete examples, pictures, stories, foundational language
Class 3–5Structured reading, explanations, paragraph writing
Class 6–8Inference, abstract ideas, text analysis, arguments
Concrete → abstract

What it means: Piaget showed that learners’ thinking develops over time, broadly moving from concrete to more abstract reasoning. Later research has questioned rigid stages and fixed ages, but the core idea remains useful: tasks should fit a learner’s current understanding.

In an English lesson: Younger learners meet new words through pictures and real objects. Older learners infer meaning, compare ideas and argue a point.

The class groupings above are practical design bands, not claims about every learner’s development.

What this means for your learnerActivities are designed to suit how your learner thinks now, not a one-size task for every age.
Source: Encyclopaedia Britannica, Jean Piaget summary

Framework F · Theory and research findings

Dual Coding and Multimedia Learning

Allan Paivio (dual-coding theory) · Richard Mayer (multimedia learning research): related but distinct

Wordbrave
Picture
Sentence“The brave girl climbed the tall tree to save the kitten.”
Use“I was brave when I…”

What it means: Paivio proposed that the mind handles words and images through connected systems. Mayer’s research found that well-designed combinations of words and relevant pictures can support deeper understanding.

In an English lesson: A new word comes with a relevant illustration, a sentence in context, and a chance for the learner to use it.

More pictures or animation do not automatically mean more learning. Irrelevant visuals can distract.

What this means for your learnerNew words are connected to meaning and use, not just copied from a list.
Source: Clark & Paivio (1991), Dual coding theory and education Source: Mayer, Introduction to Multimedia Learning (Cambridge Handbook)

Framework G · Research findings

Retrieval Practice and Spaced Practice

Research including Roediger & Karpicke (2006) on retrieval and Cepeda and colleagues (2006) on spacing

Re-reading notesLooks familiar, feels easy
Recalling from memoryTakes effort, builds stronger memory

What it means: Bringing information back to mind, such as answering a quick question without looking at notes, strengthens memory. Spreading practice over time usually supports longer-lasting learning than doing it all at once.

In an English lesson: Learners recall last week’s vocabulary before checking, then use those words in a new story or writing task.

The best gap between practice sessions depends on the material and the learner.

What this means for your learnerWords and structures come back again and again, in new contexts. See the timeline in “Learning That Lasts”.
Source: Roediger & Karpicke (2006), Test-enhanced learning Source: Cepeda et al. (2006), Distributed practice in verbal recall tasks

Framework H · Theory and research

Metacognition and Self-Regulated Learning

John Flavell (metacognition, 1979) · Barry Zimmerman (self-regulated learning)

PlanWhat is my writing goal?
LearnWhat helped me understand the story?
CheckWhich part was difficult?
ImproveWhat will I practise next?

What it means: Metacognition is thinking about one’s own thinking. Self-regulated learners set goals, choose strategies, monitor how they are doing and adjust.

In an English lesson: Before writing, a learner names a goal. Afterwards, they say what was difficult and what they will practise next.

What this means for your learnerWe help learners understand how they learn and gradually take greater responsibility for their progress.
Source: Flavell (1979), Metacognition and cognitive monitoring Source: Zimmerman (2002), Becoming a self-regulated learner

Framework I · Instructional principles

Rosenshine’s Principles of Instruction

Barak Rosenshine (2012)

  1. Review
  2. Explain in Small Steps
  3. Model
  4. Guided Practice
  5. Check Understanding
  6. Independent Practice

What it means: Rosenshine brought together research on how the mind learns, on effective teachers, and on supports for learners into ten practical principles. The pathway above uses six of them.

In an English lesson: When introducing a new grammar structure, the teacher models examples, practises with the class, checks understanding, and then gives independent application.

What this means for your learnerLessons follow a clear structure, so your learner is not left to work out new material alone.
Source: AISNSW, Rosenshine’s Principles of Instruction

Framework J · Educational practice and research

Formative Assessment and Feedback

Research associated with Paul Black and Dylan Wiliam (1998)

  • Exit tickets
  • Short speaking tasks
  • Writing samples
  • Vocabulary recall
  • Self-assessment
  • Targeted teacher feedback

What it means: Assessment during learning, not just at the end, shows what a learner understands. That evidence then shapes the next teaching decision.

In an English lesson: A two-minute speaking task shows the teacher that most learners use the past tense correctly, but some need more practice with question forms. The next lesson responds.

In our grammar course: Every class ends with a 3-item exit check on Google Forms.

What this means for your learnerAssessment is used to decide what to teach next, not merely to produce a score.
Source: Black & Wiliam (1998), Inside the Black Box

English Is a Language to Use

Knowing English Is Different From Using English.

Learners need regular opportunities to understand and use language in meaningful situations, with grammar and vocabulary taught in service of real communication.

Approach A · Language teaching approach

Communicative Language Teaching

Learning a language involves communicating meaning, not only memorising rules. Grammar still matters: it is what makes communication clear and accurate.

Pair conversations · Role-play · Asking for directions · Expressing opinions · Information-gap activities · Storytelling

What this means for your learnerYour learner practises using English to say real things, supported by the grammar they need.
Source: British Council TeachingEnglish, Communicative approach

Exercise 4: Fill in the blank

1. Turn ____ at the bank. (left / on)

2. The library is ____ the school. (next to / at)

3. Go ____ for two minutes. (straight / strait)

Useful practice of the language, but no real message is exchanged.

Information gap: Rafi has a map. Mira needs to find the library.

Excuse me, how do I get to the library?

Go straight for two minutes, then turn left at the bank.

Is it far from the bank?

No, it’s next to the school. You can’t miss it!

The same language, now used to solve a real problem.

Approach B · Language teaching approach

Task-Based Language Teaching

A task gives learners a clear goal that can only be reached by using English, such as planning a trip or solving a mystery. It is different from a random activity: the outcome needs the language, and the language is reviewed after the task.

  1. 1Get the Mission“Plan an imaginary school trip for your class.”
  2. 2Explore and PlanRead options, list ideas, choose useful words.
  3. 3Use EnglishDiscuss, agree, disagree and decide in pairs.
  4. 4Create a ResultA trip plan presented to the class.
  5. 5ReflectWhich phrases helped? What would we say better next time?

More task ideas: design a class magazine · solve a story mystery using clues · create a product advertisement · prepare a short presentation

Source: British Council TeachingEnglish, Task-based learning

Approach C · Programme design framework

Paul Nation’s Four Strands

Nation describes a well-balanced language course as four complementary strands. Over time, each strand gets a fair share of attention. That does not mean every single lesson splits time into exact quarters.

Meaning-Focused Input

Learning through listening and reading for meaning, such as listening to stories and reading texts.

Meaning-Focused Output

Learning through speaking and writing to express meaning to someone.

Language-Focused Learning

Deliberate attention to vocabulary, grammar, pronunciation and language awareness.

Fluency Development

Becoming faster, smoother and more confident with language the learner already knows, through appropriate practice.

What this means for your learnerYour learner’s English grows in a balanced way: understanding, expressing, studying the language, and becoming fluent.
Source: Nation (2007), The four strands

Approach D · Integrated four skills

Listening, Speaking, Reading and Writing, Connected

The four skills reinforce one another. They are also practised separately when a learner needs targeted work on one skill.

  1. Listento a story read aloud
  2. Discussit with a partner
  3. Readthe text closely
  4. Writea new ending

Approach E · Genre-based pedagogy

Genre-Based Writing and the Teaching-Learning Cycle

Learners learn to write different kinds of texts, such as stories, descriptions and explanations, by first studying how good examples work, then building one together, then writing their own.

  1. Build the contextTalk about the topic and gather words.
  2. Study a modelRead a strong example and notice how it works.
  3. Build togetherTeacher and class write one jointly.
  4. Write independentlyEach learner writes their own.
  5. Review and improveCheck against what makes it good, then revise.
Source: Victoria Department of Education, Teaching-learning cycle

A model descriptive paragraph

The rain arrived in the afternoon. Grey clouds covered the sky, and the air smelled of wet earth. Big drops drummed on the tin roofs. Learners splashed through puddles, laughing loudly. Soon the whole street shone like a mirror.

Topic sentence introduces the scene Sense details: see, smell, hear Strong, precise verbs A closing image

Approach F · Research on reading

The Science of Reading and Structured Literacy

Strong readers can both work out the words on the page and understand the language they make. Research such as the Simple View of Reading shows that both matter: phonics alone is not enough for comprehension, and comprehension cannot grow if words cannot be read.

Phonological awareness

Hearing and playing with the sounds in spoken words: rhymes, syllables, the first sound in “sun”.

/s/ · /u/ · /n/
Letter-sound relationships and decoding

Matching letters to sounds and blending them to read a word, then recognising familiar words quickly.

s + u + n → sun
Reading fluency

Reading a sentence accurately, at a comfortable pace, with natural expression.

“The sun is hot today.”
Vocabulary in context

Following sentences that connect into a short text, and learning new words from it.

“…so we sat under the shady tree.”
Reading comprehension

Understanding, connecting and questioning what the text means.

“Why did they choose the shade?”

Reading does not develop in a perfectly straight line, and learners learning English bring different language and literacy experiences. These building blocks guide the design of our English Phonics Foundation course for younger learners.

Source: Castles, Rastle & Nation (2018), Ending the Reading Wars

Different Learners, Different Pathways

Every Learner Deserves a Pathway That Makes Sense.

Learners differ in readiness, interests and how they best show what they know. Good teaching plans for that from the start.

A · Piaget-informed developmental design

From concrete to abstract, step by step

Younger learners start from what they can see, touch and hear. As thinking develops, tasks move towards abstract ideas and growing independence. The full journey is shown in “From First Words to Independent Expression” below.

B · Universal Design for Learning (CAST)

One goal, more than one way there

Read the storyListen to itExplore pictures Tell it orallyWrite a responseShows understanding
  • EngagementDifferent ways to get interested and keep going
  • RepresentationDifferent ways to access information
  • Action & ExpressionDifferent ways to show learning

UDL is not about fixed “visual, auditory or kinesthetic” learning styles. It is about removing unnecessary barriers for every learner.

Source: CAST, The UDL Guidelines

C · Self-Determination Theory (Deci & Ryan)

What helps motivation grow

Meaningful choice

Choosing a topic for a story or which character to write about gives learners a sense of ownership.

Achievable challenge

Tasks that stretch but are reachable, with clear progress, help learners feel capable.

A supportive community

Respectful relationships with teachers and classmates make it easier to take part.

Source: Center for Self-Determination Theory

D · Safe and supportive learning

Room to ask, try and get it wrong

Can you say it again? Can I try that one again?

Learners should be able to participate, ask questions, make mistakes and improve without being embarrassed. Our Small Group batches have up to 8 learners, so every learner has space to speak.

From Class 1 to Class 8

From First Words to Independent Expression.

Three stages, each building on the last. Our Grammar and Speaking courses follow these same three bands. Select a stage.

Focus

  • Foundational reading
  • Letter-sound relationships where appropriate
  • Useful vocabulary
  • Listening and speaking
  • Simple sentences
  • Stories and concrete examples
  • Guided practice
Read
Picture books and short rhyming stories
Say
“My name is… I like…” and short answers about a picture
Write
Labels and simple sentences with a model
Create
A picture card with one sentence about their family
Independence

Focus

  • Reading comprehension
  • Paragraph writing
  • Grammar in context
  • Storytelling
  • Vocabulary development
  • Pair discussions
  • Short projects
  • Gradually increasing independence
Read
Short chapter stories and simple information texts
Say
Retell a story and give a reason for a choice
Write
A well-organised paragraph
Create
A short class project or poster presentation
Independence

Focus

  • Text analysis
  • Inference and interpretation
  • Structured writing
  • Evidence-based opinions
  • Discussions and presentations
  • More complex grammar in context
  • Revision and independent learning
Read
Longer stories, articles and opinion texts
Say
Present and defend a point of view in a discussion
Write
Multi-paragraph narratives and arguments, revised after feedback
Create
A presentation or magazine article
Independence

Every learner is different. A learner may be ahead in reading and still building confidence in speaking. We place and support learners by their actual needs, not by grade alone.

One Lesson, Many Thoughtful Decisions

What Thoughtful Teaching Looks Like in Practice.

Explore how learning principles can work together in a single English lesson. This is an illustrative sample for Class 4, not a fixed script for every class.

Step 1 · Connect With Prior Knowledge

“Have you ever solved a difficult problem?”

The learner
Shares a time they solved a problem, using simple past tense.
The teacher
Asks follow-up questions and writes key words on the board.
Learning principle
Connecting new learning to prior knowledge; guided discussion.
Evidence of learning
Learners can talk about a problem and its solution in a sentence or two.

Step 2 · Read, Listen, and Understand

Learners explore the story through text, illustrations and teacher explanation.

The learner
Listens, reads along and points to new words in the picture.
The teacher
Reads aloud, explains “burrow” and “hungry” with the illustration.
Learning principle
Comprehensible input; purposeful multimedia support.
Evidence of learning
Learners can retell the main events in order.

Step 3 · Learn With Guidance

“The main idea of the story is that…”

The learner
Completes the main idea with a sentence starter.
The teacher
Models how to find the main idea, then guides the class.
Learning principle
Scaffolding; structured instruction.
Evidence of learning
Learners state the main idea in one sentence.

Step 4 · Think Beyond the Story

“Why did Rabbit roll out the cabbage? What if the fox had not jumped?”

The learner
Explains Rabbit’s decision and predicts a different ending.
The teacher
Asks “why” and “what if” questions, accepts different reasoned answers.
Learning principle
Bloom’s Taxonomy: analysing and evaluating.
Evidence of learning
Learners give a reason using “because”.

Step 5 · Communicate and Create

Pairs discuss their ideas, then each learner writes a new ending.

The learner
Agrees or disagrees with a partner, then writes 4–5 sentences.
The teacher
Moves between pairs, gives quick feedback on ideas and language.
Learning principle
Communicative Language Teaching; Task-Based Learning.
Evidence of learning
A short written ending that makes sense and uses new words.

Step 6 · Recall and Reflect

“Which new words do you remember? What can you do now by yourself?”

The learner
Recalls key vocabulary without looking, names one new skill.
The teacher
Notes which words need revisiting in the next lesson.
Learning principle
Retrieval practice; formative assessment.
Evidence of learning
Words recalled correctly; a clear self-reflection.

See How We Teach: One Skill, Three Stages

From Watching to Doing.

Using descriptive writing as the example. Watch the scaffolding come down as the learner’s own writing goes up.

Stage 1 · Model

The teacher writes a descriptive paragraph in front of the class and thinks aloud: “I start with a sentence that sets the scene. Now I’ll add what I can hear.”

The rain arrived in the afternoon. Grey clouds covered the sky, and the air smelled of wet earth. Big drops drummed on the tin roofs…

The learner: watches, notices and asks questions.

Stage 2 · Guided Practice

Learners write a paragraph about the market with prompts, a word bank and quick feedback.

The market was ________ in the morning. I could see ________. I could hear ________. The air smelled of ________.

busycolourfulshoutingfresh fishripe mangoes

The learner: writes with support, and the teacher responds to each draft.

Stage 3 · Independent Writing

Learners choose a place of their own, write a paragraph and review it with a short checklist.

Illustrative example

My grandmother’s kitchen is the warmest room in our house. Steam rises from the rice pot, and I can smell cumin and fried onions…

  • Topic sentence sets the scene
  • At least two senses
  • Strong verbs
  • A closing sentence

The learner: plans, writes and improves on their own.

Learning That Lasts

Learning Does Not End When a Lesson Ends.

Recalling something from memory and using it again after a gap can help it last. So new words do not appear once and disappear; they come back in new contexts.

This is an illustrative schedule, not the single best timing for every learner. Gaps are adjusted to the material and the learner.

Day 1 · Learn in context

Learners meet four new words inside “The Clever Rabbit”, with pictures and example sentences.

Day 2 · Recall

A quick game: learners recall the words and their meanings before looking at their notes.

Day 5 · Use in a new activity

The same words appear in a different story, and learners use them in a pair conversation.

Day 10 · Apply in writing

Learners use the words in a short piece of their own writing, such as a diary entry.

Progress You Can Understand

Progress Is More Than a Number.

A mark tells you how a test went. Evidence and feedback tell you what your learner can do, and what comes next.

Learning GoalEvidenceFeedbackNext Step
Assessment that
informs teaching

Illustrative example · Class 4 learner

Learning
Writing a paragraph that describes a place
Can do now
Writes a clear topic sentence and uses two senses
Practising
Using stronger verbs instead of “go” and “do”
Next step
Adding a closing sentence that links back to the start

Evidence we can draw on

  • Reading responses
  • Speaking activities
  • Vocabulary recall
  • Writing samples
  • Teacher feedback
  • Short assessment tasks
  • Student reflection

Our current plans include a monthly parent meeting, a regular time to talk through what your learner is learning and what comes next.

CEFR and Language Development

English Progress Should Be About What Learners Can Do.

The Common European Framework of Reference for Languages (CEFR), from the Council of Europe, describes language ability with “can-do” statements across six broad levels. Select a level.

A1 · Basic user

Can introduce themselves and ask and answer simple questions about personal details, if the other person speaks slowly and helps.

A2 · Basic user

Can understand frequently used expressions about familiar topics and describe simple things about their family, school and surroundings.

B1 · Independent user

Can understand the main points of clear texts on familiar matters and briefly give reasons for opinions and plans.

B2 · Independent user

Can understand the main ideas of more complex texts and interact with a good degree of fluency, explaining a viewpoint.

C1 · Proficient user

Can express ideas fluently and spontaneously, and use language flexibly for social, academic and professional purposes.

C2 · Proficient user

Can understand with ease virtually everything heard or read, and express themselves very precisely.

  • CEFR levels are not school grades. A Class 5 learner is not automatically at any particular level.
  • We use CEFR as a useful reference for describing language goals. We do not currently award official CEFR certificates.
Source: Council of Europe, The CEFR Levels

Our Research and Teaching Reference Library

Explore the Ideas Behind Our Approach.

Not every idea here is the same kind of thing. Some are theories, some are teaching frameworks, and some are research findings. We label each, so you can see what you are reading.

Learning theoriesExplanations of how learners think and learn
Research findingsResults from studies and research reviews
Instructional frameworksTools teachers use to plan and teach
Language teaching approaches and reference frameworksHow English is taught and described

These ideas inform how we plan and teach. Listing a source does not mean every lesson uses every idea, and no single framework guarantees a particular result.

Our Commitment to Learners’ Growth

Not Just Better English. More Independent Learning.

Our goal is to help learners build the knowledge, skills, and confidence to understand English, communicate meaningfully, and take increasing ownership of their learning.

  1. 01Understand
  2. 02Communicate
  3. 03Create
  4. 04Grow Independently

See What Thoughtful English Learning Can Look Like.

Explore our English learning programme and discover how we approach language development from Class 1 to Class 8.

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