Steph Azarpey leads the Swanswell Language Network. Based at Sidney Stringer Academy, an incredibly diverse school where two thirds of students have English as an Additional Language. Steph leads on Community Languages in her school, as well as teaching Spanish and working as a Lead Practitioner for MFL. 

Georgina Jackson leads the Grand Union Language Network, based at Tudor Grange Academy Solihull. Georgina has led on curriculum design and development both within her department and across the Tudor Grange Academies Trust, and is excited to be exploring different curriculum models, how they are implemented in schools and the impact each model has on student uptake, motivation and engagement.  

Led by Tracy Williams and Clare Oberman, the Trent and Tame Language Network have a particular interest in the leadership of languages including the importance of strategic thinking around transition.  We are excited to work with primary and secondary schools to develop a shared narrative about the benefits of language learning and how this joined up thinking might impact positively on young people's motivation for language learning as they move from primary to secondary school.

Celebrating Multilingualism:

 Celebrating linguistic and cultural diversity in Coventry, City of Languages.

Working in conjunction with Coventry City of Languages, Swanswell is working to champion languages, with a particular focus on Home, Heritage and Community Languages, and to celebrate the diversity in our city. We will be inviting schools to use our resources and participate in events, mainly around European Day of Languages (September) and Mother Language Day (February).  

"Sidney Stringer Academy is an incredibly diverse school where two thirds of students have English as an Additional Language. Through our NPP, I’m looking forward to exploring and sharing different ways to celebrate the value of all languages in a school community". Steph Azarpey, Swanswell Language Network Lead

Modelling Motivation: 

A Deep Dive into Curriculum Planning

We hope to define optimal curricular conditions for language learning with our project. What are the preferred options for MFL curriculum models and why? What is the impact on the motivation of students and what is the financial logistical impact on the school? We will be working with a selection of schools across the region with different curricular and contexts. We’ll collate and analyse quantitative and qualitative data to create case studies which will be disseminated regionally and nationally through NCLE’s LEO Platform. This will provide school leaders with up to date information to inform their decision making.

"I’ve led on curriculum design and development in my department at Tudor Grange, Solihull and across the Tudor Grange Academies Trust. Through our NPP, I’m excited to be exploring different curriculum models, how they are implemented in schools and the impact each model has on student uptake, motivation and engagement".  Georgina Jackson, Grand Union Language Network Lead. 

Exploring Transition: 

Building a compelling narrative about why we learn languages

Led by Tracy Williams and Clare Oberman, the Trent and Tame Language Network have a particular interest in the leadership of languages including the importance of strategic thinking around transition.  We are excited to work with primary and secondary schools to develop a shared narrative about the benefits of language learning and how this joined up thinking might impact positively on young people's motivation for language learning as they move from primary to secondary school.

“We are excited to work with primary and secondary schools to develop a shared narrative about the benefits of language learning and how this joined up thinking might impact positively on young people’s motivation for language learning as they move from primary to secondary school.” Tracy Williams, Trent and Tame Language Network Lead.