This project took us far beyond “practising English.” ✨
What started with a Supertato story gradually became a full stop motion video project created by two learners aged 10 and 11.
Along the way, we:
⭐ visualised scenes through listening and drawing
⭐ explored the story structure and key plot points
⭐ collected useful language from the text
⭐ learned how stop motion works through English
⭐ planned, negotiated and solved problems together
⭐ recorded, edited and re-recorded audio
⭐ experimented with video editing techniques
⭐ learned how to manage files, uploads, downloads and transfers
⭐ created titles and covers for the final video
And in between all of that?
So much real communication.
Not perfectly controlled classroom English.
Not isolated practice activities.
But meaningful language connected to creating something together.
There were moments of frustration, problem-solving, compromise, excitement, reflection and pride - all carried through English.
This is one of the reasons I believe projects, stories and meaningful experiences can be so powerful in language learning.
Children often use far more language than we expect when they genuinely need it for something that matters to them.
And honestly… I feel very lucky to be able to support learners through projects like this. 💫
This kind of flexible, project-based teaching is something many members of the Kids Club English community are interested in exploring - if not now, then perhaps in the future.
And for teachers who are curious about building more flexible courses and projects, I’m also giving new members access to a bonus workshop throughout May with more examples from my own classes:
✨ From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook
Kids Club English
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English stories, songs, games and crafts for kids! Help kids learn English in a fun and memorable way.
Visit our website for more links to crafts and other resources to complement your favourite stories. We share videos and teaching tips for teaching English through stories, songs, games and craft. Keep an eye on the page for special offers and discounts on our premium printables.
One of the things members talk about most often isn’t actually the resources.
It’s the feeling of not having to do everything alone.
Teaching - especially as an independent teacher or freelancer - can sometimes feel quite isolating.
You spend so much time planning, teaching, adapting, reflecting… often without colleagues to bounce ideas off or simply share the ups and downs with.
That’s why hearing Ana describe the membership community as something that has made her feel “more confident and less isolated” really stayed with me.
Over the last 3 years, the membership has grown into a space where teachers share ideas, ask questions, celebrate wins and support each other through the messy reality of teaching young learners.
And honestly, I think that matters just as much as the resources.
Thank you, Ana, for your kind words 💜
P.S. Teachers joining the membership in May also get instant access to my bonus workshop on planning flexible young learner courses without a coursebook.
All details are on the Kids Club English website, but feel free to get in touch with any questions.
20/05/2026
Planning a course without a coursebook can feel overwhelming at first.
A lot of teachers ask me how to make sure they’re “covering everything” without following a coursebook page by page.
The truth is, there isn’t just one way to structure a young learner course.
In this post, I’m sharing four starting points I’ve used in my own teaching.
Each one can help create more meaningful opportunities for language use and make planning feel more manageable too.
If you’d like more practical ideas and examples, new members joining the Kids Club English Teacher Membership in May get instant access to my bonus workshop:
From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook ✨
Children often surprise me with what they remember.
A phrase from a story we read weeks ago suddenly comes out in the middle of an unrelated activity.
A child sees an image or object and immediately connects it to a story, song or project we’ve done before.
Sometimes it’s a line from a picture book.
Sometimes it’s language from a cooking activity or a video project.
Sometimes it opens up completely new conversations.
I think this is one of the reasons meaningful experiences matter so much in language learning.
When children act something out, make something, film something, sing something or live through a story, the language is tied to emotion, purpose and context.
It becomes easier to recall and often transfers more naturally into new situations.
In this reel, I’m sharing a few examples from my own classes that reminded me of this recently.
What kinds of activities help language stick in your classroom?
P.S. New members joining the Kids Club English Teacher Membership in May also get instant access to my bonus workshop:
From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook✨
Membership details on kidsclubenglish.com
15/05/2026
I think one of the hardest things about professional development is that inspiration and implementation are not the same thing.
You can finish a course feeling full of ideas and motivation… but then real teaching life takes over.
And often, there just isn’t enough space or support to properly process everything, experiment, reflect and gradually build those ideas into your own teaching approach.
That’s one of the reasons I care so much about creating ongoing support and community inside the membership.
Not because teachers need endless new ideas, but because meaningful development usually happens slowly:
✨ trying things
✨ adapting them
✨ reflecting
✨ asking questions
✨ hearing how others approach similar challenges
✨ revisiting ideas at different stages of your journey
Without that kind of space, it’s very easy to slip back into survival mode or default routines - even when we genuinely want to grow.
One of the things I love most is seeing members gradually develop confidence in their own decision-making and teaching approach over time 💜
Drama is about so much more than performing.
It creates real opportunities for children to collaborate, negotiate and use language with each other in meaningful ways.
When children prepare a short skit or retelling together, they need to listen to ideas, express opinions, solve problems, negotiate roles, practise speaking and reflect on what could be better.
It can be tempting to step in and direct everything - and often children expect us to.
But if we always lead the process, they miss out on valuable opportunities to develop important speaking and listening skills.
Oracy skills matter at all ages, of course, but with mid to upper primary learners, they often have enough language to manage much more independently - and it’s good to let them use it.
In this reel, I’m sharing a few ways I try to step back a little more and support the process without taking over.
And yes… stories work brilliantly as the starting point for this kind of drama work.
Do your learners enjoy acting out stories collaboratively?
P.S. New members joining the Kids Club English Teacher Membership in May also get instant access to my bonus workshop:
From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook ✨
12/05/2026
You don’t need a coursebook to create meaningful learning.
But you do need a starting point.
That’s often the part that feels unclear - not the teaching itself, but how to begin… and how to build something that actually holds together over time.
When you’re not following a coursebook, you’re not just planning lessons - you’re shaping units and courses.
And that raises bigger questions:
- What sits at the centre of your unit?
- How do you create progression without a fixed sequence?
- How do you connect lessons so they feel purposeful rather than pieced together?
In my own classes, I’ve used different starting points depending on the group:
- a story we bring to life over several lessons
- a simple project that builds towards something the children create or share
- a context that invites real communication and decision-making
From there, the language grows naturally - because it’s needed, reused and experienced in meaningful ways.
This is exactly what I explore in my bonus workshop for teachers who join the membership in May.
I share how I take these different starting points and turn them into flexible units and courses - with real examples from my own classroom, so you can see how it actually works in practice.
I’d love to know - when you’re planning, do you think more in terms of individual lessons… or the bigger picture of a unit or course?
11/05/2026
Teaching without a coursebook can feel a bit uncomfortable.
For many teachers, the coursebook represents structure, progression and “doing things properly” - so removing it can feel like you’re losing something important.
But a coursebook isn’t the same as structure.
It’s just one way of organising your teaching.
Teaching without a coursebook doesn’t mean:
- no plan
- no progression
- no learning
It simply means choosing a different starting point.
The real challenge is knowing how to create structure in a way that feels manageable and effective in your own classroom.
I’d love to know - does teaching without a coursebook feel freeing… or just stressful?
P.S. This is something I explore in more detail in my bonus workshop for new members joining in May - how to plan flexible young learner courses without relying on a coursebook ✨
Comment PLAN below for more info.
08/05/2026
What actually changes when you join the Kids Club English Teacher Membership?
Of course, you get access to ready-to-use resources, practical training and ongoing support…
…but what members often talk about most is how it changes the way they feel about teaching.
More confident.
Less alone.
Less overwhelmed.
More inspired.
More certain that the time they spend planning is leading to real results in class.
Over the last few weeks, members have been sharing what the Membership has meant to them, and their words have reminded me that this space is about so much more than resources.
It’s about helping teachers spend less time searching and second-guessing…
and more time teaching with confidence.
To celebrate 3 years of the Membership, teachers who join in May will also get instant access to my bonus workshop:
From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook ✨
If you’ve been thinking about joining us, this is a lovely month to do it.
https://kidsclubenglish.com/teacher-membership/
07/05/2026
You probably don’t need more ideas.
Most teachers already have access to lots of ideas.
The real challenge is knowing:
- which ideas are actually worth using
- how to adapt them for your learners
- how to make them work in real classrooms
That’s exactly why I created the Kids Club English Teacher Membership.
Inside, you’ll find practical support for every stage of teaching:
✨ ready-to-use teaching resources
✨ practical training and guidance
✨ community and encouragement
So you can spend less time planning, teach more engaging lessons and feel more confident in class.
And to celebrate 3 years of the Membership, teachers who join in May also get instant access to my bonus workshop:
From Overwhelm to Ownership - Plan Flexible Young Learner Courses Without a Coursebook ✨
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