A school English curriculum designed to bring together language development, academic literacy, reading, writing, and literary depth in one coherent model for multilingual learners.

Context

This curriculum was developed for an international school setting where students needed more than standard ESL. The programme had to support multilingual learners while also building the kind of reading, writing, and analytical depth usually expected from a much more academically demanding English curriculum.

Challenge

Most schools end up choosing between two imperfect options: a language-focused curriculum that develops communicative English but lacks academic depth, or a literature-heavy model that assumes students already have the linguistic foundation to access it fully. The challenge here was to build one system that could do both. It needed to support language development and literacy growth at the same time, while still being structured clearly enough for teachers to deliver consistently across grades.

What I built

I developed a merged English curriculum that brought together ESL and ELA into one coherent structure. The work included curriculum architecture, progression logic, thematic planning, and the wider system needed to make the programme usable in practice. The model was designed to connect language growth with literacy, reading, writing, and text analysis rather than treating them as separate tracks. It gave the school a stronger academic spine for English while still staying realistic for multilingual learners.

What makes it distinctive

What makes this curriculum different is that it does not force the school to choose between functional language learning and academically rich English. It was built as one integrated system, designed for real implementation, and strong enough to hold both progression and complexity across a multilingual school context.

A school-based SEL curriculum designed to make emotional learning visible, structured, and genuinely part of school life through creative practice.

Context

This programme was designed for schools that wanted social-emotional learning to become more than an isolated lesson or a box-ticking exercise. The aim was to build a curriculum that would help students develop self-awareness, emotional regulation, empathy, communication, and healthy relationships in ways that could be sustained across the school year. The year map shows six modules moving from self-understanding to resilience, empathy, relationships, conflict resolution, and reflection on personal values and identity.

Challenge

SEL is often taught too abstractly to feel real, or too loosely to hold as a curriculum. Schools may have good intentions, but without structure, progression, daily routines, and clear methods, the work often stays fragmented. The challenge here was to build a programme that was emotionally meaningful for children, practical for teachers, aligned to recognised competency frameworks, and rich enough to become part of the wider life of the school. The year map explicitly connects modules to CASEL and KWINK competencies and includes daily practices, methods, and culminating projects rather than isolated activities.

What I built

I developed a unique arts-based SEL curriculum structured around developmental modules and supported by concrete classroom practice. The programme uses visual arts, journaling, roleplay, sound art, collage, improv, poetry, and storytelling not as decorative extras, but as core methods for reflection, expression, and relationship-building. Each module includes a clear purpose, competencies, daily practices, and a culminating project. For example, the curriculum includes projects such as My Inner Map, an Affirmation Flipbook, an Empathy Interview Podcast, a We Belong Here class quilt, Conflict Comics, and a Video Letter to My Future Self.

At lesson level, the programme is designed for real implementation. The lesson plans include broad aims, specific outcomes, activity and project work, self-assessment, teacher observation tools, and strategies for daily integration across subjects. The uploaded lesson sheet includes, for example, community-building through a class norms poster, emotion charades, mindful art and yoga, kindness role-plays, listening games, teamwork challenges, conflict-resolution skits, and personal goal-setting activities, all paired with reflection and assessment structures.

What makes it distinctive

What makes this curriculum different is that it treats the arts as methodology, not decoration. Creative practice becomes the route into emotional insight, self-expression, empathy, and reflection. At the same time, the programme is not vague or purely inspirational. It has real structure: progression across the year, explicit competency focus, lesson-level routines, project outcomes, and strategies for integration into everyday classroom life. The year map and lesson plans both show that the programme is built to be teachable, repeatable, and embedded across the school rather than delivered as a disconnected enrichment activity.

A corporate English training model built around one concrete workplace task, with before/after evidence, digital portfolio assessment, and a delivery structure designed to scale.

Context

This programme was developed for corporate English training where clients needed something more credible than vague “Business English” lessons. The model was designed around the reality that companies do not buy language classes for their own sake. They want people to perform real tasks more clearly and effectively at work. The uploaded PDF explains that each group chooses one concrete task from day one, such as weekly status emails, project updates in meetings, or action summaries after calls.

Challenge

Most Business English courses mix too many things together: emails, meetings, small talk, grammar, and general practice, without a clear performance focus. That makes them harder to explain, harder to measure, and often less relevant to the client’s real work. The challenge here was to build a model that would feel immediately practical, produce visible evidence of improvement, and still remain structured enough to scale across teachers and groups. The uploaded document also makes the scaling problem explicit: in many schools, quality depends on which teacher you get, whereas this model needed a fixed logic that could hold across clients and delivery conditions.

What I built

I developed a corporate English training framework organised around one real task per group and a standard eight-lesson cycle. According to the PDF, the sequence runs from baseline performance in Lesson 1, through structured teaching, partial and full simulations, repair work, and realistic pressure, to a final unassisted performance in Lesson 7 and a capstone in Lesson 8 where learners review before/after progress and create a simple playbook for future use. Everything is stored in a digital portfolio, including emails, recordings, summaries, simulations, and final versions. Progress is then assessed through a CEFR-based rubric adapted to the actual business task, so evidence of improvement is tied to workplace performance rather than abstract language claims.

What makes it distinctive

What makes this model distinctive is its clarity. It is built around one task, not vague general coverage. It compares baseline and final performance on the same task, so clients can see and hear the change. It replaces one-off test scores with a digital portfolio of real work, and it uses CEFR in a task-specific way written around business outcomes. The uploaded PDF also highlights that the fixed 8–10 lesson logic makes quality easier to scale and easier to compare across teachers, groups, and clients, while also supporting AI-assisted material generation for more consistent delivery.  

An extracurricular English programme that used theatre, performance, and Shakespearean drama as the foundation for language development, interpretation, and creative expression.

Context

This programme was designed as a more immersive alternative to standard extracurricular English. Instead of treating English as a separate subject and performance as an add-on, the idea was to build one space where language learning and performing arts could develop together. The programme drew on theatre practice, dramatic interpretation, and Shakespearean material to give students a richer and more expressive relationship with English.

Challenge

The challenge was to create a curriculum that felt both educational and artistic. It needed to do more than make English “fun.” It had to use theatre as a serious structure for learning: helping students develop confidence, voice, listening, interpretation, memory, expression, and presence through meaningful work with language. At the same time, it needed to stay accessible enough for learners who were still building fluency.

What I built

I developed an extracurricular English programme built around theatre and performance, with Shakespearean drama as one of its creative anchors. The curriculum combined language practice with dramatic work, giving students opportunities to interpret text, rehearse, embody meaning, and perform. Rather than learning English only through exercises, students encountered it as something to speak, shape, feel, and bring to life on stage.

What makes it distinctive

What made this programme distinctive was the way it treated English not simply as a subject to study, but as a living artistic medium. Theatre created a reason to listen closely, speak with intention, and engage with language beyond correctness alone. Shakespeare added depth, rhythm, and dramatic intensity, while the performance element gave the programme energy, challenge, and a clear sense of purpose. The result was a curriculum that sat between language education and performing arts, and gained strength from both.

A continuing professional development course designed to help teachers move from traditional educational contexts into more complex corporate and professional training environments. Developed for Higher School of Economics.

Context

This programme was developed for the Higher School of Economics as a continuing professional development course for teachers who wanted to expand their practice and work more confidently in corporate learning contexts. The aim was not simply to teach more language content, but to help educators rethink how they design, structure, and deliver learning for adult professional audiences.

Challenge

Teaching in corporate contexts requires more than subject knowledge. Teachers often need a different framework: clearer outcomes, sharper lesson logic, stronger communicative focus, and a better understanding of how adult learners engage with professional training. The challenge was to create a course that would support this transition in a practical way, without losing methodological depth.

What I built

I developed a CPD course that helped educators move from traditional teaching into corporate training with a clearer professional framework. The programme focused on Business English and corporate delivery, giving participants practical structures for lesson design, task logic, and more confident performance in real training situations. It was built to connect methodology with application, so the course did not stay theoretical but translated directly into professional practice.

What makes it distinctive

What makes this programme distinctive is that it sits at the intersection of teacher development, Business English, and adult learning. It was not designed as a generic upskilling course, but as a real transition framework for educators entering more demanding professional contexts. The emphasis was on clarity, transfer, and usable structure, so participants could leave not just with ideas, but with a stronger model for practice.

A project-based university English programme designed for bachelor’s students in cybersecurity, built around professional communication, modular progression, and a lexical approach.

Context

This programme was developed for bachelor’s students in cybersecurity and is now conducted at Sirius University of Science and Technology. The aim was to create a university English course that would feel relevant to the discipline rather than generic, and strong enough to support students working in a highly specialised technical field.

Challenge

General English, and even much standard ESP, is often too broad for students in cybersecurity. The real challenge was to build a programme that reflected the logic of the discipline: analytical thinking, technical communication, problem-solving, and project work. It also needed to move beyond isolated grammar and topic coverage and give students a more coherent structure for learning language through meaningful use.

What I built

I developed a university English programme for cybersecurity bachelor’s students built around project-based learning, unique modular design, and a lexical approach. The programme was structured so that language development was tied to purposeful academic and professional tasks rather than treated as a separate layer. Instead of relying only on traditional topic-based sequencing, the course used modules designed around communication, field-relevant content, and the language patterns students actually needed in order to think, discuss, present, and work within their discipline.

What makes it distinctive

What makes this programme distinctive is that it was built from the inside of the field, not by simply adding technical vocabulary to a standard English course. The project-based structure gave the programme real academic movement, the modular design made it more coherent and teachable, and the lexical approach helped students build usable language in context rather than only study rules in isolation. The result was a university English programme that felt closer to the reality of cybersecurity education and more aligned with how students would actually need English in their academic and professional lives.