The same method that trains English on a tennis court, written for the pitch. Five levels, one free taster lesson, and the player manual issued after sign-up — all mapped to the Council of Europe descriptors so partner schools, agents and parents can place a student in language other institutions already recognise.
Junior football-plus-English camps are one of the largest ESL markets in Europe and Asia. Spain, France and Italy run them at scale every summer, and demand is growing fast across Vietnam, Thailand, Japan and China.
Sports bodies certify coaches, not schools. No football or tennis body has a mandate to legitimise a language school, so most sport-and-English camps have no educational accreditation at all behind the language half.
The football curriculum runs on the same CEFR-mapped A1–C1 frame as our tennis and classroom programmes, with the Eaquals quality framework as the benchmark for curriculum, management and student care.
Each level pairs a football theme with the language it naturally demands. Nothing is taught off the ball that can be trained on it.
Target language: Nouns and articles for equipment and pitch areas; present simple for positions and roles; imperatives for basic instructions.
On the pitch: Warm-up circuit where every station is named and repeated aloud before it is performed.
Target language: Present continuous for live commentary; prepositions of place and direction; question forms to call for the ball.
On the pitch: Rondo and passing squares where a call in English is required before every receive.
Target language: Past simple and past continuous; sequencing connectives; comparatives to rate performance.
On the pitch: Small-sided game filmed, then each player narrates one passage of play from memory.
Target language: Modals of deduction and obligation; conditionals for tactical choices; hedging and polite disagreement.
On the pitch: Team talk in which players propose, defend and revise a pressing plan in English only.
Target language: Passive and nominalisation for formal analysis; discourse markers for extended turns; register control for media work.
On the pitch: Mock post-match press conference and a written 300-word analysis of the same fixture.
The same shape every session, so language progress is comparable week to week and can be evidenced at inspection.
Target vocabulary and one grammar structure introduced while moving. Every term is heard, said and used before the session opens up.
One priority skill per session — first touch, driven pass, receiving on the half-turn — coached with plain English cues repeated by the players.
A rondo or positional game where the target structure is a rule of play: call it correctly or the possession restarts.
Free play with the coach recording language use rather than interrupting it. Errors are collected, not corrected mid-game.
Two things that worked, one language priority, one football priority, and a written task for the next session.
Delivered on our own campus and satellite model, or licensed to a partner club or school with our curriculum, rubrics and teacher training.
Issued by email once enrolment is confirmed, then updated each level. Six sections, printable, and written for the player and the parent at the same time.
Position, football priorities and a CEFR placement level from a written and spoken diagnostic on arrival.
The 120 phrases a player actually needs on a pitch — calling, praising, apologising, asking for a repeat — with pronunciation cues.
First touch, passing, receiving, finishing and defending, written as self-check cues in the target language of the level.
Twelve drills, each with a football aim and a paired grammar or function aim, plus progressions and success criteria.
Scaffolded writing frames from A1 sentence stems to C1 analytical paragraphs, marked against our published rubrics.
Session-by-session record of both tracks, feeding the end-of-level report kept on file for every student.