Where we started
In 2019, three BSL interpreters and two deaf educators sat in a Manchester coffee shop discussing a recurring problem. They kept meeting people—parents, teachers, healthcare workers, friends of deaf individuals—who desperately wanted to learn sign language but faced barriers: expensive in-person courses, inconvenient schedules, or courses that didn't align with real-world communication needs.
That conversation led to six months of development, consultation with the deaf community, and eventually the launch of our first online course. We weren't trying to replace traditional BSL instruction. We wanted to create an accessible entry point that respected the language's complexity while removing geographical and financial barriers.
How we think about teaching sign language
Sign language instruction has historically been dominated by two extremes: academic programmes that prioritise linguistic theory over practical communication, and casual workshops that teach isolated signs without grammar or context. We aimed for the middle ground—rigorous enough to build real fluency, accessible enough that learners don't need prior language study experience.
Our curriculum is developed in partnership with deaf BSL users, not just hearing interpreters. This distinction matters. The language belongs to the deaf community, and their input shapes everything from which signs we teach first to how we explain cultural context around language use.
The people behind the courses
Our teaching team includes twelve instructors: seven are deaf native BSL users, five are qualified interpreters with a minimum of eight years' experience. Every course video is filmed with multiple camera angles to show hand shapes clearly, and all content is reviewed by both deaf and hearing educators before publication.
We also work with regional consultants who help us reflect BSL variation. While the core language is consistent across the UK, certain signs vary by region—just as spoken accents differ. Our advanced courses include modules on recognising and understanding these variations.
What guides our approach
We operate on a few core principles. First, sign language is not a simplified version of spoken language—it's a complete, complex language system deserving the same respect we give to French or Mandarin. Second, learning BSL should never be positioned as "helping" the deaf community; it's about equipping yourself to participate in a bilingual society. Third, online learning isn't inferior to in-person instruction when designed thoughtfully.
These principles influence practical decisions. We don't use voiceovers in our teaching videos because BSL is a visual language—adding spoken narration reinforces the false idea that sign language is secondary to speech. We don't frame BSL as a tool for "inclusion"—a term that implies the deaf community is on the outside looking in. Instead, we emphasise that learning BSL expands your own communication capacity and worldview.
Where we're heading
Over the past three years, we've taught more than 4,800 students. Some have gone on to professional interpreting. Others use BSL in their workplaces, schools, or families. A few have told us they learned primarily out of curiosity and discovered unexpected career paths in deaf education or accessibility consulting.
We're currently developing specialist courses for healthcare professionals, expanding our regional variation modules, and building a mentorship programme that pairs learners with deaf conversation partners. We're also funding scholarships for deaf students who want to become BSL teachers themselves, addressing the shortage of qualified instructors.