| 09:00 - 09:30 |
Registration and welcome coffee
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| 09.30 – 09.45 |
Welcome and opening remarks
Introduction by the Director of Trinity College London – Italy and Central Europe
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| 09.45– 10.45 |
Exploring the Trinity Ecosystem: learning, assessment, and teacher development
What does it really take to help learners become confident, capable communicators? This interactive plenary explores how language learning, assessment, teacher support and digital resources can work together as part of a connected educational journey. Participants will discover how the Trinity Ecosystem supports learners from their earliest experiences of English through increasingly demanding communicative contexts, with particular attention to the role of Trinity’s language qualifications in developing real-world speaking, listening, reading and writing skills. The session will also invite participants to reflect on how a coherent, communicative approach can strengthen classroom practice, support learner progression and create meaningful outcomes for students, teachers and schools.
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| 10.45 – 11.15 |
Coffee break & Poster Sessions
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| 11.15 – 11.45 |
Crack the Trinity Code: which Trinity Journey is right for you and your learners?
Which Trinity journey would suit your students? In this interactive escape-room challenge, you will work with colleagues to solve clues, crack codes, and uncover the different language-learning pathways Trinity offers learners at each stage of their education.
Throughout the challenge, you will follow a route tailored to your school context and along the way, you will discover how Trinity qualifications can support progression, build communicative confidence and provide learners with a clear sense of where their English can take them next.
Be ready to collaborate, think creatively and see if you can crack the Trinity code!
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| 11.45 - 12.15 |
Using AI to spark questioning, creativity and communication
Artificial intelligence can generate answers in seconds, but what if we used it to generate curiosity instead? This practical and interactive session explores how AI can support, rather than replace, the thinking that makes learning meaningful. Through classroom-ready examples, we will consider how you can use AI to create information gaps, provoke questions, generate alternative perspectives and design tasks that encourage learners to evaluate, challenge, communicate and create. We will also explore the importance of maintaining learner agency and human judgement in an increasingly AI-supported classroom. By the end of the workshop you will have practical ideas for using AI not simply as an answer machine, but as a tool for creating richer reasons to think, talk and find out.
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| 12.15 – 13.15 |
Career-Ready: Bridging the employability skills and confidence gap
As workplaces evolve and human skills become increasingly central to employability, education systems face an urgent challenge: how to ensure learners leave education not only skilled, but confident. This session draws on Trinity College London’s Career-Ready research to explore the role of communication-focused and performance-based learning in developing work-ready skills. It demonstrates how drama-informed pedagogy and performance-based assessment provide structured, authentic opportunities for learners to practise and evidence transferable skills.
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| 13.15 – 14.15 |
Lunch break (Lunch not provided)
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| 14.15 – 15.15 |
Parallel Session Round 1
Session A:
The Curious Mind in the ELT classroom: The Psychology of Learning in the Age of AI
What makes us curious, and what happens to curiosity when answers are available instantly? In the age of AI, curiosity is becoming one of the most important psychological resources for learning.
This interactive session explores how curiosity drives attention, motivation, memory, creativity and deeper learning. Drawing on psychology and educational research, we will examine how information gaps, surprise, uncertainty, autonomy and psychological safety can stimulate learners’ desire to explore and ask questions.
Through practical activities and classroom examples, participants will discover how to create curiosity-rich learning environments and move students from “Give me the answer” to “I want to find out.” The session invites teachers to see themselves as curiosity architects—creating the conditions in which learners want to question, discover and think for themselves.
Session B:
Planning for curiosity: turning everyday tasks into meaningful learning experiences
How can an ordinary classroom activity become something learners genuinely want to complete? The Curious Task Planner is a practical framework that can help you design language-learning and exam-preparation tasks with curiosity at their core. Moving beyond the language objective, consider what will capture learners’ attention, create an authentic reason to communicate and invite independent thinking. By combining purposeful language use with choice, challenge and discovery, the framework transforms routine practice into engaging learning experiences that prepare learners not only for exams but for confident communication beyond the classroom.
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| 15.15 – 15.30 |
Comfort break
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| 15.30 – 16.30 |
Parallel Session Round 2 (Participants switch sessions)
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| 16.30 – 16.45 |
Comfort break
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| 16.45 – 17.45 |
Curiosity-driven exam preparation
Classroom Activities for developing confident, independent communicators
How can exam preparation move beyond repetitive practice and become a meaningful journey of discovery? This interactive workshop explores practical, curiosity-driven classroom activities that help learners develop the confidence, independence and communicative skills needed for exam success. You will engage in activities that build the strategies required for communicative assessment while also supporting language learning beyond the exam. By making preparation enjoyable, purposeful and relevant to learners’ lives, the workshop will demonstrate how exam-focused activities can create genuine reasons to communicate and prepare learners to use English effectively in authentic, real-world contexts.
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| 17.45 – 18.00 |
Raffle, final reflections, Q&A, and close
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Professor at the University of Silesia in Poland a psychotherapist, psychologist, linguist, a licenced coach and an international master trainer. A President of ICI (International Coaching Institute) in Poland and a head of the Language Centre FUTURE in Poland. She is an author of over 300 articles published in Polish and English and an author of own method of teaching languages through drama Future Learning System based on cognitive and positive psychology and process drama. A co-author of “ Process drama for second language teaching and learning-a toolkit for developing language and life skills”. An active member of IDEA (International Drama in Education Association), National Drama Association UK and IATEFL. Her main interest is psychology and drama in the ELT classroom. A coordinator and participant of many international projects and grants. Coordinator of two SIGs: Psychology in ELT and Drama in ELT in IATEFL Poland. A regional adviser for Trinity College London in Poland, teacher trainer cooperating with many organisations (Macmillan Education UK, Oxford University Press, Pilgrims in UK, The Learning Teachers’ Network – a key partner for UNESCO). She has been working internationally with teachers on mental health and well-being of teachers and students.
Head of Product Support (English Language) at Trinity College London in Italy, where she leads the design and development of pedagogical support materials for teachers preparing learners for Trinity College London English language examinations. She is a teacher trainer with extensive experience in both the state and private education sectors in Italy and the United Kingdom, with a strong focus on communicative language teaching, assessment literacy, and teacher professional development. She regularly delivers masterclasses on the effective and principled use of technology in language education and is an international conference speaker. She is a member of EALTA and the National College of Teachers and has collaborated with the Trinity College London support team in Italy and central Europe for over ten years. She is also the author of the learning content featured in Trinity College London’s Skill Up! learning app. Her current professional interests centre on research-informed digital pedagogy, with particular attention to enhancing learner engagement and critically evaluating where technology can meaningfully add value to language teaching and learning.