| 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 |
21st-Century Skills in Language Learning: Preparing learners for study, work, and life
As education systems increasingly prioritise transferable skills, language teachers are uniquely positioned to support learners’ holistic development. This plenary explores what 21st-century skills look like in the language classroom and how they can be explicitly embedded into everyday teaching. Drawing on current research and classroom examples, the session highlights how communicative tasks, interaction, and reflective learning align naturally with Trinity College London’s assessment philosophy and support learners in becoming confident, autonomous users of English.
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| 10.45 – 11.15 |
Coffee break & Poster Sessions
Poster Session 1 - Marketing Your School: Using co-branded assets to differentiate your school and communicate the added value of Trinity Qualifications
This poster session explores how schools can strengthen their visibility and positioning in a competitive education landscape through the effective use of Trinity College London qualifications and co-branded marketing assets. Discover how ready-to-use materials and tailored messaging can help communicate quality, international recognition, and learner outcomes to parents and stakeholders. It will highlight practical strategies for presenting Trinity qualifications as part of a clear value proposition aligned with 21st-century skills, employability, and a natural learning pathway.
Poster Session 2 - Recognition in Poland and Beyond: Supporting progression and learner mobility
Recognition matters for learners, parents, and institutions alike. This poster session provides clear, up-to-date information on the recognition of Trinity College London qualifications in Poland and internationally. It highlights how recognised qualifications support progression within school systems and beyond, enabling learner mobility, access to further study, and long-term educational and career planning.
Poster Session 3 - Your Exam Service Provider in Poland: Local support and expertise
This practical poster session introduces participants to the local support available for delivering Trinity College London English language exams in schools in Poland. It outlines the role of the exam service provider, the key steps involved in becoming a Trinity exam centre, and the ongoing guidance offered to teachers and institutions. The session highlights how sustained local support and a partnership-based approach help centres deliver exams confidently while building long-term, trusted relationships with Trinity.
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| 11.15 – 12.15 |
The Trinity Pathway: From young learners to higher education and the world of work
This session presents a clear and coherent overview of the Trinity English language pathway, from early language learning to advanced academic and professional contexts. Participants will explore how Trinity’s exam suites support progression, continuity, and motivation at every stage, while maintaining a strong focus on real-life communication. The session will demonstrate how assessment can reinforce learning rather than interrupt it, and how teachers and institutions can guide learners towards long-term language success.
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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 |
Session A: From Role to Result: Using Process Drama to Prepare Students for Trinity Exams and Transferable Skills
Preparing students for Trinity speaking exams requires more than rehearsing exam questions; it calls for authentic communication, confidence, and interactional competence. This workshop introduces process drama as an engaging methodology that supports these goals while developing transferable skills essential for academic and professional life. By linking drama conventions to Trinity assessment criteria, this workshop highlights how drama-based learning can support exam success alongside broader communicative competence. Throughout the session, we will explore practical, creative approaches to exam preparation that also nurture long-term learner confidence and skills.
Session B: Creating the need to Communicate: Classroom activities that reflect real language use
Effective language learning happens when learners use English purposefully. This workshop focuses on designing and adapting communicative activities that reflect real-world language use rather than artificial practice. Participants will explore task types that promote interaction, negotiation of meaning, and spontaneous language production, with practical links to Trinity College London’s skills-based assessment approach. The session emphasises learner engagement, authenticity, and meaningful outcomes.
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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)
Session A: From Role to Result: Using Process Drama to Prepare Students for Trinity Exams and Transferable Skills
Preparing students for Trinity speaking exams requires more than rehearsing exam questions; it calls for authentic communication, confidence, and interactional competence. This workshop introduces process drama as an engaging methodology that supports these goals while developing transferable skills essential for academic and professional life. By linking drama conventions to Trinity assessment criteria, this workshop highlights how drama-based learning can support exam success alongside broader communicative competence. Throughout the session, we will explore practical, creative approaches to exam preparation that also nurture long-term learner confidence and skills.
Session B: Creating the need to Communicate: Classroom activities that reflect real language use
Effective language learning happens when learners use English purposefully. This workshop focuses on designing and adapting communicative activities that reflect real-world language use rather than artificial practice. Participants will explore task types that promote interaction, negotiation of meaning, and spontaneous language production, with practical links to Trinity College London’s skills-based assessment approach. The session emphasises learner engagement, authenticity, and meaningful outcomes.
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| 16.30 – 16.45 |
Comfort break
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| 16.45 – 17.45 |
Human-Centred AI in Language Learning and Assessment: Diagnostic Insight, Pedagogical Design and Digital Certification
The increasing use of artificial intelligence in language education presents new opportunities alongside important pedagogical and ethical considerations. This session explores a human-centred approach to AI, focusing on how technology can support learning, teaching, and assessment while preserving teacher agency and professional judgement. Drawing on examples from a language assessment context, the session introduces three AI-supported solutions: an AI-driven diagnostic speaking tool for formative learner profiling, a reflective AI-assisted lesson-planning tool, and ISE Digital as an example of technology-enhanced communicative assessment. Providing an overview of how AI-informed tools can be used thoughtfully to support learning, planning, and assessment in language education.
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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.