Each year, we host and attend various in-person events, including training sessions, networking events and conferences. Join us at these events or watch our on-demand, recorded webinars to gain ideas and insights and get inspired.
Events are added to the calendar at different times throughout the year, so please check back regularly for the latest information.
Join our seminar to hear from our expert guest speakers on Values and National Security Education and celebrate with the winners of the Young Cultural Ambassador Awards.
As digital testing becomes more widespread, a common perception still persists: that remote testing or at-home tests are somehow lower in quality than traditional test center exams. For institutions and governments, this raises an important question: does the delivery format impact the standard of assessment?
The reality is, the quality of the test is defined by design, scoring and security, not by location.
PTE Express is built on the same core principles as established English proficiency tests, including rigorous test development, validated content and standardized scoring processes. The academic integrity of the test remains consistent regardless of whether it is taken in a test center or from home.
In many ways, remote testing introduces additional layers of oversight. PTE Express incorporates advanced features such as biometric identity verification, AI-enabled monitoring and fraud detection algorithms to ensure that each test session meets strict security standards. These systems provide continuous monitoring and create detailed audit trails, offering institutions greater transparency into how tests are conducted and validated.
For US institutions evaluating large volumes of international applicants, this ensures that remote scores can be trusted to meet the same standards as in-person testing without limiting access based on geography.
Governments also benefit from scalable, secure testing solutions that support broader participation while maintaining compliance and integrity. Agents, in turn, can confidently recommend remote testing options knowing they deliver both accessibility and credibility.
Remote testing is not a lower standard, but it is an evolution of English testing delivery. PTE Express demonstrates that it is possible to maintain high-quality, secure and globally consistent assessment in a fully online format.
Every student learns differently. Some learners enjoy speaking in front of the class while others prefer to write their answers first. Some understand new English words quickly while others need more time, pictures or examples.
As a language teacher, you cannot create a separate lesson for every student. However, you can use inclusive teaching strategies to make lessons more accessible. This helps all students take part, understand new ideas and build confidence.
Here are a few simple ways to design accessible language lessons for all learners.
Clear instructions help students understand what they need to do. However, listening to instructions once may not be enough for everyone.
Try explaining a task aloud, writing the steps on the board and showing an example. Use short sentences and break longer activities into smaller steps. For example, before a writing activity, show students a short example paragraph. Then give them a simple list of steps to follow.
These inclusive classroom strategies can help learners understand tasks more easily and work with greater independence.
Pictures, audio recordings and written text can help language learners understand and remember new information.
For example, when teaching vocabulary about food, show pictures, say each word aloud and write it on the board. Students could then listen to a short conversation about ordering food in a restaurant. Using different types of materials gives students more ways to understand the same information.
Make sure your resources are accessible too. Use readable fonts, clear text and good color contrast. Add captions to videos and provide written versions of important audio content when possible.
Not every student feels comfortable speaking in front of the whole class. Some need more thinking time while others may find writing easier than speaking.
Give students different ways to share their ideas. They could write an answer, discuss it with a partner, complete a digital activity or speak to a small group before sharing with the class. For example, before asking students to discuss a question in English, give them a minute to write down their ideas.
This approach helps learners prepare for speaking activities and build confidence without removing opportunities to practise spoken English.
Learning is a lifelong activity regardless of age, position or ambition. Many teachers embody this philosophy themselves, and would like nothing more than for their teenage students to develop strategies to become independent learners. But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.
Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practise and develop a range of English language skills at the same time.
Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.
Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
In addition, projects can test a variety of English language and 21st-century skills such as:
Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.
First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve.
For example:
After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short, level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.
A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.
You’ll need to set deadlines, tell them what you expect of them and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:
These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time constraints. Adapt the questions to suit your students and the specific needs of their projects.
Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.
Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English and access to technology will all impact your decision.
For example:
You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, Padlet and Trello are excellent for facilitating teamwork.
Here are some ways you might ask them to present:
Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.
While it’s important to monitor and guide them in English as they work, it’s also crucial to let students make their own decisions.
