BEC is offered at two levels, Vantage and Higher. BEC examinations are ideal for students who are preparing for a career in business. An internationally recognised business qualification can help them show that they have learned English to an appropriate standard and can use it in a professional context. The course covers all aspects of Business English with a focus on exam preparation for the BEC Cambridge exams. It includes writing reports, speaking on the phone, presenting in English and using formal vocabulary. The course is designed to give students all they need to interact through English in a business work environment and so open up job opportunities

An American examination. TOEFL scores are required for purposes of admission by more than 2,400 colleges and universities in the United States and Canada. In Europe, TOEFL is also used by institutions where English is the language of instruction. Many government agencies, scholarship programmes, and licensing/certification agencies use TOEFL scores to evaluate English proficiency.

The focus of our Gateway Teacher Training Primary School Programme is based on interactive, experiential learning that meets the needs of all teachers in primary education. Course participants can benefit from a hands-on approach in the practical workshops in the company of other teachers, while discovering methodologies which will allow them to evaluate their current teaching purpose and practices in their own teaching environment. Who is this course for? Practising or former teachers of English or other languages in primary education; Language teachers with a keen sense of their role as teaching professionals who would like to keep themselves up to date with the latest trends in teaching (in terms of methodologies, techniques, resources etc), and take responsibility for their own professional development, to continue reinventing themselves and becoming the best in their field; Teachers who would like to improve their own language proficiency in English in a customised setting, by being given an opportunity to focus on the language areas (skills and systems) most relevant to them; Participants with a B1 level of English (CEFR). Objectives: To develop participants’ understanding of language teaching and learning across the variables of students’ level, abilities, learning style, age and cultural background; To refresh participants’ knowledge of English by helping them brush up on their practical language skills and extend their lexico-grammatical repertoire, based on their individual and collective needs, with particular attention to their specific areas of weakness. This component of the course carries a strong experiential element as it is an opportunity for teachers to momentarily benefit from being in their students’ position; To motivate participants to take control of the choice of teaching materials they use in class, whether it is by creatively adapting their curricular resources, such as traditional course books, or by drawing on and exploiting the potential of authentic non-instructional materials taken from everyday life and popular culture (such as cartoons, comics, blogs, vlogs, TV episodes, TV / radio commercials, music, social media etc.); To explore and practise new teaching methods while trainees revisit their own current practices and reflect on how they can improve and add to aspects of their teaching (delivery technique, lesson planning etc.), while sharing examples of best practice with peers from similar backgrounds; To understand how best to design level-appropriate graded tasks while respecting the authentic language around which they are designed; To unravel the mysteries of motivation and understand how it happens and sometimes fails to happen; To debate the benefits of learner autonomy and peer projects (learner cooperation and collaboration), as well as the challenges presented in light of many societies’ increasing multiculturalism and the overall impact these have on language education systems at large. Reference will also be made to the Maltese (bilingual) setting and participants’ own socio-cultural contexts.

Including 2 half- day activities The focus of this course is based on interactive, experiential learning that meets the needs of all teachers at these levels of education. Course participants can benefit from a hands-on approach in the practical workshops in the company of other teachers, while discovering methodologies which will allow them to evaluate their current teaching purpose and practices in their own teaching environment. Who is this course for? Practising or former teachers of English or other languages in secondary, tertiary or adult education; Language teachers with a keen sense of their role as teaching professionals who would like to keep themselves up to date with the latest trends in teaching (in terms of methodologies, techniques, resources etc), and take responsibility for their own professional development, to continue reinventing themselves and becoming the best in their field; Teachers who would like to improve their own language proficiency in English in a customised setting, by being given an opportunity to focus on the language areas (skills and systems) most relevant to them; Participants with a B1 level of English (CEFR). Objectives: To develop participants’ understanding of language teaching and learning across the variables of students’ level, abilities, learning style, age and cultural background; To refresh participants’ knowledge of English by helping them brush up on their practical language skills and extend their lexico-grammatical repertoire, based on their individual and collective needs, with particular attention to their specific areas of weakness. This component of the course carries a strong experiential element as it is an opportunity for teachers to momentarily benefit from being in their students’ position; To motivate participants to take control of the choice of teaching materials they use in class, whether it is by creatively adapting their curricular resources, such as traditional course books, or by drawing on and exploiting the potential of authentic non-instructional materials taken from everyday life and popular culture (such as cartoons, comics, blogs, vlogs, TV episodes, TV / radio commercials, music, social media etc.); To explore and practise new teaching methods while trainees revisit their own current practices and reflect on how they can improve and add to aspects of their teaching (delivery technique, lesson planning etc.), while sharing examples of best practice with peers from similar backgrounds; To understand how best to design level-appropriate graded tasks while respecting the authentic language around which they are designed; To unravel the mysteries of motivation and understand how it happens and sometimes fails to happen; To debate the benefits of learner autonomy and peer projects (learner cooperation and collaboration), as well as the challenges presented in light of many societies’ increasing multiculturalism and the overall impact these have on language education systems at large. Reference will also be made to the Maltese (bilingual) setting and participants’ own socio-cultural contexts.

30 lessons per week Including 2 Half Day activities (Valletta by night & Mdina Tour) This course takes trainees through a holistic development in their dual roles as language teachers and as themselves students of English. The aim of the course is a three-pronged approach to trainees’ development in the following areas: General methodology – trainees are introduced to a variety of innovative ideas concerning lesson preparation, adaptation of existing materials, exploitation of authentic resources, effective error correction and task-based activities among others, which, while general-purpose, are creative enough to be of great use in the special needs/hearing-impaired classroom. Special methodology – participants can explore teaching techniques, methods and approaches tailored to the specific needs of their hearing impaired students and can easily be added to their own toolkit of lesson plans, resources and ideas. This ensures that they are ever up-to-date with the specifics of their particular area, and that they continue to retain a sensitive approach throughout, from materials selection and preparation, to classroom strategy and lesson delivery, to concept/instruction checking and error correction. Language enrichment – trainees are granted several opportunities to improve their own English language skills through various tasks that can all be adapted for use in their classrooms with hearing impaired students. This will allow them to refresh their grammar base and add to their lexico-idiomatic repertoire in functional, topical contexts relating to their area of inclusive education. Who is this course for? Practising or former teachers in foreign language education for the hearing impaired; English/foreign language teachers who would like to revisit aspects of both general and specialised teaching methodology, the latter as relevant to their specific target audience; Language teaching practitioners whose priority is to keep themselves up-to-date with the latest trends in teaching with the intention of ensuring sensitive application/transfer of innovative techniques to their own classroom for the maximum benefit of their students; English/foreign language teachers who are fully aware of their own continuing development and permanent status as students who ultimately never really stop learning, and who choose to use this to the advantage of their students by keeping in touch with their own inner learner and regularly putting themselves at the “receiving end” in a classroom, in order to become better teachers; Teachers who are sensitive to the reality of hearing impaired adults struggling to keep up with the demands of modern society, both professionally and academically, and who are therefore willing to do their bit to make the process of learning a language as enjoyable as the successful outcome is rewarding, regardless of the challenges posed by impairment. Objectives: To provide participants with an opportunity to update their teaching techniques to better cater for the real-world language needs of their hearing-impaired students, and discover new and different ways of improving their students’ language learning experience; To help trainees find out how they can make lessons more engaging, student-centred, learner-empowering and effective for students whose hearing impairment typically presents obstacles that can negatively influence learner motivation, classroom participation, self-study efforts, communicative performance and the overall language learning experience; To give trainees the possibility of improving their own English language skills, by refreshing their grammar base and adding to their lexico-idiomatic repertoire of functional language in topically relevant contexts relating to their professional area of inclusive education;

This course is a timely response to the modern-day demands of intercultural integration in different educational contexts, including the classroom, homestay tuition and language mobility programmes. Who is this course for? Teachers or other professionals working or involved in multicultural education settings, domestic or academic, who would like to better inform and equip themselves to deal with the changing demands of an increasingly diverse and inclusive world. The skills and awareness developed through the course are transferable across a wide variety of contexts and activities in and out of the school classroom, such as home tuition and foreign exchange projects. Objectives: Become more aware of the fast-paced changes taking place in the world at large and the education sector more specifically, as a result of the modern reality of increased diversification; Sensitively discuss the challenges posed by this diversification, such as the global need to update politically correct language; Review various approaches to the situation by highlighting the importance of tolerant and respectful behaviour starting from basic social skills to improve intercultural communication; Understand personal and social roles in the global context towards the end of cultural harmony; Develop internationally relevant interpersonal skills that are transferable to various cultural contexts.

The Intensive Course is a course designed for students who wish to improve their overall English language level, and to develop their skills and knowledge in a particular language area through a range of Special Interest Groups. Minimum age: 16 Minimum duration: 2 weeks Registration fee: 85 GBP - 28 lessons per week - maximum 14 students in class - Welcome Information Pack - Placement test on arrival, weekly progress tests and regular homework - Guidance from specialist university advisors (if required) - Course materials - Use of Computer Learning Centre - Access to Classmate, the Kings online learning platform - Access to the Kings Learning Progress Guarantee (12 week+ bookings) - One-to-one interview with a senior academic staff member every 6 weeks (12 week+ bookings) - Wireless internet in College - Optional weekly lecture programme - Two free social activities per week - End-of-course certificate (90% or higher attendance required)

Maximise learning through developing communication skills. Study all the skills necessary for everyday use of English by practicing them in a classroom with students from all around the world Focus making progress on the students' personal goals, improving communication skill and therefore, increasing their confidence in using English A Non-refundable Registration fee of 50 GBP and 30 GBP for Course Materials will be added to the invoice.

The Intensive Course is a course designed for students who wish to improve their overall English language level, and to develop their skills and knowledge in a particular language area through a range of Special Interest Groups. Minimum age: 16 Minimum duration: 2 weeks Registration fee: 85 GBP - 28 lessons per week - maximum 14 students in class - Welcome Information Pack - Placement test on arrival, weekly progress tests and regular homework - Guidance from specialist university advisors (if required) - Course materials - Use of Computer Learning Centre - Access to Classmate, the Kings online learning platform - Access to the Kings Learning Progress Guarantee (12 week+ bookings) - One-to-one interview with a senior academic staff member every 6 weeks (12 week+ bookings) - Wireless internet in College - Optional weekly lecture programme - Two free social activities per week - End-of-course certificate (90% or higher attendance required)