Site map
Front page
Microsites
Books at British Council.
Auxiliary menu 1
Auxiliary menu 2
Main menu
- Home
- Learn English
- Learn English Online
- English for adults
- English for kids and teens
- Websites for learners
- Website for teachers
- Study English in the UK
- Exams
- IELTS
- English Exams
- Aptis - English language test
- Why choose Aptis?
- Aptis English Test: Your Path to Language Proficiency
- Assessment Research Group
- Our assessment research team
- Research grants in language assessment
- Assessment research publications
- Assessment Research Awards and Grants Reports
- How bilingual schooling affects students from different socio-economic backgrounds: the student perspective
- Investigating the discourse produced at score levels B2.2 to C2 on the Aptis Advanced writing test
- Advanced Speech Fluency Measurement: Innovations & Applications
- Linguistic features and automatic scoring of Aptis speaking performances
- Factor structure and four-skill profiles of the Aptis test
- A case for the diagnostic use of the listening test of Aptis for teens advanced: a cognitive diagnostic assessment study
- Aptis General Writing Test Task 4: An Analysis of Test-takers' Pragmatic Performance and Cognitive Processing
- Aptis in China: Exploring Test Taker Perceptions of its Test Validity and Practicality
- Assessing Writing at Lower Levels: Research Findings, Task Development Locally, and Internationally, and the Opportunities Presented by the Extended CEFR Descriptors
- Assessment for Learning Using Aptis
- Complexity, Accuracy and Fluency (CAF) Features of Speaking Performances on APTIS Across Different Levels on the Common European Framework of Reference (CEFR) Report
- Evaluating Aptis Tests With Teacher Training Students
- Examining Features of Discourse and Lexis in Aptis
- Examining Test-Taker Processes and Strategies and Stakeholder Perceptions of the Relevance of the Aptis for Teachers Speaking Test in the Australian Context
- Examining the Cognitive Processes Engaged by Aptis Writing
- Identifying Key Criteria of Written and Spoken English at C1
- Interacting with Visuals in L2 Listening Tests
- Investigating Valid Constructs for Writing in EAP Tests
- Investigating the Cognitive Constructs Measured by the Aptis Writing Test in the Japanese Context: A Case Study
- L1 and Listening Proficiency in Paired Speaking
- Looking into Listening: Using Eye-Tracking
- Looking into Test-Takers’ Cognitive Processes when Completing Reading Tasks
- Researching lexical thresholds and lexical profiles across the common European framework of reference for languages (CEFR) levels assessed in the Aptis test
- Scoring Validity of the Aptis Speaking Test: Investigating Fluency across Tasks and Levels of Proficiency
- Student Perceptions of the CEFR Levels and the Impact of Guided Practice on Aptis Oral Test Performance
- The Effects of Single and Double Play upon Listening Tests
- Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles
- Validating the Core Inventory for General English
- ARAG Research Summaries: Comprehensive Insights into English Assessments
- Insights from Reading Grants Research: Evaluations and Outcomes
- Technical reports
- In-Depth Analysis of the Aptis Grammar and Vocabulary Core
- Aptis Advanced Technical Supplement V1.0: A Complete Overview
- Aptis Scoring System
- Aptis General Technical Manual Version
- Aptis Test Development Approach
- Aptis Formal Trials Feedback Report
- Linking the Aptis Reporting Scales to the CEFR
- Aptis for Teens Test Data: An In-Depth Analysis
- Aptis Test Validation and Insights Series by British Council
- Aptis-VSTEP Comparability Study
- Aptis vs GEPT: Comparative Study on English Language Assessment
- An Evaluation of the Effectiveness of Training Aptis Raters
- Looking into Reading II: A Follow-up Study
- Towards a Model of Multi-dimensional Performance of C1 Level Speakers Assessed in the Aptis Speaking Test
- China's Standards of English Language Ability (CSE): Linking UK exams to the CSE
- Exploring the Potential for Assessing Interactional and Pragmatic Competence in Semi-direct Speaking Tests
- The Language of DALL·E: A multimethod approach to technological integration into language classroom and assessment practices
- Insights on English Language Education Policy and Systems
- CEFR Alignment Handbook for Language Education and Policy
- Monographs on Language Testing
- English Impact
- Assessment Research Awards and Grants Reports
- How Language Assessment Works
- Test Development
- Assessing Reading
- Assessing Writing
- Assessing Listening
- Assessing Speaking
- Assessing General Language Proficiency
- Assessing Young Learners
- Assessing English for Specific Purposes
- Understanding Test Validity in English Language Assessment
- CEFR and Language Assessment
- Technology and Language Assessment
- British Council and Assessment
- Knowledge-based Vocabulary Lists (KVL)
- Prepare for Aptis
- Contact the Aptis team
- Aptis at 10
- English assessment for schools
- Foundation English Test
- British Council Advantage
- Corporate testing and assessment
- Aptis - English language test
- Global Exams Services
- International School Qualifications
- Study and work abroad
- Study and train in the UK
- Study and work outside the UK
- The Turing Scheme
- Teach abroad as an English Language Assistant
- About the assistantship
- Eligibility criteria
- Responsibilities of the English Language Assistant
- Apply
- When and how to contact us
- Prepare for your placement
- Where can I go as an English Language Assistant?
- Destination-specific information
- Frequently Asked Questions
- What our former English Language Assistants say
- ELA alumni stories
- Global: travel funding for Welsh students
- Alumni UK
- Coronavirus (Covid-19) – the response from our Study and Work Abroad programmes
- School and teacher resources
- Find classroom resources
- Partner with a school
- Support for language teaching
- Learning Sectors
- Employ a language assistant at your school, college or university
- Get accreditation for your school
- Develop your skills
- International Education Week
- Stories from the classroom
- Partners in learning: chapter 1, getting started
- Partners in learning: chapter 2, looking to the future
- Partners in learning: chapter 3, what the students say
- 5 ways to create a great global school partnership
- 7 ways to bring an international ethos to school life
- How language assistants can transform the teaching of foreign languages
- Leeds – Lille international school partnership: chapter 1: the benefits of an international partnership
- Leeds – Lille international school partnership: chapter 2: ideas
- Leeds – Lille international school partnership: chapter 3: managing the partnership
- Scotland-Ghana international school partnership: partnership to friendship
- Scotland-Ghana international school partnership: project ideas
- Folkestone School for Girls school exchange: Chapter 1: the preparation
- Folkestone School for Girls school exchange, Chapter 2: the impact
- Schools Connect
- COP climate negotiation simulation events
- English, education and arts
- Our work in arts
- Arts Opportunities
- Arts Events
- News
- Culture Connects Us
- Alfonso Muriedas in Mexico
- Andreea Tron in Romania
- Cleopatra Cosulet in Romania
- Experiences in China
- Fern Chua in Malaysia
- Gabriela Martínez Ortiz in Mexico
- Georgia Taglietti in Spain
- Jahday Ford in the UK
- Maria Manuela Goyanes in the USA
- Pamela Lopez in Chile
- Patrick Cabral in the Philippines
- iLiana Fokianaki in Greece
- Arts Disability Reports
- Culture Connects Us
- About Arts
- Festivals and seasons
- Our Arts work in Europe
- City of Culture programme
- Biennials Connect Grants
- Connections Through Culture
- Our work in 2023
- Our work in education
- Schools
- Higher education and science
- How we work
- Our opportunities
- Education insights
- Skills and employability
- Our areas of expertise
- Our programmes
- Going Global Partnerships - TVET
- SERC works with partners in Malawi to promote female leadership in education
- Introducing a sectoral approach to skills development in Pakistan
- Building Botswana’s Green Workforce for a Sustainable Future
- International Skills Partnership in Nepal
- Partnering for a greener future
- "Green Skills and Retrofitting the Economy" regional seminar
- Gender equality and social inclusion in Sudan skills system
- TVET for a sustainable economy
- Zantchito Skills for Jobs project in Malawi
- VET Toolbox
- Our activities
- VET Toolbox impact and success stories
- VET Toolbox in Ghana: building skills for agricultural productivity
- Mentoring partnerships
- South Africa: Creating clear growth pathways for VET colleges
- Sri Lanka: Boosting the relevance of TVET
- Improving the effectiveness of VET reforms in Pakistan
- Building a more inclusive, demand-driven TVET sector in Malawi
- Connecting Viet Nam’s VET sector with international quality standards
- International Skills Partnerships
- Leadership Exchange Programme
- I-WORK Project
- Skills for Employability
- Dakchyata: TVET Practical Partnership
- Going Global Partnerships - TVET
- Our research
- Skills Levies in Africa: A Way Forward
- Illustrating the benefits of college international work through the British Council International Award
- How are vocational institutions innovating, evolving and changing as a result of Covid-19?
- Systemic TVET reforms: Impact on employment outcomes
- Developing Skills Programming Through a Gender Lens
- Inclusion of refugees in technical and vocational education and training
- Unrealised potential: the role of independent training providers in meeting skills needs
- Disabled people’s inclusion within UK technical and vocational education and training
- TVET Governance: the role of institutional leaders
- Which Ministry should lead the skills development? International reflections on TVET governance
- The role of TVET governance at subnational levels
- Tracer studies for VET: supporting their creation and implementation
- Changing lives: Internationalising the Skills Sector
- Tools and resources
- Greening TVET systems comparative analysis research and tool
- Inclusion of Refugees in TVET Self – Assessment Tool
- Tools to support TVET policy makers and education providers to plan and deliver inclusive TVET provision for persons with disabilities
- Self-Assessment Toolkit for Training Institutions on Quality Assurance
- Apprenticeships benchmarking tool
- A guide to developing and implementing qualifications that meet industry needs
- Soft Skills Project Design and Delivery Toolkit
- Tools to integrate gender considerations in Skills programmes
- Train the Trainers and Cascade Models toolkit
- Vocational Education Exchange
- Apprenticeships
- Working with employers
- Skills competitions help build resilient graduates
- Engineering partnership for the future
- T levels – an alternative to university valued by employers
- Graduates embark on new careers through Assured Skills programme
- Why business must engage with the education sector
- Apprenticeships 2018 in England – What’s next?
- Apprenticeships drive manufacturing excellence
- City of Glasgow college industry academy
- Providing career guidance to vocational education students
- Inspiring young people to pursue a career in STEM
- Improving the image of vocational education among students and parents
- How volunteers are using inspiring stories to support students’ career choices
- Why employers are a key ingredient to offering effective career guidance
- Preparing young people for the careers of the future
- Free online toolkit to support your students’ career planning
- Embedding enterprise and entrepreneurship in the vocational curriculum
- Supporting Belfast’s next generation of budding entrepreneurs
- The value of enterprise and entrepreneurship education
- Empowering women through entrepreneurship
- How to host a successful entrepreneur networking event
- Re-imagining the business plan for students
- Student-led businesses: developing key skills for the future
- Are sales skills the key to achieving economic growth?
- Innovation nation: entrepreneurial learning in Israel
- Building a successful international skills partnership
- Award-winning project: new standards for vocational education in Thailand
- Student voice in vocational education
- New models of professional development
- Skills Doctor
- Award-winning techniques for observation in the classroom
- Coaching supports outstanding teaching
- New model to improve your professional development
- Top tips for non-verbal communication
- Learn international professional teaching standards
- The importance of practical learning
- Glossary
- What skills do modern vocational teachers need?
- Success stories
- Skills policy
- Global Skills Spotlight
- Global Skills Spotlight: Events
- Global Skills Spotlight: Blog
- The UK apprenticeship levy
- How can we unlock the potential of TVET to support development in growing economies?
- Processes and practices of governing in colleges of further education in the UK
- Skills development - Supporting employability in Tertiary Education
- Internationalism in TVET
- No Prosperity without Inclusion
- Unlocking Regional Capacity for Employment and TVET
- UK skills system
- Skills policy seminars and study tours
- About the UK TVET System
- Global Skills Spotlight
- Opportunities
- Agents and Counsellors
- Non-formal education
- Accreditation UK
- Education World Forum
- Empowering women and girls
- Our work in English and assessment
- Our work in arts
Main menu footer
- About us
- How we work
- How we are run
- Our values
- Our history
- Our Patron
- Work with us
- Careers
- Application process
- Equality, diversity and inclusion
- Receiving a job offer
- A teaching career with us
- Why teach at British Council – Ayari’s Story
- Why teach at British Council – Ayat’s Story
- Why teach at British Council – Heleen’s Story
- Why teach at British Council – Louie's Story
- Why teach at British Council – Natalia's Story
- Why teach at British Council – Neenaz's Story
- Why teach at British Council – Viktor’s Story
- FAQs and technical support
- Partner with us
- Staff and alumni associations
- Affiliate programme
- Careers
- Voices Magazine
- Contact us