Course Content
There are three modules that make up the Delta qualification. The face-to-face course offered by the Verona centre will prepare you for modules One and Two. We offer Module 3 electronically as a distance study option; most candidates decide to take this after studying for Modules One and Two. If you already have either Module One or Module Two from another centre, you can still take our course, and there will be sessions which you will not need to attend. If this is the case, please contact us for details.
Module 1 - Understanding Language Skills for Teaching (20 credits)
This module looks at the theories behind how people learn languages and how they are taught.
The purpose of Module One is to:
• develop candidates’ knowledge of historical and current theories of first and second language acquisition
• increase candidates’ critical awareness of approaches and methodologies and the way they are used in a range of English language teaching
contexts
• extend candidates’ knowledge of language systems and skills and the ways in which they are used
• increase candidates’ knowledge of learners’ problems in developing language and skills proficiency
• enable candidates to critically evaluate teaching and reference materials and resources in a range of English language teaching contexts
• increase candidates’ knowledge of the role and methods of assessment.
Module One achieves this by looking at features of language systems and language skills appropriate to teaching and lesson planning, including problems with language use and skills experienced by learners. Candidates critically evaluate current and historical methods in English language teaching, examine and evaluate teaching resources and materials (including e-resources and multi-media materials), and demonstrate knowledge of key concepts related to assessment.
Assessment: Module One is assessed via a written examination on the first Wednesday in June.
The purpose of Module One is to:
• develop candidates’ knowledge of historical and current theories of first and second language acquisition
• increase candidates’ critical awareness of approaches and methodologies and the way they are used in a range of English language teaching
contexts
• extend candidates’ knowledge of language systems and skills and the ways in which they are used
• increase candidates’ knowledge of learners’ problems in developing language and skills proficiency
• enable candidates to critically evaluate teaching and reference materials and resources in a range of English language teaching contexts
• increase candidates’ knowledge of the role and methods of assessment.
Module One achieves this by looking at features of language systems and language skills appropriate to teaching and lesson planning, including problems with language use and skills experienced by learners. Candidates critically evaluate current and historical methods in English language teaching, examine and evaluate teaching resources and materials (including e-resources and multi-media materials), and demonstrate knowledge of key concepts related to assessment.
Assessment: Module One is assessed via a written examination on the first Wednesday in June.
Module 2 - Developing Professional Practice (20 credits)
This module looks at the theory and practice of teaching and the different ways that environment, society and cultural affect the way that it works.
The purpose of Module Two is to:
• develop candidates’ awareness of the ways that different circumstances affect the learning and teaching of English, and factors affecting the individual’s ability to learn
• develop understanding of the different roles of teachers and the principles underpinning them in the context of English language teaching
• develop the skills to plan lessons for different learning abilities
• develop the knowledge and skills to support learners in a range of contexts
• develop candidates' understanding of teaching
• develop candidates’ beliefs about teaching and help them to evaluate their own performance and to improve as a teacher
• broaden candidates' understanding of teaching as a professional practice
• develop expertise in spoken and written communication within their professional roles.
Module Two achieves this by developing candidate’s abilities to make appropriate choices regarding lesson content and teaching approach. Candidates broaden their range of teaching and learning strategies and develop as classroom practitioners who are able to respond to learners’ needs. Critical thinking and analysis are developed through a focus on problem solving, evaluation and reflection both before and after teaching.
Assessment: Module Two is assessed via a portfolio of coursework.
This consists of five assignments:
· two systems assignments
· two skills assignments
Each systems assignment includes:
• a background essay (2,000-2,500 words) in which the candidate explores an area of language systems and considers related teaching and learning issues
• planning, teaching and evaluation of a lesson related to the chosen area
Each skills assignment
includes:
• a background essay (2,000-2,500 words each) in which the candidate explores an area of language skills and considers related teaching and learning issues
•planning, teaching and evaluation of a lesson related to the chosen area
· a two-part Professional Development Assignment (2,000-2,500 words each part)
The Professional Development Assignment includes:
• Reflection and Action
• Experimental Practice
The purpose of Module Two is to:
• develop candidates’ awareness of the ways that different circumstances affect the learning and teaching of English, and factors affecting the individual’s ability to learn
• develop understanding of the different roles of teachers and the principles underpinning them in the context of English language teaching
• develop the skills to plan lessons for different learning abilities
• develop the knowledge and skills to support learners in a range of contexts
• develop candidates' understanding of teaching
• develop candidates’ beliefs about teaching and help them to evaluate their own performance and to improve as a teacher
• broaden candidates' understanding of teaching as a professional practice
• develop expertise in spoken and written communication within their professional roles.
Module Two achieves this by developing candidate’s abilities to make appropriate choices regarding lesson content and teaching approach. Candidates broaden their range of teaching and learning strategies and develop as classroom practitioners who are able to respond to learners’ needs. Critical thinking and analysis are developed through a focus on problem solving, evaluation and reflection both before and after teaching.
Assessment: Module Two is assessed via a portfolio of coursework.
This consists of five assignments:
· two systems assignments
· two skills assignments
Each systems assignment includes:
• a background essay (2,000-2,500 words) in which the candidate explores an area of language systems and considers related teaching and learning issues
• planning, teaching and evaluation of a lesson related to the chosen area
Each skills assignment
includes:
• a background essay (2,000-2,500 words each) in which the candidate explores an area of language skills and considers related teaching and learning issues
•planning, teaching and evaluation of a lesson related to the chosen area
· a two-part Professional Development Assignment (2,000-2,500 words each part)
The Professional Development Assignment includes:
• Reflection and Action
• Experimental Practice
Module 3 - Extending practice and English language teaching specialisation
(20 credits)
The purpose of Module Three is
to:
• enable candidates to develop their knowledge in relation to specialisms within English language teaching
• develop candidates’ knowledge of the principles of curriculum design and assessment in an English language teaching context, and to be able to apply it to a specific group of learners
• enable candidates to synthesise all of their learning into a project which can be coherently presented to a third party.
Module Three achieves this through a focus on the main types of syllabus and the methods for conducting needs analysis within different English language teaching specialisms. Candidates are introduced to research skills and the theory and techniques behind assignment planning and syllabus design. Module Three also looks at assessment and its impact on syllabus content and teaching methodology.
Assessment: Module Three is assessed via an extended written assignment (4500 words).
to:
• enable candidates to develop their knowledge in relation to specialisms within English language teaching
• develop candidates’ knowledge of the principles of curriculum design and assessment in an English language teaching context, and to be able to apply it to a specific group of learners
• enable candidates to synthesise all of their learning into a project which can be coherently presented to a third party.
Module Three achieves this through a focus on the main types of syllabus and the methods for conducting needs analysis within different English language teaching specialisms. Candidates are introduced to research skills and the theory and techniques behind assignment planning and syllabus design. Module Three also looks at assessment and its impact on syllabus content and teaching methodology.
Assessment: Module Three is assessed via an extended written assignment (4500 words).
Further information
This is a link to the Cambridge English website with lots of information you can download about the Delta qualification. The Handbook is particularly useful if you want more details about exactly what is required in each of the modules.