delta extmodule syllabus

8/4/2019 Delta Extmodule Syllabus

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Extension Module

May 2005

DELTA

Level 5 Certificate in FE Teaching for ESOL Subject Specialists.


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Contents

Introduction ........................................................................................................................................................2

Qualification requirements ........................................................................................................................2

Syllabus overview ......................................................................................................................................2

Course length ............................................................................................................................................3

Target candidature ......................................................................................................................................3

Aims of the DELTA Extension Module ........................................................................................................3

Assessment ................................................................................................................................................3

DELTA Extension Module Unit Descriptions* ....................................................................................................6

Unit 7 The Learning and Skills Sector ....................................................................................................6

Unit 8 The ESOL Context ......................................................................................................................7

Unit 9 Developing Literacy and Numeracy Skills ..................................................................................9

Unit 9a Developing Literacy ....................................................................................................................9

Unit 9b Developing Numeracy ..............................................................................................................11

Unit 10 ESOL Subject Specialist Teaching Practice ................................................................................12

DELTA Extension Module Assessment ................................................................................................................14

Unit 7 Assignment: Educational policy and its impact on practices inthe Learning and Skills Sector ............................................................................................14

Unit 8 Assignment: Differentiation in teaching and learning..............................................................................15

Unit 8 Alternative Assignment: Case study of an ESOL learner ........................................................................16

Unit 9a Assignment: Developing literacy skills..................................................................................................17

Unit 9b Assignment: Developing numeracy skills..............................................................................................18

Unit 10 Assignment: ESOL Course planning ......................................................................................................19

Unit 10 Teaching placement portfolio ..............................................................................................................20

Unit 10 Teaching practice assessment criteria ..................................................................................................21

* Unit numbers follow on from DELTA syllabus Units.


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Introduction

Qualification requirements in the Further, Adult and Community Education Sector in England and Wales

(the Learning and Skills Sector)

Statutory teacher training qualifications for teachers working in this sector were introduced in September 2001.

A statutory requirement for ESOL teachers to gain a subject knowledge qualification was introduced in

September 2003.

Teachers in this sector now need two separate qualifications a Level 4 Certificate in Further Education

Teaching at Stage 3 and a Certificate for ESOL Subject Specialists.

Cambridge ESOL has developed a three phase programme which allows candidates to progress over time and

gain the internationally portable CELTA and DELTA as well as the required qualifications for teachers working in

the Learning and Skills Sector in the UK.

The route for the Award of the Certificate in Further Education Teaching Stage 3 and the Certificate for ESOL

Subjects Specialists is

Phase One: Certificate in Teaching English to Speakers of Other Languages (CELTA) 120 guided learning

hours including six hours of assessed teaching

Phase Two: Diploma in Teaching English to Speakers of Other Languages (DELTA) minimum 120 guided

learning hours plus a ten-hour teaching placement, five hours of which are assessed

Phase Three: DELTA Extension Module minimum 50 input hours plus a 120-hour teaching placement of

which six hours in an ESOL context must be assessed and feedback given. Teachers must have experience

of planning, teaching and evaluating two different levels of the ESOL Core Curriculum one Entry level

and either Level One or Level Two.

Successful candidates who complete all three phases will be awarded the CELTA at the end of Phase One, the

DELTA at the end of Phase Two and the Level 4 Certificate in Further Education Teachingand the Level 4

Certificate for ESOL Subject Specialistsat the end of Phase three.

The full qualification has been designed to cover the FENTO Standards for Teaching and Supporting Learning

and the ESOL Subject Specifications. These can be downloaded from the LLUK website at

www.lifelonglearninguk.org. Centres may also find the document Guidance on using the subject specifications

for Teachers of English to Speakers of Other Languages at level 4 in Conjunction with the Standards for

Teaching and Supporting Learningof interest. It is available on the LLUK website.

Table 2 summarises coverage of the specifications and where appropriate demonstrates how these link to the

standards.

Syllabus overview

PHASE ONE: MODULE ONE (CELTA)

PHASE TWO: DELTA

Unit 1 Understanding, knowledge and awareness of language

Unit 2 The background to teaching and learning English at adult level

Unit 3 Resources and materials

Unit 4 Working in the classroom

Unit 5 Evaluation, monitoring and assessment

Unit 6 Professional development.


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3INTRODUCTION

PHASE THREE: DELTA EXTENSION MODULE

Unit 7 The Learning and Skills Sector

Unit 8 The ESOL context

Unit 9 Developing literacy and numeracy skills

Unit 10 ESOL subject specialist teaching practice.

Course length

The Extension Course includes 50 taught hours plus six hours assessed teaching and feedback. This is to ensure

coverage of the generic and subject specific content not included in DELTA and coverage of the minimum core

for numeracy and literacy.

Candidates who have clearly covered aspects of the syllabus through formal and verifiable CPD can receive

accreditation for parts of the programme.

Target candidature

The DELTA Extension Module is for DELTA teachers who are already working or whose aim is to work in the

Further, Adult and Community Adult Education (Learning and Skills) Sector in England and Wales.

The Extension Module is suitable for:

(i) Teachers with DELTA who already work in ESOL in FE and who wish to acquire qualified status and their

subject specific qualification

(ii) Teachers who have DELTA and who wish to work in ESOL in FE and who need to acquire qualified status

and their subject specific qualification

(ii) Teachers who are taking DELTA alongside the Extension Module as an integrated course and who need to

acquire qualified status and their subject specific qualification

(iv) Teachers who have DELTA and are working in FE in EFL departments and who wish to follow the Extension

to gain the Certificate in FE Teaching Stage 3

(v) Teachers with DELTA and a Cert Ed who need to fulfill the subject knowledge requirements.

Aims of the DELTA Extension Module

The DELTA Extension Module is designed to complement DELTA which is accredited by QCA as the level 5

Diploma in Teaching English to Speakers of Other Languages. While DELTA focuses on general underlying

language teaching and learning principles and on language teaching skills, the Extension Module complements

DELTA through a focus on developing:

an understanding of the development and growth and overall aims of the learning and skills sector

an awareness of the historical, personal and social factors which influence the learning and specifically the

language learning of learners from a broad range of backgrounds including those with little previous formal

education

awareness of the factors affecting literacy and numeracy development and ability to develop literacy and

numeracy skills to support language learning and the learning of other subjects

awareness, sensitivity and competence in relation to managing the learning and responding to the needs of

a broad range of ESOL learners.

Assessment

Candidates must complete a portfolio of documentation relating to 120 hours teaching, 30 hours of whichmust be of ESOL classes. Six hours are assessed, three of which must be assessment of ESOL classes.

Assessment will be conducted by approved teaching practice tutors.


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Candidates complete five written assignments. One of these is externally marked; four are marked by the

course tutors.

The following table provides a summary of DELTA Extension Module Assessment

Table 1 Summary of the assessment for DELTA Extension candidates

Portfolios will be moderated by Cambridge ESOL. Assignment 9.1 is externally marked.

INTRODUCTION

UNITS ASSESSMENT

7. The Learning and Skills Sector

8. The ESOL context

9. Developing literacy and numeracy skills

10. ESOL subject specialist teaching practice

Planning and teaching portfolioUnit 7 Assignment

Planning and teaching portfolioUnit 8 Assignment

Planning and teaching portfolioUnit 9 Assignments a andb

Planning and teachingUnit 10 Assignment


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5INTRODUCTION

UNIT REFERENCE FENTO STANDARDS ESOL SUBJECT SPECIFICATIONS

DELTA ExtensionUnit 7

10 hours

B3 enhance access to and provision in learningprogrammes

E1 induct learners into the organisation

E2 provide effective learning support

E3 ensure access to guidance opportunities for learners

E4 provide personal support to learners


10 hours

A1 identify and plan for needs of learners

A2 make an initial assessment of learners needs

B2 identify appropriate teaching and learningtechniques


C1 promote and encourage individual learning

3 Factors affecting the use ofEnglish

4 Language and literacy

learning and development


20 hours






4 Language and literacylearning and development

5 English language skills


10 hours






C2 facilitate learning in groups

C3 facilitate learning through experience

D5 select and develop resources to support learning

D6 establish and maintain effective workingrelationships

D7 contribute to quality assurance system

E3 ensure access to guidance opportunities for learners

F1 use appropriate assessment methods to measurelearning and achievement

F2 make use of assessment information

G1 evaluate own practice

G2 plan for future practice

G3 engage in continuing professional development

H1 work within professional value base

H2 conform to agreed codes of professional practice

Application of FENTOStandards to ESOL teaching

Table 2 Syllabus mapping to FENTO standards for teaching and supporting learning and ESOL Subject

Specifications


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DELTA Extension Module Unit Descriptions

Unit 7 The Learning and Skills Sector

REF SYLLABUS CONTENT

LEARNING OUTCOMES

Successful candidates can: ASSESSMENT

7.1 General learning theory demonstrate awareness of a range of general learningtheories and apply to practical teaching

Planning andteaching

Unit 7assignment:Educationalpolicy and itsimpact onpractices inthe Learningand SkillsSector

7.2 Information and LearningTechnology: application ofInformation andCommunication Technologyto teaching and supporting

learning

a. demonstrate knowledge and awareness of the roleplayed by the application of ICT to teaching andlearning

b. make practical use of this knowledge andawareness in planning for teaching and learning

7.3 Learning support andguidance within theLearning and Skills Sectorand the opportunities andfacilities available

demonstrate familiarity with the nature, aims and roleof a range of support systems, including tutorials,available to help learners within the organisation andexternally

7.4 Learners entitlement toeducational and personalsupport

a. contribute to the induction of learners into theorganisation and provide them with appropriateinformation about facilities and support available

b. identify the support needs of groups and individualsand enable learners to access the support theyneed, including financial support

c. provide educational support to groups andindividuals within the boundaries of their rolethrough:

i. providing opportunities for groups andindividuals to give feedback on theirexperiences of the learning process, the supportservices and the organisation as a whole

ii. providing opportunities for learners to raisepersonal issues affecting their learning

iii. providing personal support for learners bymediating on their behalf where problems ariseand by providing appropriate mentoring to

individual learners7.5 Language support for

students on mainstreamprogrammes

a. demonstrate some understanding of how to analysethe language requirements of the mainstreamprogramme in terms of language systems and skills

b. demonstrate their familiarity with the characteristicsof different models of language support for studentson mainstream programmes

7.6 Further and Adult Educationwithin vocational andeducational frameworks andlocal and national contexts

demonstrate an understanding of the historical contextof Further and Adult Education and the current place ofESOL in the Learning and Skills Sector

7.7 Influences and constraintsaffecting Further Education

demonstrate a knowledge of local and national policieswhich impact on Further and Adult Education and anunderstanding of likely developments and theirprobable impact on teachers own practice


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Unit 8 The ESOL Context

7DELTA EXTENSION MODULE UNIT DESCRIPTIONS


LEARNING OUTCOMES


8.1 Personal factorsaffecting languageacquisition anddevelopment

a. identify ways in which personal factors may affectlanguage acquisition and development

b. demonstrate knowledge and sensitivity to the widerange of learners cultural, linguistic and educationalbackground

c. identify and overcome potential barriers toparticipation in learning programmes

d. make practical use of this knowledge in planning forteaching and in teaching groups of learners

Unit 8aassignmentDifferentiation inTeaching andlearning

Or 8b Case study

8.2 Memory andcognitive processing

a. demonstrate awareness of the role of memory andcognitive processing in language learning

b. apply this knowledge and awareness to practicalteaching situations

8.3 Language as a social,cultural andhistoricalphenomenon

a. demonstrate understanding of issues andtheories/principles relating to language history,change and identity

b. demonstrate understanding of issues andtheories/principles relating to bilingualism andmultilingualism and language maintenance

c. apply this knowledge and understanding tolanguage teaching and learning

Unit 7 assignmentEducationalpolicy and itsimpact onpractices in theLearning andSkills Sector

8.4 English language,literacy, society andthe economy

a. demonstrate a grasp of the relationship betweenEnglish language and literacy proficiency and socio-economic performance and status at an individual,community and national level

b. demonstrate the ability to critically evaluate policiesand practices relating to language, literacy, societyand the economy

8.5 Multilingualism andthe role of firstlanguages in

additional languageacquisition

a. demonstrate awareness of theories and principlesrelating to multilingualism and the role of the firstlanguage in additional language acquisition

b. apply this knowledge and awareness to practicalteaching situations

Planning andTeaching

Unit 9 assignmentDevelopingliteracy

8.6 Varieties of English a. demonstrate a knowledge and understanding ofworld and regional varieties of English and relatedissues of power, choice and change

b. make practical use of this knowledge andunderstanding in planning and teaching

8.7 Language andliteracy use

a. demonstrate awareness of a range of personal andsocietal uses of language and literacy

b. make practical use of this awareness in planning forteaching beginner literacy learners


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8 DELTA EXTENSION MODULE UNIT DESCRIPTIONS

Unit 8 The ESOL Context (continued)


LEARNING OUTCOMES


8.8 Specific learningdifficulties anddisabilities

a. demonstrate awareness of how specific learningdifficulties and/or disabilities affect learning ingeneral and language and literacy acquisition anddevelopment in particular:

i. processing difficulties

ii. attention deficits

iii. visual-spatial deficits

iv. auditory-processing difficulties

v. memory and sequence difficulties

vi. motor disabilities

vii. high anxiety

b. apply knowledge and awareness of learningdifficulties and/or disabilities to practical teachingsituations

c. contribute to the development of the organisationspractice on inclusive learning


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Unit 9 Developing Literacy and Numeracy Skills

Unit 9a Developing Literacy


LEARNING OUTCOMES


9.1 Reading

9.1.1 Theories of reading,text processing andliteracy acquisitionrelating to the ESOLcontext

a. demonstrate understanding of theories andprinciples relating to reading, text processing andliteracy acquisition

b. identify ways in which inference, backgroundknowledge and shared experience influence the

interpretation and understanding of texts

c. apply theoretical knowledge and awareness topractical teaching and learning situations


9.1.2 Decoding meaning atword, sentence andtext level

a. identify a full range of features which help learnersdecode meaning of words, sentences and wholetexts

b. identify the role of layout and typographical factorsin text processing

c. identify the role of a full range of punctuationdevices

d. identify a range of sound/symbol relationships

e. make practical use of knowledge and awarenessabout ways to decode meaning in planning andteaching


Unit 9 assignmentDevelopingliteracy

9.1.3 Potential barriers a. demonstrate awareness of difficulties learners facewhen accessing text

b. make practical use of awareness of learnerdifficulties to develop strategies which help themaccess texts more easily and develop their readingskills

9.2 Writing

9.2.1 Theories of literacyacquisition and themethodologies,approaches andtechniques derivedfrom these themes

a. demonstrate an understanding or theories ofwriting, written discourse, text production andliteracy acquisition

b. apply theoretical knowledge and understanding topractical teaching and learning situations


Unit 9aassignmentDevelopingliteracy

9.2.2 Features of writtentexts

a. identify a full range of features of written text

b. make use of this knowledge in practical teaching

9.2.3 Beginner literacy a. identify issues and stages in beginner literacy andthe skills to be developed

b. apply understanding of beginner literacy teachingand learning issues and approaches to teaching

learners with literacy needs


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Unit 9a Developing Literacy (continued)


LEARNING OUTCOMES


9.2.4 Stages in producingwritten text

a. identify the stages involved in producing informaland formal written texts

b. make practical use of this knowledge in planningand teaching


Unit 9aassignmentDevelopingliteracy9.2.5 English spelling a. demonstrate an understanding of English spelling

patterns and syllabification

b. identify and use strategies to help learners developtheir spelling skills

9.2.6 English punctuation a. identify ways in which punctuation contributes tomeaning in written texts

b. identify and use strategies which help learnersdevelop their understanding and use ofpunctuation devices

9.2.7 Key strategies andapproaches fordeveloping learnerslanguage and literacyskills

use a wide range of appropriate strategies, approachesand techniques to develop learners receptive andproductive skills


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Unit 9b Developing Numeracy


LEARNING OUTCOMES


9.3 Personal numeracy skills Unit 9bassignmentDevelopingnumeracy skills

9.3.1 Number and numericoperations

Magnitude and position of numbers, manipulation andestimation

9.3.2 Measurement andgeometry and spatialawareness

Measurement, dimensions, basic geometry andproblem solving

9.3.3 Statistics Basic statistics, probability and data analysis, data sets,correlation and regression and interpretation of data

9.4 Numeracy support

9.4.1 Influence of socialand personal factors

a. demonstrate understanding of the influence ofdifferent social and personal factors on thedevelopment of numeracy skills

b. demonstrate understanding of the different barriersthat inhibit the development of number skills

c. demonstrate awareness of the main difficulties anddisabilities relating to number skills learning anddevelopment

d. demonstrate awareness of how limited numberattainment can restrict or disadvantage individualsas active participants in the community andeconomy

9.4.2 Language andnumeracydevelopment

demonstrate awareness of the role language plays inthe development of numeracy and maths skills

9.4.3 Providing numeracysupport

a. demonstrate understanding of and ability to identifycommon numeracy needs and impact on learning

b. demonstrate ability to provide basic numeracysupport in the teaching of other subjects


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Unit 10 ESOL Subject Specialist Teaching Practice


LEARNING OUTCOMES


10.1 Developing learningprogrammes forindividuals andgroups of learners

a. make effective use of assessment information toplan learning for groups and individuals

b. establish individual learning needs, aspirations andpreferred learning styles

c. devise and agree appropriate Individual LearningPlans, ensuring that individual goals encompass thelearners aspirations

d. maintain links with other curriculum areas andorganisations to facilitate learner achievement ofpersonal goals

e. establish with learners the requirements andlimitations of the programme

f. ensure learners have access to impartial advice andguidance about training, employment andeducational opportunities relevant to their needsand aspirations

g. record and process career plans, exit decisions andinformation on destinations, using the organisationsprocedures

h. ensure that guidance meets the personaldevelopmental needs, as well as the educational

and vocational needs, of the learneri. involve learners in the process of assessment and

feedback


Unit 10assignmentAssessment andplanning

10.2 Selection, evaluationand adaptation ofmaterials

a. select, adapt or produce an appropriate range ofteaching and learning materials to meet the needsof ESOL learners including those with a hearing orsight impairment and those with learning difficultiesand disabilities; (including online materials andboth commercially produced and non-publishedmaterials)

b. evaluate the effectiveness of materials andresources including those used for learning support

c. update materials and equipment as necessary


10.3 Practical teachingskills

With specific focus on the ESOL context.

a. evaluate and use a wide range of appropriatemethods, strategies and techniques to developlearners linguistic knowledge and their receptiveand productive skills

b. use a range of resources to support learning bygroups and individuals within the group

c. use appropriate assessment methods to measurelearning and achievement

Teaching practice


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Unit 10 ESOL Teaching Practice (continued)


LEARNING OUTCOMES


10.4 Evaluation of theteaching/learningprocess in relation tothe context of ESOL

a. demonstrate an ability to make balanced andconstructive self-appraisal of their own teaching

b. respond appropriately to feedback from tutors,colleagues and learners

c. make constructive appraisals of the lessons of theircolleagues

d. assess their own strengths and development needs,make practical use of that assessment and set goalsand targets for future development

Lessonevaluations

10.5 Professional valuesand responsibilities

a. work in a way which recognises the needs of theinstitution and the values of the profession andreconciles potential conflicts between them

b. recognize and respect the different values of allthose with an interest in the learning process withinthe organisation and the wider community

c. demonstrate professional responsibility by followingany institutional code(s) of practice andimplementing institutional requirements including:

i. health and safety procedures

ii. equal opportunities policies

iii. record keepingiv. time-keeping requirements

Teaching practice

10.6 National standards ofprofessional practiceand teacherscontractualresponsibilities

a. contribute to management information systems andensure that colleagues are given all the necessaryinformation at the correct time and in the agreedinformational format

b. demonstrate a familiarity with the FENTO standardsfor teaching, subject knowledge and key skills

c. carry out their professional responsibilities withinthe framework of the policies and contractualobligations of the organisation within which theywork/train

d. contribute to programme review and evaluation

e. contribute to the development of the organisationspractice on inclusive learning

f. work with other organisations and services topromote learners participation, retention andachievement

g. use feedback from sources outside the organisationin promoting continuous improvement

h. contribute to quality assurance systems asindividuals and in teams

i. identify and respond to developments relevant to FEand adult learning contexts in general and to their

own subject area e.g.: national developments;curriculum developments, subject developments


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DELTA Extension Module Assessment

UNIT 7 ASSIGNMENT

Educational policy and its impact on practices in the Learning and Skills Sector

The focus of this assignment is the national and local context of post-compulsory education and includes

reading and research into current educational policy and an examination of its impact on the candidates own

institution and individual practice.

Length: 1,5002,000 words

Assignment outline

Candidates should:

outline the current national context of post-compulsory education and ESOL and describe the local context

of an identified institution in which the candidate works

identify and discuss a range of key education policies currently influencing practice

choose one policy and describe its implementation in the organisation in which the candidate works

drawing on a range of sources

examine their own role in implementing the policy and discuss the policys current or future effect on their

own professional practice.

Assessment criteria

Candidates can demonstrate their learning by:a. demonstrating knowledge and understanding of current general educational policy and policies with

specific reference to ESOL learners

b. showing ability to implement policy in relation to their own teaching context

c. finding and selecting from a range of sources of information

d. reading and evaluating complex texts within their field

e. using written language that is clear, accurate and appropriate to the task. This involves:

i. presenting information and arguments effectively

ii. showing a discerning use of language to enhance the effectiveness of written work

iii. editing their own writing for content and accuracy and for appropriacy of style

iv. showing structure, coherence, clarity and accuracy of written expression in response to writing tasks.

FENTO Standards covered in this assessment

G1, G2, G2

E3

F1

G1

H1, H2.

ESOL Subject Specifications

Factors influencing the use of English; English Language use.


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15DELTA EXTENSION MODULE ASSESSMENT

UNIT 8 ASSIGNMENT

Differentiation in teaching and learningThe focus of this assignment is the range of factors which can affect language learning and how these can be

taken account of in planning and teaching. It includes reading and research related to this area.


Assignment outline

With reference to one of the classes profiled in the teaching placement portfolio, candidates should:

plan and prepare a lesson which caters for differences in abilities, learning styles, personal preferences

and, where relevant, support needs

describe and discuss how they have applied the practice of differentiation in their planning (making

reference to such factors as choices of teaching style and techniques, materials, activities, groupings

feedback strategies etc)

teach the lesson

evaluate the lesson and identify action points for further development in this area.

Assessment criteria

Successful candidates can demonstrate their learning by:

a. demonstrating knowledge and understanding of a range of factors which affect language learning

b. identifying, in relation to a specific group of learners, factors which affect individual learning styles,

strategies and preferencesc. planning appropriate lessons which take account of these factors

d. justifying choices made

e. critically evaluating the lesson and the planning

f. identifying appropriate action points for further development in this area

g. finding and selecting a range of sources of information

h. using written language that is clear, accurate and appropriate to the task. This involves:






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16 DELTA EXTENSION MODULE ASSESSMENT

Unit 8 Alternative assignment

Case study of an ESOL learner

The focus of this assignment is the study of the personal and social factors which influence language learning.


Assignment outline

Candidates should:

PART A

Choose a language community local to them and which some of their students belong to. Assess (anecdotally)

the degree of language maintenance. Consider: movement into the community (i.e., how recently have most of its members come into Britain?)

media (e.g. are there radio and newspapers in this language?)

education (Saturday schools, GCSEs etc.)

businesses and professionals (e.g. doctors from the community working with members of that community,

restaurants, travel agents etc.)

the status of the language (i.e. modern or community?)

any other factors that may affect language maintenance.

PART B

Candidates should then conduct a case study of a student from this community and consider the personal andsocial factors affecting the students language learning.

PART C

Candidates should then list possible progression opportunities for this learner.

Assessment criteria


showing awareness of the personal factors affecting language learning

showing understanding of the social, cultural and historical factors affecting language learning

describing ways of supporting ESOL learners to gain access to education, employment and fullparticipation in society.

using written language that is clear, accurate and appropriate to the task. This involves:






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UNIT 9a ASSIGNMENT

Developing literacy skillsThis assignment focuses on principles and practice relating to literacy development for ESOL students.


Assignment outline

Candidates should:

identify a language learner with literacy needs

profile the learner in terms of their background and language strengths and needs, particularly those

relating to literacy development

describe the personal, societal and linguistic contexts and factors influencing this learners acquisition of

literacy in their first language, other languages and English

design two or three lessons for this learner and deliver the lessons

evaluate with the learners participation, the effectiveness of the lessons and outline proposals for further

teaching

refer to current theories, principles and practices relating to literacy acquisition and development

identify areas for their own professional development and areas for development within the organisation.

Assessment criteria

Candidates can demonstrate their learning by:

a. showing understanding of issues relating to adult literacy

b. identifying the literacy needs of a specific learner

c. designing materials and activities to develop literacy

d. evaluating the effectiveness of the lessons and identifying action points for their own development

e. using written language that is clear, accurate and appropriate to the task. This involves:



iii. editing their own writing for content and accuracy and for appropriacy and style



A1, A2

B2

C1.


English Language skills; Factors influencing the use of English; English Language use.


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UNIT 9b ASSIGNMENT

Developing numeracy skillsThis assignment focuses on aspects of developing numeracy skills. It involves reading and research into theories

and principles of developing numeracy skills and evaluation of the candidates own practice in relation to a

group of language learners.


Assignment outline

Candidates should:

choose four texts all of which require the reader to have different numeracy skills as well as literacy skills

(e.g. understanding percentages; understanding statistical data; understanding numerical relationships)

outline the difficulties a learner with poor numeracy might have with these texts

design a lesson plan for each text designed to help the learners with the section of the text where

numeracy skills are needed

teach a lesson based on one of the plans or observe a colleague using the material and evaluate the

success of the learning materials.

Assessment criteria

Successful candidates will demonstrate that they:

a. have a level of numeracy which will allow them to help learners in this area

b. are aware of key numeracy issuesc. can identify problems for learners with poor numeracy skills

d. can design tasks to improve the numeracy skills of the learners in order to help them access texts

e. can evaluate the tasks after use.


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UNIT 10 ASSIGNMENT

ESOL Course planningThe focus of this assignment is course planning based on identified learners needs.

Length: 1,5002,000 words plus course plan

Assignment outline

Candidates should:

produce a detailed profile of the class

consider the needs of a specified class and plan an appropriate scheme of work (minimum 20 hours)

specifying language objectives, materials and activities

give a rationale for this based on the learners needs and on theories of language acquisition

describe how they will carry out formative assessment throughout the course

evaluate the planning and delivery of the scheme of work after 10 hours teaching and involve the learners

in the process

suggest changes to the planned scheme in response to the evaluation.

Assessment criteria


a. designing learning programmes to meet learner needs and aspirations

b. selecting and developing resources to support learning

c. identifying appropriate teaching and learning techniques

d. providing a rationale for the programme

e. evaluating a course programme during delivery

f. using written language that is clear, accurate and appropriate to the task. This involves:



iii. editing their own writing for content and accuracy and for appropriacy and style


FENTO Standards covered in this assessment A1

B1, B2, B3

C1, C2, C3

D4.


Theoretical frameworks; English Language skills; Factors influencing use of English Language; literacy learning

and development; English Language use, own writing for content and accuracy and for appropriacy and style.


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UNIT 10

Teaching placement portfolioCandidates must maintain and submit a teaching portfolio related to 120 hours of classroom teaching at two

different levels of the ESOL curriculum (Entry 1, 2 or 3) and (Level 1 or Level 2).

This portfolio should contain:

An ESOL course programme

detailed class profiles for the class for whom the programme has been drafted

individual learning plans for at least five ESOL learners

lesson plans for the assessed teaching and six additional lesson plans covering a range of language and

skills lessons related to the needs of the learners including at least one lesson taught at Level 1 or 2*

materials and handouts used copies of marked classwork or homework (two pieces of work for five different ESOL learners)

self-assessments

tutor assessments

samples of summative assessment for five learners from two levels

course evaluations (from learners)

reflections on development in relation to the FENTO Standards.

* Teachers should keep records of all lessons taught for the full placement. These may be requested for

verification purposes.

The teaching portfolio should be presented at the end of the course together with the Candidate RecordBooklet and the five written assignments.

FENTO standards

All.


All.


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UNIT 10

Teaching practice assessment criteria


1. planning lessons which:

i. have clearly expressed learning outcomes derived from the learning programme

ii. relate to learner needs and learning styles

iii. serve as a procedural guide for the lesson and a record of it

iv. include developmental aims for the teacher.

2. teaching effectively by:

i. creating a positive, safe and purposeful learning environment which is inclusive of all learners

ii. managing the learning process to achieve stated learning outcomes, while making appropriate

modifications in response to the classroom dynamic

iii. using a range of teaching and learning techniques

iv. setting tasks and activities whole class, group and individual learning and creating opportunities for

experiential learning outside the classroom

v. using resources to support learning

vi. communicating effectively with learners

vii. monitoring learning and providing feedback

viii. ensuring their own practice promotes equality of opportunity and addresses the needs of all learners

ix. reviewing the learning process with learnersx. assessing the learners achievement in relation to lesson objectives and the overall learning programme

and using the information to plan future learning

xi. critically evaluating their teaching in the learning and skills context based on self-evaluations and

reflections and feedback on their teaching from peers and superiors and from their learners.

3. demonstrating competent subject-specific teaching skills by:

i. accurately analysing language for teaching purposes, using correct terminology relating to grammar,

lexis and phonology and in the analysis of extended spoken and written discourse

ii. presenting language in contexts which are relevant and interesting to learners

iii. focusing on a wide range of language items in the classroom including where appropriate a discourse

analysis perspectiveiv. using a wide range of approaches, methods, strategies and techniques appropriately to develop

learners language awareness and use

v. developing learners awareness of all four language skills and sub-skills and the relationship between

them

vi. selecting and using culturally appropriate materials taking account of learners background, interests

and level

vii. using a wide range of approaches, methods, strategies and techniques appropriately to develop

learners receptive and productive skills

viii. highlighting for learners the value of written and spoken texts as sources of language and culture.

4. showing an appropriate knowledge and use of English by:

i. using English effectively when communicating with speakers of other languages

ii. adjusting their own use of English as appropriate to the level of understanding of the interlocutor


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iii. using a range of strategies to make meaning clear, when presenting and communicating new

information

iv. providing appropriate models and examples of language use, to assist the language development of the

learners

v. assisting others to communicate and express themselves accurately, through the use of feedback,

correction, reformulation

vi. using a range of strategies, including checking questions to confirm understanding.


A1, a, b,c,d, e

B2, a, b, c, d, e, f

C1, d, e, g, h

C2, a, b, c, d, e, f, g, h

C3, a, b, c, d, f, g, h, i

D1, b ,c, d,

D2 a, b, c, d, e, f, g, h, i, j,

D3, a, b, c, d, e, f

D4 a, b, c

D5 d, e, f

D6 k

H1, a, b, c, d, f

G1, e G2, f

H2, b, i.


All sections.


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University of Cambridge

ESOL Examinations

1 Hills Road

Cambridge

CB1 2EU

United Kingdom

Tel. +44 1223 553355

Fax. +44 1223 460278

e-mail [email protected]

www.CambridgeESOL.org

The DELTA Extension Module is accredited by the Qualifications and Curriculum Authority as part

of a modular qualification leading to the Level 4 statutory certificates in FE teaching and ESOL

subject knowledge. The accredited title of the DELTA plus DELTA Extension pathway is Level 5

Certificate in FE Teaching for ESOL Subject Specialists.

delta extmodule syllabus

Documents