Key questions and answers which explain how the modular structure works and how the revised version differs from current DELTA
- 1. Aims and candidature
- 2. Content and structure of the modular framework
- 3. Assessment
- 4. Recognition and Promotion
- 5. General Questions
1. Aims and candidature
The aims of the DELTA modular framework are:
- to create an accessible and modular DELTA syllabus that will offer candidates flexible entry points
- to enable candidates to acquire all three modules in stages over a period of time that can fit with career and other commitments
- to provide the opportunity for DELTA candidates to focus on specialist teaching,
e.g. teaching young learners, business English - to encourage more flexible delivery, e.g. blended learning options
- to allow individual modules to be taken as part of a programme of continuous professional development
- to certificate partial achievement, e.g. development as a general English
teacher.
How much experience do teachers need to take the DELTA modules?
The modules are for practising teachers. Length of practice is not so important as the quality of the teacher’s previous experience and whether they can demonstrate that they are now ready to progress to a higher level qualification. Following is the guidance given regarding target candidature.
DELTA candidates will
- normally hold an initial teaching qualification enabling them to teach English in their own context
- have a range of experience of teaching different levels in one or more contexts
- have a level of written and spoken English which enables them to teach advanced level students (up to and including level C1 on the CEFR)
- be able to research and present written assignments to the required standard
2. Content and structure of the modular framework
What is the focus of each of the three modules?
- Module One focuses on the background to teaching and learning.
- Module Two focuses on developing professional practice.
- Module Three focuses on a specialist option (e.g. YL, ESOL, ESP, 1-1).
Do candidates have to take all three modules?
No. Candidates may choose to enter a single module or any combination of modules. Each module is separately certificated so this will allow candidates to receive credit for each module successfully completed.
Can the modules be taken in any order?
Each module assumes the knowledge and competence gained in the previous module(s). The usual order will be from Module One through to Module Three. However, candidates may choose to take the modules in any order if this is appropriate to their needs and context.
Will it be possible to take all three modules at the same time?
Yes. Centres can offer all three DELTA modules concurrently. However, the advantage of the revised modular syllabus is that the distribution of content across the three modules allows centres to offer individual modules or combinations of modules for candidates who may not wish or need to complete all of them.
Do candidates have to complete all three modules within a specific time?
No. Candidates will be able to complete modules when and as often as they wish and there will be no time limit for completion of all three modules.
Do candidates have to take a course for each module?
No. Attendance on a course will only be necessary for Module Two so that practice can be directly assessed. Although most candidates will wish to follow a course for Modules One and Three, they can enter for these modules without taking a course.
How long will Module Two courses need to be?
It is important that courses are sufficiently long to allow for teacher development. There are five assessed lessons and a number of written assignments so six weeks is probably the minimum length for full time programmes.
If each module assumes the 'knowledge and competence' gained from the previous one, how can modules be taken in any order?
The DELTA modules are for practising teachers. The profiles and needs of candidates will vary. Many will have existing qualifications. The modular structure is designed to allow flexible and appropriate development for individual teachers.
How is theory and practice integrated in the modular structure?
Modules taken independently will require links to be made between theory and practice. The modules will be taken by experienced teachers so candidates will already have a theoretical base and substantial practical experience. The examination questions in Module One will be set in a practical context and assume that candidates have a practical background. In Module Two assignments, candidates will need to analyse, explain and justify selected content and approaches taken. Module Three assessment is a practice based research project.
Why has the option of a specialist focus been introduced?
This reflects employers’ growing needs for teachers skilled in teaching in specific contexts, e.g. Business English, EAP, ESP, 1-1, ESOL, YL.
Will Module Three candidates need to have previous experience of their specialist option?
Previous experience will not necessary. While many candidates will already have some experience in their chosen specialism, some candidates will want to extend their professional expertise by developing a specialism in which they have little previous experience. The specialism should be relevant to their current or intended teaching context and the centre at which they are enrolled must be able to supervise it.
Can someone who already holds a DTEFLA or current DELTA:
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take only Module Three in order to develop / accredit their practice in a specialist area, e.g. YL?
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take Module Three a number of times for different specialisms?
Yes, any of the modules can be taken as a freestanding certificate by current DELTA/DTEFLA holders and Module three can be repeated if a teacher wants to develop expertise in an additional specialist area.
Will Module Three input be tailored to each specialism or will input be generic across all areas with an expectation that an individual will tailor the material to their focus.
This will depend on the approach taken by the centre. It may be that a whole group chooses the same specialist area e.g. ESP or Young Learners, in which case the same input can be provided for all candidates. If a range of specialist areas is chosen, then input is likely to be generic with individual support being given by tutors with some expertise in the specialist area.
However, it is not necessary to do a course to enter for Module Three. Candidates could advise centres of their specialist area, and receive advice and guidance and support in the form of individual or group tutorials or on-line packages.
Will centres have to make many changes to their current course programmes?
The revised syllabus reflects current developments in ELT by including a greater emphasis on:
- the specialised nature of much teaching today
- the role of assessment in course design and delivery
- the use of technology in the classroom
- diversity in the language classroom - variety of learner types and learner needs.
Centres will need to up-date and re-design their programmes to reflect the new syllabus and to offer individual modules where they wish to do so.
Revised assessments are being introduced so input sessions preparing candidates for assessment will need to be revisited. See below for detail on revised assessment.
3. Assessment
How is each module assessed?
- Module One is assessed via a written examination.
- Module Two is assessed via a portfolio of coursework, including observed lessons, written assignments, and an externally-assessed lesson observation.
- Module Three is assessed via an extended written assignment.
How will the new examination for Module One differ from the current examination?
The examination will consist of two papers taken on the same day with a break in between the two papers. Some question types will be new but others will be very similar to current DELTA.
When will the first revised examination be available?
December 2008
How many times will the examination be offered?
It will to be offered twice a year in June and December.
Will Module Two assessment differ from the current assessment of coursework?
The practical assessment will be very similar. The nature of the written assignments will change and assessment of course planning has been moved to Module Three.
Some of the teaching assessments in Module Two may focus on a chosen specialist area.
Module Two assessment: If some of the assessed lessons are in specialist areas will there need to be specialist assessors?
No. DELTA assessors have experience of a range of teaching contexts.How will the Module Three assignment differ from the current extended assignment?
The focus of the assignment will be on a specialism chosen by the candidate in consultation with the centre. The specialism could be one where the candidate already has experience or one which they would like to explore for future employment. In the latter case, the candidate will need to have access to the type of learners chosen as a focus for the assignment. The length of the assignment is around 4,500 words.
Will the YL specialism need to focus on a particular age group? (e.g. VYL, teens, primary etc)?
Yes. Young learners include a wide range of ages. There would need to be a focus on a particular age group for the research into discussion of theories and principles, and a specified class would be needed for the course design and assessment elements of the research project
How will referral arrangements differ from current arrangements?
There will be a one year referral period for Modules Two and Three.
Module Two candidates will be allowed to re-take the external assignment in one or both of the two following sessions. For example, a candidate who fails the coursework in June 2009 can re-enter for the external assessment in December 2009 and/or June 2010.
Module Three projects may be re-submitted on one occasion only in one of the two sessions following the original entry.
4. Recognition and Promotion
Will candidates receive an overall DELTA certificate?
Candidates will receive a separate certificate for each module completed. The information provided on the back of each certificate will outline the aims and content of the module and how it fits into the DELTA modular framework.
Will there be a change to the qualification name?
DELTA will be retained in the title of each module.
Will modular DELTA have the same recognised status?
Yes. DELTA is widely recognized and valued and Cambridge ESOL will be working with stakeholders to capitalise on the advantages offered by the revised modular syllabus. The modular syllabus will offer greater transparency and flexibility as each module will be worth 20 credits (200 learning hours), allowing candidates, universities and other users to see more easily how DELTA fits in relation to other qualifications. Cambridge ESOL will actively pursue the extension of recognition for all three DELTA modules.
Whose system does the credit rating refer to?
To align the DELTA modules with the QCA’s Qualification and Credit framework, the same system (i.e. one credit represents 10 hours’ learning time) has been adopted. This includes guided and independent learning.
How will DELTA credits enable universities and other users to relate to the new qualifications?
The credits assigned to each module will indicate to universities the amount and level of learning undertaken to achieve each module. It will continue to be up to individual universities to allow transfer of credit. This will depend on the fit between DELTA modules and modules on university programmes.
What will Cambridge ESOL be doing to support and publicise revised DELTA?
We will be:
- producing information and guidance documents
- working with key stakeholders to maintain current recognition
- working to extend recognition of DELTA
- presenting at international conferences
- providing information seminars
- including information and up-dates in Cambridge ESOL bulletins and on the website.
5. General Questions
Who can deliver modular DELTA?
Approved Cambridge ESOL examination centres and/or teaching award centres can enter candidates for Modules One and Three. Centres may offer face-to-face, online or blended learning preparation courses for Modules One and Three but these courses do not need to be approved by Cambridge ESOL.
Only approved teaching award centres can deliver Module Two courses or integrated modular courses which include Module Two.
Candidates can prepare for the Module One examination wherever and however they like but will need to enter through an approved Cambridge ESOL examination centre.
Module Three candidates will need to register at a Cambridge ESOL centre (examination or teaching award) which has been authorised to accept Module Three candidates.
When is the final start date for courses running on the current syllabus?
Centres that currently run courses with start dates before September in any year may start courses up until 1 September 2008. The last full session of the current exam will be in December 2008. Any course based on the current syllabus should have finished by this date.
How long will referral opportunities for candidates taking the current assessment be available?
Referral opportunities will be available until December 2011. There will be four opportunities to retake the exam. As at present, candidates can re-enter on two occasions.
June 2009
December 2009
June 2010
June 2011
Candidates taking the exam in December 2007, June 2008 or December 2008 need to be advised of these re-take dates. No deferral or referral candidates can enter after June 2011.
What administrative steps should we take in order to become a centre for DELTA modules?
If you are currently approved to offer DELTA, you do not need to apply for approval. You will, however, need to submit course details for Module Two. A timetable for this will be issued at a later date
If you are currently approved as a Cambridge ESOL Examination Centre or as a centre for other Teaching Awards, you need to apply for your approval to be extended to add DELTA modules to the list of products you offer.
If you are not currently approved as a Cambridge ESOL Examination or Teaching Award Centre, you need to apply for approval.
Contact ESOLTeachingAwards@CambridgeESOL.org for the appropriate form.
For further queries, please please use the online enquiry form.
