Modular DELTA – FAQ
- Create an accessible and modular form of Delta that will offer candidates flexible entry points.
- Enable candidates to achieve Delta in stages, over a period of time that can fit with career and other commitments.
- Provide Delta candidates the opportunity to include a focus on specialist teaching e.g. teaching young learners, business English.
- Encourage more flexible delivery, e.g. blended learning options.
- 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.
Candidates need to complete both parts of the Professional Development Assignment to gain an overall Pass in Module Two. Candidates must achieve a Pass to be eligible for an overall Merit or Distinction grade in Module Two.
The coursework report will only be referred to in the case of borderline candidates. For example if the centre submitted assignment is a Merit, and the assessor’s grade indicates a strong Pass, a Merit may be awarded if evidence to support a Merit is documented in the Coursework Record.
An overall grade is given for the Language Systems/Skills Assignments. Weighting is given to the teaching and the teaching grade is therefore primary. However, both the background essay and the teaching must pass in order for the candidate to achieve an overall Pass (or above) for the assignment.
If there is a one-grade difference between teaching and background essay, the teaching grade is awarded as the overall grade (provided the background essay is a Pass). So for example, a Systems Assignment with a Merit for the teaching and a Pass for the background essay would be graded as Merit.
A two-grade difference i.e. a Distinction for teaching and a Pass for the background assignment is a Merit overall.
If the teaching grade is only a Pass, then the overall grade cannot be higher than a Pass; so a Pass for teaching and a Merit or Distinction for the background essay is a Pass overall.
The Professional Development Assignment
This assignment is graded as Pass or Fail.
Should the results include areas such as pronunciation and discourse features or only lexical and grammatical needs?
Should candidates include issues such as class management (e.g. in the case of YLs which may influence their choice of activities in the course plan) or cultural taboos in monolingual classes in their analysis or only language learning needs?
How do candidates go about justifying how they have prioritised the areas they are going to focus on? Presumably they can't do the detailed annotated scripts and samples as for each student, so how do they show the evidence for their choices?
They should do what would be realistic in a real e.g. collating and commenting on results, interviewing students or using interview notes or application information).
In the appendices, do the Candidates submit copies of completed needs analyses and diagnostic tests for each student or for just a cross section or for none and just in the form of collated results?
We will ask to see evidence of some candidates and/or ask the centre to verify that they have seen them.
Is the Extended Assignment submitted by the candidate to Cambridge ESOL or should it go via the Centre?
(Taken from the Camb. ESOL site)