Delta Modules

Delta Module 3
Overview and Part 1
There’s a separate document covering the overall structure, and you have the handbook, but here’s a
summary of what should be in the two documents that the Module 3 assignment should be made up
of.

Main Module 3 document Appendices document

Contents Cover page with Title, yr name, Contents page
candidate number, centre name & Appendices 3 - ∞
number, date, word count, statement
of originality.
Contents page
Main body text
Part 1
Part 2
Part 3
Part 4
Part 5
Bibliography
Appendix 1 – the courseplan
Appendix 2 – collated needs analysis
results
File type Word .doc or .docx Word .doc or .docx or .pdf
Maximum file size 10MB 10MB
Word limit 4 000-4 500 words for main body text none
only

Part 1: Introduction, Review and Key Issues

Relevant assessment criteria for Part 1

Title of the assignment

The first thing you should do is decide on the precise title of your assignment which should narrow
the scope within the specialism you have selected. A title as broad as “teaching exam classes” is too
broad and would be difficult to cover within the word limit, particularly in Part 1. So you should
narrow down your scope by wording your title carefully. In the case of an exam class, you could
narrow it down to a particular exam and even a part of the exam. You can also define the teaching

Cambridge Delta Modules course, Teacher Training Dept., Bítovská 5, 140 00 Praha 4, Czech Republic
Tel: +420 261 261 638 Fax: +420 261 261 880 Email: catherine.bowden@akcent.cz Web: www.akcent.cz
 Delta Modules

context within with you are working. Teaching context can mean the country, or the type of school or
class.
Assignments on teaching Young Learners must be related to a specific age range, a 5-year span.
You can read the Cambridge document Guidance on Selection of Specialism, and you should consult
with your tutor.

Introduction
The first part of Part 1 should introduce what your specialism is and why you have selected it. The
reasons for choosing it should be related to your own professional development and interests. You
should not introduce the group/student that you are going to be planning the course for later in the
assignment, in Part 1 you are considering this kind of class in general and you should not mention
your group/student at all. You will introduce them in Part 2.
In choosing your specialist area, bear in mind that you must have access to a student/group of this
type with which you can carry out the needs analysis. This does not mean you have to be their
regular teacher, however.

Review of your reading and key issues

The precise structure of the rest of part 1 is going to depend on the specialism and your own
preferences. However, do organise it clearly and use sub-headings to label topics.
The aim here is to identify ways in which the learners/a class of this type is different from other
classes and what the consequences of those differences are when planning a course. Each point you
make should identify a ‘peculiarity’ of the class type, make reference to a source, and say what the
implication of this is for teaching and/or course planning.

Reading Lists
 There is a general Cambridge reading list for Module 3, which lists sources relevant to parts
2-5 (for all specialisms) and also has a list of sources for the specialism of Language
Development for Teachers
 In section 7 of the Principal Examiner’s Report on Module 3 June 2009 there is a reading list
of sources for most of the specialist topics, divided by topic.

Samples of parts of the assignment relevant to Part 1

The Principal Examiner’s Report on Module 3 June 2009 gives examples of references to reading in
part 1 with the examiner’s comments to show how to incorporate these into your writing.
The Principal Examiners Report on Dec 2008 gives samples of contents pages/lists of appendices.
The Principal Examiner’s Report on Module 3 June 2010 gives examples of extracts from Part 1

Cambridge Delta Modules course, Teacher Training Dept., Bítovská 5, 140 00 Praha 4, Czech Republic
Tel: +420 261 261 638 Fax: +420 261 261 880 Email: catherine.bowden@akcent.cz Web: www.akcent.cz