M3 Course Guide September 2018

Designed and delivered by
the British Council and International House London
Course Guide
Module 3
September 2018
Acknowledgement
In 1980, International House London started the first Diploma-level distance training
programme for English language teachers leading to the UCLES RSA DTEFLA qualification. It
was designed and established by Charles Lowe after an idea by the IH founder, John Haycraft.
The programme was further developed by Graham Workman, in conjunction with a number
of International House writers, including Martin Parrott, Ruth Gairns, Paul Roberts and
Frances Eales. Our thanks go to them for providing a source of guidance, information and
inspiration in the development of the Distance Delta Programme, and to Karen Adams for her
contribution and leadership in the project. In September 2008, the Cambridge award became
modular and the Distance Delta was substantially re-written and updated in order to reflect
that change.
Administration & Course Co-ordination

Cathy Ellis
Magda Homa
Duncan MacKenzie
Jan Madakbas
Paulette Milego
Carly Redgrift
Anne Timson
Nick Witherick
Ozlem Yuges
Distance Delta IT
Greg Tatka
Łukasz Jachymczyk
With thanks to all staff at International House and the British Council who have contributed
to this material.
© All material copyright to The Distance Delta IH London & The British Council 2017
1
The Distance Delta
Contents
Course Calendar
Tasks for Block 0
1. Introduction
2. Aims and Module 3 Overview
3. The Learning Community
4. Course Structure
5. Organisation of the Assignment
6. Presentation of Assignment
7. Submission of the Assignment to Cambridge
8. Assessment of the Assignment by Cambridge
9. Module 3 and Professional Development
10. Reading, Note-taking, Approach, Attitude & Motivation
11. Using the Distance Delta Website
12. FAQs
Appendices
1 Module 3 Course Guide
Copyright The Distance Delta

The Distance Delta
The Distance Delta Module 3 Course Calendar September 2018
Date Event Marked by
02 Sep Introduction Week
09 Sep Deadline upload proposal grid Course Tutor
09 Sep Focus on Part 1
Background reading and forum discussion on your specialism
23 Sep Deadline upload Part 1 of Extended Assignment Course Tutor
23 Sep Focus on Part 2
Background reading and forum discussion on learner and

learning styles, needs analysis and analysing spoken and
written discourse
24 Sep -15 Assessment Registration

Oct
14 Oct Deadline upload Part 2 of Extended Assignment Course Tutor
14 Oct Focus on Part 3
Background reading and forum discussion on course syllabus

and design and resources and materials
28 Oct Deadline upload Part 3 of Extended Assignment Course Tutor
28 Oct Focus on Part 4 and 5
Background reading and forum discussion on course

evaluation and testing and assessment
11 Nov Deadline upload Parts 4 of Extended Assignment Course Tutor

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11 Nov Focus on revising Parts 1 – 4 and on writing the Conclusion

Part 5
25 Nov Deadline upload Full Final Draft Course Tutor
25 Nov Work on final version of your Extended Assignment in

onwards response to CT feedback
06 Dec Deadline upload final version of complete Extended Cambridge

Assignment Examiner
Thursday
08:00
12 Dec Website closes
Please note the second block, Focus on Part 2, is 3 weeks long, to allow sufficient time to
organise the collection of NA and DT data
Tasks for Block 0
▪ Read this Module 3 Course Guide and complete any tasks
▪ Choose your specialism and make sure you have access to a group of learners from
this area
▪ Do some preliminary background reading on your chosen specialism and decide what
the key issues are here.
▪ Do some preliminary background reading on needs analysis and decide how you
propose to conduct this with your group of learners
▪ Watch the video called ‘Preparing and Submitting Work to Tutors’ in Library > Videos
▪ Complete the EA Proposal Grid in Library > Resources and submit this by the deadline
for your Course Tutor to read and comment on.

The Distance Delta
1. Introduction
Welcome to the International House London / British Council Distance Delta programme.
In this document, we want to give you a clear understanding of what is involved in Module 3
of the Delta, and in the delivery of it at distance. We will be looking at how you can get the
best out of the course and you will be finding out about the format and assessment of Module
3.
Module 3 focuses on extending practice with reference to a specialist option e.g. Young
Learners, ESP, exam classes etc.
In order to do this, we will be focussing on:
Research into your specialist area
▪ The learner: needs, motivation and learner styles
▪ Syllabus design: principles, influences on, methodological effects of, and major syllabus
types as applied to the specific learning context
▪ Course design and development to meet the needs of learners in the specific context of
your selected specialisation
▪ The principles and practice of testing and assessment and application to your specialist
area
2. Aims and Module 3 Overview

It is good to start by thinking about your own aims in following the Module 3 course.
Task: Your Aims
Note down the following.
▪ Your aims in undertaking the course. What do you hope the outcome will be for you?
▪ The advantages for you of doing the course by distance mode using online materials.
Aims of the Distance Delta Module 3 Course

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The Distance Delta Module 3 course has been devised to help participants meet two main
aims. Firstly, we are very much aware that your primary aim is to gain the Cambridge Delta
Module 3 award as a boost to your career in the field of ELT. With this in mind, we have taken
great care in the construction of this course to provide clear guidance to prepare you for the
Extended Assignment.
However, just as important as gaining the award, are the knowledge and skills you develop on
the way to your goal. We hope that the process of working through the course material,
reading and tasks contained within the course, will help you to deepen your awareness of the
background issues in your chosen specialism and in course planning and evaluation.
Distance Learning
As well as reducing financial costs as you will not have to take time off work, for example,
learning in this way may appeal to you because it allows you to be more flexible in how you
study and it encourages you to be more independent as a learner. In addition, doing the
course over an extended period will allow you extra time for reading and research.
The Delta encourages you to look beyond your present and previous experience. The Distance
Delta will encourage you to do this in two ways: firstly, through study groups and a tutor who
communicate online in the Discussion Forums throughout the course, and also by reading.
Much of the course material you will be using is available on the website in the Library
(Articles, Guidelines, Input and Resources). However, you will need access to some specialism-
related books. Unfortunately, copyright law prevents us from copying entire books to make
them available to you online.
3. The Learning Community

A range of people are involved in supporting your work on the course. Our experience of
running distance programmes has highlighted the need for you as participants to feel that you
are part of an active learning community. By participating as a member of that community,
you can decrease the feeling of isolation which distance learners can often feel, and take full
advantage of the support network available to you. The Distance Delta support network
includes:
Your Study Group
Participants on Distance Delta Courses are part of study groups who communicate with each
other through the website. Each group has its own Discussion Forum to which group members
can contribute; you can also read or join in discussion threads in other groups on your course.
You can join discussion threads begun by one of the Course Tutors, by another Course
Participant or start your own thread, for example to exchange ideas or to ask for suggestions.
As part of your work for this unit, each member of the group is asked to contribute a personal
profile to the website, so you will know, for example, whose teaching experience most closely
matches your own and who has experience which contrasts with yours.

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The Course Administrators
The Course Administrators are responsible for all aspects of administration, including notifying
participants of their results. They also keep a complete record of candidates’ submitted work.
They liaise closely with the Course Co-ordinator daily to ensure that the course is running
smoothly, and may provide updates on course news on the website. If you need any
information or help which your Course Tutor cannot supply, you can contact an Administrator
on admin@thedistanceDelta.com, who will either provide you with the necessary information
or pass on your query to the Course Co-ordinator.
The Course Tutors
Your study group is assigned a Course Tutor. All tutors working on the course are Delta-
approved tutors, usually working at International House, the British Council or freelance. Our
Delta tutors have a great deal of experience in working both on face-to-face courses and at
distance, and so bring a depth and range of knowledge and skill to the work they will be doing
with you.
Their role is twofold. They provide support for your development through contributing to your
discussions on the website and through marking and commenting on your Extended
Assignment work. Their aim is to provide you with constructive feedback to enable you to
build on your progress throughout the course, and to meet the standards required by the
external Examiners who are responsible for your final grade.
Profiles of the Course Tutors can be found in the People section of the website.
The Course Co-ordinator
The Course Co-ordinator is a member of the tutor team, responsible for the overall smooth
running of the programme. They make regular announcements, directing you in terms of what
needs to be done and keeping you on track. During the course, the person in this role may
change but their responsibilities remain the same. They ensure that all members of the tutor
team are marking to a standardised level, and that you receive the support you need through
constructive feedback. They also deal with any problems you may have. If you find unforeseen
circumstances mean you could have difficulty meeting a deadline, email them directly.
We realise that during the course of a three-month programme you may need help or just a
friendly ear. Please contact the Course Co-ordinator if you feel you are having difficulty on the
course. The support network is designed to make sure that distance learning need not be a
lonely or isolating experience.

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Tech Support
As with any programme which is delivered electronically, you may occasionally have
difficulties with the technology. If you have any questions or difficulties regarding the website,
click on the Tech Support button in the bottom right hand corner of the relevant page. The
button is shown below.
It also gives you the option of attaching a screenshot by clicking on the camera icon bottom
left. For more information see the CP (Course Participant) Website User Guide in ‘Guidelines’.
4. Course Structure
The course content has been organised so that all areas of Delta Module 3 syllabus are
covered. The course comprises 6 blocks of work containing input and suggestions for
background reading and guidance for each of the part of the Extended Assignment. Each block
of work generally lasts two or three weeks, depending on the amount of reading and work
involved and all contain the following items:
▪ Input: this reading relates to all of the Cambridge Delta Module 3 syllabus. Each section
contains two types of guided reading: Essential Reading and Recommended Additional
Reading. The Essential Reading forms part of the core material of the course, with the
Recommended Additional Reading providing additional information on topics which you
find particularly interesting or challenging. These two categories are intended to help you
prioritise the reading you need to do.
▪ Library: this relates to reading in the Articles and Resources section of the Library. Reading
comprises items on both core topics such as Course Design and Needs Analysis and
specialist topics such as Exam Classes or Young Learners. The Library section does not
contain e-books although it does have some extracts from relevant literature in addition
to articles.
▪ ‘Guidelines’ and ‘Checklists’ which guide you through each of the sections of the
assignment and what is required at each stage. These are found in the ‘Guidelines’ section
of the Library.
▪ Extended Assignment draft submissions. These consist of parts of the final assignment
which build on each other and are staged in such a way as to make the writing of the full
assignment in the final draft more manageable.
▪ Discussion Forum participation
a. You work though the blocks of work to a set schedule throughout the course. Your work
will be monitored and marked by experienced Delta Course Tutors

The Distance Delta
Overview of the Module 3 Extended Assignment
Refer to the Cambridge Handbook for the specialism list and all other essential information.
Module 3 starts on p. 68.
http://www.cambridgeenglish.org/images/181161-delta-handbook-for-tutors-and-candidates-
document.pdf
The Extended Assignment (EA) is a study of a specialised area of ELT e.g. YLs, BE, 1-1, Exams
etc. and issues involved in syllabus/course design and assessment. For Module 3 you will be
designing a short course programme (minimum 20 hours) for a group of learners within your
specialism. For the purposes of this EA, the minimum number in a group is 3. You can choose
a specialism that is relevant to your current or intended teaching context.
If you are not teaching the group, you will still need to have access to learners that you can
interview and observe in order to find out their needs and areas to work on as this information
will inform your course programme.
In this assignment you should show that you can formulate objectives and design a short
course for a group of learners, which has taken into account:
▪ the context within which the course will take place, including constraints on the teacher,
materials and resources available/essential, timetabling etc.
▪ objective and subjective assessments of the learners’ needs and wants.
▪ your own experience and perceptions of your learners’ needs and wants.
▪ your awareness of the principles of course design and how these can be applied to the
particular group.
The length is between 4000 and 4500 words plus appendices; these will include:
▪ your course outline
▪ needs analysis material, diagnostic tests and collated results
▪ course evaluation and assessment materials and/or outline of the procedure
▪ sample materials, as required. It is not necessary to produce all the materials for the
course.
Neither the appendices nor your contents page for this module are included in the word
count. Please ensure that you do write to the word count i.e. it is not acceptable to write more
than 4500 words or less than 4000 words.
Below is an outline framework of the Module 3 course.

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Block The Work You Will Do Time

▪ Choose your specialism from the Cambridge list provided.
0 1 week
▪ Watch the video called ‘Preparing and Submitting Work to Tutors’ in

Library > Videos
▪ Fill in the Proposal Grid in Library > Resources. NB: This is not actually
part of the assignment, but it will help you with your choice of
specialism and the direction of your essay.
▪ Submit the completed Proposal Grid for comments and suggestions by

the Course Tutor.
▪ Do background reading about your specialism to identify key issues.

▪ Review your proposal in light of feedback and suggestions from your CT.
1 2 weeks
▪ Read the EA Guidelines for writing Part 1.
▪ Continue your reading about your specialism.
▪ Write draft Part 1 of your assignment: The Topic Area.
▪ Submit Part 1.
▪ Review your Part 1 in the light of feedback and suggestions from your
2 CT. 3 weeks
▪ Read EA Guidelines for writing Part 2.
▪ Read about needs analysis (NA) and diagnostic testing.
▪ Design your NA conduct it with the learners.
▪ In the light of the NA, run diagnostic tests with the learners.
▪ Analyse the data from the needs analysis and diagnostic tests.
▪ Write draft Part 2 of your assignment: Needs Analysis.
▪ Submit Part 2.
3 CT. 2 weeks
▪ Check EA Guidelines for writing Part 3.
▪ Read about course and syllabus design.
▪ Draw up a list of aims and objectives for your course.
▪ Look for suitable materials and activities.
▪ Design your course.
▪ Write Part 3 of your assignment: Course Proposal

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▪ Submit your Part 3.

4 CT. 2 weeks
▪ Check EA Guidelines for writing Parts 4 & 5.
▪ Write Part 4 of your assignment: Assessment and Evaluation
▪ Submit Part 4
▪ Work on the areas suggested by your CT in relation to Parts 4 and finish

5 other revisions in response to earlier feedback on Parts 1, 2 and 3. Write 2 weeks
the Conclusion, Part 5.
▪ Check the guidelines for organising your EA and appendices to comply

with Cambridge uploading requirements.
▪ Write the full final draft of the Assignment and submit it.
▪ Use the EA Checklist to make sure you have included everything.
At the end of this process, you will have a short period of time to work on final revisions before
submission of the final version by the deadline date.
Your Course Tutor will mark each part-draft and the full final draft of your Extended
Assignment as soon as possible – their deadline for returning the marked work to you is seven
days from the deadline for submission or seven days from when you submit it, whichever is
later – the tutors mark in order of submission. They submit the draft back to you with
comments and an overall report which gives advice on how to develop your work for each of
the sections. This is the main guidance and feedback that you will receive to ensure that your
final submission is successful.
A summary of feedback is also provided by the Course Coordinator in Announcements after

the marking of each part-submission to give you further guidance and an overview. This
should also form a useful aid in your completion of the final assignment in response to the
feedback you have been given.
Course Participants are expected to dedicate a minimum of 9 to 10 hours per week over the
course to Distance Delta work.
Choosing your Specialism
The first step in this Module is to identify a specialism that is relevant to your current or
intended teaching context and that you are interested in learning more about.
If you choose a specialist area that you are not currently teaching, you must make sure you
have access to learners within that specialism. By this we mean that they will be available and
willing to take part in any diagnostic tests, e.g. questionnaires or interviews, you intend to do
with them and, ideally, you will be able to teach them or observe them on a number of

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occasions while you are working on this Module. We strongly advise you to check with your
centre and colleagues that you will be able to do this before making your final choice.
After you have submitted the Proposal Grid to your Course Tutor, they will give you feedback
so that you can adjust your choice if necessary.
Completing Assessed Work on the Course
It is important that you understand that the deadlines for the submission of work contained
in the course calendar are fixed. Experience has shown us that, if they are viewed as flexible,
participants will fall behind with work. If you do not meet deadlines, you will lose out on
valuable feedback and guidance.
In the event that there is an absolutely unavoidable problem such as illness, it is vital you
contact the Course Co-ordinator directly to discuss options. If you foresee a problem such as
your institution being closed during a key period, it is also vital to contact the Course Co-
ordinator well in advance to see if it is possible to make arrangements for rescheduling. We
will always respond to your enquiry, so if you send an email but do not receive an answer,
please assume that this message has not reached us and contact us again.
To prevent a build-up of work and to avoid the stress that this can cause, please take care to
read the following, important guidelines:
▪ It is the responsibility of each Course Participant to ensure that their work is uploaded by
the set deadlines. Please note that it can be uploaded early but it may be that your tutor
will not start their marking until the deadline. Please remember that the completion of
each stage of the assignment is essential for you to gain the full benefit of the course.
▪ Any extension to set deadlines should be viewed as exceptional and must be negotiated
with the Course Co-ordinator at International House London. Work uploaded after the
deadline in cases where no extension has been agreed may not be marked.
▪ It is the responsibility of each course participant to ensure that all necessary pieces of
work for a particular unit are uploaded in one ‘batch’.
5. Organisation of the Assignment

Suggestion for organisation of the assignment:
Part 1: Topic Area and Introduction (1100 words)
Why you chose the specialism. The theories and principles from your reading that you
found interesting or useful. Ideas from your observation and experience that have
influenced your choice. The implications of these ideas for designing/ developing a course.

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Part 2: Needs Analysis and Commentary (900 words)
Who the group of learners are and what their characteristics are e.g. age, nationality, level
etc. How you identified their needs and what form of diagnostic testing you used. The
results of the tests and how you prioritised these for your planned course.
Part 3: Course Proposal (1100 words)
How Parts 1 and 2 influenced your course proposal. Some discussion of the principles of
syllabus and course design related to this. The learning goals and objectives, the content
and the approach to teaching of the course. How the materials you chose match the aims
of the proposed course.
Part 4: Assessment and Evaluation (1000 words)
The assessment principles and any constraints that influenced your choice of assessments.
How fit for purpose the assessments are. How you will monitor and assess learning
progress and outcomes. How the course will be evaluated for future use.
Part 5: Conclusion (400 words)
How the course proposal applies the principles you discussed in Part 1. What you expect
the benefits of the course proposal will be to your learners. Any limitations of the
proposal.
For the different parts shown above, word limits can be +/- 10% but the EA must comply with
the overall total of between 4000 and 4500. Please note footnotes are not allowed in the EA.

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Appendices
You need to include the following:
In Appendix 1:
▪ Course Proposal
▪ Collated findings and results of the needs analysis and diagnostic tests
In Appendix 2: (Document 2 which is a separate document)
▪ A completed sample of Needs Analysis assessment tools
▪ A completed sample of the Diagnostic test(s) and any other samples of learners’ work,
tests or other data used to identify learners’ needs. It is not necessary include all the
work from each learner.
▪ Course evaluation materials and /or outline of procedure
▪ Copies of assessment materials
▪ Sample materials/ summary of materials used in the Course Plan
NB: Do not include any of the following in the appendices: a glossary of terms of any sort,
a rationale or description of tests; analysis of any sort. These all belong in the main body
of your text.
6. Presentation of the Assignment

You will need to present your Extended Assignment in electronic form in a professional
manner and towards the end of the course we will be reminding you of how to do this.
Please note the following key points:
▪ It is recognised that not all candidates are native speakers but their assignments should
be thoroughly checked for language errors.
▪ The title page should contain details of centre and candidate number, specialism chosen
and the word count as well as the ‘Statement of Originality’, in which you declare the
assignment to be all your own work. See Appendix 1
▪ A contents page, listing headings/sub-headings and including page numbers should be

provided immediately after the cover page.
▪ Footnotes should not be used at all for this assignment. All references and terminology
are to be included in the text and count towards the overall word limit.

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▪ Headings should be used for sections in the body of the assignment. Sub-headings should
be used where appropriate for sub-sections.
▪ A running footer should be inserted with candidate name and assignment title.
▪ The word count is very important as it provides a form of standardisation for the
assignment. Candidates must adhere to the word count, so they should plan their
assignment to cover the criteria within the word count. Assignments which exceed the
word limit will be penalised during marking. Assignments more than 100 words over-
length will be returned to candidates unmarked. Candidates are advised that examiners
will automatically check all word counts before marking.
▪ Summaries of key data e.g. charts which summarise learners’ needs, course objectives,
etc. may be included in the text itself for readers’ ease of reference, but further detail e.g.
needs analysis questionnaires, diagnostic tests, analysis of tests, lesson materials, tests,
evaluation questionnaires, etc. should be put into the appendix document.
▪ Good candidates show an extensive range of reading resources and are expected to do
appropriate research into their specialism, needs analysis, course design and testing.
Appropriate terminology should be used and sources referred to where necessary.
▪ References should be formatted consistently and reading should be referenced in the text
e.g. Lightbown and Spada (1996). If specific quotes are used, they should be in italics and
author(s)’ surname(s), year of publication and page numbers quoted. If specific ideas are
taken from a text, again author(s)’ surname(s), year of publication and page numbers are
necessary. Try to be clear when you include in-text referencing, exactly which part of what
you say your source is supporting.
▪ The bibliography needs to be presented appropriately in alphabetical order of author’s

surname. Year of publication and publisher should be included. This should be presented
after the assignment and before the appendices, and should only include publications
referred to in the text itself. See Appendix 2 for a detailed overview of bibliographical
conventions.
▪ In the bibliography, you can separate research reading sources from pedagogic materials
relating to the Course Plan, if you wish.
▪ The bibliography should include only the reading you have specifically referred to in the
text. Do not include any text you have read but not explicitly referred to. Also, every
source you mention in your assignment must be listed in the bibliography. Remember that
the reader of your assignment may want to check or consult the titles you list.
▪ The appendices can only be used for needs analysis material, diagnostic tests and results,
course outline, course evaluation materials and/or outline of procedure, sample materials
or summary of materials and copies of assessment materials. There should be nothing in

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the way of substantial extra content in the appendices apart from this; this will be seen as
an attempt to evade the word count restriction and penalised.
Plagiarism
Whilst it can be useful to look at a sample assignment completed by another candidate, you
need to be very aware that there genuinely is no ‘right’ way to do these assignments. Delta
participants have approached them from very many different angles with different emphases.
Markers are looking for your personal perspective, for how you make sense of the reading
and marry it with insights from your own teaching and learning contexts. Indeed, you may find
that reading another person’s work can have a limiting effect on what you as an individual can
achieve by working in your own way. You also do yourself no justice in terms of the process
of professional development.
Candidates should be advised that all Module 3 assignments are checked by Cambridge for
plagiarism, including checks against all previously submitted Module 3 assignments. Severe
penalties are applied by Awarding Bodies if plagiarised work is detected in externally assessed
or moderated work. These will range from loss of marks to disqualification from the award
and a ban on re-entry for a period of up to three years. As mentioned above, please ensure
that you have included the ‘Statement of Originality’ on the cover page of your EA.
Cambridge English in their guidance for tutors and candidates define plagiarism thus:
▪ copying another's language or ideas as if they were your own

▪ unauthorized collusion
▪ quoting directly without making it clear by standard referencing and the use of quotation
marks and / or layout (indented paragraphs, for example) that you are doing so
▪ using text downloaded from the internet without referencing the source conventionally
▪ closely paraphrasing a text
▪ submitting work which has been undertaken wholly or in part by someone else
7. Submission of the Assignment to Cambridge

Registration for Module 3 assessment by Cambridge must be completed by early April (for
June assessment) and early October (for the December assessment).
The Extended Assignment is submitted electronically to Cambridge by the Distance Delta. You
upload your final Extended Assignment by the end of the first week in June (for March courses)
and the end of the first week in December (for September courses). Instructions for exactly
how to do this will be given towards the end of the course.
Assignments should be submitted to Cambridge English as two, and no more than two,
separate documents, the first in Microsoft Word and the second in either Word OR Adobe
PDF format with 2.50 cm margins. If sending a Word document, the document must be sent
as a .doc or a .docx file.

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The First Document
The first document consists of the main body of the assignment together with the needs
analysis and diagnostic test collated results, and the course plan. There should be no scanned
materials in this document.
The first document should be entitled as follows:
centre number_candidate number_surname_Delta3_specialism_month year.doc
e.g. 11111_001_smith_Delta3_BE_1217.doc
The abbreviation for the specialism should be as follows:

▪ Business English (BE)
▪ Teaching young learners/young adults (YL)
▪ English for Special Purposes (ESP)
▪ English for Academic Purposes (EAP)
▪ Teaching examination classes (EX)
▪ Teaching one-to-one (1to1)
▪ ESOL learners with literacy needs (ESOL)
▪ CLIL/Embedded ESOL (teaching English through subject/work-based learning)(CLIL)
▪ Teaching monolingual classes (MON)
▪ Teaching multilingual classes (MUL)
▪ Teaching in an English-speaking environment (ESE)
▪ Teaching in a non-English-speaking environment. (NESE)
▪ Teaching learners online/through distance/blended learning (DL)
▪ Teaching English to learners with special requirements e.g. visual/hearing impairment,
dyslexia, ASD (SR)
▪ Language development for teachers (LDT)
▪ Language support (e.g. on mainstream teaching programmes, specialist skills support, e.g.
supporting writing needs) (LS)
The Second Document
The second document should contain the following appendices:

▪ A completed sample of each of the analyses/tests used in collating results
▪ Course evaluation materials and/or outline of procedure
▪ Sample materials or summary of materials
▪ Copies of assessment materials.
The second document should entitled as follows:
centre number_candidate number_surname_Delta3_appendices_month year.doc
e.g. 11111_001_smith_Delta3_appendices_1217.doc
Candidates should ensure that the file size does not exceed 10MB. It is especially important
that the file containing appendices is not too large as this may cause problems for online
uploading and downloading of assignments.

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8. Assessment of the Assignment by Cambridge
Marking
The Module 3 Extended Assignment is assessed with reference to a detailed mark scheme which
allocates marks for each of five assessment categories, each of which is divided into three sub-
categories. The total number of marks available is 140.
Grasp of topic – maximum 35 marks
▪ Review of the relevant literature in the topic area

▪ Understanding of key issues in the topic area
▪ Application of knowledge to practice and identification of key issues
Needs analysis and commentary – maximum 28 marks
▪ Key principles of needs analysis and diagnostic testing

▪ Analysis of the diagnostic test and identification of learner needs
▪ Discussion and justification of priorities supported by the needs analysis
Course proposal – maximum 35 marks
▪ Key principles of syllabus and course design

▪ Justification of learning aims, teaching approach and the course in terms of learner needs
▪ Design of the course
Assessment – maximum 28 marks
▪ Key principles of different types of assessment

▪ Justification of assessment procedures in terms of course design and learner needs
▪ Application of assessment procedures
Presentation and organisation – maximum 14 marks
▪ Academic writing, language and referencing

▪ Presentation, coherence and organisation
▪ Clarity of argument and quality of ideas
Grading
Extended Assignment results are recorded as three passing grades (Pass with Distinction, Pass
with Merit and Pass) and one failing grade (Fail). The marks required to obtain each grade are:
▪ Pass: approximately 80 marks

▪ Pass with Merit: approximately 100 marks
▪ Pass with Distinction: approximately 120 marks
There is a more detail of the grade descriptions in Appendix 3.
Taken from Cambridge Modules Handbook 2011
Receiving Your Results
Delta results are normally released in early August (for March courses) and early February (for
September courses). We will notify you of your results by email. Please note that Cambridge

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English will not deal with questions about results directly from candidates. Any queries should
be directed through the Distance Delta. Also, Cambridge do not release results to candidates
who are found to have plagiarised some part or all of their assignment.
Candidates who are not successful in passing Module 3 at the first entry, ‘refer’. This means
that they can resubmit their Extended Assignment on one occasion only within the following
year. This is either the following June or December entry or the following December and June
entry depending on when the original Extended Assignment is submitted. In order to help with
resubmission, it is possible to request a report from Cambridge which highlights areas that
need to be improved. However, if the candidate resubmits and fails they will need to submit
a new Extended Assignment.
Please remember to keep a copy of your Extended Assignment and all case study
material/data until you have received your Delta result. In cases where the Extended
Assignment is referred, it is sometimes only necessary for a part of the assignment to be
altered rather than for a new assignment to be undertaken. Therefore, it is important to keep
all the original data.
9. Module 3 and Professional Development

Apart from helping you to pass the Delta course, how will this assignment help you in your
future teaching? Here are some of the ways in which you can benefit.
You will have the opportunity to research in depth an area that is of interest to you. This may
well be a specialism that you know you will be moving into in the future and so this will be an
opportunity for you to find out more about it before you start working in that area.
It is not often that you get to talk to individuals in depth about their learning. This assignment
gives you an opportunity to analyse the needs of learners in depth. This should make you more
aware in general of factors that affect learners.
By having to choose and evaluate tests, you should become more aware of issues in test
design. This will help you if you have to write or select tests in the future. Learning English to
pass a test is becoming more and more commonplace, and a deeper understanding of the
issues involved should be useful.
Diagnostic tests will give you an insight into and practice in establishing learners’ priorities,
which is vital as a basis for any course you will teach in the future.
Evaluating learners’ strengths and weaknesses is an important skill for any teacher. It will
enable you to quickly identify areas to work on. Error analysis will give you an insight into why
learners make errors and subsequently help you to choose the best way of dealing with them.
Being able to use information to devise objectives will help you to focus your teaching on what
learners really need. It will help you select material appropriately rather than plodding
through your coursebook. In addition, having to choose learning materials according to
learner needs will help you to analyse and evaluate material more effectively.

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Links to the Other Delta Modules
The skills you need for this assignment overlap with assessment in other modules of the Delta.
For example, in the Module 1 exam in Paper 1, you analyse a sample of student written work.
In Paper Two you evaluate the usefulness of an extract of printed material in relation to the
needs of a specified learner. So, much of the research and background reading you do for
Module 3, focus on learner needs, diagnostic tests to find areas to work on followed by
recommending materials and activities to meet these, will help to inform your answers in the
Module 1 exam.
Also in the Module 1 exam, you are tested on terminology. This could well be connected to
testing principles, learner styles or elements of course design, including approaches to
teaching and syllabus types. Again, your reading and research for Module 3 helps you to show
your understanding of these.
In Module 2 assessment, in the lesson plans for your Language Systems and Skills Assignments,
you need to provide relevant profiles of the learners you will be teaching in those assignments.
This is similar to some of the content of the commentary in Part 2 of your Extended
Assignment.
So you can see that the work you do in this Module will help you with other areas of the
assessment, and vice versa.
10. Reading, Note-taking, Approach, Attitude & Motivation
Reading and Note-taking Skills
A significant amount of the reading on the Delta Module 3 programme will be from factual
academic books. The speed and efficiency of your reading may also depend on how familiar
you are with the topic and how difficult the text is. Most of the books that we recommend for
this course have been carefully selected both for ‘readability’ and for direct relevance to the
point at issue. In many cases we will be recommending that you read chapters/units or
extracts and not the whole book. You will probably find that reading takes you longer at the
beginning of the course but that the more familiar you become with these types of texts and
the more reading you do, the more effective a reader you will find yourself becoming.
Note-taking skills can help you to make sense of a reading text and at the same time provide
a simple but accurate record of salient points that may be needed for later recall and use.
Within the context of the Delta Module 3 programme, your note-taking will be as preparation
for writing your Extended Assignment.
Approaching the Course and Planning your Time
We suggest you quickly look through the block to see what is involved, focusing on the tasks
for that block before deciding which section you are interested in starting with and how you
will organise your time, bearing in mind the deadlines for each task you need to submit. At
this stage you also need to find out if there is anything you need to do before you ‘sit down’

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to work on a section in detail, e.g. a book you need, a bit of classroom research to conduct, a
discussion to have.
The course is designed to help you to learn more about a variety of areas related to your
chosen specialism, course planning and assessment. As such, it uses a variety of tasks to
encourage you to do this. In order to derive the most benefit from these types of ‘process’
task, it is very important to spend time on each one and not just skip to the commentaries /
appendices. You might like to use notes or mind-maps to help you think through a task or
discuss it with colleagues in-house or through the online Discussion Forums. We give a
guideline as to how long you should expect to spend on each task.
In terms of some useful techniques, here are some suggestions.
▪ Define the amount of work you’ll do and the length of time you will spend on it before
starting work.
▪ Leave a ‘loose thread’ in your work which you can easily pick up on your return to the
work.
▪ Set yourself a deadline and give yourself a system of rewards.
▪ Tackle more difficult tasks when you are reasonably fresh and have a reasonable period
of free time ahead of you.
Remember, though, that people vary a lot in their patterns of working, so these ideas may not
be the best ones for you.
From feedback the work for each unit takes an average of 9-10 hours per week. If you find
yourself well under or well over the time this suggests you are probably either under or
overdoing things. Ultimately, however, the decision as to how much time to devote to the
coursework depends on your personal situation, your motivation, your learning style and your
efficiency. Although the work varies from unit to unit a typical amount of work will be:
▪ Reading the material in the unit and any additional suggested reading.
▪ Logging on to the website regularly to check announcements from the Course Coordinator
and to read and contribute to discussions on the forum.
▪ Working with the students: Interviewing/ conducting a needs analysis with them;
observing their behaviour in class; giving them a diagnostic text
▪ Analysing and writing up the results you get from the needs analysis and diagnostic test
▪ Writing up each stage of the assignment.
▪ Uploading your work to the website for your Course Tutor to read and give you feedback
on.
▪ Downloading and reading the feedback report from your Course Tutor.
▪ Reading the summary and feedback from the previous unit’s work.

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Personal Motivation
Maintaining personal motivation can be a challenge, and it is best to be aware of this issue
from the beginning so that it is easier to ward off a decline in interest and enthusiasm when
you see it approaching. Some causes are:
▪ Confusion and drop in confidence.
▪ Too much work.
▪ Outside pressures.
▪ Lack of personal support from others.
▪ Lack of ‘another voice’ against which to bounce off ideas.
Warding off the onset of motivational decline can be done by talking yourself though the low
patch. Remind yourself of what your primary motivations are. Get them back to the centre of
your focus. If you ‘just feel fed up’, try to identify the elements in your attitudes and
environment which are leading to this. What exactly is making me feel fed up? Am I bored?
Am I confused by the materials and reading? Is there too much pressure?
The problem will, of course, vary from individual to individual. Once the cause is identified,
the vital move to make is to ask yourself, ‘What steps can I take to reduce the stress?’ ‘Steps’
is the operative word. Solutions will only be achieved by breaking the necessary action down
into a number of small, manageable units or steps. Make a plan of action. Do not let the
problems get out of hand or they may seem insurmountable. Speak to people early on, your
colleagues at work and on the course, your Course Tutor; or email the Course Co-ordinator in
London to talk things over.
Finally remember that all learning is essentially self-learning and is achieved from self-
motivation. Success, and success on this course, depends to a large extent on real interest in
and commitment to your own professional development, so keep your long-term goals
uppermost in your mind and refer to them frequently.
Past Course Participant Advice
Here is some advice from people who have completed the Diploma in past years:
Don’t get behind with the work or the work ahead will seem insurmountable and you’ll get
even further behind. There comes a time when you have to say, “That’s good enough” and go
on to another task. Ana
Allow yourself a break from the work at times. You can overdo it and then actually the work
you do do isn’t as effective. Ivan
Read around issues, but don’t go mad on them. For the theory part, I used to read or dip into
about five books and a couple of articles and some coursebooks and that was fine. Otherwise
you could go on for ever. Paula

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Set yourself achievable tasks; if you are constantly not getting through the work you set
yourself, then you are setting unrealistic goals and you will become dissatisfied and
demotivated. Jon
If you find yourself in trouble over deadlines please contact the Course Co-ordinator
immediately to discuss the problem. Although we can only change deadlines on an exceptional
basis because Course Tutors’ timetables cannot be reorganised, we can usually help you adjust
your own schedules and work patterns to see why you are falling behind and how we can help.
Tutor Advice
Do not start reading until you have brainstormed everything you know about the
specialism. Take a blank sheet / Word doc, and spend 15 minutes writing down all you know
about the topic, what is different about it and how it differs from other areas you have taught
or know about. Then when you do come to read, it is very rewarding to know you know a lot
of it already. This will mean you also know who says what in order to provide support from
the literature when you come to write your Part 1. Anything you come across which
contradicts your view is also worth taking note of, as it is really useful to be able to take a
position in the face of differing views. It is absolutely fine to do so and in fact, something which
is actively encouraged. Finally, anything you come across which you had not thought about
you can add to your list. You will be surprised at how much you do know already.
Do not try to read from cover to cover, as a lot is not relevant for your Module 3
assignment. We suggest you read the introduction to the book and the concluding chapter, if
there is one, since these will summarise the contents of the book. If nothing is useful, then
do not read it. If the introduction indicates useful chapters, then read the introduction and
conclusion to those chapters. If any of those still seem relevant, read the whole chapter. There
is a lot of potential reading you can do, so you need to prioritise. You can always come back
to things you like after the end of the Module.
This may be new to you: do not underline or highlight in the text, or copy whole passages into
your notes. The problem with this is that you ‘fix’ those exact words in your head and then it
is extremely difficult to be able to say things in your own voice. Try to read, then turn the book
over and make notes about what you remember. This means you will be better able to
summarise and synthesise, and also avoid any possible plagiarism. Assignments which contain
a lot of unsupported quotations do not do well.
Finally, remember that the Delta is essentially a hybrid written genre: partly academic, but
predominantly practical. You need to show you have read theoretical books and are aware of
the principles which underpin practice, but this should only really inform the assignment, not
govern it. Those of you who have completed a Master’s degree will be familiar with the
concept of a literature review: remember, this assignment is not an extended literature
review, the vast majority is original classroom research.
11. Using the Distance Delta Website
Signing into the Website


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When signing into the website please ensure you go to

http://distancedelta.com/account/signin
To access materials you must have a Google account with the same email address as your DD
sign in – this should be your main email address.
The best way to sign in is to click on the red button ‘Sign in With Google Account’.
If the Google account with your DD email address does not come up as an option, click on the
‘Add account’ button and add it, using your Google Account password.
Homepage: Dashboard
The first message you see is the latest announcement. The announcements are our main way
of communicating with you and guiding you through your coursework. Please check these
regularly.
Use the chevrons at the top right to scroll through the announcements and the ‘eye’ button
to mark the announcement as ‘read’. Read announcements will still remain available for
viewing.
Upcoming Events
In the right hand column you can see a list of all upcoming deadlines to help you organise your
coursework. If you feel you may have difficulty meeting a particular deadline, please email
your Course Coordinator in advance so they can rearrange your study schedule.
Sections on the Website

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My Files
The only document in My Files on Module 3 is the Report. Each time you share work
with your tutor via the Google Drive, please also remember to click on the SUBMIT
button here to pass the Report form over to your tutor: they will fill in each section of
the Report with an overall comment on each part. They will then submit it back to you
via My Files at the same time as they share the document itself back with you via the
Google Drive.
Working with the templates as Word documents
On Module 3, you write the draft parts of the EA in a Word document. Each part is added onto
the same document after the last part, so that the draft document develops over the course.
The template for you to use is in Library > Resources.
▪ Go into Library > Resources and click ‘Add to my Drive’ on M3 All Parts Template
Document
▪ Then click on the title to open the document:
▪ When the document opens, click on the arrow in the top right of the screen to
download the Word document:
▪ Save the downloaded document on your local computer in the normal way.

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▪ When you have finished writing on the Word document and are ready to submit
your work, close the document and save it on your local computer.
▪ Go to your Google Drive (either search for Drive in Google Search or click on the
Drive app in the colourful Apps square at the top of your screen):
▪ Look at the top right of your screen and click on the coloured circle to ensure you
are in the correct Google account – the one which is connected with your
Distance Delta account:
▪ then click on ‘New’ button top left:
▪ Choose ‘File Upload’ from the dropdown menu and browse for your file on your
computer.

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▪ Double click on the marked document and it will then appear in your Google
drive in the middle of your screen listed with any other documents you already
have there.
▪ When the document title appears in the list, right click on it and select ‘Share’
from the options.
▪ Add the address of your tutor to the Share box (check these from the
Announcement or from the Profile Card under the People tab.)
▪ Also add distancedelta@gmail.com for back up.
▪ Click on SEND
You will not receive a notification of receipt etc. but if you click on the Share box again, you
will see the names and addresses of the people with whom the document has been shared.
NB: The first item that you submit to your tutor is the Proposal Grid. You will also find this in
Library > Resources and you download it, fill it in and send it to your tutor in the same way as
described above.
The video ‘Preparing and Submitting Work to Tutors’ in Library > Videos gives a walk through
guide to doing this.
Receiving Feedback
You will receive an email notification once your work is marked. Click on the link in the email
to access it.
Forums
Forums are an essential means of preparing for your coursework and communicating with
your Course Tutor and colleagues on the course. Your Course Tutor and Course Coordinator
will start discussion threads to guide you through the Delta syllabus and your coursework.
Please contribute regularly to the discussions as this is a crucial part of your coursework and
helps you process all the training and input on the course, our research on previous courses
has shown a clear link between active contributions to discussion forum and success in Delta.
To contribute to a discussion topic ensure the topic is expanded (chevron on the right pointing
up) and write in the Write to topic box, then click on ‘Post now’ button:

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To start your own discussion click on the green button ‘Start new topic’ in the top right hand
corner of the webpage.
Forum topics are ordered chronologically with the one with the most recent post up at the
top. Topics remain for 7 days after the latest post and are then archived but can be viewed by
clicking the ‘Archived’ button in the left hand column under ‘TOPICS’ You can also bookmark
topics you want to refer to later by clicking on the ‘star’ next to the topic heading and then
view all your bookmarked topics by clicking on ‘Bookmarked’. You can filter topics by role by
clicking on the links in the left hand column under AUTHORS to select the posts you see.
For the
For the first part of the course, while you are working on the Proposal Grid and Part 1, the
forums will be grouped according to specialisms. For Parts 2 – 5 of the EA, the forums will be
grouped according to your Study Group and managed by your Course Tutor.
Email notifications of forum postings
You can choose to receive an email notification each time someone posts to particular forum
discussions. You can choose which forum discussions and how often you receive the email
notifications. This is particularly useful if e.g. you are waiting for an answer to a particular
question or there is a thread of particular interest to you or relevance to your current
coursework.
To set up notifications

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▪ Go to drop down menu next to your sign-in email address in top right hand corner of site
screen
▪ Select settings :
▪ Then select Contact tab at the top:
Scroll down to forum notifications and select how often you wish to be notified (the default
is Off, can be Instant, Daily or Weekly):
▪ Click on ‘Save changes’

▪ Then go to the dashboard and then forums and click on the star next to the discussion
topic(s) you want to receive notifications from when someone posts
▪ You are ready to receive notifications
Library

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The Library materials are subdivided into five folders.
All core DD course material for background reading for the Delta syllabus is in the Input folder.
Articles and extracts from published materials in our eLibrary are in the Articles folder for
additional reading on any topics you wish to explore in more depth. Guidance for your course
overall is in the Guidelines folder but most of the resources you need for the course itself can
be found in the Resources folder. Click on the relevant folder to find the materials you need.
This turns the label blue.
Once inside the folder, for any file you want to access you need to click on the green ‘Add to
my drive’ button.
Once it has been added, click on the template name to open it. This opens it in a new tab. As
you can see below, the article ‘The effect of the teacher’s reading pdf’ has been added to the
drive and clicking on the title, now in blue, will open it.
People
Here you can view the photos and profiles of all those on the course. They are subdivided
according to their role eg Course Coordinator, Course Participant etc. Click on the relevant
button to view those in each role. For course participants there is a filter option so you can
select to view those in your group
Tech Support

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If you have any questions or difficulties regarding the website, just click on the Tech Support
button in the bottom right hand corner of the relevant webpage.
It also gives you the option of attaching a screenshot by clicking on the camera icon bottom
left
Forwarding Email Notifications
If the email address you use to access the DD website is not your usual email address, we
strongly recommend you set up a forwarding rule so all email notifications from website
activity go to your usual email address, that way you know e.g. as soon as your CT has returned
work or someone has responded to your forum posting. See below for step by step
instructions on how to forward from a gmail account:
▪ Open your Gmail

▪ Go to the Settings icon in the top right corner: and click on the arrow head to
reveal the drop down menu
▪ Click on ‘Settings’
▪ Find ‘Forwarding and POP/IMAP’ at the top and click on it:
▪ Click on the ‘Add forwarding address’ button:

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▪ Write in the email address you usually use and click on ‘Next’:
▪ Click on ‘Proceed’ in the pop up window:
▪ You will get a message about a confirmation code, click on OK:
▪ Go to the forwarding email inbox and find the message from gmail, click on the link to
confirm your request
▪ On the screen message that comes up click on the ‘confirm’ button:

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▪ Go to your gmail and check you have selected forward option at the top:
▪ At the bottom of the screen click on the ‘Save changes’ button.
12. Module 3 FAQs
(1) Distance Delta
General
1. For my title do I have to choose an area from the Cambridge list?
Yes, you have to select one of the specialism areas and write about it in Part 1. The Cambridge
Handbook has a full list.
http://www.cambridgeenglish.org/images/181161-delta-handbook-for-tutors-and-
candidates-document.pdf
Part 1 is broad and you then need to narrow things down from Part 2 onwards. For example,
in Part 1 you discuss exam classes and in Part 2 you start preparing a reading skills course for
11 IELTS students in your school.
It is possible to narrow down a little more in Part 1 although we often find this does not work
so well; your tutor will advise you about this, as necessary.
2. What is the Module 3 Proposal for and how much do I write in it?

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This is a document where you provide a brief outline of what you intend to write about and
set out an action plan. You do not need to write very much but it gives both Course
Participants and Tutors a chance to check that you are on the right track and provides direction
for the next stage. It is possible for you to change topics after discussions based around your
ideas so you are not committed at this early stage.
3. Where can I check that I have fulfilled all the Module 3 requirements?
There are full Guidelines and Checklists in the Library > Guidelines. The Cambridge Handbook
contains guiding questions to structure each section as well.
4. Do I write the word count for each section? Is there a +/- 10% overall?
You do not have to write the word count for each section as it wastes words. You have to write
the total number on the cover of the full final draft and of the final submission. You also
include the version of Word which you are using (or the word count as a Google doc) as the
word counts differ slightly between versions. This must not be less than 4000 words and not
more than 4500 words.
5. Do sub-headings, quotations, words in tables or diagrams get included in the word count?
Yes, the only things that do not are the front page, the contents page, the bibliography and
the appendices. Do not use scanned images in the main body of the EA because it will not
show up in your Microsoft Word word-count: if you copy in a scanned diagram the number of
words, the examiner will count them.
6. Can we look at samples of work by previous trainees?
Yes and No. There are samples of some sections in EA Guidelines for Part 2 and Part 3. These
are designed to give you an idea of the sort of templates and styles candidates use. These are
released by Cambridge. The course materials do not include complete samples of work from
previous candidates. This is because it restricts the areas you can work on, occasionally leads
to unintentional plagiarism and often encourages Course Participants to write in a style which
is not their own.
7. Should I use quotations?
Use quotations if they help make a point but do not use them where you can say it more
effectively yourself. Avoid quotation heavy but information light writing. If you quote, make
sure that it either supports something that you say or follow it up with a comment.
8. Do I get graded by tutors?
No, the only time you get graded is when you submit your assignment to Cambridge. Tutors
give you feedback. This means that it is completely safe to submit ideas you are not sure about
with a view to getting comments on them. Tutors will indicate on your full final draft if they
have serious doubts about the EA reaching a Pass standard and will give you clear guidance
about what you need to do. They are not allowed to give a definite grade though.
9. Do I need to use the forums?

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Yes, these are invaluable. They are where you ask and answer questions from colleagues and
from tutors. The more linked in you are to the group, the easier your work will be. Do not be
shy.
10. Can I ask questions in threads created by other groups?
Yes, feel free to roam around and participate in all discussions. Just try not to ask the same
question three times in different forums. Remember everyone saw your original posting.
11. We submit drafts of each section. How much should we write?
The more you write the better tutors will be able to guide you. Having said that, remember
that these are drafts and that you will be revisiting each section so they do not have to be
complete. Also remember that if they are substantially over the word count, the CT will return
it to you to ask you to edit it down a bit before they give you feedback on it. Unfortunately,
the CT cannot act as the editor for you. However, it is always better to submit a draft to tutors
and get feedback rather than delay until you feel you have perfected one section or another.

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12. When do I organise my appendices and my bibliography?
This is best done as you go along. Part 2 usually takes the most space in the appendices and it
is good to keep it organised while you are working on the draft. Tutors will be able to help you
with this too.
13. Do I actually have to teach the course I design?
No, the course should be teachable but it is a future course and you do not ever have to teach
it.
Part 1
14. What ages can I choose for the YL options?
You can choose to discuss any 5 year band between the age of 5 and 18. Five years may seem
a lot but remember this is for the Topic Section (Part 1). When you design your course proposal
you will usually be focusing on a class with a much narrower age range.
15. How much reference to literature do I need?
Not all areas have the same amount of published material e.g. teaching one-to-one may have
five key texts whereas EAP has many more. You need to show familiarity with key literature
but not all of it.
Part 2
16. Should I discuss principles of testing and assessment in Part 2?
No, this comes in Part 4. In Part 2 you need to show familiarity with the principles of needs
analysis and diagnostic testing. This is different from testing and assessment principles.
17. How much detail do I need to give with regards to linguistic findings?
The linguistic findings should be at the heart of your course plan. The more detail you have
the better. You need to include collated results in the appendices and draw on that for what
you mention in the body of the assignment.
18. How much should I write about motivation and learner styles?
This depends on the group and the topic. Identifying learner styles might be particularly
important in guiding you to select the right kinds of activities but most of your discussion
should be taken up by analysis of linguistic needs. This is usually much more relevant to setting
learning objectives for the language course and, very often, tutors find themselves giving
feedback that this is what needs greater emphasis in the section.
19. How many learners can I have in a group?
If you have selected teaching one-to-one then the answer is obvious. Otherwise, a minimum
of three is needed for a group; somewhere between five and twelve is usually manageable.

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You do not need to include all members of a particular class depending on the topic area and
focus of your course proposal.
Part 3
20. How much detail do I put on the course proposal?
Generally try to balance written detail with workability as a plan. You are not expected to
write mini lesson plans for each lesson. Most effective course proposals:
▪ State lesson aims and make links between lesson aims and the objectives in Part 3
▪ Give a brief description of overall procedure
▪ List materials
▪ Show approximate timings
▪ Shows links between lessons in terms of sequencing, recycling etc.
There are some good examples in the EA guidelines for Part 3.
Part 4
21. Do I need to include my proposed formative and summative assessments in the

appendices?
If you are designing your own assessment system, it may not be possible to provide full copies
of a test. In this case you need to have samples of question types. If you have opted for
continuous assessment you need to include your procedures and means of grading learners.
If you have selected an off the shelf test with adaptations then include the whole thing.
(2) Principal Examiners’ Report 2017

This section contains a list of questions which are frequently asked by centres and/or
to centres/tutors by candidates. Answers to each question are italicised below each
question.
PART 1
1. How many issues should I mention?
Between four and six, although some issues may require more coverage than others.
It may be the case that some issues are large, in which case fewer may be explored.
Try to ensure you choose 'key' issues for your chosen specialism, and not too general
ones.
2. Should I make implications a separate section at the end, or weave them into the
discussion of issues?
Both approaches are possible and equally valid.

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3.Is it possible to combine specialisms?

No, there needs to be one main specialism permeating the whole assignment which is
discussed in detail in Part 1. However, the teaching context may be such that your 1to1
learner is studying BE for example, in which case 1to1 can be the chosen specialism,
but you can briefly refer to BE in Parts 2 and 3 in terms of the learning context and
course content and approach.
4. Is it possible to narrow from a general specialism to an aspect of it e.g. EAP to EAP

writing?
It is not necessary to narrow down the specialism, so EAP is fine, for example, but in
a situation where your chosen learners are taking an EAP writing course, for example,
you can focus on EAP writing. However, this means that in Part 1 you need to discuss
mainly EAP with just one part of this section focused on writing within EAP. It should
not turn into a whole section discussing writing.
5. What is the significance of the 5-year age range for YLs – how does this impact the
discussion in Part 1?
Part of the discussion in Part 1 will inevitably be general to teaching YLs, but specific
issues related to the chosen age range need to be discussed.
6. Does an 'issue' mean 'a problem'? Or is it the same as a feature of the specialism?
Not necessarily a problem, but features that need to be considered when designing a
course, teaching and assessing learners. For example, in EAP an issue might be to
consider which level to start teaching EAP; another might be whether to teach English
for General Academic Purposes or English for Specific Academic Purposes.
7. Do 'implications for course design' mean implications for my course design or

courses in general in my specialism?
This should refer to general implications. Try not to start referring to your own context
until Part 2.
8. Are implications for course design to be focused on the teacher or the planner?
This can be both.
9. Some specialisms seem to overlap. I want to write about MON courses in a NESE.
Should I write about both in Part 1?
As discussed above, you need to discuss one main specialism for your assignment. If
you choose MON it is inevitable that you will mention NESE, but this should not be the
main focus in Part 1.

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10. In the YL specialism, we have to give a 5-year age range - e.g. 8 to 13. Why is
this? There are big differences between 8-year-olds and 13-year-olds.
This allows you to officially respond to your reading and refer to your own experience
regarding specific ages.
11. My learners are 4 years old. What is the youngest age group for my course I can
choose for the YL specialism?
There is no lower limit specified but it is important for the tutor to consult Cambridge
English if the learners have not yet started formal education. This is to ensure that the
candidate will be able to fulfil the required assessment criteria for a pass grade.
12. With the Special Needs specialism, do I have to choose just one of the suggested
areas within that for Part 1 e.g. dyslexia?
The focus should initially be teaching English to learners with SRs as the principles
involved in understanding a certain SR, and adapting the teaching environment to suit
the learner’s needs, will be the same across a range of SRs. When the general
principles have been explored candidates should then narrow down to focus on the
specific needs of dyslexic learners and show how these needs can be met by adapting
materials, teaching approach etc. This will allow them to state specific practical
implications for needs analysis, course design and assessment of dyslexic learners;
these will be returned to in parts 2–4, forming an important part of rationale for
decisions made.
PART 2
1. My learners will be leaving before I get to the end of the assignment. Will this be a
problem?
No, although it will be necessary to design and run the NA and DT before the students
leave. It may also be the case that follow-up questions occur when writing Part 3, so
this should be taken into consideration too.
2. Can I use the students’ placement test instead of running a DT?

No. Placement tests are not sufficiently tailored to the target needs of the students in
question, as they are designed to be used with all students at all levels.
3. When is it permissible to have a single learner – in which specialisms?

There are no specific requirements regarding which specialism can be taught within a
one-to-one context: we accept that one-to-one teaching has become common and that
this may represent the natural teaching context for a particular candidate. If this is the
case, a single learner may be permissible. Past submissions have included one learner
who is going to be learning EX, BE, ESP, and EAP. However, other specialisms such
as YL, LS, and SR may also be possible. Candidates should be aware that some
specialisms will obviously not lend themselves to a one-to-one context (e.g. MON,

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MUL). Candidates should be aware that choosing a one-to-one context should not be
done for the purpose of collecting less data. With just one learner it is expected that
you collect NA/DT data to a much greater depth than you would for a whole class.
Where there is uncertainty about whether a one-to-one context is permissible it is
always best for your course tutor to check with Cambridge English before proceeding.
It is important to note that candidates who choose to proceed with a single learner
must be clear what their chosen specialism is: BE, EX etc. Part 1 should focus on the
specialism and not confuse this with one-to-one teaching. If the candidate wishes to
explore the particulars of teaching individual learners, then 1to1 is the specialism to
select.
The most common reason for failing to achieve a pass grade when selecting one
learner is when candidates confuse the focus of their assignment, trying to specialise
in both their chosen specialism (e.g. BE) and one-to-one teaching. This leads to a
confused and superficial treatment of two specialisms in Part 1 and should be avoided.
When a candidate chooses to design (for example) a BE course for a single learner,
Part 1 should explore the specialism of BE and Part 2 should investigate the specific
needs of the learner through the NA and DT.
4. Can I narrow my focus from the outset of Part 2 e.g. focus the NA/DT on EX writing
rather than all EX skills/papers? Where is this justified?
If the NA results clearly show that learners want/need to focus mainly on writing then
you can narrow your DT to focus just on writing, but it would need to establish clearly
which aspects of writing the learners are currently strong/weak in. Alternatively, if the
teaching context is such that only one skill will be focused on, for example if you are
going to be teaching an EAP writing course, then the NA can focus just on that skill.
However, even if the DT focuses on writing, you may identify some language
development needed to support learners' writing, such as vocabulary, linkers, etc.
5. What is the difference between analysis appended in appendix 2, key findings and
course priorities?
Appendix 2 contains the raw data. In the appendix in the main document you include
a summary of the collated data, for example, charts showing a comparison between
learners across different skills. The main findings, main strengths and weaknesses
from the DT are discussed in the main body in Part 2. Together with the NA results,
you need to prioritise the main areas which your course is going to focus on, and from
which the subsequent course objectives will derive in Part 3.
6. There is so much to write about in Part 2. What advice is there on how to manage
the low word count for this section? Can I just refer to appended collated data in Part
2 rather than write out again the key findings in my essay body?
It is all about prioritising and linking/signposting to the appended data and collated
data. You can refer the reader to the collated data in the appendix, but you will still
need to summarise the key findings.

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7. There has been a lot of controversy over learning styles. Do we still have to write
about it?
Not unless it is something you consider important in your NA.
8. What is the difference between course priorities in Part 2 and course objectives in
Part 3?
The course objectives need to be worded as objectives (see the literature) and need
to be clearly derived from the learning priorities. So, having established at the end of
Part 2 what learners need, then the course objectives in Part 3 will verbalise how this
is to be achieved through your course.
PART 3
1. How are the objectives I set in Part 3 different from the priorities in Part 2?
Part 3 objectives should be narrower than the Part 2 priorities. For instance, the NA
and DT might identify that the students need to work on ‘talking about the past more
accurately’ which might translate into objectives relating to past simple and past
continuous.
2. Do I need to append all the materials I plan to use in my course?
No. There is no need to append copies of materials which are widely available, as the
reader will be able to access these. Any teacher-designed materials, however, should
be appended, as the reader will not be able to access these. A representative sample
should be included.
3. How much detail should I go into in my course plan?

The plan needs to be sufficiently detailed to allow another teacher to deliver the
programme in exactly the way you envisage it yourself. A good indicator is to ask a
colleague to talk you through the plan, indicating what happens in each lesson, what
the homework will consist of and when and how assessment will take place. If the
colleague can do so, the plan is sufficiently detailed.
4. Do objectives need to be itemised in the main body of Part 3? How many objectives
should I have?
Yes, it is useful to list (and possibly number) them. Remembering that you have a 20-
hour course you should not have too many objectives, probably five to eight would be
suitable depending on how specific and detailed they are.

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5. How many samples of course material should be appended?

A few samples – two to three would be enough – there is no need for too many unless
you have created a lot of bespoke materials in which case you would need to show
more samples.
6. Some of the sample lesson plans I've seen from past Principal Examiner reports are
not very detailed. Is it enough to just put in the name of the lesson and lesson aim, e.g.
Reading 3: helping learners with skimming and scanning?
Yes, we are not looking for detailed lesson plans for each of the 20 hours. It is important
to see how each lesson is linked to the others and to the overall course objectives
(hence the need to show the whole course in a chart), so for each lesson we need to
see what the focus is and some brief detail about what will be done.
7. Do all objectives have to be language or skill focused? Can I include learner training
objectives?
All are possible, depending on what your learners’ needs and learning priorities are.
8. If I choose DL as my specialism, does my course plan have to include the face-to-
face content as well as the online content?
Yes, it should include both.
PART 4
1. Do I need to test my students summatively?
Part 4 should indicate how the students are to be tested both formatively and
summatively.
2. Should I include an appended assessment overview table?

It is not mandatory, but it is a good idea. Make sure you signpost it in the main body.
3. How many sample assessment tools should I append? Does there need to be
appended documentation for informal tools, e.g., tutorial forms, homework records?
It is a good idea to append one or two samples of your tools, particularly any that are
hard to explain, but you do not need to append samples of all your documentation. As
the term implies, these are 'samples'.
4. Do all key terms – content validity etc. – need to be explicitly defined?

Yes, they need to be mentioned, defined, referenced and also linked to the actual
assessment procedures you choose for your course.
5. Should I link tools used to course objectives assessed? How can I do this?

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Yes, they need to be linked. If you have an overview chart (see Part 3, Question 6
above) you can number-reference the course objective, otherwise you need to state
which course objective(s) are being assessed when you describe each assessment
tool.
6. Do I have to give details in Part 4 about all my formative and summative

assessments?
Yes, you need to state clearly what you will do in the 20-hour course in terms of
formative and summative assessment.
7. Is it necessary to append a copy of all my formative and summative assessments?

No, but you should give some samples (see above).
8. Do I have to append a full copy of a published exam like FCE if I use that for one of
my tests? Can I just put in a link to this kind of material?
It would be good to show some sample parts. Do remember, though, that you are
expected to design your own procedures and not rely entirely on published tests. Even
if you do rely heavily on published exams because of the nature of your course, you
would still need to show how the published tests are to be assessed with your course
objectives in mind.

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OVERALL
1. Is it possible to change earlier sections as I write later ones?
Yes, the writing of the assignment should be iterative and recursive. It often happens
that later sections precipitate modifications in earlier sections.
2. Can I refer to internet sources as part of my reading?

Yes. Many practical suggestions can be found in internet sources. However, there
should not be reference solely to internet sources: key writers should also be surveyed
(although these could be consulted electronically). All internet sources need to be
credible, and appropriately referenced.
3. I will be teaching the EAP course to my group. How much information should I give
about the longer course at my school of which my EAP course will be part?
This should only be mentioned briefly.
4. Can I use some of the word count from Part 5 for more important sections?
Yes, you can, but it is still useful to have a good conclusion to the assignment. This
section is also a good guide for you to ensure that you have linked all parts together.
5. In my country, I can't access some older texts on the recommended booklists. Do I

have to read the original sources for key theories/principles?
It is important to access some 'key' sources for each of the four main parts of the
assignment. The same applies to other modules of Delta.
6. Am I penalised if I put some material in the wrong document?

This comes under 'presentation and organisation' of the assignment and is assessed.

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Appendices
Appendix 1: Statement of Originality
This statement MUST appear on the cover page.
Delta Module Three
Statement of Originality
Plagiarism is defined as submitting as one's own work, irrespective of intent to

deceive, that which derives in part or in its entirety from the work of others without
due acknowledgement. It is both poor scholarship and a breach of academic integrity.
University-wide statement on plagiarism (2011), retrieved 24.10.2014 from:
http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html
I confirm that I have read and understood the University of Cambridge definition of
plagiarism. I confirm that this submission is my own work and that all sources used are
properly referenced.
Name ……………………………………………………………
Date ………………………………………………………………….

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Appendix 2: The Bibliography and In-text Referencing
The Bibliography
The bibliography should be presented in alphabetical order of the author’s surname. Research
reading sources should be in a separate section from practical teaching materials.
You need to include the author, title, date of publication and publisher:
Single author book:
Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge; New York:
CUP.
Journal article:
Chapelle, C. (1999). Validity in Language Assessment. Annual Review of Applied Linguistics 19,
254–272.
Edited book:
Graves, K. (Ed.) (1996). Teachers as Course Developers. Cambridge; New York: CUP.
Section of edited book:
Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (pp. 13–103). New York:
Macmillan.
eBooks
Patterson, M 2012 Lost places in dreams. [Kindle DX version] Transworld Media. Available at:
Amazon.co.uk <http:// www.amazon.co.uk> [Accessed 9 June 2012].
Electronic source:
Either: a) Paquette, G. 1999. ‘Notes on English Composition.’

http://www.interbiotec.com/biow/tip/archive/on.html (17.1.12)
The date in brackets is the date of retrieval from the website and not the date it was published
on the website.
Or: b) Felix, U. 2001 ‘The Impact of the Web on CALL-Parts 1-4.’ Retrieved August 15, 2012,
from the World Wide Web http://historyofcall.tay.ac.uk
Associations and corporate authors:

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American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: American Psychological Association.
In-text Referencing
You also need to include references within the body of the text itself.
▪ If you are generally referring to what someone has written, put the writer and year of
publication in brackets within the text to indicate the source: (Parrot, 2000).
▪ If an author has published more than one book in the same year, distinguish between
works by using a), b), c) etc. to let the reader know which one you are referring to:
(Thornbury, 2004a.)
▪ If you quote from an author directly, put the quote in quotation marks and include the
page number in your referencing: (Willis & Willis, 2007, p.52).
▪ If you quote from an ebook which has no page numbers, use the section heading or
chapter heading as a guide to locating the quotation (if available) e.g. (Patterson, 2012:
Section 3.4)
▪ If you are referencing another author cited within the work (secondary source) and you
did not read the original work, use the same principles as the other citations on this page,
but add ‘as cited in’ to the reference: (Lewis, 1991, as cited in Harmer 2009, p.72).
▪ If you are paraphrasing an author directly, do not use quotation marks but include the
page number in your referencing: (Willis & Willis, 2007, p.52).
▪ If you are referring again to the last source referenced, use Ibid., meaning ‘the same
place’. If quoting and the page is different, add the page number too: use Ibid., p. 29.
In all cases, remember also to put a corresponding full reference in the bibliography.

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Appendix 3: Grade descriptions
Taken from the Delta Module 3 ELT Management Option Supplementary Handbook for Tutors
and Candidates 2011. They are worth bearing in mind when proofreading your drafts.
Pass with Distinction
An excellent piece of work which shows a very high level of understanding, analysis and
application and which displays originality and critical insight. Very high standard in all of the
following areas:
▪ Understanding of: the selected specialism; principles of situation analysis; principles of
change management; principles of decision-making
▪ Analysis of key issues in the topic area and the LTO; justification of the change proposal
and implementation plan
▪ Identification of key priorities for change; design of implementation plan
▪ Academic writing, presentation and organisation, clarity of argument and quality of ideas.
Pass with Merit
A very good piece of work which shows a high level of understanding, analysis and application
and which displays some originality and critical insight. High standard in most of the following
areas, but with some room for improvement:
Pass
A satisfactory piece of work which shows an acceptable level of understanding, analysis and
application and which meets the requirements of the assignment. Good standard in some
areas, but some room for improvement in most of the following areas:

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Fail
An inadequate piece of work which fails to show an acceptable level of understanding, analysis
and application. Substantial room for improvement in some or all of the following areas:

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Administration & Course Co-ordination

Tasks for Block 0

1 Module 3 Course Guide

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The Distance Delta Module 3 Course Calendar September 2018

Date Event Marked by

02 Sep Introduction Week

09 Sep Deadline upload proposal grid Course Tutor

09 Sep Focus on Part 1

Background reading and forum discussion on your specialism

23 Sep Deadline upload Part 1 of Extended Assignment Course Tutor

23 Sep Focus on Part 2

Background reading and forum discussion on learner and

24 Sep -15 Assessment Registration

14 Oct Deadline upload Part 2 of Extended Assignment Course Tutor

14 Oct Focus on Part 3

Background reading and forum discussion on course syllabus

28 Oct Deadline upload Part 3 of Extended Assignment Course Tutor

28 Oct Focus on Part 4 and 5

Background reading and forum discussion on course

11 Nov Deadline upload Parts 4 of Extended Assignment Course Tutor

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11 Nov Focus on revising Parts 1 – 4 and on writing the Conclusion

25 Nov Deadline upload Full Final Draft Course Tutor

25 Nov Work on final version of your Extended Assignment in

06 Dec Deadline upload final version of complete Extended Cambridge

12 Dec Website closes

Tasks for Block 0

▪ Read this Module 3 Course Guide and complete any tasks

3 Module 3 Course Guide

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In order to do this, we will be focussing on:

Research into your specialist area

▪ The learner: needs, motivation and learner styles

2. Aims and Module 3 Overview

Task: Your Aims

Note down the following.

Aims of the Distance Delta Module 3 Course

4 Module 3 Course Guide

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3. The Learning Community

Your Study Group

5 Module 3 Course Guide

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The Course Administrators

The Course Tutors

The Course Co-ordinator

6 Module 3 Course Guide

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▪ Discussion Forum participation

7 Module 3 Course Guide

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Overview of the Module 3 Extended Assignment

▪ objective and subjective assessments of the learners’ needs and wants.

▪ your course outline

▪ needs analysis material, diagnostic tests and collated results

▪ course evaluation and assessment materials and/or outline of the procedure

Below is an outline framework of the Module 3 course.

8 Module 3 Course Guide

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Block The Work You Will Do Time