Frequently asked questions: Delta Module One
Module One focuses on the background to learning and teaching English in a range of contexts. The aim of this module is is to extend and develop candidates’ understanding and knowledge of:
- theoretical perspectives on language acquisition and language teaching.
- different approaches and methodologies including current developments.
- language systems and learners’ linguistic problems.
- language skills and learner problems.
- knowledge of resources, materials and reference sources for language learning.
- key concepts and terminology related to assessment.
It blends theory with practice and gives you skills and techniques that will help you throughout your career.
As with all Delta Modules, Module One is suitable for:
- English language teachers who want to progress into more senior roles (e.g. teacher training, senior teacher or ADoS).
- Experienced teachers who want to extend their expertise and reflect on their practice
- Teachers working with different age groups, from young learners to adults, and in any context from ESOL to EAP.
In order to stand the best chance of being successful, we recommend that you have:
- at least two years of varied ELT experience.
- an excellent level of English (CEFR C1, IELTS 8.0 or above).
- good digital and academic literacies.
- an undergraduate degree (or equivalent).
- the ability to cope with a level 7 (Master’s level) qualification.
Delta is one of the best-known and most popular advanced TEFL/TESOL qualifications in the world. It is a flexible way for experienced English language teachers to progress further in their careers. Delta can be taken at any stage in a teacher’s career and is ideal for those wanting to update their teaching knowledge and improve their practice. Delta Module One will develop your understanding of language, methodology and teaching resources.
Module One is assessed via a paper-based written exam. There are two papers of 90 minutes each with a 30-minute break in between. Each paper is worth a total of 100 marks.
Paper 1 consists of 5 tasks and Paper 2 consists of 3 tasks. All tasks are compulsory. Details of specific tasks are as follows:
Paper 1 | ||
Task | Task type | Marks available |
Task 1 | Labelling task Six definitions of ELT-related terms are provided. Candidates supply the correct term. | 6 |
Task 2 | Short written response Four terms are provided. Candidates supply a definition and an appropriate example for each term. | 12 |
Task 3 | Longer written response A writing or speaking task from published ELT course materials or published examination material is provided. Candidates are provided with a number of language features that learners would need to complete the activity successfully. Candidates identify three further appropriate language features which learners would need to complete the activity. | 12 |
Task 4 | Longer written response An authentic spoken (transcribed) or written text produced by a learner is provided. Candidates analyse the main strengths and weaknesses of the text based on a set of specific areas, e.g. grammatical accuracy, cohesion. They identify a total of four strengths and weaknesses. | 20 |
Task 5 | Longer written response An authentic text is provided, e.g. a newspaper article or leaflet. Candidates identify features of the text which are typical of its genre and identify and explain the form, meaning, use and phonological features of three different language items or areas highlighted in the text. For one of the areas highlighted, candidates may be asked to identify possible learner problems with form, meaning, use and pronunciation as appropriate. | 50 |
Paper 2 | ||
Task | Task type | Marks available |
Task 1 | Longer written response An extract from or a description of a test is provided, along with the context and purpose of its use. The extract/description may be from a public examination, a commercially produced text or a teacher-generated test. Candidates provide an evaluation of its effectiveness for the stated purpose, making a total of six points. | 18 |
Task 2 | Longer written response An extract from published coursebook material is provided. Candidates identify the purpose of specified individual activities and stages in the material, how specified activities and stages in the material support those discussed previously, and then comment on key assumptions about language learning and skills development that are evident in some or all of the activities and stages. | 42 |
Task 3 | Longer written response ELT-related input is provided, e.g. extracts from material for teachers or from a methodology/resource book, a lesson plan extract or an extract from tutor feedback. Candidates answer specific questions about the material, e.g. interpreting the teacher’s role as exemplified in the material, discussing the implications this view of teaching has for classroom practice. | 40 |
In theory, all three modules can be taken concurrently; indeed, there are some courses which prepare candidates for all three modules at the same time. However, If you are working full-time and/or have any other commitments, we would not recommend taking more than one module at a time due to the workload. Although the modules can be taken in any order, we would, generally, recommend, starting with Module One, then Module Two and, finally, Module Three.
There are three passing grades: Pass with Distinction (approximately 150 marks required); Pass with Merit (approximately 130 marks required); Pass (approximately 100 marks required).
The exam can be taken at any authorised teaching qualification test centre around the world. If you are based in or around Sheffield, you can take the exam at the ELTC.
The exam takes place on the first Wednesday of June and the first Wednesday of December every year. This course will prepare you to sit the exam on the first Wednesday of June.
Results are released by Cambridge approximately two months after the exam date. Certificates are sent to centres one week after results are released. We will let you know as soon as we receive your result and certificate.
Frequently asked questions: Online Course
The course lasts for 26 weeks in total from October to May. There is a 3-week break over Christmas and a 3-week break over Easter.
Weeks 1- 20 focus on understanding language, methodology and resources for teaching and weeks 21-26 are specific exam revision.
The course is delivered purely online and is made up of 26 units, which will be released on a week-by-week basis throughout the period of the course. The asynchronous content in each unit includes a variety of task-types, including self-study tasks; forum discussions; exam practice; analysis of answers; candidate-led research and quizzes. There will also be a synchronous session of 90 minutes every two weeks (see below for more information) as well as three one-to-one tutorials during the course.
The live sessions will take place every two weeks at a time and date to be determined. These synchronous sessions will be purely exam-focused including exam tips, strategies and practice based on the content of the previous weeks’ self-study tasks. Attendance at these sessions is expected, so please let us know if you are unable to attend.
The course units have been designed to make up approximately 5-6 hours worth of work, including working through the online content, completing the interactive tasks and contributing to the discussion forums. It is recommended that you also allocate the same number of hours again to self-study, including background reading and research. Every other week, you will also need to attend the 90-minute live class.
Some of the tasks and forum contributions require group or pair work. This will be a good opportunity for you to share best practice and learn from each other and will be an important part of your Continuing Professional Development on the course.
It is strongly recommended that you complete the units on a week-by-week basis as they are released. Although the beauty of an online course is that you can manage your own time, we have found that candidates who fall behind with the online units find it difficult to catch up later.
The forum tasks are an important part of the course and have been designed to help you to consolidate your learning, reflect on your practice and learn from your peers and tutors. There is at least one compulsory forum task every week which must be completed by the set deadline.
On previous courses, candidates who have regularly engaged with the forum tasks, have reported that they are helpful in reflecting on teaching practice and in preparing for the exam: especially for paper 2 task 3 as the forum tasks ask candidates to question their teaching and underlying beliefs about learning.
Unfortunately, when you complete tasks via the online asynchronous content, your answers are not recorded or stored. Therefore, as you work through the tasks, we strongly recommend that you make notes on a word document or equivalent on your computer. You may decide to handwrite notes if this works for you. As the course is not assessed as such, we will not be checking your answers to any of the self-study tasks you complete. Taking self-study notes of key terms, ideas and theories is expected in any Level 7 qualification. We will, of course, comment on your forum tasks. We will also be offering support and advice on the mock exam tasks and papers you complete including offering you three tutorials during the course.
The course will be available for 3-4 weeks after the end of the course. This will enable you to use the content to revise in the week before the exam and also to save anything that will be useful for your future teaching.
Please contact eltc.tel@sheffield.ac.uk and explain the problem. We will try to help you resolve the problem as soon as possible.
