The Delta Modules FAQs
FAQs about the Delta Modules
- Why has Delta changed?
- Do I have to take all three modules?
- Can the Modules be taken in any order?
- Can I take all three modules at the same time?
- Do I have to complete all three modules within a specific time?
- Can I retake modules?
- Do I have to take a course for each module?
- Will I get an overall Delta qualification if I pass Delta Modules One, Two and Three?
Module Two
- What is the recommended number of hours for course content?
- What is the recommended contact time between tutors and trainees?
- What are the pass requirements for Module Two?
- How are assignments for Module Two graded?
- Is a first degree essential for enrolment onto Module Two?
Module Three
- Do candidates have to include tests and samples for analysis of strengths as well as weaknesses?
- Should candidates do one diagnostic test or can they do several?
- Should the tests only be about language or about the four skills too?
- Should the results include areas such as pronunciation and discourse features or only lexical and grammatical needs?
- Should candidates include issues such as class management (e.g. in the case of YLs which may influence their choice of activities in the course plan) or cultural taboos in monolingual classes in their analysis or only language learning needs?
- How do candidates go about justifying how they have prioritised the areas they are going to focus on? Presumably they can't do the detailed annotated scripts and samples as for each student, so how do they show the evidence for their choices?
- In the appendices, do the Candidates submit copies of completed needs analyses and diagnostic tests for each student or for just a cross section or for none and just in the form of collated results?
- Is the Extended Assignment submitted by the candidate to Cambridge ESOL or should it go via the Centre?
Why has Delta changed?
The new modular version of Delta has been introduced to:
- create an accessible and modular form of Delta that will offer candidates flexible entry points
- enable candidates to achieve Delta in stages, over a period of time that can fit with career and other commitments
- provide Delta candidates the opportunity to include a focus on specialist teaching e,g. teaching young learners, business English
- encourage more flexible delivery, e.g. blended learning options
- allow individual modules to be taken as part of a programme of continuous professional development.
- To certificate partial achievement, e.g. development as a general English
teacher
Do I have to take all three modules?
No. Candidates may choose to enter a single module or any combination of modules. Each module is separately certificated so this will allow candidates to receive credit for each module successfully completed.
Can the Modules be taken in any order?
While candidates may choose to take the modules in any order, Modules Two and Three assume the candidate will have the knowledge and competences gained in the previous module(s) so for most candidates the most practical order will be from Module One through to Module Three.
Can I take all three modules at the same time?
Yes. Some centres may carry on delivering Delta as a single course (all three modules being run concurrently by a centre). However, the distribution of content across the three modules allows centres the flexibility of offering individual modules or combinations of modules for candidates who may not wish to, or need to, complete them all.
Do I have to complete all three modules within a specific time?
No. There is no time limit for completion of all three modules.
Can I retake modules?
Yes. There is no limit on the number of times a candidate may take a module.
Do I have to take a course for each module?
Attendance on a course will only be necessary for Module two so that practice can be directly assessed. Candidates can enter for Module One and Module Three without taking a course.
Will I get an overall DELTA qualification if I pass Delta Modules One, Two and Three?
Yes. Candidates are awarded a certificate for each Delta module they pass. Achievement of a Pass in all three modules confers the status of a full Delta qualification. An overall Delta certificate will be awarded to candidates who submit evidence of a Pass in all three modules.
Module Two
What is the recommended number of hours for course content?
There is no prescribed number of hours. The syllabus states that there are 200 learning hours. These can be made up of input, e-learning and directed or individual self study.
What is the recommended contact time between tutors and trainees?
For a discrete Module Two course, it is estimated that about a third of the total number of learning hours should be tutor contact i.e. about 66 -70 hours. Centres may offer blended learning packages with a reduced number of face-face contact hours.
What are the pass requirements for Module Two?
Two assignments (one systems, one skills) are submitted to Cambridge ESOL (one from the centre, one from the assessor) and must be at pass standard or above for the candidate to be awarded Delta Module Two.
Candidates need to complete both parts of the Professional Development Assignment to gain an overall Pass in Module Two. Candidates must achieve a Pass to be eligible for an overall Merit or Distinction grade in Module Two.
The coursework report will only be referred to in the case of borderline candidates. For example if the centre submitted assignment is a Merit, and the assessor’s grade indicates a strong Pass, a Merit may be awarded if evidence to support a Merit is documented in the Coursework Record.
How are assignments for Module Two graded?
The Language Systems and Skills Assignments
An overall grade is given for the Language Systems/Skills Assignments. Weighting is given to the teaching and the teaching grade is therefore primary. However, both the background essay and the teaching must pass in order for the candidate to achieve an overall Pass (or above) for the assignment.
If there is a one-grade difference between teaching and background essay, the teaching grade is awarded as the overall grade (provided the background essay is a Pass). So for example, a Systems Assignment with a Merit for the teaching and a Pass for the background essay would be graded as Merit.
A two-grade difference i.e. a Distinction for teaching and a Pass for the background assignment is a Merit overall.
If the teaching grade is only a Pass, then the overall grade cannot be higher than a Pass; so a Pass for teaching and a Merit or Distinction for the background essay is a Pass overall.
The Professional Development Assignment
This assignment is graded as Pass or Fail.
Is a first degree essential for enrolment onto Module Two?
No, many candidates will have a first degree but it is not a requirement. However, centres should advise candidates that Delta Modules are at Masters level.
Module Three
Do candidates have to include tests and samples for analysis of strengths as well as weaknesses?
Yes, they need to comment on strengths as well to justify the course programme e.g. there might be less of an emphasis on a particular skill if this has been identified as a strength or is irrelevant to their needs or the focus of the course.
Should candidates do one diagnostic test or can they do several?
They can do several.
Should the tests only be about language or about the four skills too?
Candidates should test what needs to be tested according to the needs and the purpose for which their learners are learning English. If the course had a very specific focus e.g. academic writing skills exclusively then the focus of the testing would be on writing skills and sub-skills. The narrower the range of diagnostic assessment, the more detail of analysis would be expected i.e. less breadth and more depth of analysis if the topic chosen is narrow in terms of skills/language area.
Should the results include areas such as pronunciation and discourse features or only lexical and grammatical needs?
As in answer to the previous answer, it depends on the nature of course.
Should candidates include issues such as class management (e.g. in the case of YLs which may influence their choice of activities in the course plan) or cultural taboos in monolingual classes in their analysis or only language learning needs?
Yes, these issues should be included if relevant.
How do candidates go about justifying how they have prioritised the areas they are going to focus on? Presumably they can't do the detailed annotated scripts and samples as for each student, so how do they show the evidence for their choices?
Candidates analyse all the diagnostic assessments in depth if their course is for a whole class (but we would expect more detail for a one to one study). They should do what would be realistic in a real e.g. collating and commenting on results, interviewing students or using interview notes or application information).
In the appendices, do the Candidates submit copies of completed needs analyses and diagnostic tests for each student or for just a cross section or for none and just in the form of collated results?
Results should be collated but samples do not need to be submitted. Candidates must keep the samples on which the collation is based until their result is issued. We will ask to see evidence of some candidates and/or ask the centre to verify that they have seen them.
Is the Extended Assignment submitted by the candidate to Cambridge ESOL or should it go via the Centre?
Candidates must register and submit the Extended Assignment through a Centre. If the candidate is not following a course at the centre, then the Centre will charge the Cambridge ESOL entry fee plus their own administration fee for processing the entry.
