MODULE 1: Understanding Language Methodology and Resources for Teaching

This is assessed through a written exam taken at the end of the course in June. It is comprised of two 90-minute papers taken on either side of a 30 minute break. Candidates are prepared for this throughout the course. In both papers, candidates are given authentic texts and ELT texts to comment on and evaluate. There are a variety of tasks, including defining terminology, commenting on students’ written work and evaluating ELT material in light of learners and principles.

MODULE 2: Developing Professional Practice

During the course, candidates gradually build up a portfolio of their work, the guidelines for which are provided at the beginning of the course. Altogether there are 5 assignments, one of which has two parts of equal weight:

• 4 Language Systems/Language Skills assignments each submitted in two parts—a background essay summarising the candidate’s research in the given area; and a lesson plan, observed lesson, and post-lesson analysis. The assignments vary in their focus: 2 look at a separate aspects of language systems (grammar, lexis, phonology, discourse), and 2 at separate aspects of language skills (one receptive – reading or listening; and one productive – writing or speaking). Three of these are assessed by course tutors, while one is assessed by an external assessor.
• 1 Professional Development Assignment comprised of two main parts:

Part A: Reflection and Action. This is worked on throughout the course. The candidate reflects on strengths and weaknesses in their teaching, and identifies an action plan for development. They then comment on developments they have made over the course.

Part B: Experimental Practice. Candidates select a lesson approach or teaching technique with which they are unfamiliar; they research and write about it, and then teach a lesson based on it. They then reflect on the experimental lesson and develop action points for future practice in this area.

MODULE 3: Extending Practice and English Language Teaching Specialisation

Candidates select a specialist area such as young learners or 1-1 teaching. They review key theory and practice within this area and design a short course taking into account the principles of course planning (such as needs analysis and syllabus types) and assessment (principles such as validity, reliability and practicality, and types of test). Candidates produce an extended assignment of between 4000 – 4500 words, to be submitted at the start of June. This assignment is submitted electronically to Cambridge.