Delta (Diploma in Teaching English to Speakers of Other Languages) is a post-initial qualification for experienced teachers (usually CELTA or equivalent plus at least a year of full-time teaching). It has three independent modules. Word limits and requirements change: always check the current Delta handbook and your centre's guidance; figures below are typical, not authoritative.
Module overview
| Module | Title | Assessment |
|---|---|---|
| 1 | Understanding language, methodology and resources for teaching | Written exam (two papers): terminology, language analysis, phonology, testing, methodology, reading of learner texts and materials |
| 2 | Developing professional practice | Coursework portfolio: a Professional Development Assignment (PDA) and Language Systems / Skills Assignments (LSAs), with one LSA lesson externally assessed |
| 3 | Extending practice and ELT specialism (or ELT management) | An extended assignment (about 4,000-4,500 words): needs analysis, course design and assessment for a specialist area, or a management project |
Module 2: LSA components
Each LSA typically has:
| Part | Content | Typical length |
|---|---|---|
| Background essay | Analysis of a language system or skill area, learner problems, teaching approaches, with reference to reading | about 2,000-2,500 words |
| Lesson plan and commentary | Aims, class profile, stages, rationale linked to the essay, anticipated problems, materials | Not usually counted, but keep commentary focused |
| Observed lesson | 40-60 minutes, assessed against criteria | |
| Post-lesson evaluation | Reflection on aims achieved, evidence, learner outcomes, next steps | about 300-500 words |
The PDA usually includes reflection and action planning, an experimental practice component (trying a new approach) and a self-evaluation of teaching beliefs and practice.
Module 3 (specialism): typical structure
| Section | Content | Approximate share |
|---|---|---|
| Introduction to the specialism | Defining the area, key issues, rationale, with reading | 15-20% |
| Needs analysis and commentary | Learner profile, diagnostic tools and results, priorities | 25% |
| Course proposal | Aims, syllabus type, content, sequencing, materials, with justification | 30% |
| Assessment | Formative and summative assessment, how it evaluates the course | 15% |
| Conclusion | Summary and implications | 5% |
| Appendices | Needs analysis instruments, data, course plan, sample materials (not counted) |
Planning timeline (Module 2 LSA)
| Week | Task |
|---|---|
| 1 | Choose the focus with the tutor; read core sources; collect learner data (errors, samples) |
| 2 | Draft the background essay (analysis, problems, approaches) |
| 3 | Tutor feedback; revise; design the lesson from the essay's problems and approaches |
| 4 | Plan and commentary; pilot materials; finalise the essay |
| 5 | Teach the observed lesson; write the post-lesson evaluation |
Common reasons assignments fall short
- The essay describes the area in general but not the problems of these learners at this level.
- Teaching approaches are listed without evaluation or rationale.
- The lesson does not follow from the essay.
- Over-ambitious lesson aims for the time available.
- Sources are summarised but not used to argue.
- Word limits exceeded; references inconsistent.
Use word_count.py for limits and citation_check.py before submission.
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