This module focuses on needs analysis, syllabus design, course planning and assessment in the context of a selected specialism.
This module focuses on situation analysis and planning, and implementing change in the context of a selected management specialism. Download the full Delta syllabus and past papers at www.cambridgeenglish.org/delta/prepare
Module Three Option One is assessed with a written assignment (4,000–4,500 words). You are assessed in the following categories:
| Assessment Categories | Maximum Marks Available | Assessment Sub-categories |
| Grasp of topic | 35 | -Review of 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 | 28 | -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 | 35 | -Key principles of syllabus and course design -Justification of learning aims, teaching approach and the course in terms of learners’ needs -Design of the course. |
| Assessment | 28 | -Key principles of different types of assessment -Justification of assessment procedures in terms of course design and learners’ needs -Application of assessment procedures. |
| Presentation and organisation | 14 | -Academic writing, language and referencing -Presentation, coherence and organisation -Clarity of argument and quality of ideas. |
The part-time Module 3 program gives you the knowledge and support you’ll need to complete your assignment before the submission. Working online with tutors who can read, comment and guide your assignment is essential for those wishing to get through the process as smoothly as possible.
Julie Lehner
Julie is an enthusiastic teacher trainer, mentor & coach. She’s taught EFL and ESL at all levels and comes from a background of teaching Business English in a one-to-one context. During her formative years as a teacher at International House Bucharest, she discovered a passion for mentoring fledgling teachers and went on to do the DELTA and later become a teacher trainer with International House Izmir. Her work finally brought her to bonnie Scotland, where she set up the first DELTA training centre in Edinburgh. Here, she discovered and nurtured an interest in experience design and became an active member of the teaching and training team, constantly innovating and experimenting with lots of variations in relation to course design, schedule, teaching practice delivery and trainee group social dynamics on CELTA and DELTA courses. Her latest adventure is being the Head of Operations at the International Association for Language Training Accreditations.
