DELTA Module One exam-day guide
DELTA Module One · Prepare for the day ahead.
Your checklist
Photo ID matching your registration
Bring the same identity document you used when booking. The name must match your entry exactly; if you have changed your name or your ID is expired, contact your centre before test day. Exact accepted ID types are set by the provider, so confirm with the provider rather than assuming a passport or driving licence will do.
Confirmation email or admission letter
Print or download the booking confirmation showing your candidate number, centre, and start time. Some centres ask to see it at reception. Check whether your centre requires a printed copy or accepts a digital one - confirm with the provider.
Know your centre, room, and arrival time
Re-read the joining instructions the day before. Arrival time is usually earlier than the start time for registration and ID checks; the exact cut-off for late arrival is set locally, so confirm with the provider.
Two or more black or blue pens plus a spare
Module One is handwritten. Bring several pens you have already written with, so you know they flow well. Pencil is normally only for rough work or filling in machine-read fields; check the instructions on your answer booklet.
Wristwatch (non-smart)
Exam rooms do not always have a visible clock, and invigilators may give only periodic time warnings. A plain analogue or digital watch without connectivity helps you pace the three tasks. Smartwatches are almost always prohibited - leave them at home.
Clear water bottle and a light snack for afterwards
Hydration helps in a long writing session. Bottles usually must be clear and label-free. Eating during the exam is generally not allowed, so plan a snack for the break or after the paper.
No notes, books, or phones in the exam room
Module One is closed-book. Leave revision notes and phones outside the room or in the designated area. A phone found on you, even switched off, can lead to malpractice procedures - check your centre's storage arrangements in advance.
A practised timing plan for the three tasks
Know your rough minute allocations before you sit down: Task 1 (the shorter analytical task), Task 2 (the longer analytical task), and Task 3 (the essay on a specified topic). Write the plan on the front of your answer booklet during reading time if allowed.
A one-page sheet of frameworks you can reconstruct from memory
You cannot take it in, but writing it out the night before consolidates it: task types, terms/conditions/consequences/example for the essay, and your structure for analysing authentic learner language. Revise it, then leave it at home.
Travel and contingency plan
Check routes and leave buffer time for delays. If you are travelling far, consider staying near the centre the night before. Know what to do if you are delayed - contact the centre as soon as possible; the policy on late arrivals and transfers is set by the provider, so confirm with the provider.
Check any access arrangements you requested
If you applied for extra time, a separate room, or other access arrangements, confirm in writing that they have been approved and will be in place. These are not granted on the day, so confirm with the provider well before the exam.
Read the rubric and instructions on the day
The paper's instructions tell you how many tasks to answer, whether there are choices within a task, and the word-count guidance. Read them before writing; do not rely on memory of a past paper's format.
Plan the day
Stop learning new content and switch to consolidation. Re-read your summaries of the three task types and the assessment criteria the tasks are marked against. Practise at least one full paper under timed conditions if you have not already, and mark it yourself against the criteria to see where you lose marks: task achievement, organisation, and accuracy of language analysis usually matter more than volume.
Rehearse the essay task. Pick two or three past essay prompts and, for each, spend ten minutes producing a plan with a clear position, a line of argument, and language-teaching examples. The essay rewards a structured argument grounded in classroom reality, not a list of opinions.
Rehearse the language-analysis tasks. Practise identifying and labelling features in short samples of learner language, and writing concise explanations of why a learner might produce them and what the teacher could do. Time yourself: these tasks reward precision and economy, not long descriptions.
Do a final timed run of one task type you find hardest. Afterwards, write a short list of your three most common errors (for example, mislabelling a feature, over-long explanations, or an essay with no clear conclusion) and keep it where you will see it on the morning.
Confirm logistics: centre address, room, arrival time, ID, and travel. Pack your bag with ID, confirmation, pens, watch, water, and anything the centre has asked you to bring. Check the provider's rules on what is allowed in the room, since these vary by centre.
Do a light review only: your frameworks, your list of common errors, and the timing plan. Then stop. Sleep is worth more than another hour of revision. Avoid cramming new theory the night before; it tends to crowd out the frameworks you already know.
Eat properly and arrive early. Re-read only your one-page framework and timing plan - no new material. Leave notes and phone behind or in the designated storage area. Use the journey to settle your timing plan in your head rather than to revise content.
Read the whole paper and the instructions before writing. Note any choices within tasks and decide which option you will answer. Write your timing plan on your answer booklet. If reading time is allowed, use it for planning only, not for writing full answers.
Answer the shorter analytical task first. Identify the language features precisely, label them accurately, and explain briefly and concretely. Keep to the suggested length; extra length rarely earns extra marks and costs time you need later.
Move on at your planned time even if Task 1 is imperfect. The longer analytical task usually asks for deeper discussion of learner language and teaching implications. Structure your answer: identify, explain, and propose. Watch the clock and leave a margin for Task 3.
Write the essay with a clear introduction stating your position, two or three developed paragraphs with examples from teaching, and a conclusion. Address the question as set. Do not simply list advantages and disadvantages unless the task asks for that.
Check that you have answered every required part and that your numbering is clear. Correct obvious slips in spelling, punctuation, and labelling of language features. Make sure your candidate details are filled in correctly. Do not start a new point you cannot finish.
Rules to check
Bring the ID document specified by your centre and keep it on the desk if instructed. If your ID does not match your registration, you may be refused entry; resolve any discrepancy before test day by contacting the centre.
Module One is closed-book. Notes, books, and electronic devices are not permitted in the exam room. Phones and smartwatches must be switched off and stored as instructed; possession in the room can trigger malpractice procedures.
Follow the invigilator's instructions on timing, starting and stopping writing, and leaving the room. Writing after the instruction to stop can be treated as malpractice. Ask the invigilator if you need to leave temporarily; you will normally be accompanied.
Answer in the language and format the paper specifies, and follow the rubric on how many tasks to answer and whether choices are permitted. Answers that ignore the rubric lose marks regardless of quality.
Marks are awarded against the assessment criteria for each task, not for length. Keep to the suggested word counts and spend your time across all three tasks rather than perfecting one.
Breaks are usually limited and at the invigilator's discretion; plan hydration and the toilet before the paper starts. Exact break rules vary by centre, so confirm with the provider.
If you believe there is a problem with the paper, the room, or your circumstances, tell the invigilator immediately and follow the provider's procedure for reporting it afterwards. Do not discuss the paper with other candidates during the exam.
Results, grade boundaries, and any re-mark or appeal process are set by the provider. Check the published timetable and the appeals policy on the official site rather than relying on forum reports; confirm with the provider if anything is unclear.