DELTA Module Three study guide
DELTA Module Three · Work through your exam, one topic at a time.
DELTA (Diploma in Teaching English to Speakers of Other Languages) is described by Cambridge English as an advanced blend of theory and practice aimed at experienced teachers. It is positioned as internationally recognised as the benchmark for teaching quality, and it sits at the Proficient to Expert stages on the Cambridge English Teaching Framework. The DELTA Module Three study guide has 5 sections and about 2,295 words.
01Teaching Young Learners: designing a child-appropriate course for DELTA Module Three
The Young Learners option is assessed through the single extended assignment: a needs analysis of a specified group of children, a justified syllabus, a scheme of work, an assessment plan and a course evaluation. Tutors check that your design decisions follow from the age group - short attention cycles, learning through doing, literacy still developing, parents and class teachers as stakeholders - and that you can assess children without importing adult exam formats.
459 words, about 2 min02Teaching Adults: andragogy, negotiation and valid assessment
The Adults option requires you to build a course around adults' self-concept, prior experience, time constraints and reasons for learning, and to show that you negotiate with learners rather than impose on them. The assignment is judged on whether your syllabus, scheme of work and assessment follow from that analysis, and whether you can distinguish a group of adults from a set of individual adults with different histories.
464 words, about 2 min03ESP: rigorous needs analysis and authentic occupational tasks
The ESP option tests the rigour of your needs analysis and the authenticity of your tasks: can you separate what the target situation demands from what these learners currently have and what they want, and can you design assessment that mirrors the real task rather than a convenient test? Hutchinson and Waters' framework - necessities (what the target situation demands), lacks (the gap between that and present competence) and wants (learner perceptions) - should be evidenced separately, ideally with different instruments.
460 words, about 2 min04Teaching in a Digital World: principled design, presence and valid assessment
The Digital World option is not a tool inventory. It tests principled design: which affordances of a medium serve which learning aim, how interaction and presence are sustained at a distance, who is excluded by the technology, and whether assessment stays valid once the mode of delivery changes.
446 words, about 2 min05Teaching English in a Multilingual Context: translanguaging, policy and assessment bias
The Multilingual Context option asks how you treat the languages and literacies learners already have - as a planned resource, or as interference to be banned. It also tests awareness of policy, identity, prior schooling and the assessment bias that follows when a test assumes a single cultural and linguistic background.
466 words, about 2 min