CELTA course aims
The course enables candidates to
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acquire essential subject knowledge and familiarity with the principles of
effective teaching
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acquire a range of practical skills for teaching English to adult learners
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demonstrate their ability to apply their learning in a real teaching context
Candidates who complete the course successfully can begin working in a variety
of ESOL teaching contexts around the world.
Course programmes
Certificate course programmes are designed by individual centres using the
syllabus and course objectives. Courses will have a minimum of 120 contact
hours including
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Input
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Supervised lesson planning
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Teaching practice (six assessed hours)
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Feedback on teaching
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Peer observation
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Observation of experienced teachers (minimum six hours)
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Consultation time
Syllabus overview
The syllabus consists of five units of learning that deal with specific topic
areas in the teaching of ESOL
Unit 1 Learners and teachers, and the teaching and learning context
Unit 2 Language analysis and awareness
Unit 3 Language skills: reading, listening, speaking and writing
Unit 4 Planning and resources of different teaching contexts
Unit 5 Developing teaching skills and professionalism
Syllabus
Unit 1 Learners and teachers, and the teaching and learning context
1.1 Cultural, linguistic and educational backgrounds
1.2 Motivations for learning English as an adult
1.3 Learning and teaching styles
1.4 Context for learning and teaching English
1.5 Varieties of English
1.6 Multilingualism and the role of first languages
Unit 2 Language analysis and awareness
2.1 Basic concepts and terminology used in ELT for describing form and meaning
in language and language use
2.2 Grammar – Grammatical frameworks: rules and conventions relating to words,
sentences, paragraphs and texts
2.3 Lexis: What it means to ‘know’ a word; semantic relationships between words
2.4 Phonology: The formation and description of English phonemes, features of
connected speech
2.5 The practical significance of similarities and differences between
languages
2.6 Reference materials for language awareness
2.7 Key strategies and approaches for developing learners’ language knowledge
Unit 3 Language skills: reading, listening, speaking and writing
3.1 Reading
3.1.1 Basic concepts and terminology used for describing reading skills
3.1.2 Purposes of reading
3.1.3 Decoding meaning
3.1.4 Potential barriers to reading
3.2 Listening
3.2.1 Basic concepts and terminology used for describing listening skills
3.2.2 Purposes of listening
3.2.3 Features of listening texts
3.2.4 Potential barriers to listening
3.3 Speaking
3.3.1 Basic concepts and terminology used for describing speaking skills
3.3.2 Features of spoken English
3.3.3 Language functions
3.3.4 Paralinguistic features
3.3.5 Phonemic systems
3.4 Writing
3.4.1 Basic concepts and terminology used for describing writing skills
3.4.2 Sub-skills and features of written texts
3.4.3 Stages of teaching writing
3.4.4 Beginner literacy
3.4.5 English spelling and punctuation
3.5 Key strategies and approaches for developing learners’ receptive and
productive skills
Unit 4 Planning and resources for different teaching contexts
4.1 Principles of planning for effective teaching of adult learners of English
4.2 Lesson planning for effective teaching of adult learners of English
4.3 Evaluation of lesson planning
4.4 The selection, adaptation and evaluation of materials and resources in
planning (including computer and other technology based resources)
4.5 Knowledge of commercially produced resources and non-published materials
and classroom resources for teaching English to adults
Unit 5 Developing teaching skills and professionalism
5.1 The effective organization of the classroom
5.2 Classroom presence and control
5.3 Teacher and learner language
5.4 The use of teaching materials and resources
5.5 Practical skills for teaching at a range of levels
5.6 The monitoring and evaluation of adult learners
5.7 Evaluation of the teaching/learning process
5.8 Professional development: responsibilities
5.9 Professional development: support systems
Course requirements and components of assessment
Assessment requirements
To meet the assessment requirements, candidates are required to attend a course
and to:
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Practice teach classes of the relevant age group and size for a total of six
hours
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Observe experienced teachers teaching classes of adult learners for a total of
six hours, two of which may be on video
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Maintain and submit a portfolio of all course work including all written
assignments and materials related to teaching practice
Mode of assessment
Assessment is continuous and integrated
Continuous here means that assessment takes place throughout the course
Integrated here means that both assessed components contribute to the
overall grade
The two components of assessment
Component One: Planning and teaching
In this component, candidates are required to practice teach for a total of six
assessed hours, working with adult learners at a minimum of two levels in
classes of the required size.
By the end of the six hours of assessed teaching practice, candidates should
have demonstrated successful achievement of all the teaching practice
assessment criteria.
Component Two: Classroom-related written assignments
This component consists of four written assignments:
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One assignment focuses on adult learners and learning contexts
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One assignment focuses on an aspect of the language system of English
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One assignment focuses on an aspect of language skills
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One assignment requires reflection on classroom teaching and the identification
of action points
The centre is responsible for designing the written assignments, which should
each be between 750 and 1,000 words. The assignments are internally assessed
and externally moderated. Two assignments may be conflated into one larger
assignment provided that all the assessment criteria are met.
Certificate grades
The Certificate will be awarded to candidates who meet the course requirements
and whose performance meets, or exceeds, the criteria in both assessment
components. Candidates are ineligible for the award in cases where dishonesty or
plagiarism is brought to the attention of Cambridge ESOL teaching awards.
A Pass is awarded to candidates whose performance overall in the teaching
practice and in the written assignments meets the specified criteria.
They will continue to need guidance to help them to develop and broaden their
range of skills as teachers in post.
A Pass (Grade B) is awarded to candidates whose performance in the
written assignments meets the specified criteria and who have demonstrated in
their teaching practice a level of achievement significantly higher than that
required to meet pass-level criteria in relation to:
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demonstration of the criteria for teaching skills and professionalism
They will continue to need some guidance to help them develop and broaden their
range of skills as teachers in post.
A Pass (Grade A) is awarded to candidates whose performance in the
written assignments meets the specified criteria and who have demonstrated in
their teaching practice a level of ability and achievement and a level of
awareness significantly higher than that required to meet pass-level criteria
in relation to
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planning for effective teaching
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teaching skills and professionalism
They will benefit from further guidance in post but will be able to work
independently.
Candidates who fail to meet criteria in any or all assessed components will
receive a Fail.
Quality Assurance
Great importance is attached to quality control and this is assured in a number
of ways:
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All centres are approved by UCLES.
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Every course is moderated by an external assessor.
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Every centre is allocated a Joint Chief Assessor who monitors standards at the
centre.
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Standardisation meetings for centres, assessors and Joint Chief Assessors are
held annually.
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The CILTS Candidate Charter enables candidates to raise any issue of concern
with the centre or with UCLES via the centre.
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A CILTS Equal Opportunities policy is in place.
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