104198_Delta_Module_Two_Teaching_assessment_criteria_with_explanatory_notes.pdf

Teaching assessment criteria: with integrated explanatory notes 5 Planning and preparation Successful candidates have designed and presented a lesson plan and supporting documentation which: 5a) includes (i) a brief general overview of the group of learners and the course 5.a) (i) Gloss The purpose of this criterion is to ensure that the context of the lesson is established and explained. • overview of the course As relevant to the specified group: the length of the course, the number of times per week/month/year the class meets, the times at which they meet, the number of teachers on the course and their roles (e.g. one teacher focuses only on one type of language/skill), whether the course has compulsory or voluntary attendance, educational experience/background. • overview of the group of learners (the composition of group) As relevant to the specified group: the stated level of the group, the actual level/mix of levels within the group and issues of differentiation, the mix of ages (though this may be stated in terms of, for example, ‘mostly in their 20s with three students in their 40s etc. – making this criterion different from 5aii below), sexes, levels of attendance, interests that are common to the group, interests of sub-groups within the class, needs (perceived by the learners) that are common to the group, needs (perceived by the teacher) that are common to the group, L1 common to the group, different L1s within the group. • focus of course For example, leading to an examination (e.g. IELTS, Cambridge Main Suite, TOEFL), EAP, ESOL), General English, ESP (e.g. business English, English for lawyers or other specified registers). (ii) information about individual learners relevant to the lesson 5a) (ii) Gloss information about individual learners • Information about individual learners as relevant to the context/focus of the specified lesson. • Candidates could comment on: special n