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Validation requirements for validated and prospective course providers
from July 2006
This qualification is accredited by the Qualifications and Curriculum Authority at Level 4 of the UK National Qualifications Framework Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 email@example.com www.trinitycollege.co.uk Patron HRH The Duke of Kent, KG
Copyright © Trinity College London 2004 Revised version, July 2006
Trinity Level 4 Certificate in Teaching English to Speakers of Other Languages (CertTESOL)
Prospective and existing course providers must ensure that they are consulting the latest edition of the validation requirements
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Part 1: The validation process for CertTESOL courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
A. Submitting a proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 B. The scrutiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 C. The validation visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 D. Running the first course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 E. Moderation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 F. Changes to the original submission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 G. Summary of procedures for initial validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 H. Continuing validation and withdrawal of validation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Part 2: Validation Requirements for new and continuing courses. . . . . . . . . . . . . . . . . . . 13
A. Sample aims of a Trinity CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 B. Sample objectives of a Trinity CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 C. Environment and target group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 D. Entry requirements and selection procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 E. Proposed course dates, frequency, class size and course length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 F. Course structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 G. Course Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Unit 1: Teaching skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Unit 2: Language awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Unit 3: Learner profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Unit 4: Materials assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unit 5: Unknown language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 Supplementary Notes on professional awareness and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 H. Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 I. Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 J. Weighting, assessment and grading of course units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 K. Course management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 L. Management and tutoring staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 M. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 N. Premises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 O. Taking other inspection and accreditation into account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Appendix 1—Organisation fact file. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Appendix 2—Provision for applicants with special needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Appendix 3—Mid-course visit for first or subsequent courses & mid-course report form. . . . . 49 Appendix 4—Appeals and complaints procedure for trainees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1 Appendix 5—Conditions for export of a CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Appendix 6—Application by course providers for moderation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Appendix 7—The moderation visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Appendix 8—Moderation report form parts 1 and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1 Appendix 9—Feedback on the moderation visit report form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Appendix 10 —Unit 4: Materials Assignment: pro forma for trainees’ use . . . . . . . . . . . . . . . . . . . . . . . 7 1
Materials Assignment: assessment criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Materials Assignment: instructions for moderators . . . . . . . . . . . . . . . . . . . . . . 76 Materials Assignment: assessment pro forma for moderators’ use . . 77 Appendix 11—Examples of malpractice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
About this booklet
The notes that follow explain Trinity’s procedures and regulations for the validation of new courses and continued validation of currently validated courses which lead to the CertTESOL awarded by Trinity College London. PART 1 describes the validation process which is necessary for any organisation proposing to offer a CertTESOL course. It sets out a number of changes from previous procedures and must be read carefully by existing as well as prospective course providers. PART 2 provides detailed guidance notes for those responsible for the design and conduct of courses. The Appendices offer additional information and consist of pro formas for all documentation for those seeking approval for a course or undertaking the moderation process. Prospective Trinity course providers should follow the guidelines in Parts A and B carefully in preparing a written proposal for consideration by Trinity. This booklet should be read in conjunction with the CertTESOL Moderation Handbook which will be provided on request. If course providers need further advice on any aspect of running a Trinity CertTESOL course, they should contact the Head of TESOL at Trinity: By post By telephone By fax By email Trinity College London, 89 Albert Embankment, London SE1 7TP, UK +44 (0)20 7820 6100 +44 (0)20 7820 6161 firstname.lastname@example.org
Trinity College London’s training qualifications in the teaching of English to speakers of other languages (TESOL) have been established for three decades. They are recognised as professionally sound and well regulated qualifications by major employers worldwide. Trinity pioneered the concept of grade examinations in music in 1877 and set its first speech examinations in 1918. Trinity is the only board in the UK to provide learner assessments and higher vocational qualifications across the full range of the communicative and performing arts including TESOL, English language (ESOL), speech, acting, drama, dance and music.
The status of Trinity validation
Trinity College London is an independent awarding body and examinations board. Trinity does not run TESOL training courses itself but validates certificate courses in TESOL which are offered by organisations in the state and independent sectors in the UK and worldwide. Trinity’s procedures and qualifications are scrutinised and approved by the Qualifications and Curriculum Authority (QCA) which is the accrediting body for all educational and vocational awards in England that are not full university degrees. Trinity is also accredited by Awrdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC) and Curriculum, Examinations and Assessment (CEA) in Wales and Northern Ireland respectively. Trinity’s Certificate in the Teaching of English to Speakers of Other Languages (CertTESOL) is accredited by the Qualifications and Curriculum Authority (QCA), Awrdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC) and Curriculum, Examinations and Assessment (CEA) at level 4 of the (UK) National Qualifications Framework (NQF). Trinity’s TESOL qualifications are accepted by the British Council as appropriate to teaching staff in their accredited language teaching organisations in the UK and in their own international teaching operations. The CertTESOL is very widely recognised by employers as an initial qualification in TESOL, and thousands of successful trainees have used their CertTESOL to gain employment in schools and colleges all over the world.
Trinity’s Certificate course can be taken by those for whom English is a first. However. which meet on an annual basis or as requested by the independent Chair of each Board. Trinity seeks to provide every opportunity for applicants with special needs to gain a CertTESOL. All meetings are minuted. Trinity’s course providers The current list of CertTESOL course providers. is available on the Trinity website at www. generally for a period of three years.What validation guarantees Trinity CertTESOL courses are validated only after a rigorous process during which written course proposals are scrutinised by Trinity’s validation review panel. panel membership. This includes but is not restricted to issues of syllabus and examination design. and subsequently the academic and practical delivery of courses and assessment of trainees. with ‘hot links’ to contact them direct.trinitycollege. and negotiated with the course provider and discussed constructively and in detail during a validation visit by Trinity. to review the relevance. –5– . their language skills in all areas must be of a standard appropriate to a qualified teacher of English. Members of the Review Boards are invited to the Board for a fixed period of time by the Chief Executive in consultation with the Chair. are conducted with and without Trinity staff in attendance. while acknowledging the reasonable expectations of their future students and employers. and the Chief Executive is informed of the Board's recommendations. second or foreign language. They will also require strong professional commitment. After initial training they will embark on a continuing programme of personal and professional development. Teachers holding a Trinity CertTESOL can assure prospective employers of their sound preparation for classroom teaching. wherever they have received their training. demonstrated through the desire and ability to learn new skills and acquire appropriate subject specific knowledge. and every candidate is personally interviewed about their course work and experience before they are granted a Certificate. validity. and monitoring of results. or financial compensation for delivery of services. given the special status that this confers on an individual and the particular demands that it makes. reliability and efficient conduct of Trinity College London's assessments . Initial training for ESOL teachers Trainee teachers of ESOL benefit in many ways from a sound initial course of training. Trainees should be aware that in respect of its validated course providers. is drawn from the professions concerned. Every CertTESOL course is moderated by an independent moderator appointed and trained by Trinity. The Chair of each Board is appointed by the Chief Executive. which he is expected to respond to and report back on.uk ESOL / TESOL Review Board Trinity's independent Review Boards consider: • • • • • academic standards in relation to other qualifications including relevant learning and teaching programmes examiner training including reliability issues validity of the examination system the quality of current and new syllabuses relevance of Trinity's work to the needs of the sector The membership of Trinity's independent Review Boards. The aims and responsibilities of each Board are. in their defined area of expertise. Trinity takes responsibility for the initial review of the academic and practical management of the CertTESOL courses at the validation stage. Trinity does not require trainees to conform linguistically to all features of British Standard English or Received Pronunciation. Trinity does not accept responsibility for all aspects of the conduct of the course provider nor does it enter into disputes between trainees and course providers relating to payment or refund of fees.co.
and materials assignment. completion of related teaching journals.Part 1: The validation process for CertTESOL courses A.co. observation of ‘unknown language’ lessons. tests or examinations. • The proposal must be accompanied by a cheque made payable to Trinity College London in payment of the scrutiny fee. No fee is payable at this stage. using relevant pro formas and following the detailed guidance set out in Part 2 of this booklet. On receipt of the organisation fact file. Course providers should ensure that they have full details of current CertTESOL fees for initial scrutiny. learner profile. The structure and content of the proposal is described in full below. course providers should then submit: • one hard copy of a written proposal • and an electronic copy using Microsoft Word. but without a guarantee of validation. and other relevant pro formas the proposed pre-interview and/or pre-course task where relevant. validation. The pro forma for the organisation fact file is at Appendix 1. Trinity will confirm whether it is appropriate for the course provider to submit a full proposal for scrutiny. Submitting a proposal A1 Before submitting a full proposal In order to run a course leading to the Trinity CertTESOL.g. If Trinity considers a proposal likely to be ineligible for consideration in view of the limited resources or experience of the organisation. The fee will be advised to the course provider when a full proposal is invited. in relation to lesson planning. Details may be obtained from Trinity’s Information Officer who can be e-mailed at tesol@trinitycollege. A2 Submitting a full proposal If Trinity agrees that the course provider may proceed to a full proposal.uk Proposals will be considered only if: • • • they are accompanied by the appropriate scrutiny fee they are set out as requested above they cover the following fifteen sections A–O. including: –6– . Trinity will inform the course provider as soon as possible. mid-course visits and moderation prior to writing a proposal. It is essential that course providers make available to moderators full course documentation at the beginning of the visit. selfand tutor assessment in teaching practice. prospective course providers (referred to from here on simply as course providers) must submit to Trinity: • an organisation fact file. guided observation of English classes. All pages must be numbered and the proposal must include: • • • a list of contents at the beginning of the proposal details of individual course units either in the body of the proposal or as page numbered and indexed appendices copies of all pro formas to be given to trainees and tutors relating to the completion of assignments. or for any other reason. and teaching practice: e.
including other existing course providers. but excluding those who might be considered to have any conflict of interest.A B C D E F G H I J K L M N O Aims of the course Objectives of the course Environment and proposed target group Entry requirements and selection procedures Proposed course dates. frequency and class size Course structure (including draft timetable with staffing and draft teaching practice timetable) Course components Bibliography Tutorials Weighting. length. –7– . Applicant course providers will be told why validation is withheld. and in the case of a dispute with the Head of TESOL. demonstrating their own special values and resources. but the validation process is a creative and collaborative process. The withholding of validation does not imply that the course is without merit but that it does not meet Trinity’s requirements at that time. B. assessment and grading Course management Management and tutoring staff: curricula vitae of course director(s) and tutors. Trinity will not grant validation to courses that do not meet validation criteria or which are run by organisations that cannot assure Trinity that their staffing and material resources are sufficient to ensure consistent course provision as set out in their proposal. Criteria must be satisfied. and details of teaching and training experience Resources Premises Taking other inspection and accreditation into account All course providers must satisfy Trinity’s requirements. but Trinity encourages them to vary in the precise composition and method of delivery of courses. The panel members considering the proposal remain anonymous. This is in view of the detailed discussion process that takes place between Trinity and the course provider. Prospective course providers are therefore advised to submit the main body of a proposal well in advance of their anticipated course start dates to allow for the full validation process and the inevitable revisions to their first proposal. A course cannot normally be promoted as leading to the Trinity CertTESOL until validation has been confirmed. They must also expand the statements they make to show how they will deliver a programme that is appropriate to their specific needs. Trinity then sends the course provider a compilation of all recommendations and suggestions for amendments to the proposal. to the Director of Language Examinations. including date and provenance of academic and teaching qualifications. B2 Timescales The validation process takes a minimum of twelve weeks. and how they will actually deliver the course in their own organisational environment. They must indicate clearly and convincingly how they will meet the criteria set out in this document as essential to a Trinity CertTESOL course. B3 Withholding validation Consideration by Trinity of a proposal is not a guarantee of validation. The scrutiny B1 Considering a proposal A submitted proposal will be considered by the Head of TESOL and a validation panel selected from experienced moderators. B4 Handling queries Any queries arising concerning handling of a proposal should be referred to the Head of TESOL at Trinity.
The organisation is invoiced for the appropriate validation fee following the validation visit.C. The moderator checks course progress. observes one or more sessions. the organisation is charged the normal fee for a mid-course visit unless alternative arrangements have been specified. Trinity is usually able to make a moderator available at the weekend as well as during the working week if this helps with scheduling. An additional day should be identified for this purpose. with or without notice. In both cases. the course provision is formally validated and may be publicised as such or that the proposed course provision meets most validation criteria and will be validated subject to specific amendments: course providers are invited to indicate in writing how and when these amendments can be effected or that the proposal will need to be significantly revised in order to be considered further: course providers will be invited to indicate in writing whether they wish to proceed. Moderation E1 Course moderation Following validation. Providers who do not start validated courses within this time must make a new full submission. Course providers offering Trinity validated courses for the second or subsequent occasions may request a mid-course visit if they would find this helpful. –8– . 8 and 9 provide further details of the moderation visit. The visit takes place at the end of the course. This applies to all course providers whether in the UK or elsewhere. Appendix 3 includes the pro forma mid-course visit report. view premises and resources. The validation visit C1 Visiting the course provider After Trinity and the course provider have agreed in writing a proposal that is on paper acceptable to both. to an organisation offering their first Trinity validated course. on any aspect of the CertTESOL course provision. and talk to the course director and tutors. equally Trinity may insist on a mid-course visit if this is deemed necessary. at the course provider’s expense. • D. The visit is arranged for a mutually convenient time and normally takes a minimum of half a day.) D2 The mid-course visit A course moderator normally pays a mid-course support visit. No more than ten trainees may be moderated in one day. (See also Continuing Validation in section H. C2 Confirmation or withholding of validation Trinity confirms in writing. D3 Supplementary visits The Head of TESOL or the representative delegated for the purpose may visit a course provider at any time for an interim check. normally no more than two weeks following the validation visit: • • either that the proposal meets all current validation criteria. although this is unusual. every CertTESOL course that takes place is visited and moderated by a Trinity appointed and trained moderator. It is suggested that course providers do not allocate to moderation a day of a course that is only twenty working days in duration since this will severely reduce the time available to trainees for their studies. Running the first course D1 Running a validated course Once a course has been validated by Trinity it must normally start within 12 months of validation. Appendices 7. A fee is payable at Trinity’s discretion. E. the Head of TESOL or an experienced course moderator will visit the organisation to discuss the proposal constructively and in detail. and talks to tutors and trainees.
• • • • • –9– . grades and marks. without any comment from tutors (Unit 4) full details of grades or marks for all other assignments and teaching practice for all trainees. It is essential that course providers make available to moderators full course documentation at the beginning of the visit. E4 The moderation schedule The following is a summary of the moderation process. with any interim updates and including a timetable and details of assessment procedures and criteria all written assignments and journals for all trainees. Where exceptional circumstances such as illness or bereavement prevent their attendance. if any. the independent assessment. and trainees’ written self-evaluation where appropriate. Moderators should consult trainees’ grade or mark sheet when sampling and read thoroughly each trainee’s two rationales and evaluations for Unit 4 (2 hours plus 10 x 5 minutes = 2 hours 50 minutes). The approximate duration of each component for a course of ten trainees is shown in brackets: • • Check that full course documentation is available (15 minutes). which must be consulted by all moderators and course providers and is available from Trinity on request. Sample a selection of written work from each trainee (including teaching practice and unknown language journals. paying special attention to cases for referral and fail (15 minutes). including: • the full written course proposal as agreed with Trinity.g. with tutors’ comments.e. Discuss their findings and anticipated key reporting points with the course director and as many tutors as can be made available in a feedback session (1 hour). nor to accept an appeal from them in respect of their performance on the course. • • • • E5 The moderator’s functions and timing Moderators carry out the following activities. it is not possible for Trinity to make a recommendation with respect to their certification. a photocopy) for the moderator to retain of each trainee’s written rationales and evaluations in the Materials Assignment. and any overall grade given. If trainees do not attend moderation for any other reason. E3 The Moderation Handbook Detailed guidance on the group and individual moderation interviews. they may be recommended for a deferred decision. Moderators will assess the assignment as Pass or Refer but must not reveal their assessment to trainees (15 minutes per trainee = 2 hours 30 minutes). The course provider must make all assignments for all trainees available to moderators for the sampling process. Hold an individual interview with each trainee to discuss their materials assignment. the sampling of written work. Discuss with trainees in groups of five (or fewer in an overall group of fewer than ten) their general impressions of the course (30 minutes per group = 1 hour). e. learner profile and any other written assignments). all trainees must participate in the moderation process unless they have confirmed in writing their withdrawal from the course. note that from October 2003 the Materials Assignment (Unit 4) has been assessed rather than moderated by Trinity and is therefore not to be graded or marked by tutors copies of Part 2 (the trainee’s submission) of the Moderation Report completed by each trainee. including trainees’ pre-interview and precourse tasks. for teaching practice a copy (i. View resources and premises as necessary (20 minutes). and the writing of moderation reports is given in the Moderation Handbook. these grades or marks are regarded as being provisional until moderated by the moderator and confirmed by Trinity.E2 Trainees’ attendance at moderation If they wish to be considered for an award or other recommendation by Trinity. Check specifically that data is complete for the course provider’s assessment procedures and criteria and the individual grades or marks given to each trainee for separate assignments and teaching practice sessions.
E8 Results and certification The responsibility for confirming recommendations and suggestions.N.) A copy of the moderator’s report is sent to the course provider. They also discuss and agree all cases for immediate pass. the assessment by the moderator of Unit 4 as individual pass or refer is independent of Trinity. Moderators may occasionally ask to have written work other than that for Unit 4 made available to them the night before the main moderation day. but the above schedule should be adhered to. to be interviewed in a group 2. to be interviewed individually. Section J. with the teaching materials for reference 3. These may not be withheld by the course provider for any reason. to have her/his rationales and evaluations read by the moderator. Moderators do not normally discuss all individual trainees’ performance in detail. However.B. or fail. – 10 – . and following consideration of the moderation report the final decision on these matters rests therefore with Trinity. which are referred and which are failed. E6 The course provider’s responsibilities The course provider must make specific arrangements for the moderation timetable. The following schedule is required for each trainee: 1. depending on arrangements for travel and timetabling. the total time taken will be around 9 hours 10 minutes. refer. Including approximately 60 minutes for breaks. defer and fail lies with Trinity rather than with the course provider or the moderator. and confirming individual awards of pass. in each trainee’s name. although they discuss any apparently broad deviations in allocation of marks. and any cases where overall grades or marks are close to the pass/refer or refer/fail borderline. moderators may select one of the following four schedules in consultation with the course provider: Either schedule a): i) all group interviews ii) all reading of rationales and evaluations iii) all individual interviews Or schedule b): i) interview one group of five (+/–) trainees ii) read rationales and evaluations for five (+/–) trainees iii) individually interview five trainees Or schedule c): i) all group interviews ii) read rationales and evaluations for one trainee iii) individually interview one trainee Or schedule d): i) interview one group of five (+/-) trainees ii) read rationales and evaluations for one trainee iii) individually interview one trainee and repeat until all trainees have been through the process. deferral. Certificates for pass trainees. and which have had the decision deferred. (These terms are explained in Part 2. referral. However. any cases where tutors have graded or marked trainees as borderline pass/refer or refer/fail. E7 Following moderation Following submission of the moderator’s report to Trinity. it is the moderator’s function to ensure that the course meets its objectives and that different course providers aim at and achieve similar standards of performance. is not modified and contributes directly to the overall result. are forwarded to the course provider during the four weeks following despatch of the moderation report and results. excluding travelling time. Within the practical constraints of the moderation day. Continuing validation will depend on the course provider implementing recommendations unless there are sound reasons for the Head of TESOL to agree that this is not appropriate. The report highlights any areas for immediate action (recommendations) or possible development at the discretion of the course provider (suggestions). the Head of TESOL writes to the provider indicating which trainees will be awarded the Trinity College London CertTESOL immediately.
Course providers send Trinity the organisation fact file. and every three years thereafter. and if not. email is recommended. along with the documentation relating to the Materials Assignment (Unit 4). At the end of the third year of validation. These must be completed with the relevant data and given to the moderator at moderation. normally within four weeks of receiving it. and dates for the first moderation visit. The validation panel comments on the submission. Such changes would include major adjustments to the timetable or course content. what further steps must be taken. and they may not be added to the Trinity certificate. and inform Trinity of the departure of any regular tutors or course director(s). Summary of procedures for initial validation • • • Trinity provides on request details of CertTESOL validation requirements to course providers applying for validation. Trinity writes within two weeks to confirm whether or not validation is granted immediately. Changes to the original submission F1 Approving changes Course providers offering Trinity validated courses must submit to Trinity for approval details of any substantial changes they propose to make to their courses. and details of induction procedures. Following approval of the fact file by Trinity. any changes to staff. but it should be made clear that these are not grades awarded by Trinity. If validation is agreed.) Not later than twelve months after first validation. The scrutiny fee is payable when the full proposal is submitted. (See Appendix 9.) A moderation visit is arranged for the end of every course.E9 Grades of pass The Trinity College London certificate does not distinguish between various grades of pass. the course provider agrees with the Trinity CertTESOL Coordinator dates for a mid-course visit if this is required. course providers submit to Trinity a copy of their trainee Handbook. course providers will either resubmit their proposal to Trinity or submit details of changes to the original proposal if these are relatively brief. (See Appendix 8. assessment and grading procedures. G. Following agreement on the written proposal. Copies of Part 2 of the Moderation Report (trainee’s submission: teaching practice and observation data) must be given by the course provider to all trainees at the start of their course. course providers send Trinity the written submission. Course providers offering a validated full-time course who wish to have a part-time course validated (or vice versa) must send Trinity full details including a revised timetable and relevant related information prior to advertising the new format of a validated course. after which the moderator completes Part 1 of the Moderation Report and sends this together with Part 2 for each trainee to Trinity. Trinity and course providers finalise an agreed proposal acceptable to both: this is normally done through a combination of written and verbal communication. This is a compilation of the guidance given to trainees. the Head of TESOL or a moderator pays a validation visit to the organisation. If they require advice they are encouraged to contact the Head of TESOL for prior discussion on the requirements in advance of writing the proposal. any changes to teaching practice arrangements. E10 Feedback on moderation Course providers are sent a pro forma on which to comment on the usefulness of the moderation visit and the efficiency of Trinity in its dealings with the organisation. changes to the weighting. with related papers and fee details. • • • • • • • • • • • – 11 – . Trinity acknowledges the proposal and provides the course provider with initial comments on the proposal if this is thought necessary. All new course directors must be approved by Trinity in writing. and their comments are forwarded to the course provider with those of the Head of TESOL.) F. Trinity sends these notes with the proposal to the validation panel. This does not in itself guarantee validation. (See Appendix 8. course providers may inform individual trainees of their own internal merit or distinction marks if they wish. in which case they must send Trinity Curriculum Vitaes (CVs) of any new tutors they propose to use. It is recommended that these pro formas are always completed and returned to Trinity.
or a document indicating what changes have been made to the original proposal. the need for careful time management. or a document confirming that there have been no changes made to the original proposal if the course provider denies access to a moderator. moderation and other appropriate charges in full by the due dates reasonably announced. the Head of TESOL or their representative. if the course provider does not submit to Trinity at the end of each three year period following validation either a full updated course proposal. H2 Withdrawal of validation Validation of CertTESOL courses by Trinity may be withdrawn for the following reasons: • if the course provider delivers a course that does not comply with the course proposal as agreed with Trinity at the time of validation and as set out in the fourteen sections of the agreed proposal • if requirements for changes to course provision detailed in Trinity moderators’ reports and confirmed by Trinity are not complied with during a period covered by two subsequent short intensive courses (e. H4 Financial irregularities Validation may be withdrawn without notice if the course provider does not settle invoices for validation. administrative details. External assessment for Unit 4 (Materials Assignment) as set out in these requirements was introduced from 1st October 2003 for both existing and new course providers. timetable. Validated courses that are not run during the 12 months following validation. if the course provider is found to mislead or mistreat trainees in respect of their financial commitments. Validation may be withdrawn by Trinity under the circumstances indicated in H2 below. and appropriate pastoral advice in relation to the pressures of study. assessment. or if in any other way is found to fail in the course provider’s financial obligations to Trinity or to Trinity candidates. Continuation of validation is dependent on the new requirements for Unit 4 being satisfied for all courses starting from that date.H. H5 Disrepute Validation may be withdrawn. Continuing validation and withdrawal of validation H1 Continuing validation The latest available edition of the validation requirements constitutes the terms of Trinity’s agreement with the course provider.g. regard for peer trainees etc. or which are run once or more but not then run for a period of 18 months (for full-time courses) or 24 months (for part-time courses). or a member of a regulatory body. if the course provider is judged to have brought Trinity’s procedures. This may or may not result in the withdrawal of validation depending on the findings of the revalidation. This means that all trainees moderated on or after 1 October 2003 were moderated against the new course and moderation requirements for Unit 4 as set out in these Validation Requirements. Withdrawal will normally be preceded by a warning and a period of time during which the course provider can make good the infringement of regulations. • • • H3 Revalidation If substantial changes have taken place. subject to appeal to Trinity’s Director of Language Examinations. Compliance with H2 below will be checked during the validation process and subsequent visits. Trinity reserves the right to demand a full or partial re-validation at the course provider’s whole or partial expense at Trinity’s discretion. of more than twelve weeks’ duration).g. will need to go through the full validation procedure. unless Trinity thinks it appropriate to withdraw validation immediately in the interests of potential trainees and to protect the reputation of Trinity as an independent award-giving body. The re-validation will be at the course provider’s expense. qualifications or personnel into disrepute. Breach of these terms will require Trinity to withdraw validation. each of twelve weeks’ or fewer duration) or one subsequent part-time course (e. – 12 – . following due notice of date and purpose of visit. unless an alternative agreement is reached with Trinity in writing) if the course provider does not submit to Trinity at the end of the first year of validation a copy of its internal CertTESOL handbook for trainees containing details of course content.
whether English is their first. They must have a high level of competence in spoken and written English. audio. and of the main issues relevant to employment in this area that may affect their future security and further professional development. awareness of the learning needs of individuals or groups of learners. lexical and syntactic features of contemporary English b. they should provide the following: • • details of their principal local and wider teacher-training market details of accommodation facilities for trainees not locally resident. B. including using the media and professional associations. C. use and adapt published material and create simple teaching material. Sample aims of a Trinity CertTESOL course The Trinity CertTESOL course is designed for those who have little or no experience of teaching English in the contemporary ESOL classroom and who would like to take initial training as teachers of ESOL. – 13 – . a. video and information/communication technology g. Sample objectives of a Trinity CertTESOL course Trainees will be expected to demonstrate the following learning outcomes on completion of the course. Environment and target group In addition to the information that course providers have given in their organisation fact file.Part 2: Validation Requirements for new and continuing courses A. The outcomes are described more fully under the individual units in Section G. second or a foreign language. knowledge of the main phonological. and of the motivation of learners in a variety of cultures and environments c. which may include visual aids. using appropriate methods for learners with various needs e. j. ability to establish rapport and create and maintain learners’ interest d. The training equips them with the basic skills and knowledge needed to take up posts as ESOL teachers and gives them a firm foundation for self-evaluation and further professional development. ability to evaluate their own effectiveness as teachers and to work co-operatively as members of a teaching team or group i. ability to manage and stimulate active participation among a class of learners and provide a relevant learning context and learning opportunities in relation to their learning objectives f. further training and participation in professional networking events awareness of the means of identifying a TESOL post after training. through private study. ability to draw up a range of lesson plans with clear and achievable aims. broad understanding of the main advantages and disadvantages of various language teaching approaches h. ability to evaluate. awareness of the need to continue their development as ESOL teachers through their future employment.
Trinity strongly suggests (rather than requires) the following enquiries. covering as a minimum the following areas: • minimum age: Trinity requires trainees to be a minimum of eighteen years old at the time of entry to the course—i.e. course providers may set a higher minimum age limit if they choose. In the interests of both the teacher and the learners. Course providers in the UK should consult among other sources of information the Disability Discrimination Act 1995 or later and also Appendix 2 of this document relating to trainees with special needs. – 14 – . plus any additional criteria set by the organisation. illness or impairment that might affect their or other trainees’ course of study. Where interviews are carried out by telephone or online. all trainees must be given a writing task to be completed at interview without the assistance of dictionaries or other aids a general awareness of the significance of the structure and functions of English in teaching the language the willingness to work cooperatively as a member of the whole training group and respond constructively to feedback on personal performance the potential for combined study including both language description and analysis and also practical training that will be rigorous and demanding of time. Trinity does not specify an upper age limit. energy and emotional stamina: course providers should bear in mind the somewhat differing pressures in this respect of full-time intensive courses and part-time extensive courses • • • • and • any other areas of experience or competence. Interviews should normally be face-to-face. D2 Admission procedures Course providers must indicate the nature of admission interviews. impairment: Course providers should ask applicants to indicate whether they are suffering or have ever suffered from any disease. what questions will be asked and what criteria used in accepting/rejecting applicants based on the points above. demonstrated through tests or tasks (indicate whether to be completed at home or at the training organisation) not specified by Trinity.D. they must be warned in advance that they may be refused a place on the course on arrival if they are not then considered to meet the entry requirements set by Trinity and by the individual course provider. Where such a condition is acknowledged. are applicable to all applicants irrespective of age • educational background/qualifications: Trinity requires trainees to have at least qualifications for entry to higher education (tertiary level) in the UK or in the trainees’ home country or the equivalent in terms of demonstrated academic and study potential. and only exceptionally by telephone or online. provided this does not contravene any other national regulation with regard to training or education. bearing in mind the length and intensity of the course. on the first day of the course or at the start of the pre-course distance learning phase if there is one. course providers must require proof of qualifications level of competence in spoken and written English: see the requirements of proof of language competence set out in D6 below. They should apply their own school or college policy in these matters and may in addition consult Trinity. D3 Background enquiries Teaching of any kind is a responsible occupation in which both teacher and learner are vulnerable. illness. Entry requirements and selection procedures D1 Admission requirements Course providers must indicate admission requirements for the course. unless they contravene a national or local law or regulation with regard to education and training or data protection: Disease. Where applicants are accepted following such interview procedures. course providers must indicate the reason for this and the measures to be taken to ensure that successful applicants have met the entry criteria before arriving at the course location. the criteria set out below. course providers should document this discussion and advise applicants how far the course provider can make suitable special facilities available to them and whether the condition is likely to affect the applicants’ progress during training.
– 15 – . Course providers are reminded that under UK law any organisation that allows under-16s to be educated. writing. The following tests and examinations may be used as partial benchmarks. Course providers in the UK may wish to invite applicants to obtain an Enhanced Disclosure from the Criminal Records Bureau (CRB). course providers may. prospective trainees must demonstrate a high level of competence in reading.0 (on all sub-scores) or above Pitman Advanced ESOL examination TOEFL score 600 (250 with computer-based score). during teaching practice).) D5 Equal opportunities It is recommended that course providers include a statement to indicate their equal opportunities policy in relation to gender and sexual orientation. ethnicity. If trainees will be working with under-16s in the course of their training (i. and fluency and pronunciation of spoken English. wish to identify any offence against children or other vulnerable members of society by applicants for training. it is possible in some circumstances to be granted access to official lists of individuals prosecuted for certain offences in relation to under-16s. In the case of trainee teachers likely to work with under-16s. Grade 10 or above Cambridge ESOL Certificate of Proficiency in English Cambridge ESOL Certificate in Advanced English IELTS band 7. An assessment of appropriate structure. Having a criminal record does not necessarily bar an applicant from entry to the course. Trinity does not insist upon criminal record disclosure for all applicants for CertTESOL courses. second or foreign language. or any other offence that seems relevant to the trainee’s role as a teacher. For this reason. (See Appendix 2. D4 Special needs Course providers must make clear their arrangements for trainees with special needs. Trinity would support such inquiries within the limits of national and local law. D6 English language competence Whether English is their first. It is the responsibility of the course provider to decide on what basis to grant or withhold access to candidates in consultation with Trinity and appropriate sources of legal advice. This provides an exhaustive list of the individual’s known violations of the law. All trainees must be given a writing task to be completed on the spot without the assistance of dictionaries or other aids. religion and beliefs. the course provider must make the necessary enquiries as indicated above in all cases unless they can assure Trinity that each trainee will not at any time be left alone with a young person.e. The trainee’s own use of spoken and written English on entry to the course must also be sufficient to equip them for the training process.Criminal record: It is primarily the responsibility of an employer to assess job applicants’ suitability for a teaching position by taking into account any criminal record. must be included in the entry procedures of the course for all candidates. spelling and punctuation of written English. Course providers must reach a judgement on: • • • the trainees’ own competence in English their ability to explain relevant features of English to learners and their ability to teach these in a real-time communicative context. trained or cared for on its premises is held responsible for the proper conduct of its staff and those with delegated responsibility such as trainee teachers. under certain circumstances. subject to demonstrated competence during the selection process: • • • • • • Trinity graded examination in spoken English. However. Trainees for whom English is a second or foreign language must demonstrate competence in all skills. Prospective trainees with special needs should be encouraged to discuss their requirements with the course provider and the means by which the trainee and course provider can make special provision so that the trainee will have the opportunity to follow the course and have a reasonable opportunity of completing the required assignments to the necessary standards. aural and oral skills in English as appropriate to a teacher of the language.
July 2006. learner motivation. once annually • maximum group size: Trinity requires the first course run by a newly validated course provider to include not more than twelve trainees.g. bearing in mind the above points. The varieties of spoken and written English deemed appropriate for a teacher of English include regional and world varieties as well as British Standard English and Received Pronunciation. It is accepted that teachers from many parts of the world with English as a second or foreign language may have distinctive features of pronunciation. Academic or vocational qualifications should not be accepted as the sole evidence for appropriate spoken and written language skills.In considering applicants for whom English is a first language. Methodological competence is taught and assessed through all Units. on subsequent courses it may be possible for the course provider to agree with Trinity a larger group size subject to availability of practical and staffing resources • minimum group size: Trinity does not set a minimum group size but recommends that a group of fewer than six trainees over a full course does not provide the optimum range of peer interaction and feedback – 16 – . includes: • the willingness to work cooperatively as a member of the whole training group and respond constructive to feedback on personal performance Validation Requirements. Admission requirements. Part 1. course providers must recognise that trainees who are to be awarded the Trinity CertTESOL will have special status as teachers of English. Section G: Supplementary Notes on Professional Awareness and Development. involving the waiving of either input. While Trinity does not require all trainees to conform linguistically to all features of British Standard English or Received Pronunciation. facilitating learning. phonology. payment for moderation will normally be based on a minimum number of per capita moderation fees. although mostly through Units 1. Additionally it is felt that releasing any individual trainees from parts of the course or assignments would be detrimental to the training experience for other members of the group. and the value of mutual support in the teaching-learning-training environment. It is very important that this factor is taken into consideration when setting linguistic entry requirements. Part 2. Moreover. is regarded as an important element of training. c. Section D. grammar and/or vocabulary which conform to the model of English prevalent in their own linguistic/cultural group. July 2006. not only within their linguistic/cultural group. para D1. study activities or assignments) because the initial TESOL training programme is regarded as an entirely integrated whole combining a limited amount of theoretical knowledge (grammar. monthly. For example. but beyond it. includes: • awareness of the needs of other colleagues in the team. E. the process of the full training programme. 3. tutors and learners. frequency. Proposed course dates. group size and minimum course hours Course providers must indicate the following: • expected course dates including preferred first course dates • expected frequency of course: e. learning theory) and practical skills—teaching. teaching methodology. teaching and non-teaching. b. Trainees can be failed by Trinity on the moderator’s recommendation if it is decided that their standard of English is significantly below that required for a teacher of English. Applicants are required to have high levels of spoken and written English language skills and academic qualifications that would gain them entry to higher education in their own country (or equivalent). including interaction with peers. knowledge and understanding of English grammar and phonology is taught and assessed in the context of Unit 2 (Language awareness) but also in all other four Units since it is one of the basic elements of all language learning. and course providers should indicate the likely number. Each element is linked to other elements. class size and course length E1 Course frequency. D7 Accredited Prior Experience and Learning a. There is no provision for APEL (accreditation of prior experiential learning. which varies from country to country. both as training and in preparation for real-life employment as a teacher. See: Validation Requirements. course providers must ascertain by various means that applicants’ levels of spoken and written English are of a sufficiently high standard to enable them to perform the function of role models as language teachers. classroom management. d. etc. 4 and 5.
they should do so at the start of the course.g. however. and related tasks or research activities. reading. If they do not do so. morning. any mark given should. This means that the timetable for a four-week course will be extremely pressurised: not all applicants will be suited to this kind of schedule. or on a part-time basis over a longer period. research. the minimum course length is 130 timetabled hours per trainee. The 90 hours of supervised input can include: • plenary including lecture for any component • teaching practice feedback • supervised workshop • supervised private study (self-access centre/library) • working on the ‘unknown language’ • plenary planning interviews for learner profile • plenary planning for materials assignment • tests/examinations • moderation (group and individual interviews) The six hours of teaching practice are compulsory. E2 Timetabling The course must be timetabled over no fewer than four weeks full-time.• number of hours for overall programme and for individual course components. to include lectures. All applicants accepted on a course must be warned of the rigorous nature of the training. Short intensive courses (of six weeks full-time or fewer) must include a pre-course preparation or distance learning phase. Course structure F1 Timetabling Course providers must include with their proposal a draft timetable for all course sessions including teaching practice and feedback. E4 Pre-course assignments Applicants must be enrolled early enough to complete any pre-course reading and other tasks that are to be carried out by all trainees. materials relating to grammar. and guided observation. however. F. Course tutors should devote some time near the start of the course to giving and receiving feedback to/from trainees on the pre-course study phase. afternoon) • details of tutorials (see section I below) – 17 – . phonology and methodology. permission must be obtained from Trinity and details given of the additional staff. and indicate: • details of the particular (provisional) areas of responsibility of each tutor on the timetable • a note of dates for completion of and handing in of all assignments • details of breaks (e. unless special reasons are given. the course must be timetabled to enable a minimum of fifteen hours’ extra unsupervised private study (e. Timetabled hours must include: • a minimum of 90 hours of supervised input.g. resources and teaching practice classes to be taken on in order to accommodate the larger numbers. Such tasks must be relevant to the rest of the course. lunch. excluding assessed teaching practice and observation of experienced teachers’ English classes) may include: • private study and required homework for any component • preparation and completion of the teaching practice journal • preparation and completion of the ‘unknown language’ journal • preparation for the materials assignment. Tutors are not required to give feedback on any pre-course tasks to trainees before the course begins. not normally form part of the final assessment.e. E3 Increasing the group size If course providers intend to run a second or subsequent course for more trainees than originally agreed in the course validation. workshops and guided private or group work and tutorials • a minimum of six hours of observed and assessed teaching practice • a minimum of four hours of guided observation of classes given by experienced teachers with genuine English language learners • the balance of the time (30 hours) to be timetabled for preparation and private study. assignments and lesson preparation). In addition to the 130 hours already allocated. The balance of 30 hours ( i. and 15 non-timetabled hours. This may include a reading list with relevant guidance.
this qualification prepares the candidate specifically for initial stages of the teaching profession. Trainees must have completed all their assignments and teaching practice prior to moderation unless exceptional circumstances such as illness. This new format complies with the standards set in the UK by the Qualifications and Curriculum Authority and it is being applied to all Trinity CertTESOL courses worldwide. The weighting for the relative coverage of each unit is as follows: Unit 1: Teaching skills (including methodology. Course units Trinity’s Certificate in Teaching English to Speakers of Other Languages (CertTESOL) is designed around five mandatory units which incorporate all the required learning components. and methods of assessment and testing in the classroom Unit 2: Language awareness (grammar and phonology) Unit 3: The learner profile Unit 4: The materials assignment Unit 5: Unknown language See Section J for more detailed guidance on assessment. Additionally. hence the greater typical guided learning hours and weighting attached to Unit 1. Trinity appreciates that the draft timetable may be subject to some changes once implemented but considers it essential that course providers should think through the course delivery process very carefully prior to validation. including any pre-course study phase • the number of staff hours allocated for supervised or tutor contact time. guided observation and related journal. Guidance on this is given at the end of the unit specifications. relevance and professional integrity of the award in relation to the standards set by the QCA and by other professional bodies internationally. For example. Course providers must add a separate note itemising: • the number of learning hours allocated to each course component or topic area.) All moderation visits must follow the same schedule regardless of the length of the course. being completed in the second or at the start of the third week of a four-week course. G. F2 Sequencing Course providers must bear in mind the relevance of each component to others and the likely logical progression through the components. demonstrating tutors’ understanding of the complementary nature of the different units. coursebook and materials evaluation. plus a holistic factor of professional awareness and development which is not separately assessed. as this gives trainees a good basis for their work in the classroom and other observation activities. The timetabling of teaching practice should allow for reflection and planning between sessions. teaching practice and related journal. Factors relating to professional awareness and development are taken into consideration when assessing trainees’ performance across all units. This ensures the vocational validity. The course structure must allow trainees adequate input before completion of assignments without leaving too much to be completed and marked on the last few days. demonstrating not only that Trinity’s minimum requirements will be met but also how that component will be delivered and what specific guidance will be given to trainees. while not being so drawn out as to slow down the incremental learning process between sessions. The rationale for Unit 1 (Teaching skills) being considerably larger than other units is that it involves the assessment of skills. teaching skills. accident or bereavement have prevented them from doing so. the unknown language exercise is usually best placed near the beginning of the programme. F3 Scheduling the moderation visit This should be timetabled for the end of all courses. 57% 13% 11% 11% 8% – 18 – . Course providers’ validation proposals must include a section on each of the five units. Course providers are not required to provide detailed notes for every training session.• a brief rationale for the proposed timetable. (See notes on the moderation visit at Appendix 7 and also additional notes in the moderation handbook. There are no longer separate components for Coursebook and materials evaluation and Assessment and testing: these are now subsumed under Unit 1. but demonstrated in an integrated fashion as appropriate to a dynamic learning environment. knowledge and understanding developed in all areas. Units may not be certificated separately: certification is for the successful completion of the whole programme.
awareness of the key features required of coursebook and print materials in relation to presentation of form and function. creativity and cooperation with other learners g. supplementary and authentic materials including print. understanding and developing the role of learners in contributing to their own learning programme through self-directed study and self-evaluation h. the relationship between methodology and approach. the ability to balance teacher-learner and learner-learner participation and to give clear instructions the ability to adapt and use print materials effectively in whole or in part. use of authentic and self-generated materials as aids to learning l. The demonstrated skills include: a. All courses must include the following topic areas: a. the ability to balance the requirements of accuracy and fluency as aims in teaching. organisation and management of the classroom.g. including treatment of errors i. the ability to use materials and teaching aids with technical competence. establishing and maintaining rapport d. and awareness of video and ICT (information and communication technology) to achieve learning aims k. the potential to assess their own strengths and weaknesses in order to benefit from further training and assist in the evaluation of their peers. with respect to the principles of differentiated learning f. imagination and awareness of how they meet learning requirements c. reading and writing and their sub-skills. identification of the grammatical. and audio equipment. strategies for planning a sequence of lessons to integrate the four skills of listening. contemporary TESOL approaches. audio. jazz chants. j. materials selection and analysis. devising and playing simple language games to achieve learning aims n. understanding of. awareness of the main public examinations in ESOL and the main forms of test most useful in assessing students’ performance in English: e. the design of a language learning programme to incorporate a variety of methods c. songs. diagnostic and achievement. the need to identify the specific language items and skills assessed for which they may be required to prepare learners e. – 19 – . and learner needs b. and to the learners’ background and learning objectives b. learner needs with reference to lesson planning. an overview of basic TESOL methodologies in relation to the principal theories of language learning and acquisition. trainee self-evaluation and evaluation by tutors. including whole-class activity. visuals. preparation of appropriate aims for a lesson or lessons and means of achieving them c. group and individual work e. verse and drama to achieve learning aims. use of activities such as role-play. including coursebooks. remedial activity and error analysis e. use of teachers’ and students’ books to complement main coursebook use of teaching aids such as board. pair. and ability to put into practice. subjective and objective. management of learners’ behaviour to encourage confidence. video and ICT f. speaking. identification of the needs of different types of learners in monolingual and multilingual groups b. the development of simple materials with specified aims for specific learners g. m. identification and development of the learning styles and motivation of learners.Unit 1: Teaching Skills Successful trainees must demonstrate the following learning outcomes in the context of initial training: a. as well as attractiveness and user-friendliness for both teachers and learners d. overhead projector. the ability to understand and adopt different teaching methods and styles for different learner groups and individuals. methodologies and management skills in a manner appropriate to lesson aims. lexical and phonological components of a syllabus on an individual and integrated basis d.
self. and may for example include two different levels of intermediate learner. The final grade awarded for this component amalgamates not only grades or marks for actual teaching practice. and including as a minimum brief references to the following: 1 2 3 4 5 6 7 8 student context (numbers. through teaching practice and the compilation of teaching practice and guided observation journals. or who receive a lower grade than they had hoped.Assessment of practical teaching skills Means of assessment Trainees are assessed on their understanding and practical application of the course content. etc. list of contents of the journal b. All six hours of the teaching practice must be with classes of six or more learners. The four hours’ observation must focus on at least four classes or types or level of learner. set out in chronological order. At least three of the four hours must be live teaching. purpose in learning English. and before peer feedback if this activity is carried out. timing of stages use of materials anticipated problems means of assessing learning outcomes – 20 – . Tutors should remember that trainees who do not reach the standard required to pass the course. educational and/or professional level. bearing in mind that this is an initial course of training only. Some tutors may wish to use video to assist trainees in the feedback session. first language) level of this class or learner aims of the lesson. The course provider may wish to add to these assignments an exercise in coursebook evaluation and/or testing and assessment. The classes must be with students of at least two different levels of ability. Journal(s) Course providers should use pro formas with trainees to guide them through the items listed below. These represent a minimum requirement for the course. although shorter sessions are recommended. will scrutinise tutors’ evaluation comments: it is imperative that adequate advice and warning of a likely fail grade is given. Feedback Trainees should be given time in which to reflect on their teaching practice experience before giving a self-evaluation. lesson plans for all lessons observed and assessed. methodology. Guided observation Trainees must complete a minimum of four hours’ guided observation of experienced teachers with genuine English language students. tutors should balance positive comment to encourage trainees and develop their self-confidence with a realistic appraisal of the areas in which development is needed. In providing feedback. It is recommended that trainees are normally invited to give personal feedback to the trainer on their own performance before receiving the tutor’s feedback. all pro formas used and completed for lesson planning.and tutor-evaluation c. Teaching practice log or journal This must include the following: a. level of English. as opposed to video-recorded teaching or commercially published demonstration videos. with learning outcomes how aims will be achieved through content. Trainees may carry out team teaching if the course provider chooses but only those sections of the lesson actually taught (not simply attended) by a trainee will count towards their six hours. or teacher. materials. Trainees’ self-evaluation and tutors’ feedback must be given orally and in writing. comprising at least two sessions of a maximum of two hours each. both oral and written. which comprise the greater part of the weighting. These classes must consist of a minimum of six learners. but also the two journals. Teaching practice Trainees must complete a minimum of six hours’ teaching practice with genuine English language learners. including the teaching of grammar and phonology. age.
The task can be carried out on a team basis. Tutor evaluation assessments These may also be brief but will include as a minimum: 1 achievement or non-achievement of aims 2 perceived reasons for the above 3 suggestions for adaptation of methods or materials for a future class or learner 4 assessment of feasibility of lesson aim 5 development of classroom management skills including the ability to establish rapport and motivate learners 6 overall strengths and weaknesses. or specific aspects of the teacher-class interaction) 2 level of class and composition of group 3 aims of lesson 4 comments on the teaching process and learning outcomes. in addition to teaching practice. Assessment of understanding of methodology 1 Trainees’ skills and knowledge may be assessed through other forms of examination or assignment. not on the unknown language classes which are commented on in the unknown language journal. a summary of the overall experience to reflect the trainees’ professional evaluation of this component and their own progress: this must be a considered statement that goes beyond a simple comment on the trainees’ personal difficulties. Guided observation journal This may be brief but should include the following as a minimum: 1 aims of the observation (for example overall teacher and class performance.d. trainees should be given feedback on their work. self-evaluation and tutor evaluation e. 5 reference to personal teaching aims for the next lesson. This journal should focus only on the observed English language classes. – 21 – . See Section J regarding recommended weighting for the two journals. Although this component need not be formally assessed. 2 Course training methodology may include micro-teaching and evaluation with peers or team teaching if the course provider so chooses. provided individual trainees’ contributions can be clearly identified. Trinity usually recommends that trainees are guided to look for specific features or aspects of teaching in different observation sessions rather than trying to concentrate on all aspects during every session. if course providers wish. Self-evaluation assessments These may be brief but will include as a minimum: 1 achievement or non-achievement of aims or learning outcomes 2 perceived reasons for the above 3 suggestions for adaptation of methods or materials for a future class or learner 3 assessment of feasibility of lesson aims 4 overall strengths and weaknesses. Coursebook and materials analysis Trainees may. complete a brief exercise on the evaluation of a small selection of coursebooks. if course providers think appropriate. A pro forma can be used to identify key points for trainees to look for in their survey.
including major public examinations Trainees must be made aware of the main forms of test most useful in assessing students’ performance in English: e. develop them in a language learning syllabus or programme f. – 22 – . However. They may be assessed therefore on this component through a specific test or exercise during the course. although one would not expect the teacher with only a CertTESOL to teach immediately towards advanced examinations. This component of the CertTESOL course must be clearly integrated with the other four main components to enable trainees to contextualise the language in terms of learners’ linguistic needs.Testing and assessment. Course providers must include a copy of any guidance pro formas and self. Skills for Life and Integrated Skills in English. Trainees must be made aware of the main current sources of reference and pedagogic material. assess their learners’ competence in these areas.and tutor evaluation pro formas with their proposal. The flexibility of the Trinity CertTESOL validation requirements allows course providers to add a component on areas specific to young learners and to include young learners in the teaching practice schedule. and of course requires relevant teaching practice settings. Unit 2: Language awareness Successful trainees must demonstrate the following learning outcomes in the context of initial training: a. There is a separate Trinity programme available for the teaching of English to young learners (CertTEYL) which lays greater emphasis on the learning process in young learners and methods. understanding of the relationships between linguistic form (phonological. They must be aware of the need to identify the specific language item tested for the process to be meaningful.g. All course providers should make reference to Trinity's language examinations: GESE (spoken English grades). Teaching young learners The CertTESOL focuses primarily on the teaching of English to adults—the over 16s. materials and assessment procedures relevant to their particular needs. Understanding the teaching of grammar and phonology as demonstrated in their teaching practice is assessed under Teaching Skills. describe these in terms of language skills and sub-skills d. teach them in a communicative context e. provided that: • • • • the necessary guidance and materials have been provided in relation to classroom approaches and methods. and means of assessing young learners the ratio of teaching practice with young learners is appropriate to the amount of input on young learners provided in the course all appropriate measures have been taken to ensure the safety and proper treatment of those young learners appropriate procedures have been followed at selection stage to ensure the suitability of trainees to work with young learners. lexical and syntactic). understanding of the principal concepts and terminology for describing the structure and use of English and the ability to: c. diagnostic and achievement. function and meaning in standard English b. subjective and objective. Trinity would also expect course providers to refer to the main Cambridge ESOL language examinations. it is recognised that the majority of ESOL teachers will at some stage in their careers teach young learners. motivation.
Language awareness.g. word classes and parts of speech b. different current and historical approaches to grammar teaching (e. they are strongly recommended also to provide pre-course reading and study material. infinitive and non-infinitive forms e. function and form of major verb forms: time-reference. affixes d. main features of correlation between form and function 4. structural. grammar and phonology In order to be awarded the Trinity CertTESOL. prescriptive. sentence structure and basic features of discourse analysis f. – 23 – . grammar-translation. Register a. trainees are expected to have awareness of these topic areas rather than have detailed knowledge of them or the competence to handle them in assignments or teaching practice. However. 1. descriptive) b. multi-word verb forms. different approaches to grammar (e. principal features of formal and informal spoken language Additional features: An awareness of typical differences between British Standard English and other varieties of English and of the nature of English as a global language is also required. Approaches to grammar and grammar teaching a. behaviourist. trainees will demonstrate the following progressively and in the context of what is an initial training course: a. All courses must include the following syllabus: Section A: Linguistic structure: form. aspect and modality b. Basic structural and functional grammar of English a. an understanding of the principal concepts and terminology of both the linguistic and phonological structure of English c. clauses and phrases d. The following inventories provide the essential syllabus for linguistic form and phonology to be adopted by CertTESOL course providers. word-building and lexical relationships c. While this is not mandatory for providers of longer courses. Trinity requires course providers offering courses of six weeks or fewer to give trainees precourse reading material or references to published material and related tasks. principal grammatical and lexical differences between spoken and written language b. names of tenses c. functional) 3. necessary terms related to other aspects listed below 2. an understanding of the basic relationship between meaning and linguistic and/or phonological form in British Standard English b. Grammatical terms and metalanguage a. function and usage The following four areas are seen as the basic framework within which the main functional and grammatical features of contemporary English are to be found and upon which the learner outcomes are based. a recognition of current written and spoken usage and the ability to: i) describe these in terms of language skills and sub-skills ii) teach them in a communicative context iii) assess their learners’ competence in these areas iv) develop their learners’ skills in these areas within a language learning syllabus. They may add to these if the context of training permits but these will be the minimum to be addressed in the training programme.g.
Trinity requires course providers offering courses of four or five weeks intensively to give trainees pre-course reading material or references to published material and related tasks in these areas. verbs: person. including rhetorical questions c. punctuation and paragraphing *These two items may be handled in the context of reading and writing skills. recognition of and corrective strategies for difficulties experienced by the trainee in producing the grammar. active and passive voice f. modals ii) Time reference: form and function a. word formation including inflectional affixes b. direct and indirect speech iii) Form and function at lexical level a. determiners and modifiers b. adjectives and adverbs (including comparative and superlative forms) d.g.Language learner outcomes: On completion of the course. basic grammatical features of textual cohesion e. gerunds) c. negative and interrogative forms. main features of contrastive analysis and first language interference * g. spelling and punctuation of British Standard English b. Section B: Phonology The following areas are seen as the basic framework within which the main phonological features of contemporary spoken English can be understood and on which the learner outcomes are based. phrase and clause types d. they are also strongly recommended to provide pre-course reading and study material. main features of lexical relationships and lexical sets including collocation d. function and position) c. verbs: basic tenses and their time reference: active and passive voice/aspect b. evaluation of techniques for teaching form and function. conditionality and hypothesis e. modality d. affirmative. and with reference to appropriate textbooks. number. connectives and complex sentences b. question forms. adverbs and prepositions of time f. basic features of formal and informal register in spoken and written English iv) The structure of connected text a. – 24 – . auxiliaries. finite and non-finite forms (e. multi-word verb forms and their associated grammatical features c. conjunctions. text types: basic grammatical features of register and genre in written English * f. prepositions e. nouns and pronouns (form. a successful trainee will be able to deal with the following in the classroom and ally them to communicative teaching and learning approaches: i) Word classes as a tool for language analysis a. v) Self-awareness and self-evaluation a. While this is not mandatory for providers of longer courses.
consonants: place and manner of articulation.1. intonation: basic grammatical patterns c. correlation between sound and spelling 2. catenation. finger-counting d. but trainees are not expected necessarily to demonstrate competence in these areas in their assignments or teaching practice: allophones. use of phonemic symbols and phonemic chart for description and discrimination c. repetition. use of tapes. jazz chants etc c.g.g. tone groups. integration of phonology into grammar teaching g. voicing b. for example: assimilation and elision. sound discrimination exercises and activities: e. strong forms d. and with reference to appropriate textbooks. back-chaining. mime. modelling techniques: e. pronunciation and grammatical forms (e. weak forms. phonemic symbols and phonemic realisation of individual phonemes e. including some use of basic contrastive analysis c.g. phonemic transcription of learner speech b. iii) Recognition of learner error or difficulty (as demonstrated particularly through the Learner Profile) a. analysis of written errors in relation to the correlation between sound and spelling where relevant – 25 – . Additional features: An awareness of the following aspects of phonology is required. Word and phrase a. British Standard English and other varieties of English. visual techniques: e. modelling techniques: e. tonic stress and information focus b. i) Use and evaluation of pronunciation teaching techniques a. discourse intonation. Sentence and discourse a. features of connected speech. visual techniques: marking stress and intonation b. minimal pairs f. vowels: place and manner of articulation c.g. one-to-one phonology teaching ii) Activities to develop awareness and improve intelligibility in connected speech a. in a communicative teaching and learning context. all trainees are able to apply and carry out the following techniques and activities. Phonemes a. in order to improve learners’ intelligibility and confidence in spoken English. back-chaining e. past tense -ed) c. articulation of independent and connected phonemes b. dialogues. contractions. Language learner outcomes: The areas listed above should be related to a methodology for teaching phonology so that on completion of the course. diagrams of mouth. consonant clusters. word stress b. games. phonemic transcription of short items of connected speech 3. drills. English as a global language. diphthongs d. analysis of spoken errors.g. syllable and stress timing All or any of the above may be the subject of questions in tests set by course providers.
recognition and analysis of own areas of difficulty in pronunciation encountered during the unknown language lessons b. An evaluation of the learner’s current linguistic proficiency. strengths and weaknesses. The ability to prepare a number of broad recommendations for the learner’s study programme in at least one area of each of the four main skills. Course providers must include a copy of any guidance pro formas and any language tests or examinations with their proposal. and based on: 1 a recorded sample of the learner’s spoken English in natural dialogue. Trainees should be made aware of the main current reference sources and pedagogic resources. based on selected key learning needs emerging from the above analysis. (These lessons do not count as one of the six hours of observed and assessed teaching practice. c. parts of which will be transcribed 2 interaction skills in interview 3 intensive and extensive listening skills 4 a sample of written English 5 reading comprehension skills. The ability to draw up a simple linguistic profile and needs analysis for one learner of English on the basis of a minimum of a 60–90 minutes’ interview and a sample of the learner’s written work which may include diagnostic tests. A description of the learner’s cultural and social background. This section should include materials used in the lesson. (See notes under The profile below. including strengths and weaknesses in the four main skills. lexis and phonology. error correction techniques both in the classroom and in the one-to-one lesson. analysed in terms of grammar. A lesson plan for.d. analysis of learner difficulties in understanding spoken English in terms of phonemic distinctions. d. the occasions when and where the learner uses English. including reference to her/his mother tongue and other language learning experience. preferred methods of learning. ability to use phonemic symbols to transcribe and analyse own pronunciation c. b. evaluation of own pronunciation teaching techniques The language awareness component of the CertTESOL course should be clearly integrated with the other components to enable trainees to contextualise the language in terms of learners’ linguistic needs. and an evaluation of. based on learning needs emerging from the above analysis. and including grammar and phonology. Unit 3: Learner Profile Successful trainees must demonstrate the following learning outcomes in the context of initial training: a. The interview should include general discussion of the learner’s language learning background and aims in learning English. The ability to prepare and teach up to three lessons totalling 45–60 minutes. her/his reasons for learning English and the contexts in which she/he is likely to use English in the future. weak forms and stress patterns e.) The profile must include the following as a minimum: a. up to three lessons totalling 45–60 minutes with this learner. – 26 – .) c. iv) Self-awareness and self-evaluation a. b. Recommendations for the learner’s future language development over a further 10 to 20 hours’ English language learning.
in order to illustrate clearly problems of intelligibility due to segmental and suprasegmental features of pronunciation. The Learner Profile should not include a transcription of any kind of the whole interview. together with sufficient time for interviewing and teaching. Trainees are not required to transcribe the entire sample phonemically. The preparation should include: • • • • input on the nature of interlanguage the role of error analysis and contrastive analysis in teaching and learning the particular requirements of one-to-one needs analysis and teaching. or other opportunities for developing pronunciation skills. it is expected trainees will make use of descriptive strategies such as approximations. The suggestions for future language development should include reference to grammatical. and listening. songs. a relative or a learner who presents inappropriate profiling challenges. reading and writing skills. TV. in order to represent ambiguous or unclear pronunciation. Where trainees themselves find students to profile. and language skills that require attention.g. totalling 20–30 words normally. The learner’s interaction skills and learning needs should be based on interviews totalling a minimum of 60–90 minutes. The assessment of reading comprehension should be based on a text of approximately 300 words. lexical and phonological areas. It may be set out as a general outline. – 27 – . The lesson should not simply concentrate on correction of the written language or discussion of reading comprehension tasks undertaken for the assessment. must be phonemically transcribed. Trainees should be sensitised to the particular requirements of one-to-one interviewing and teaching. radio. ‘mixed’ sounds. particularly in relation to sound discrimination their awareness of teaching priorities in terms of pronunciation and intelligibility. e. • Where the analysis involves sounds not normally found in acceptable varieties of English. Intensive listening skills should be based on comprehension of questions and cues in the interview. or from the learner’s class work. but should aim to build on an identified area of the learner’s language. since this component brings together areas of theoretical knowledge and skills developed elsewhere. Published teaching materials may be used but should be augmented with materials devised by the trainee to meet the particular identified needs of the learner. • • • • • • • Course providers must include a copy of any guidance pro formas with their proposal. but should be analysed by the trainee. The phonemically transcribed segments should deal with at least two areas of segmental and/or suprasegmental ambiguity and should illustrate: • • • • the trainee’s ability to apply the phonological theory learnt within Unit 2 their listening skills. It should not normally be more than 20-25% of the whole profile. guidance should be provided on how to select them. and other teaching objectives. • The student profiled should not be a spouse.The following points must be noted: Preparation for the Learner Profile: • The relevant activities must be timetabled so as to ensure a sufficient amount of theoretical preparation. where empathy with one learner is especially important. Other strategies. Multiword segments of this. The orthographically transcribed sample must be about one minute of continuous speech. or a series of outline lesson plans. such as newspaper or magazine skimming may be used to assess extensive reading. and otherwise represented where necessary. Internet etc. a scheme of work. The sample of written English may be generated by a task set by the trainee. cinema. • The profile: • • The section on the learner’s cultural and social background is important. while extensive listening skills may be based on the learner’s reported experience with English language media. etc. but should take second place to the linguistic analysis. and should include a brief rationale linking the components focused upon the linguistic analysis of the learner. words from other languages. speaking.
multi. the ability to produce a written rationale for the choice and development. such as learners’ current command of structures or lexis necessary for use of the materials. b. The profile must refer to a specified group of learners in terms of level. function. The materials: Trainees choose as a focus for their assignment a compilation of two pieces of material and accompanying tasks used in teaching practice: these must not include materials used in the one-toone lesson. The following points should be noted: 1. group dynamics. evaluation and adaptation of teaching materials and an appraisal of any insights gained into teaching as a whole. and/or motivation. the moderators now have a slightly different role in relation to trainees. the anticipated linguistic aims and the anticipated achievements and difficulties for learners. questions of class organisation.g. is not excluded but trainees must show evidence of imaginative exploitation of these. The use of published materials. The rationale must include as a minimum information on the class profile. the ability to propose adaptations to these materials for an alternative purpose. The materials must be of different types—e. This appraisal may relate to any of the following: • classroom management • lesson planning • learners’ motivation • selection and appropriateness of materials • lesson pacing. and place of this lesson in the overall programme if this is known. the ability to propose adaptations to these materials in the light of experience of using them with real learners in teaching practice d.g. c. semantics and/or skills development) and going beyond (for example) simply ‘conversation practice’. and evaluation of the effectiveness. general English. Anticipated achievements and difficulties for learners include linguistic issues. produce. They should include material which has worked in part at least quite well and material which has worked in part less well. The written rationale: The rationale is an explanation of why these particular materials were developed for the particular group of learners and why it was felt they might be useful in achieving the objectives of the lesson. (for example. These are assessed according to the criteria given in Appendix 10. It is recognised that apart from changes in interview procedure and assessment. The rationales and evaluations constitute the focus for the interview. 2. new language learnt in terms of structure. beyond what may be suggested in a coursebook. of the materials c. their anticipated strengths and weaknesses. Such use should be kept to a minimum and sources acknowledged appropriately. not two based on presentation of grammatical points or two reading comprehensions. use and evaluate simple classroom teaching materials and the accompanying tasks b. In addition the moderator invites trainees to give an oral appraisal of the overall benefits of the assignment in relation to the selection or production. the ability to plan. complexities of pronunciation. whether TESOL or other. set out in the order and with the headings indicated on the pro forma provided in Appendix 10. Preparation for Unit 4 a. – 28 – . Anticipated linguistic aims cover the areas of language development trainees expect to work on with learners.or monolingual). The change in 2003 from moderation to assessment The change from moderation to direct independent assessment for Unit 4 of the CertTESOL comes as a result of discussions with the UK Qualifications and Curriculum Authority (QCA) and consultation with moderators and course providers.Unit 4: Materials assignment Successful trainees must demonstrate the following learning outcomes in the context of initial training: a. type of class (e. Focus for the assessment interview: Trainees must produce a written rationale and evaluation for each of the two pieces of material. teaching point or group of learners.
f. They should not mark either the written work or discussion. Materials used in teaching practice: The trainee must have used the materials with genuine learners in teaching practice. including complaints. about course delivery. and how the materials might be improved for the same group of learners or adapted for a different group. Thus the individual interview for any one trainee always takes place after her/his group interview. d. and then the second rationale and evaluation (one minute) to be followed by – 29 – . New moderation/assessment procedures: a. e. in advance of the point on the schedule set aside for reading (see section 3c above) and whichever of the four reading options the moderator has chosen in collaboration with the course director. Individual and team work: The materials assignment must be carried out on an individual basis: while trainees may usefully share their ideas and experiences with each other. g. If they have comments. Trinity considers that on balance this is the best juxtaposition of group and individual interviews. c. Trainees must not therefore introduce discussion of any other aspect of their training into this interview. they are required to give trainees some support in identifying appropriate materials for this exercise and preparing their written rationales and evaluations and their interview. therefore. trainees and tutors must bear in mind that the final discussion with the moderator takes a maximum of fifteen minutes. reading of Unit 4 work. Rehearsal: Tutors should give trainees the opportunity to rehearse an oral discussion based on their written rationales and evaluations by way of preparation for the interview with the moderator. The rationale and evaluation for each of the two pieces of material must jointly be between 400 and 500 words in length.d. Breakdown of timing: This 20 minutes is sub-divided as follows: • 5 minutes in total for reading the two rationales and evaluations for each trainee (see moderation schedules under Part 1. Place of the individual interview in the moderation schedule: Individual interviews must take place after the sampling process. i. Tutor support Although tutors are required not to mark Unit 4 work. The written evaluation: The evaluation must include a statement of the perceived effectiveness of the materials in terms of linguistic aims and achievements/difficulties for the specified group of learners. The four possible schedules for reading written work and interviewing trainees are set out in Part 1. although they should give constructive feedback. The total word count. b. 3. and before the round up sessions with course tutors. for the rationale and evaluation for the two pieces of material together is 800–1000 words. Total time for assessment of Unit 4: The total time allocated for the assessment of Unit 4 remains at 20 minutes per trainee. Section E5) • 15 minutes for the individual discussion between the moderator and each trainee. Trainees must be told what Trinity's assessment criteria are before they embark on their work for Unit 4. given the tensions inevitably raised by the moderator taking on the role of external assessor for a part of trainees’ work. Focus of the individual interview: The individual interview between the moderator and each trainee has as its focus the discussion of the two rationales and evaluations. • Trainees are not asked to give a formal presentation of the rationales and evaluations but to introduce briefly the first rationale and evaluation (one minute) to be followed by discussion with the moderator. these must be made either during the group interview or in a letter to Trinity. Volume of materials and length of written assignments: In deciding how much material to include in the compilation. each individual must plan and produce all or a significant element of their own materials and be able to discuss them independently of other trainees. e. Interview procedure: • Course directors must give moderators the photocopies of the rationales and evaluations. h. The discussion with the moderator covers the written rationales and evaluations. Section E5. together with the relevant materials.
The headings relate to the items detailed in the 2006 edition of the Validation Requirements. Trainees must not be allowed to take an excessive amount of time to introduce and talk about their rationales and evaluations if they are not in fact providing the information required by moderators. (The materials themselves will have been assessed by course tutors when they evaluate lesson plans and teaching practice within the framework of Unit 1. and in the overall moderation report.) Moderators assess Unit 4 against the criteria set out in Appendix 10. It is still possible to pass or refer trainees only on Unit 4. Moderators record an assessment in relation to fourteen criteria. the terms pass and refer are used for the overall assessment of Unit 4. Quality of materials: The focus of Unit 4 is the rationales and evaluations. The raw mark on its own does not provide trainees or tutors with more information as to trainees’ strengths and weaknesses. subject to the usual conditions. • Paperwork to be sent to Trinity: moderators must return the reporting pro forma for every trainee. at the start of moderation. This is to ensure consistency of headings for the written work and more efficient reading and checking by moderators. f. they must report this separately in the usual moderation report. This information will still have to be given orally by moderators to tutors for those (few) trainees who are referred on Unit 4. 4. this automatically means that the trainee would have to repeat an entire course and all assignments in order to be considered for a Trinity certificate. Moderators should assist the flow of the interview with suitable comment but avoid explicitly evaluative comment at this time. Moderators elicit further information by asking questions as appropriate. The pass criteria for Unit 4 include a reference to the motivational aspect of materials. h. i. although it will continue to be possible for them to be failed on the course overall. Moderators should only include on this pro forma information as required and as relevant to the individual trainee’s performance on Unit 4. and their copy of the rationale and evaluation for every trainee who is assessed as refer (rather than pass) on Unit 4. Trainees must not bring the associated lesson plans to interview but leave these with the teaching practice journal to be looked at by the moderator in the general sampling process. g. Moderators may not assess Unit 4 as fail. The materials assignment in its original form—i. The new scheme allows for some differentiation of marking between the two sets of material. and two criteria for Analytical/Reflective Skills for each of the two assessment bands of pass and below standard. moderators assess Unit 4. not the quality of the materials themselves. as pass or refer only. Trinity proposes three criteria for each of the categories Pedagogic Skills and Communicative Skills.• • • discussion with the moderator. Thus trainees take the initiative at the start of the interview. – 30 – .) Moderators may comment on the quality of materials based on their sampling of teaching practice journals. the Materials Assignment. This is a slight modification to the earlier scheme which allowed for marking against eight criteria. Status of moderators’ assessments: Under these validation requirements. a photocopy of all trainees’ two rationales and evaluations with the original materials—must be given to moderators without any written comment or feedback by course tutors along with the other written work for sampling. Where moderators feel that trainees are not meeting Trinity’s requirements on this Unit because of insufficient guidance from course tutors.e. (Where any Unit is assessed as fail. Standardisation of written rationales and evaluations: Trinity provides a standard pro forma for all trainees to complete with the relevant information on their rationales and evaluations (see Appendix 10). Course tutors are required not to assess Unit 4 (either the written work or a rehearsal of the interview) but should provide guidance to trainees for both on the basis of the information given in the validation requirements. thereafter the interview is guided by the moderator but is not formally scripted as such by Trinity. Standardisation of reporting of assessment of trainees: • Moderators’ pro forma report: Trinity provides a standard pro forma for all moderators to complete the assessment and any additional comments for each trainee (see Appendix 10). which can include the overall quality of presentation. • Insufficient guidance from course providers may be a factor in referrals. Criteria for Pass and Refer on Unit 4 The terms pass and below standard are used in relation to the assessment criteria.
They see in practice some of the methodology and approaches to form and function introduced elsewhere. with an oralaural bias in an unknown language. their ability to identify the aims and objectives of the lesson and identify the ways in which these were or were not achieved through the methodology. Communicative Skills Material 1. Note. Relationship of assessment for Unit 4 and moderation of other Units: The moderator may not fail trainees on Unit 4. All trainees assessed as refer overall on Unit 4 must be re-moderated for this Unit. See Section J for full details on pass. However. through the medium of that language.The criteria (number and wording) for each of the three sections (Pedagogic. Course providers must include a copy of any guidance pro formas with their proposal. or fewer than one mark on at least each of the five categories. at beginner level. instead of merely ticking eight boxes as pass or refer. This will normally involve a further interview with a moderator. Please see Appendix 6 for details of moderation and re-moderation fees. and in a communicative context. – 31 – . will lead to a referral for Unit 4. an awareness of a few of the main elementary contrastive features of the taught language and of English. The unknown language must be a natural language. refer and fail. their awareness of the learning experiences and feelings of the learner being taught a new language. through a written journal which will form part of the final assessment. with little or no use of the learner’s first language b.e. the course provider may agree a different level of activity and journal for that trainee to complete. Communicative Skills Material 2. 5. There may be exceptional cases where only the written needs to be re-submitted and marked without interview. but may recommend a fail on the course overall depending on the assessment of trainees’ other assignments including teaching practice. and it transpires that a trainee has some prior knowledge of it. Trainees must obtain eight marks out of fourteen to obtain a pass on Unit 4. Analytical and Reflective Skills Materials 1 and 2 combined. Pedagogic Skills Material 1. This will indicate how many criteria are passed for each of Pedagogic and Communicative Skills for each of Materials 1 and 2 (a possible maximum total of twelve marks) and how many marks for Analytical/Reflective Skills for the two sets of Materials combined (a possible maximum total of two marks). This language should normally be one previously unfamiliar to the trainee. in sessions of approximately one hour. Course providers who were previously approved to offer the old style pre-1999 materials project as distinct from the materials compilation must now offer the materials assignment as detailed above in order to ensure parity of assessment procedures across all course providers. and the ways in which different methods and techniques result in successful learning. if they are assessed as below standard on seven or more criteria. where applicable. The overall maximum marks that can be awarded is therefore fourteen marks. not an invented or computer language.e. trainees will need to attend another moderation visit at either their own or another course providing organisation. Unit 5: Unknown language Successful trainees must demonstrate the following learning outcomes in the context of initial training: a. They establish and record their feelings and experiences as learners. i. they must be awarded an overall assessment of refer for Unit 4. Pedagogic Skills Material 2. or below standard on all criteria in one of the five categories. Communicative and Analytical/Reflective Skills) remain the same. moderators are asked to add an additional line of marks.) Fewer than eight marks in total. For a re-moderation to take place. Where a lesser known language is chosen. Delivery Trainees normally receive four hours’ total tuition. with at least one mark on each of the five categories (i. Therefore. materials and class management techniques employed c.
Supplementary notes on Professional Awareness and Development Successful trainees must demonstrate: • • awareness of the needs of other colleagues in the team. It should include as a minimum the following: a. he/she must have a high level of competence in the spoken and written forms of the unknown language d. – 32 – . broad details of the methods used by the teacher including use of materials. a summary of the overall experience to reflect the trainee’s professional evaluation of this unit and the teaching methodology used. the four hours may be divided as the course director finds appropriate. and in the early part of a part-time course f. The following points should be noted: a. although it is usually thought to be most satisfactory to offer sessions of no longer than one hour. Trinity recommends that trainees are guided to look for different features or aspects of teaching in different observation sessions rather than trying to concentrate on all aspects during every session. pair and/or group work. the course director must make every effort to choose a language that is not known to any member of the group. The journal The journal provides both a training process for the trainee and a product for the final assessment. he/she must be able to teach in a communicative style involving learners and demonstrating a range of techniques and forms of group interaction without relying on coursebooks or the grammar/translation method c. the course director must agree with them in advance an assignment to be carried out by them that will fulfil the normal aims of this course unit e. functional and lexical objectives of each lesson as perceived by the trainee c. if this proves impossible. a reflection on the nature of the learning experience and on which teaching methods and attitudes as expressed by the teacher were more or less helpful to the trainee and others in the group d. based on a constructive response to training input and feedback from tutors. a brief description of a few of the main contrastive features of English and the taught language e. teaching and non-teaching. and class management techniques b. the unknown language tuition must be timetabled so that trainees will already have received some input on methodology. peers and learners. and awareness of the need for development throughout the course.Assessment Trainees are not assessed on the volume or accuracy of language learned but on the accuracy of analysis and the reflective nature of the journal. although this unit is normally best timetabled near the start of a full-time course. and there are one or two members of the group with some knowledge of the language. Course providers must include a copy of any guidance pro formas with their proposal. and the value of mutual support in the teaching-learning-training environment. and certainly no longer than two g. the teacher of the unknown language must be familiar with the principles of the whole course and the ways in which the course units complement one another b. Trainees should be provided with a pro forma to guide them in what to look for in the language lessons and how to comment on what they experience: they may need help with specific terminology. this must be a considered statement that goes beyond mere comment on the trainee’s personal difficulties. an account of the grammatical. interactive patterns.
trainees should be encouraged to develop: • awareness of the need for further professional development through a combination of reflective practice. It must be remembered that trainees require considerable guidance on the organisation of their assignments and the requirements to be met in journals and teaching practice. willingness to respect the contribution of the non-teaching. phonology. – 33 – . and formal training awareness of the principal sectors of employment in their field and the most common and reliable means of obtaining information on employment and employers: they must be given advice as to the main sources of teaching vacancies in the national and local press. willingness to respect learners’ contributions to the teaching-learning environment f.This awareness is demonstrated through the following behaviour: a. non-tutoring staff to the training programme g. ability and willingness to take note of feedback on their performance and work with their tutors to develop a constructive dialogue. H2 Pre-course reading Course providers must issue a minimum pre-course reading list. ability and willingness to contribute actively to group and workshop activity d. methodology and other areas relevant to training. willingness to respect the contributions and work of other trainees and of their tutors e. Course Bibliography H1 Core reading Course providers must provide trainees with a bibliography of appropriate reading material on language study and teaching methodology. plus a short list of books recommended for purchase by trainees.com Saxoncourt. e.com Teachabroad.co. together with a selection of the more reputable websites. participation in discussion with colleagues. willingness to attend all parts of the course (allowing always for absence due to unexpected illness. I.com Tefl. reading.uk/tefl/ Jobs. the Guardian (Tuesday and Saturday editions) and the Guardian Weekly.EduFind. four books comprising an introduction to grammar and language awareness.com • H. In addition. attendance at seminars and conferences.com Education.guardian. The pre-reading list may include recommendations as to specific chapters of books or journal/newsletter articles. and (available at the time of writing): Cactustefl.g. as well as a longer recommended list for study during or after the course. for example. EL Gazette (EL Prospects). I2 Feedback During tutorials trainees must be given a clear indication if it seems at all likely that they will not meet the final required standards and not therefore be awarded a certificate. accident or bereavement) b. Tutorials I1 Frequency Course providers must timetable for each trainee at least one formal tutorial session per full-time course and at least two per part-time course to give trainees guidance on their individual progress. and a good learners’ dictionary of English. ability to complete all assessments including teaching practice and hand in assignments at the required times unless they reach a prior agreement with their tutor c. to include suitable reference books on grammar and phonology.
normally within two months of the moderation visit. Weighting. and methods of assessment and testing in the classroom) 57% 2. assessment and grading of course units J1 Pass requirements In order for trainees to be awarded the Trinity CertTESOL. accident or other extenuating circumstances must be agreed with the course provider. Absences due to illness. Trainees are not permitted to offset pass marks gained on some specific assignments against fail marks gained on other assignments. They may adjust the following weightings slightly to meet their own requirements.I3 Mentoring Trainees may have issues of a personal nature to discuss. The assignments to be completed and passed are normally: Unit 1: Teaching skills including teaching practice. These units are: Unit 1: Teaching skills Unit 2: Language awareness (including grammar and phonology) Unit 3: Learner profile Unit 4: Materials assignment Unit 5: Unknown language. bereavement. teaching practice and related journal. Unknown language A typical weighting breakdown for Unit 1. all five course units must be passed by the trainee. J2 Weighting a. and should be given the opportunity to do so. the major unit. Language awareness (grammar and phonology) 3. teaching practice journal and guided observation journal: pass mark to be obtained for each of the three elements Unit 2: Language awareness: pass mark to be obtained for examination or other form of assignment Unit 3: Learner profile: pass mark to be obtained for whole profile Unit 4: Materials assignment: pass marks to be obtained in line with Trinity's requirements as external assessor Unit 5: Unknown language : pass mark to be obtained on journal. Course providers must indicate what weighting is given to the five units in terms of relative coverage on the programme. teaching skills. as relevant to their training. Course providers design detailed systems of assessment against Trinity's validation requirements. Materials assignment 5. whether or not the trainee accepts the tutor’s recommendations or suggestions. will be: • teaching practice including lesson planning • • teaching practice journal guided observation journal 13% 11% 11% 8% 46% 6% 5% – 34 – . Learner profile 4. projects and tests to the standard set by the course provider and agreed with Trinity through the validation process. coursebook and materials valuation. either during the course or as a result of referral and subsequent completion of work to the required standard. 1. Teaching skills (including methodology. Trainees must attend all the training sessions required by the course provider and complete all assignments. J. guided observation and related journal. I4 Record-keeping Course providers must ensure that a written summary of the tutorial discussion is made available to trainees and preferably signed by trainees and tutors following each discussion.
fail) will be reached. The emphasis in course content. for example in a language awareness test and also in teaching practice. The most appropriate forms of descriptor are ‘can do’ statements or statements of the expected level of achievement by trainees in a given area. or equivalents should be shown. Course providers must provide clear descriptors for each mark. c. will contribute significantly to the preparation for the practice component in Unit 1. Trinity does not award degrees of pass. c. Course providers must make clear in their proposal how the recommendation for the final overall assessment (pass. If course providers wish to record any significant achievement or lapse in standard in this area. Course providers are required in their submission for validation to provide details of the assessment procedures for each individual written assignment and for teaching practice and for any other form of assignment. how marks will be combined. on the basis of evidence within the work required in this unit. For example. J3 Forms of assessment a. with the exception of Unit 4. but excluding Unit 4. i. Forms of assessment may include: • continuous and end-of-course appraisal • formal grading and/or marking of written. Self-evaluation must be developed throughout training so that trainees learn: • • to discriminate between their own and others’ strengths and weaknesses. b. grades or comments that they may expect to receive and how these relate to their progress in their assignments. If an A–E grading scale is chosen. Course providers are referred back to the sample course objectives in Section B for assistance in selecting the topic areas for which descriptors might be developed. which is independently assessed. d. C should indicate a pass. Trainees need to be made aware that the course is an integrated whole. and that the benefit of each individual unit extends beyond the particular assignment allocated to that unit. This information must be conveyed both orally and in writing. Trainees must be made aware at the start of the course of all procedures and criteria used in the assessment of their work. refer.g. practical and oral work • written and oral tests or examinations. If assessment is expressed in percentage terms. it is recommended that no more than 2. If course providers wish to award trainees a grade of pass (e. so that they know from the start of the course the kind of marks. including teaching practice.e. All assessment must be combined with comprehensible feedback enabling trainees to build on current achievements for their future development. the Unknown Language. – 35 – . practical and oral work • written and verbal commentary on written. and to adopt a self-critical approach in order to become relatively self-reliant and confident. J4 Procedures for assessment a. d. distinction. Professional awareness and development cannot be assessed as a discrete component. totals should be convertible in the overall grading. b.5% weighting be allocated to either of these components. Course providers must make clear in the proposal the details of the assessment scheme by which course components will be assessed. c. delivery and assessment must be on the practical with sufficient theoretical underpinning as is appropriate to this level of trainee. grade A etc) they must decide how to integrate the award of pass or refer for Unit 4 into that overall grade.b. this must be done at the appropriate point within the framework of the five course units. and whether this will be done on a purely arithmetical basis or whether tutors will make use of additional criteria in reaching a final recommendation. in the interests of conformity with other course providers. some of what is learnt in Unit 5. Some areas of study—such as language form and function—will come under scrutiny through various forms of assessment. Where course providers wish to allocate a weighting for work completed in coursebook evaluation (as distinct from materials assignment) and/or assessment/testing. d. grade or level awarded for each type of assignment. the Materials Assignment.
J6 Mark definitions Pass: Trainees deemed to have passed the CertTESOL course will have: • completed the entire course and either by the end of the course or following referral as agreed with the moderator and Trinity • completed all assignments including all teaching practice to the required standard and demonstrated: a. or poorly executed so that the communication of content is not achieved. late delivery of assignments. nonattendance at sessions. Fail Limited demonstration of the classroom techniques required and/or the necessary knowledge and understanding: not yet ready to take independent charge of a group of learners. a knowledge of the basic issues relating to language learning and teaching including the importance of understanding learners’ academic and emotional needs in the classroom c. competence in teaching and evaluating those classes of learners independently on a daily basis but with some interim professional support e. Analytical and reflective skills Awareness of context coupled with detailed preparation and an understanding of both the teaching content and the process of learning. content and the learning process have been understood: additional evidence is needed to confirm a pass. indicating a difficulty in consistently meeting the standards of linguistic fluency and accuracy under pressure required of a teacher of the language. J6 Assessment of written English Marks must be deducted if written assignments are not presented with appropriate spelling.J5 Assessment of professional awareness and development Course providers must deduct marks for individual components if the criteria relating to professional awareness and development are not met and if this is clearly documented . Evidence that the educational context and/or the teaching content and/or the process of learning are not sufficiently understood for adequate learning to take place. and which are reflected in international standards for good practice in the language teaching classroom: Pedagogic skills Pass A convincing demonstration of appropriate classroom techniques. a basic knowledge of form and function in contemporary British Standard English and the use of phonology for teaching purposes b. J7 Overall assessment criteria Grading and marking schemes must be based on the following overall assessment criteria which relate to qualifications approved at Level 4 of the UK National Qualifications Framework in relation to expectations of pass. Referral Some evidence of the appropriate techniques and understanding. inadequate or inappropriate response to feedback. Some evidence that context. but not without defects: additional evidence required in order to confirm a pass. making use of the standard classroom aids. Communicative skills Clarity of presentation involving a range of communication techniques suitably related to audience and purpose. fully informed by an understanding of the subject matter. General evidence of the ability to communicate effectively and appropriately but not without defects: additional evidence required in order to confirm a pass. with some professional support d. refer and fail.for example. awareness of how to make use of reference materials and other sources of professional guidance in – 36 – . punctuation and grammatical expression. Communicative intention inappropriate or inconsistently pursued. competence in preparing materials and lesson plans for specific classes of learners ranging from beginner to upper intermediate.
all or some of their assignments including teaching practice and have demonstrated: a. Course providers must not recommend to the Trinity moderator an overall mark. having been able to complete all their assignments to the appropriate deadline or standard deemed necessary for the immediate award of a Trinity Certificate. all or some of the necessary competence in preparing for and teaching classes as above c. in whole or in part. to enable them to teach the full spectrum of learner levels and types. or bereavement. skills and approach to individual work and teamwork to allow them to take a responsible and professionally competent role as a teacher in a range of generally predictable teaching situations but without. and/or c. and/or approach to individual work and teamwork to allow them to take a responsible and professionally competent role as a teacher in a range of generally predictable teaching situations. skills and approach to individual work and teamwork to allow them to take a responsible and professionally competent role as a teacher in a range of generally predictable teaching situations. and language teaching and learning issues. and/or d. an insufficient level of the necessary competence in preparing for and teaching classes as above. the ability to produce journals and other written assignments or test results to an appropriate level of written English in order to demonstrate their understanding of their own training and learning process. an insufficient level of the necessary knowledge of language and language learning as above. Fail: Trainees deemed to have failed the course will have: • completed all or part of the course • produced by the end of the course. some ability to work collaboratively with peers and tutors in preparation of work and giving and receiving feedback on performance e. at the time of referral. In summary. and giving/receiving feedback on performance. all or some of their assignments including teaching practice but have demonstrated: a. an insufficient ability to work collaboratively with peers and tutors in preparation of work. some awareness of how to use reference materials and other sources of guidance as above d. J7 Merit and distinction Trinity does not award a merit or distinction grade to individual trainees either overall or for particular units. Note: A decision to pass. In summary. refer or fail a candidate may also be deferred if a trainee has been unable to complete either the course or their assignments because of their own or family illness. the ability to work collaboratively with peers and tutors in preparation of work and giving and receiving feedback on performance g. Referral: Trainees deemed to be eligible for referral (re-submission or completion of normally not more than two assignments including possibly some of their teaching practice) will have: • completed the entire course • produced by the end of the course. and deal with unknown classes and unexpected opportunities and challenges in class f. or accident. they will have demonstrated the necessary knowledge. but it will not appear on the Trinity certificate. If course providers wish to award trainees a final grade they may do so. in whole or in part. and/or b. they will have demonstrated a significant lack of the necessary knowledge.order to build up their knowledge of language. an insufficient ability to produce journals and assignments as above. they will have demonstrated a significant level but not all of the necessary knowledge. – 37 – . an insufficient awareness of how to use reference materials and other sources of guidance as above. all or some of the necessary knowledge of language and language learning and teaching as above b. and/or skills. In summary. and/or e. grade or level that is higher than that awarded for Unit 1 (Teaching skills). some ability to produce journals and other assignments as above.
specific comments on fail assignments and/or comments made at their tutorial • confirmation that they were given details of the assessment system at the start of the course • confirmation that they were not thought suitable for referral. Any interim marks or grades awarded must be made known to the trainees to enable them to evaluate and improve their performance. moderators recommend to Trinity one of the following awards for each trainee: a. Learner profile. J9 Early warning If the course director and tutors consider that any trainee will not or may not reach the standard required to pass the course.) may have a decision on their performance deferred until they can attend a moderation on a later appropriate occasion.) J10 Deferral A trainee who has completed all the assignments including teaching practice but is unable to attend the current moderation visit as a result of exceptional circumstances (illness. Trainees will not normally be asked to repeat more than two assignments (including an element of teaching practice) unless there are exceptional circumstances such as illness. d. ii) Referral: moderators discuss with the course director any trainees appropriate for referral—i. (See also Section I. In tutorials they must give trainees guidance on their performance in the areas listed at the end of section G. referral: to include a note of which assignments trainees are referred on (see below) and which marks or grades were awarded for these assignments. bereavement. Trainees’ work must normally be moderated within two months of the end of the course. and the relevant values. bereavement. Course providers must record achievements and lapses in standard in this area within the framework of the other five units. Language awareness (grammar and phonology). The referral system is designed to give a further opportunity to those who have not quite reached the required standard despite making progress overall. This warning must explain clearly how the trainees’ performance risks falling short of the required standard. Trainees who are recommended for referral should normally have demonstrated their basic competence on the course. e.g. They should deduct marks from their overall mark for individual components if the criteria relating to professional awareness and development have not been met. J11 Recommendations on trainees following the moderators’ visits Following discussion with the course director and tutors. iii) Deferral: moderators should note any trainees who have completed all their assignments including teaching practice but who are unable to attend the current moderation visit due to exceptional circumstances (illness.e. etc. bereavement. • – 38 – . the materials assignment. a decision is deferred until they can attend a moderation on a later appropriate occasion. trainees who are required to resubmit or complete an assignment in order to reach the required standard. All referred work may be re-assessed by the course tutors with the exception of Unit 4. c. attitudes and skills need to be acquired and demonstrated at initial training level. clear warning of the trainee’s lack of progress must be given to the trainees verbally and in writing. deferral (of decision on trainee): with a note of reasons for this recommendation.J8 Professional awareness and development Professional awareness and development must not be assessed as a discrete component. which must be re-assessed at the earliest opportunity by a moderator. The trainee’s work must normally be moderated within two months of the end of the course. and confirmation of which they are deemed to have failed • an indication of the kind of feedback and advice they were given on their progress. therefore. pass: no further work to be completed or re-submitted b. Unknown language. Referred work must normally be re-submitted within two months of the moderation visit. etc. The principle underlying the inclusion of this topic area is that teaching within an organisation is a social and collaborative activity. either at the course providing organisation or at another accessible by the trainee. including teaching practice. or an accident. Supplementary notes: i) Pass: moderators and course providers are reminded that trainees must pass either by the end of the course or as a result of a successful referral all five course units: Teaching skills. Materials assignment. fail: to include a note of the following: the grades for all the assignments.) and for whom.
cheque. university (at institutional and departmental level). whether payment of fees is made by cheque. K3 Specific course responsibilities Clear responsibility should be defined for: • • • • course design at the validation stage and post validation recruitment of the course director and/or tutors trainee recruitment including interviewing directorship or management of the course: the course director (the person with overall responsibility for the course on a day-to-day basis) must be fully familiar with Trinity’s validation and moderation procedures and be able to answer questions on these course tutoring in all areas course administration (non-academic) financial procedures: e. and must give all trainees a copy of the Trinity College London Level 4 CertTESOL procedures for handling complaints and appeals. website. administration of course deposits and fees: this must be handled responsibly and in accordance with the published information regarding the cost of courses and other services. loss of property) must indicate clearly which deposits and/or fees are non-refundable and if refundable. course content and timetable. whether independent school. credit card (including via internet) or any other means must indicate clearly and immediately prior to point of payment of deposit and / or fees that the point of confirmation of payment has been reached : this is particularly important where credit or debit card details are given over the internet and applicants simply press a button to confirm payment. This may be found in the CertTESOL Summary document which is specifically designed as an introduction to CertTESOL for trainees as well as a working tool for course providers. and any other features of the course • must be given to trainees in writing before they enrol on the course and pay any deposit. materials and tuition are included in the advertised fees. This publicity and information: • must reflect accurately the actual location and premises of the course.g. Course management K1 Overall management Course providers must make clear who is responsible for the overall management of the organisation.K. college. credit card or other means handling of trainee complaints and feedback handling of administrative and/or financial issues or complaints: the course provider must inform all trainees of the internal arrangements for handling administrative and financial complaints. for example violent or excessively disruptive behaviour. staffing and other resources provided. it is expected that the organisation will deal with this under a declared and understood disciplinary procedure • details of provision for applicants with special needs (see Appendix 2). or training or moderation fee • must include details of the assessment system • must reflect accurately and clearly which services. any other source) The proposal must show how the organisation provides comprehensive and clear information to its trainees. and those which carry an additional charge • • • • • • must include details of Trinity’s appeals and complaints procedures must not include unauthorised or inappropriate use of material bearing Trinity’s name or logo. accident. under what circumstances must include all the above before the point at which applicants pay deposits and/or fees (whether by cash. K2 Course publicity and information (literature. • • • • • – 39 – . This should include brief details of: • procedures for issuing work permits for teaching/tutoring staff if relevant to the organisation concerned • regulations relating to disciplinary offences by trainees: in the case of a serious contravention of a course provider’s disciplinary code. must include relevant advice on the value of travel insurance (medical. and which can be downloaded from the Trinity website.
Management and tutoring staff L1 Course management and tuition Course providers must submit full CVs for the course director or leader and all tutors. recent English language teaching and documented teacher training experience. Course tutors must have one of the following as a minimum qualification: • Trinity College London CertTESOL • • Cambridge ESOL (UCLES/RSA) Certificate (CTEFLA.3 Unit 4 written rationales and evaluations for all trainees for 36 months from course finish dates In addition. Part 3 should be completed for each course and submitted to the moderator with other information to accompany the moderator's report. This means that no course may normally be run by one member of staff only.e.2 all referred assignments: for 6 months from course finish dates 10. are asked to maintain copies of trainees' work as follows: 10. it is likely that Trinity will recommend a programme of induction by. providers of one course p. and their competence to train or tutor with regard to the specific duties undertaken by each member of the team. Observation and assessment of teaching practice must be carried out by at least two tutors. i.a. The confirmation of authenticity of trainees' individual written work does not preclude the possibility of some shared activity in planning work.2. are asked to maintain copies of trainees' work as follows: 10. including the course director and all tutors. The pro forma at Appendix 8. Trinity appraises the tutoring team. placed at Level 7 within the UK National Qualifications Framework or a recognised equivalent in or outside the UK. and level of training courses. Where a proposed team has no specific Trinity training experience. Course tutors must have recent English language teaching and documented training experience.2. on the basis of their qualifications. or shadowing of. specifying their TESOL and other academic and professional qualifications. teacher training credentials and teaching experience. another course provider.e. Course directors must have substantial.5 Copies of all written assignments (for Units 1. middle and lower end of the spectrum of achievement of trainees. 2. 3. and professional experience with special reference to teacher training experience.a. Trinity advises course providers what induction or shadowing procedures their course director and/or tutors should follow for a first course. The three trainees whose work is to be kept for long-term purposes should be representative of the higher.K4 Confirmation of authenticity of trainees' written work Under the requirements of the Qualifications and Curriculum Authority. including dates. Trinity is now requiring all course providers to submit a statement with regard to the authenticity of trainees' written work. The minimum qualifications and experience required of Trinity course directors and tutors are as follows: Course directors must have one of the following as a minimum qualification: • Trinity College London Licentiate Diploma TESOL • • • Cambridge ESOL (UCLES/RSA) Diploma (DTEFLA/DELTA) PGCE in TEFL or with TEFL as a main component a qualification in English language teaching of at least equivalent content and depth to the above. and its own internal requirements regarding monitoring of trainees written assignments. All courses must be staffed by at least one course director (the post title may be varied) and at least one other tutor. location. subject to their training experience. However. placed at Level 4 within the UK National Qualifications Framework or a recognised equivalent in or outside the UK. i.2. – 40 – .1 all written work for trainees who are deemed as having failed the course: for 12 months from course finish dates 10.4 all written assignments for 60 months from course finish dates Providers of more than one course p. CELTA) a qualification in English language teaching of at least equivalent content and depth to the above. L. 4 and 5) for three trainees per course for 60 months from course finish dates.2. one of whom may be the course director.2. it does preclude the significant copying of ideas or text between trainees. The unknown language tutor should have experience of teaching that language using a method and techniques appropriate to the methodology that trainees are acquiring. K5 Archiving by course providers of samples of trainees' materials All course providers are asked to maintain copies of trainees' work as follows: 10. formal qualifications if any awarded to those in training. including dates and provenance.
the course provider may be asked to refrain from using them on the course. If it is found that new tutors are appointed who do not have the appropriate qualifications or experience. The English Language Teaching Journal (Oxford University Press). journal overview and assessment learner profile induction. overhead projectors c. must include a programme for: • • • • • observation of the current course director and/or experienced tutors observation by the current course director and/or experienced tutors during the new staff’s first sessions with CertTESOL trainees feedback on these observations partial supervision of new tutors until they are ready for fully independent tutoring a report of 200–300 words by each new course director. CVs of proposed new tutors must be forwarded to Trinity for the record but not for approval.L2 Division of responsibilities The course provider must indicate the main details of who will lead or tutor each timetabled session: it is appreciated that there will be some flexibility in practice. final evaluation. use of resources) • • • • • • workshop activities on the above (if applicable) teaching practice: planning with trainees. However. M. L3 An induction plan for future course directors and/or new tutors: It is accepted that staff turnover will affect CertTESOL staffing. English Teaching Professional (the Swan Business Centre) and the IATEFL Newsletter and Special Interest Group newsletters. a suitable range of reference and teacher training materials. a suitable range of audio and video material and equipment e. to be forwarded to the Head of TESOL at Trinity on completion of the observation phase. Where the course provider wishes to appoint a new course director. or equivalent national and international publications in their own country. supervision and assessment of assignment materials assignment induction and supervision tutorials. containing brief details of: • • the induction programme and lessons learned from it any specific questions for Trinity. including a range of periodicals such as EL Gazette. including: a. Modern English Teacher (Pearson Education). they must forward a copy of her/his full CV to Trinity for approval prior to the appointment. New tutors must not provide the majority of input on a CertTESOL course. The induction plan. methodology (including historic overview and current approaches. or whose CVs have not been forwarded to Trinity. and teaching coursebooks. Tutors expected to take a significant role in the delivery of the CertTESOL should be encouraged to work towards a Diploma or equivalent qualification. materials development and evaluation. lesson planning. These responsibilities will include: • input: grammar. as do other advanced and specialist publications d. Resources M1 General facilities Course providers must give a general description of the resources available to trainees. language awareness. guidance on and marking of teaching practice and guided observation journal the unknown language: tuition. which guarantees continuity of service and standards. assisting with lesson plans. methods. observation and feedback. Language Teaching (Cambridge University Press) provide background reading at a more advanced level. phonology. it is expected that any new course directors and tutors will conform to Trinity’s requirements as stated above. a suitable range of realia for materials-making projects – 41 – . photocopying facilities b. techniques.
access to word processing and internet facilities: it is strongly advised (although not yet compulsory) that course providers offer an individual computer station and use of word processing (and if possible internet) for one in three of all trainees on an average course. The premises to be used by trainees must be: a. heated and ventilated d. N2 Health and safety Course providers are responsible for the implementation of local health and safety regulations appropriate to the venue(s) used. they should have at least four computer stations. equipped with sufficient numbers of clean and hygienic lavatories for female and male trainees and staff using the premises at any one time f. appropriately furnished. HEFCE or Adult Learning Inspectorate reports. So. In other countries. trainees should be directed to a local and reliable source of food i. if food is not available on the premises. but it is considered important that they all meet the basic requirements necessary to ensure a reasonable standard of comfort for trainees and tutors. folders) to ensure the efficient keeping of written work and notes or advise trainees prior to their joining the course that they will need to obtain this stationery before or during the first week. that the main emphasis in CertTESOL validation relates to course design – 42 – . Premises N1 General requirements Course providers must give a general description of their premises in their validation proposal. O. In the independent sector this includes accreditation by English in Britain. cleanliness and decorative order. N3 Under-16s Where language students under the age of 16 are to be invited to attend teaching practice sessions. in particular drinks. in the public sector. equipped with clear fire and safety instructions clearly displayed in all classrooms and common areas h. lever arch files. in a reasonable state of repair. if a course provider generally recruits for a group of 12 trainees. however. Trinity will take such evidence into account. equipped with some refreshments. Trinity’s health and safety policy may be consulted on application. bearing in mind that trainees take notes while in training and need a proper flat writing surface as well as seating facilities c. workshop and teaching practice sessions: it is normally regarded as preferable to have a training room permanently allocated to a group of CertTESOL trainees: trainees will also need some quiet space for the preparation of teaching materials and other assignments: one-to-one tutorials should take place in relatively quiet and private areas b. free from undue extraneous noise e. Course providers vary in the sophistication of their premises. ring binders. M2 Personal facilities Course providers must either provide trainees with sufficient files or folders (e.f. sufficiently spacious for the number of trainees and staff to be accommodated in an appropriate room(s) during input. Zipped wallets should not be used as these are difficult to open during the busy moderation schedule. adequately lit. Taking other inspection and accreditation into account Where a course provider can provide evidence of other statutory scrutiny or accreditation which makes it unnecessary to provide a detailed submission for repeat scrutiny. equipped with appropriate and easily accessible emergency exits g.g. Examples in the UK include. inspection or accreditation by the national regulatory body will likewise be taken fully into account. safety and protection of young people are respected. special arrangements must be made to ensure that regulations regarding the health. It should be noted. N.
Additionally. rather than to wider institutional factors. the validation process is designed to be a creative as well as a standardising process. – 43 – . enabling the dissemination of best practice. It is generally found to offer new course providers insights into TESOL training and qualifications at this level as well as the confidence that they have a course which will deliver the right results for all concerned.and implementation specifically for the CertTESOL.
This form (in three parts) must be completed by prospective course providers (i. This confirmation does not constitute a guarantee of eventual validation.g. independent sector. university-based): – 44 – . Part 1: Contact details Name of organisation: Full address: Main TESOL contact: Title: Telephone: Fax: Email: Website: Name: Status of organisation (e.e. state sector. not current providers updating their proposals) and sent to the Head of TESOL at Trinity prior to a full proposal being completed. Trinity will confirm in writing whether the course provider should continue with a proposal. further or higher education.Appendix 1 Organisation fact file: In confidence to Trinity CertTESOL Trinity use only: Centre No.
if any? 2. first language b. intermediate c.4 Their area(s) of language learning: (e.3 The approximate ratio of adult to young learners (under-16s): 2. foreign language please turn over for part 3 – 45 – . beginner b. other (including in-service).5 The approximate range of nationalities: 2.7 The approximate number of ESOL trainee teachers or teachers trained annually and the level of the course (if any): a. diploma d.6 The approximate ratio of EFL to ESL or ESOL learners if relevant: 2. English for specific/academic purposes) 2. please indicate which: 2. general English.g. advanced 2.9 The approximate number of trainee teachers having English as: a.8 Towards which qualification(s).1 The approximate number of language students you take each year in each of the following categories: a.2 The average number of weeks taken by each student: 2. introductory b. second language c. initial c.Appendix 1 CertTESOL (continued) Part 2 : About your English language students and trainee teachers (if any) Please indicate: 2.
e. 15) – 46 – . and whether the association or scheme operates an inspection process of any kind) 3. which? 3.3 Is it one of a chain of independent sector schools or colleges? 3.9 What documentation you could provide to confirm these dates if required: 3. associate membership) • Comparable associations or schemes in and outside the UK (if so. religion and beliefs.7 Date of establishment of English language courses if any: 3.10 Approximate number of English language teachers employed annually: full-time: part-time: 3. p.8 Date of establishment of teacher training courses if any: 3.4 Is it a member of a consortium? if so. ethnicity.11 Number of sites on which EFL/ESOL activities are carried out: 3.2 Who owns and who manages if in the independent sector? 3.12 Statement to indicate course provider’s equal opportunities policy in relation to gender and sexual orientation.Appendix 1 CertTESOL (continued) Part 3 : About your organisation Please provide a short description of the course providing organisation with its main features: 3. please state which.5 Current membership of associations or schemes and year of joining: (Please tick where relevant and write date) • British Council/English UK Scheme: Accreditation UK • European Association of Quality Language Services (EAQUALS) • International Association of Teachers of English as a Foreign Language (IATEFL) (i. (See D5.6 Date of establishment of organisation: 3. year of joining.1 Who is responsible for overall management if in the state sector? 3.
It is not only.Appendix 2 Provision for applicants with special needs 1. To read and spell/punctuate aloud the full text. It is my understanding that they must also seek professional training for their tutor(s) from the RNIB (or the other relevant professional bodies in the case of other special needs) so the challenge is not one which course tutors have to — or are permitted to — face alone. Using a helper or amenuensis: 5. 2. the amount of time that could be given additionally to trainees with special needs that may have to be taken from other trainees. supplement or provide effective substitutes for the usual range of language teaching equipment in the classroom.2 Course providers prepared to accept a blind or partially sighted applicant should contact the RNIB and talk to someone who has experience of people in training using helpers for this or similar support. Allowances for trainees’ disability or special needs will be made only in the conduct of an assessment. course providers must bear in mind the usual requirements of both language learners and the teaching organisations that employ teachers of English. assisting with wheel chair access. etc) or assistance with writing. 5. this is likely to be acceptable. especially if extra time is required to complete assignments.1 Applicants who are disabled or who have special needs (including those registered blind. Course providers in the UK should consult among other information sources the Disability Discrimination Act 1995 or later. including mobility difficulties such as the need for wheelchair access. audio and video equipment. the course provider should discuss with them the nature of their disability or special needs. from the trainee’s own words. 3. – 47 – . All course providers should also consult their own school or college policy in this area.e. while anticipating the expectations of their students once trainees are qualified and have gained a teaching post. in some situations the remedy proposed (a helper of some kind) is not going to allow trainees themselves to apply their judgement without the intermediary also applying his/her judgement. If the trainee has to comment on a half page of a student’s work. 3. where appropriate. or those with other disabilities) must demonstrate that they can handle.2 Trinity can only award a certificate to trainees who have demonstrated that they have the necessary competence. It is Trinity’s policy to provide every reasonable opportunity for teacher training to applicants who are disabled or who have special needs. deaf or hearing-impaired. Standards of assessment 2.1 Course providers are required as part of their proposal for validation to indicate what provision is made for applicants with special needs if they are accepted on the course. The consultation process between course provider and special needs applicant 4. This would be a point for the course provider to consider in the context of the whole group’s activity and the premises where the course is run. 1. However. consistently and collaboratively with others — follow a part-time rather than full-time course. partially sighted.1 Before applicants are accepted on CertTESOL courses.2 All trainees following a full-time course find the experience extremely pressurised. They should discuss the means by which the course provider and the trainees would be able to work together in such a way that the trainees could follow the course and have the opportunity to complete the required assignments including teaching practice to the necessary standard. Course providers may wish also to think of the effect on other trainees — i. Details of what provision is to be made must be communicated to Trinity before the applicants are accepted on the course. All trainees must be able to identify individual learners and correct their spoken and written work on the spot. 4. Trinity has to consider what will be the precise function of the helper. skills and knowledge to carry out certain tasks. and describe to them the issues involved. 5. Basic requirements for course providers 1. hence Trinity’s strong recommendation that those with special needs — or indeed with any doubt as to their ability to work fast. Recommendations for full-time and part-time courses 3. such as board. If Trinity is asked to consider allowing trainees with special needs to make use of helpers assisting in a purely physical respect (carrying a laptop.1 Course providers should note that the same standards of assessment must apply to all trainees regardless of disability.1 Applicants with disabilities or special needs should normally be encouraged not to apply for places on short intensive courses. In making disability and special needs provision. therefore. for example? Trinity would also have to consider the practical logistics of a helper shadowing the trainee throughout the training process. applicants with special needs who may be refused a place on a full-time course.
Concessions in time allowed for assessments There is no fixed extra-time allowance for teaching practice or the completion of assignments for trainees with special needs. clinical) or non-psychologists are not accepted. Trinity is aware that very often people with special needs have developed alternative skills and strengths to a high degree which may well counteract the limitations they experience in other areas. register).1 If applicants wish course providers to take into account a condition such as dyslexia or difficulties with reading or writing skills. according to the nature of the disability or special needs. and the disposition to study and to learn from others and from their own reflective practice. or to learn to teach.g. course providers and Trinity. Applicants accepted on to a course may be given all reasonable help in preparing their work and assignments but must be able to demonstrate how they would offer their learners clear guidance and comment on written as well as spoken English and must be able to offer high quality models of written English in class. It can also affect short-term memory. They are preparing teachers for teaching in a classroom situation in a range of what might be called ‘typical’ English classes. • • • • • • • In conclusion: Trinity has to consider the following issues: the trainee’s management of activities in training the trainee’s management of teaching practice and rapport with learners the trainee’s management of the unknown language component and guided observation of other teachers the trainee’s completion of written assignments and lesson plans the trainee’s use of published materials (not normally in braille or large font) the trainee’s management of own time the trainee’s management of resources — producing own materials Trinity has also to bear in mind that its course providers are not simply preparing teachers to teach in any one or in a restricted situation (e. 6. spatial awareness and labelling skills. Reports from psychologists of other disciplines (e. such as an education psychologist). punctuation. including the ability to relate well to their learners.Appendix 2 6. confidently but without being excessively teacher-centred. neither Trinity nor its course providers deny them the opportunity to teach. Dyslexia/difficulties with reading and/or writing skills 6. Extra time. 9.3 One of the many challenges for Trinity and its course providers is that many native speakers of English have poor written English skills (spelling. teaching other people with special needs). structure of discourse.g. They are preparing teachers to teach learners who have paid for their language classes. Applicants must demonstrate a likely aptitude for teaching. although there would appear to be more identified cases of dyslexia now than in earlier decades — possibly because the mechanisms for identifying it are more refined. 6. they (the applicants) must supply a report from an educational psychologist (a chartered educational psychologist. – 48 – . Selection criteria It needs to be borne in mind that there are a number of selection criteria for entrance to a course apart from the clear-cut issues of minimum age and educational qualifications. a full or affiliate member of the Association of Educational Psychologists or a person employed by a local education authority. These are not invariably symptoms of a dyslexic condition. their implications for the applicant and his/her future peer trainees and learners. 7. Trinity’s practice is to encourage course providers to make every effort to understand the nature of the disability of special needs of applicants. and accommodate their needs wherever possible. Where there may be a few occasions where applicants are denied the opportunity to take up a place on a course. where necessary. These criteria should be borne in mind by applicants with special needs as well as by those without. and it need not necessarily be a barrier to full participation in a course.2 There are many different manifestations of dyslexia and it does not necessarily affect only reading and writing skills. 8. should be agreed between individual trainees. Many dyslexic trainees will have developed or will be able to develop strategies to cope with their dyslexia.
The moderator cannot cover all areas of the course in depth. It is expected that following all first-time courses. to provide the moderator. 3. to view premises and resources. including the timetable and full details of teaching practice arrangements and assessment procedures. to establish that trainees have understood the nature of the assignments required c. to sample any completed assignments d. to provide support to the course provider. However. Outcome: The moderator is asked to provide a short report for Trinity which is normally forwarded to the course provider with comment as appropriate.Appendix 3 Mid-course visit for first or subsequent courses 1. Content: The moderator and the course provider must schedule time for the moderator: a. but particular attention is paid to teaching practice arrangements. the course provider and Trinity with early warning of any problem areas that can be remedied before the end of the course b. The moderator may be able to help clarify points in the validation requirements. providers may wish to make some amendments to their proposal or course description in the light of experience. to talk to the course director and all course staff b. without pre-empting the outcome for either trainees or course provider. 2. it must be remembered that a first-time course has the same status as later courses and trainees are entitled to a similar standard of service across all courses. Aims: a. The visit is carried out in a supportive spirit. The moderator must be given a copy of the latest agreed version of the course proposal. to talk to trainees as a group c. to observe one or more ongoing sessions of course input or feedback on teaching practice e. The moderator will refer to strong and weak points of the course. – 49 – .
understanding of assignments) h. Teaching practice (sessions completed to date. Staffing f. efficiency of organisation) i. trainees’ progress. Name of organisation: Name of moderator: Is this a first course? Yes No Centre number: Date of visit: If no. Timetable/organisation g. recommendations and suggestions b. Any other comment Signature: Date: – 50 – . Entry requirements and selection procedures e. which course is it? Name of course director: Names of course staff: Number of trainees registered for course: Number of withdrawals to date: Please comment and make recommendations under the following headings where possible. Premises c. preferably within two weeks of the visit. Trainees’ comments (general perceptions of the course. if any j. Resources d. It should be sent to Trinity College London. General conclusions. Written assignments seen. Comments should be typed on a separate sheet since we do not wish to limit the amount of text moderators provide. a.Appendix 3 Mid-course visit report CertTESOL This form must be completed by the moderator for a mid-course visit to a first or subsequent course.
Trinity considers appeals only against overall awards of fail. merit or distinction) but simply pass.g.1 Grounds for appeal a. telephone. 1. Procedure for appeals by trainees 1. e. Trinity does not enter into disputes between trainees and course providers relating to payment or refund of fees or other charges. – 51 – . referral or fail. Rejection of the appeal terminates the first level appeal procedure but does not remove the appellant’s right to pursue a higher level appeal. b. following consultation with the course provider.Appendix 4 Appeals and complaints procedure for trainees 1. makes recommendations as to whether trainees have passed.1 above the range of grades or marks that they believe they have been awarded for individual assignments including teaching practice any other relevant evidence. The Head of TESOL reaches a decision after receiving the comments of the course provider and course moderator and replies to the appellant as appropriate. In handling appeals against fail. and on that of the Head of TESOL. Appeals are not accepted by email. or against overall grades or marks where the trainee is deemed to have passed the course. Trinity normally acknowledges the appeal in writing within seven days of its receipt. been referred on or failed the course. email. d.2 First level of appeal a. and in what mode—e. If the appeal is under the terms of appeal procedures. meeting. Trinity does not re-mark assignments or teaching practice. Such an appeal may relate to the assessment system in place and the way in which it was operated. e. and by whom. Trinity obtains information from the appellant. then Trinity does not pursue the normal appeals procedure but refers the matter to its solicitors. Occasionally the Head of TESOL will ask the course provider in that pro forma letter to provide additional information before Trinity confirms the award of fail. The target time for resolving appeals at first level is 28 days maximum from the date of receipt. c. It must be noted that the course moderator. On receipt of an appeal. the Head of TESOL writes to the appellant to explain the reasons for this decision. including any assignments that they have failed where the course provider’s grades. b. Trinity does not itself award levels of pass (e. marks or written comments are included a note of the date when their fail was confirmed. depending on the completeness of information from the appellant and on the availability of relevant course tutors and moderator to comment. etc written confirmation that their letter of appeal may be shown to the course provider and the moderator for an investigation to take place. If the appeal is not accepted as being consistent with Trinity’s terms of appeal. or financial compensation for delivery of services. The letter must be postmarked or fax dated not later than fourteen days after trainees have received official confirmation from the course provider or from Trinity that they have failed. Trainees wishing to appeal against an overall fail mark must write to the Head of TESOL at Trinity’s head office setting out the following clearly and on numbered pages: • • • • • the grounds for appeal which must be consistent with section 1. the course provider and the course moderator in order to reach a judgement as to whether the course has been appropriately delivered and the assessment system fairly implemented. Trinity considers appeals against overall awards of fail only where trainees provide information or evidence to indicate that courses were possibly not delivered in line with the course provider’s publicity and course information and/or Trinity’s validation requirements and that therefore they were deprived of appropriate training and/or an appropriate assessment procedure. Trinity determines the final award and this is confirmed in a pro forma letter to the course provider from the Head of TESOL. If an appeal is accompanied by a written or verbal proposal of legal action. letter. c. There is no charge to trainees wishing to appeal at first level. Trinity forwards the relevant material to the course provider and course moderator with a view to investigating the grounds for appeal.g. d. but not against awards of referral.
1.3 Second level appeal a. Appellants whose appeal at first level is not granted and who are not satisfied with the decision of the Head of TESOL may if they wish proceed to a second level of appeal to the Director of Language Examinations. Appellants must write directly to the Director of Language Examinations giving their grounds for their continuance of the appeal procedure and their written permission for their second appeal letter to be copied to the course provider and course moderator. b. The letter must be postmarked or fax dated not later than fourteen days after the date of the letter from the Head of TESOL confirming that their first level appeal is not granted. Second level appeals are not accepted by email. c. Appellants must enclose a fee of £25.00 (twenty-five pounds) made payable to Trinity College London with a second level appeal. If writing from outside the UK this must be drawn in pounds sterling on a UK clearing bank. d. If the appeal is accepted under the terms of appeal procedures, the Director normally acknowledges the appeal in writing within seven days of its receipt, copies the second level appeal letter to the Head of TESOL for information and forwards the relevant material to the course provider and course moderator with a view to investigating the grounds for appeal. This material includes the original appeal documentation and any additional documentation received. e. The Director reaches a decision after receiving the comments of the course provider and moderator and replies to the appellant as appropriate. The target time for resolving appeals at second level is 28 days maximum from the date of receipt, depending on the completeness of information from the appellant and on the availability of relevant course tutors and course moderator to comment, and also on that of the Director. f. If the second level appeal is upheld, the fee of £25.00 is returned to the appellant, but not otherwise. 1.4 Third level appeal a. Appellants whose appeal at second level is not granted and who are not satisfied with the decision of the Director of Language Examinations may if they wish proceed to a third level of appeal to the Chief Executive. Appellants must write directly to the Chief Executive giving grounds for their continuance of the appeal procedure and their written permission for their third appeal letter to be copied to the course provider and course moderator. b. The letter must be postmarked or fax dated not later than fourteen days after the date of the letter from the Director of Language Examinations confirming that their second level appeal is not granted. Third level appeals are not accepted by email. c. Appellants must enclose a fee of £50.00 (fifty pounds) made payable to Trinity College London with a third level appeal. If writing from outside the UK this must be drawn in pounds sterling on a UK clearing bank. d. The Chief Executive normally acknowledges the appeal in writing within seven days of its receipt, copies the third level appeal letter to the Director of Language Examinations and Head of TESOL for information and reaches a decision in association with an independent member of the ESOL and TESOL Review Board after receiving the comments of the course provider and moderator. He then replies to the appellant as appropriate. The target time for resolving appeals at third level is 28 days maximum from the date of receipt, depending on the completeness of information from the appellant and on the availability of relevant course tutors and course moderator to comment, and also on that of the Chief Executive and independent assessor. e. If the third level appeal is upheld, the total fee for second and third level appeals of £75.00 is returned to the appellant, but not otherwise.
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1.5 Possible outcomes of appeal where granted In the event of an appeal against fail being granted, it is possible for Trinity to take any of the following actions: a. require course providers to re-assess a specific written assignment and give their written comments as to the reason for the final grade or mark, which may, but need not necessarily, differ from the original grade or mark b. require moderators to re-assess the materials assignment c. require course providers to give trainees a further opportunity to repeat the entire course and all assignments at the course provider’s whole or part expense (i.e. a referral) d. require course providers to give trainees a further opportunity to repeat one or more assignments including all or part of teaching practice, and with appropriate support and input from the course provider, at the course providers’ whole or part expense (i.e. a referral) e. require the course provider to make changes to their course design or delivery, including assessment systems, against a specific deadline in order to retain validation by Trinity. Trinity does not reimburse trainees with all or part of their training fees or moderation fees. In the event of a first or second level appeal not being granted, Trinity reminds appellants that they have the possibility of proceeding to a second or third level appeal respectively.
2. Procedure for complaints by trainees
2.1 Grounds for complaint a. Trinity will consider serious complaints by trainees who have in fact met all course requirements and been awarded a Trinity CertTESOL, as well as by those who have failed, if they can demonstrate that courses were not delivered in line with the course providers’ publicity and course information and/or Trinity’s validation requirements and that therefore they were deprived of appropriate training. Please note the outcome of complaints where substantiated under section 2.3. b. It must be noted that Trinity does not enter into disputes between trainees and course providers relating to payment or refund of fees or other charges, or financial compensation for inadequate delivery of services. 2.2 Complaints procedure a. Trainees must write to the Head of TESOL at Trinity setting out the precise reasons for their complaint and include any relevant evidence, together with written confirmation that their letter of complaint may be shown to the course provider and the moderator for an investigation to take place. b. If the complaint is accepted as a complaint under the terms of the complaints procedure, Trinity normally acknowledges the complaint in writing within seven days of its receipt and forwards the relevant material to the course provider and course moderator with a view to investigating the grounds for complaint. c. Trinity reaches a decision after receiving the comments of the course provider and replies to the appellant as appropriate. The target time for deciding the outcome of complaints is 28 days maximum from the date of receipt, depending on the completeness of information from the complainant and on the availability of relevant course tutors to comment, and on that of the Head of TESOL at Trinity. 2.3 Possible outcomes of complaint where substantiated a. It must be noted that if the complaint is found to be substantiated, Trinity may require the course provider to make changes to their course design or delivery, including assessment systems, against a specific deadline in order to retain validation by Trinity. b. Trinity does not reimburse trainees with all or part of their training fees or moderation fees.
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Conditions for export of a CertTESOL course validated by Trinity College London in or outside the UK
1) Approval of validated courses for delivery in other locations Existing Trinity College London course providers who wish to have a currently validated course approved for delivery in another location must send their written request to the Head of TESOL no later than ten weeks prior to the start of the exported course. They must include details of staffing, premises, resources and teaching practice arrangements, together with an assurance that course design, staffing and teaching practice will be as stipulated in conditions 2–5 below. Continuing approval of the exported course will be dependent on satisfactory moderation reports and payment of fees as appropriate, together with the usual conditions set by Trinity for the continuance of validation. 2) Course design The exported course must be the same in terms of design, timetabling and assessment as the course currently validated by Trinity College London. 3) Staffing The course director must be either the course director of the parent course or a senior tutor experienced in the delivery of the Certificate TESOL, qualified to at least Diploma level or equivalent and approved by Trinity. Other course tutors must have appropriate qualifications and experience and have been approved by Trinity. 4) Premises and resources Premises must be equivalent or superior in size and quality to those offered by the parent provider. Resources must be adequate in range and quality for the aims of the course to be achieved. 5) Teaching practice There should be sufficient English language classes available as described in Trinity’s Validation Requirements to provide each trainee with at least six hours’ teaching practice over a minimum of two levels and with at least six learners per session. The learners and the regular teachers for those classes should be aware of the special arrangements under which those classes are being taught. The regular teachers should be consulted as to levels of learner and current syllabus being taught so that the trainee teachers can, as far as possible, complement the regular teaching of those classes and not be seen as disruptive to the learning process. 6) Advertising It is usual for the parent provider to advertise the course and design the selection procedures and criteria. Selection procedures may be carried out by the parent provider or the organisation where the course is to be held, provided the agreed procedures are followed. 7) Moderation The usual procedure is followed, including checking of premises and resources. 8) Fees No additional validation fees are normally payable. The moderation charges will be at the rate appropriate to the country in which the course is being delivered (i.e. not the location of the parent provider). 9) Management responsibility and contact Trinity regards the parent course provider as having full academic, legal and financial responsibility for the course, and they are responsible to Trinity for payment of fees under the usual terms. Correspondence relating to the exported course will be with the parent provider. Any appeal or complaint against the exported course is handled with the parent provider. Trinity reserves the right to withdraw validation of the exported course if any of the criteria for validation are not met. 10) Exporting agreements Parent course providers must negotiate their own terms of agreement with organisations where courses are to be run. Trinity takes no responsibility for any such agreements and does not enter into disputes between the two parties relating to the fulfilling of any such agreements or financial obligations.
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Application by course providers for moderation
1. Provisional notification of course dates Course providers must give provisional notification to the Trinity CertTESOL Coordinator in writing of their proposed start and end dates for their next course a minimum of six weeks before the end of the course. 2. Firm notification of course dates These dates, together with names of course participants or trainees, must be confirmed to the Coordinator a minimum of three weeks before the course end date on the official summary and application form to be found at the end of this Appendix. A copy of these forms is normally e-mailed to course providers at the time of validation. Dates and full names of trainees as they should appear on certificates must be supplied. Trinity cannot guarantee that a moderator will be available if the three-week deadline is missed. 3. Surcharge for late applications Any applications received after the three-week deadline for which a moderator is found are liable for a surcharge, which stands at 50% at the time of writing. 4. Transfer of entries An entry made in the name of one trainee may not be transferred to another trainee without prior written agreement with the CertTESOL Coordinator. 5. Payment of moderation fees Course providers are invoiced for moderation fees immediately after the three-week deadline when they confirm names of trainees to be moderated. Payment must be made within the timescale specified. Cheques must be made payable to Trinity College London and attached to the summary and application form. Alternatively, a remittance advice must be sent to the CertTESOL co-ordinator as proof of payment. Moderation fees are not be refunded by Trinity, unless the invoice is proved to be incorrect. 6. Moderation fees for withdrawals, deferrals and referrals on Unit 4 The moderation fee charged by Trinity covers all trainees entered at the three-week deadline. If trainees withdraw from the course after this deadline, Trinity does not refund the moderation fee. If trainees are moderated on a later occasion, they have to pay a further moderation fee paid unless agreement is reached with Trinity that this is not necessary. This is only in exceptional circumstances, such as illness, accident, bereavement etc. Course providers must give Trinity documentary confirmation of such circumstances. However, trainees needing to be re-moderated following referral on Unit 4 do not need to pay a further moderation fee. 7. Levels of moderation fees Moderation fees are set to cover the direct and indirect costs of both the moderation visit and the overall service provided by Trinity to validated course providers. Fees are reviewed annually and fees for a calendar year are normally announced at the end of the preceding March. Moderation and validation fees vary according to the country in which training and moderation take place. Details of current fees may be obtained from the Trinity website or from the CertTESOL Coordinator. Trinity reserves the right to alter fees as circumstances require. 8. Trinity Online Developments are under way to allow course providers the facility to register trainees online with Trinity as part of a system that will give providers and Trinity extensive access to information and statistical data, and trainees access to providers information. Full details will be announced during 2006. The following information and forms are in use until the date of the annoucement of new prodedures.
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: Date(s) requested for Moderation: Names. refer. 2) This form must be sent with the Cert TESOL Moderation Summary Form which must include payment details. fail. Address Trinity would like to send you further information regarding professional development and other services. defer. Address Trinity would like to send you further information regarding professional development and other services. withdrawn) 1. Please tick here if you would like to receive such information. There is a charge for replacement certificates where the name on the certificate is changed from that on the application form. Please tick here if you would like to receive such information. – 56 – . Name of organisation: Centre No. addresses and dates of birth of trainees (PLEASE PRINT): Forename(s) Family Name Date of Birth (Moderator’s use only:) Recommendation/ note (pass. use additional application forms. 3) Please write in the names carefully and accurately stating forenames and family name as the names used on certificates are taken from this form. Address Trinity would like to send you further information regarding professional development and other services.Appendix 6 Application for moderation of CertTESOL trainees’ work Notes: 1) This form must be completed by the Course Director and sent to Trinity College London no later than three weeks before the requested date for the moderation. 3. 4) If there are more than three trainees to be moderated. 2. Please tick here if you would like to receive such information.: Course reference No.
Appendix 6 CertTESOL moderation summary form UNITED KINGDOM Notes: 1) This form must be sent to Trinity College London with the Application for Moderation form and the appropriate fee. This fee can be found on the sheet Moderation Fees for Cert TESOL courses for the relevant year. 2) There is a minimum fee which must be paid before a moderation can take place. of trainees to be moderated: Moderation fee due: £ * Tick relevant box I enclose a cheque for the above amount* The above amount will be remitted to Trinity College London by (date)* Signed (Course Director) Date Name – 57 – .: Part time* Full time* Date/s requested for moderation: No. Name of organisation: Centre no.
2) There is a minimum fee which must be paid before a moderation can take place. Name of organisation: Centre no.Appendix 6 CertTESOL moderation summary form OVERSEAS Notes: 1) This form must be sent to Trinity College London with the Application for Moderation form and the appropriate fee. This fee can be found on the sheet Moderation Fees for Cert TESOL courses for the relevant year.: Part time* Full time* Date/s requested for moderation: No. of trainees to be moderated: Moderation fee due: £ * Tick relevant box I enclose a cheque for the above amount* The above amount will be remitted to Trinity College London by (date)* Signed (Course Director) Date Name – 58 – .
unless the course provider reaches an agreement with Trinity on an alternative way forward. Trinity makes every effort to ensure that moderators are not asked to moderate a course in which they have a vested interest. They are welcome to produce the main report format and content on computer and send it to Trinity by email provided all the other data is sent in either by computer or hard copy. Allocation of moderators Moderators are allocated to courses by Trinity. moderators give trainees the opportunity to demonstrate their understanding of the most basic principles of teaching English in relation to the use of materials and methods to achieve language learning. recommendations must be implemented for long-term validation to be continued. The moderation visit Moderators carry out the following. moderators make recommendations and suggestions relating to course provision if appropriate. except for the Materials Assignment. and the final decision on these matters rests therefore with Trinity. In reporting on trainees’ work and presentations. guidance notes and pro formas produced by the course provider covering course timetabling. 1. Course providers may not normally refuse a particular moderator. In the event of a dispute concerning the allocation of a moderator to a course. and health and safety policy. however. Status of the moderator’s recommendation on awards to trainee The responsibility for confirming recommendations and suggestions. based on the information and resources available to them: a. and organisation and delivery of. 3. Role of the moderator Moderators are required to moderate marks or grades awarded to all trainees’ written work. that many TESOL trainers and moderators will have worked together during their professional career. and the means of. content. Once the moderation report is confirmed and forwarded to the course provider by Trinity. assessment ii) the effectiveness and reliability of course management including timetabling iii) professionalism and appropriateness of input from course staff. for which they assess the written work and the discussion. following detailed consultation with the other parties. b. the sampling of written work and the writing of moderation reports is given in the Moderation Handbook. Individual interviews with trainees: Through the individual interviews with trainees. Suggestions should be considered in the context of advice or possible alternative approaches to a training issue. The following constitutes a summary of that section. However. It must be remembered. refer. Data and reports: see Appendices 8 (Parts 1 and 2) and 10b. and must be consulted by all moderators and course providers. focussed specifically on the materials assignment. c. including the provision of feedback on written and practical assignments vi) attendance of tutoring staff vii) provision of teaching resources viii) provision of facilities such as rooms for class and quiet study. Trainee feedback through group interviews: Through the group interviews moderators obtain feedback on: i) the information. Moderators mark the materials assignment as a pass or refer according to criteria set by Trinity. 4. and overall awards of pass. and criteria for. the course provider should write to the Head of TESOL at Trinity setting out the grounds for the dispute. teaching practice sessions v) attentiveness of staff to trainees’ needs. and whether the course design and implementation was in line with the course objectives iv) preparation for. Moderators should inform course directors of their intended recommendations with the warning that these are subject to confirmation by Trinity. defer and fail lies with Trinity rather than with the course provider or the moderator. assignments with deadlines for completion. They complete Part 1 of the report form under the given headings. including recommendations and suggestions. refreshments. the assessment by the moderator for Unit 4 as pass or refer is independent of Trinity. toilets. – 59 – .Appendix 7 The moderation visit Moderation visit: detailed supplementary guidance on the group and individual moderation interviews. 2. Moderators collect data as required in Part 1 of the moderation report form and receive data provided by trainees in Part 2.
moderators must be provided with all individual marks and provisional final grades or marks allocated at the start of the moderation visit. They discuss with the course director any borderline marks.) Course providers have the opportunity to provide feedback to Trinity on every visit through a pro forma to be returned in confidence to the Head of TESOL at Trinity. with the course provider’s approval. and refer and fail.Appendix 7 d. Moderation of marks and/or grades: Moderators assess and comment on the appropriateness of grades or marks. especially the assessment system and criteria ii) Trinity’s validation requirements. Feedback on moderation: (See Appendix 9. Moderators do not themselves mark or grade assignments. other than trainees’ materials assignments. Comments are not routinely forwarded to the moderator but Trinity reserves the right to do this where necessary. and the efficiency of communication with Trinity. The areas covered include the useful and less useful aspects of the moderation visit. specifically between pass and refer. Moderators do not normally read every written assignment but read a representative sample of trainees’ work. Neither course providers nor moderators must recommend a final overall grade or mark that exceeds the grade or mark given for teaching practice (which includes the assessment of the journal for teaching and for guided observation). – 60 – . based on: i) the course provider’s course proposal. 6. In order to do this.
preferably within ten working days of the moderation date. Signature: Date: – 61 – . of) trainees be awarded the Trinity College London CertTESOL (no. of) trainees be referred on the conditions stated (no.Appendix 8 Moderation report (Part 1) CertTESOL This form must be completed by the moderator and sent to Trinity College London. Name of course provider: Name of moderator: Course dates: Next CertTESOL course dates: Tick here if this is the first Trinity course for this course provider. Full time Full time Part time Part time Centre number: I confirm that I have carried out this moderation visit in accordance with guidance from Trinity College London. of) trainees should be deferred until a future date. I recommend that: (no. of) trainees be failed. 57 of the Validation Requirements Decisions on (no. I attach copies of the Unit 4 assessment pro forma for each trainee and copies of the rationales and evaluations for those trainees recommended as refer (rather than pass) on Unit 4. I have provided relevant supporting information as set out in paragraph 5c on p.
HNDs. CertEds—Please specify) Special status (please specify) Non-British qualification for entry to higher education (please specify) Speakers of English as a first language Speakers of English as a second language Speakers of English as a foreign language Age groups Under 20 40–49 20–29 50–59 30–39 60+ – 62 – . A-levels.g. 1 Course staff (please tick those tutors who include teaching practice observation in their duties) Course director: Course tutors: 2 Number of trainees Completed course: Completed course and presenting for moderation: Reason(s) for withdrawal: Withdrawn: 3 Trainee data—please give total numbers of: Women Postgraduates Men Graduates Non-graduates but with qualifications for entry to HE (e.Appendix 8 The course provider should make information on this page available to the moderator in writing before or at the start of the moderation day. GNVQs. NVQs.
not started.Appendix 8 4 Documents made available to you Yes a b c d e f g validated course proposal timetable for this course trainee handbook weighting and assessment scheme with criteria course marks sheet two previous moderation reports trainee data sheets (guided observation and teaching practice data) trainees’ application forms No h 5 Assignments made available for sampling Yes a b c d e teaching practice journal (Unit 1) * guided observation journal (Unit 1) * methodology assignment (if any) (Unit 1) * language awareness/grammar/phonology test (Unit 2) * language awareness/grammar/phonology assignment (if any) (Unit 2) * learner profile (Unit 3) * unknown language journal (Unit 5) * No f g * One of each for each trainee unless the course director specifically states that an assignment is not available. incomplete. and the reason why—e.g. – 63 – . lost etc.
e. more than three times a year. Note of any trainees referred from an earlier course: trainee’s name/original course provider/course dates. i j k l m n o p q r s t N. However. It is not necessary to repeat all descriptive details of the routine procedures for every course if it is run frequently—e. with explanatory note—see Part 2. – 64 – . and for fail. guided observation and related journals) Coursebook evaluation. a b c d e f g h Timetable for this course Entry requirements and admission procedures Pre-course task/distance learning component.g. if any (i. as given to all course trainees) Teaching skills (including teaching practice. with reasons why. Comments should be typed on a separate sheet—we do not wish to limit the amount of text moderators provide.Appendix 8 6 Moderator’s observations Please comment under the following headings using the Moderation Report form available online dated March 2006. An online version of the Moderation Report pro forma for this Section 6 is available from the CertTESOL Secretary and/or the CertTESOL Coordinator. Section J11.g. and public examinations and assessment if itemised separately Language awareness (grammar and phonology) (including input and assessment) Learner profile (including guidance and written profile) Materials assignment (guidance to trainees in relation to any overall comment on trainees’ performance but not their specific results which are recorded separately) Unknown language (including guidance and journal) Professional awareness and development Career possibilities (input) Any other significant course input (e. at least a few lines under each heading should be included to indicate the main features .B. Young Learners) Course management and staffing Resources and premises Other comments based on interviews with group of trainees Other comments based on interviews with tutors Comments on action taken on previous moderation report Firm recommendations (to be implemented by course providers) Suggestions for further or alternative development: these are based on the moderator’s experience of other courses and are not for compulsory implementation Confirmation of names of trainees recommended for referral or deferral.
given by experienced teachers.Appendix 8 Moderation report (Part 2—trainee’s submission) CertTESOL Course providers should give each trainee a (photo)copy of this form at the beginning of the course. Certificates will not normally be issued to successful trainees unless they have completed this data sheet. Only section 3 is optional. Course directors should give all completed trainee submissions to the moderator at the start of the moderation day. For example: Number one x Length 30 minutes Type of class class of general English Level at elementary level with Teacher (S Jones) – 65 – . All trainees must complete sections 1 and 2. Name of trainee: Name of course providing organisation: Course dates: Name of moderator: 1 Guided observation Detail below the lessons you observed.
Appendix 8 2 Lessons given by you. observed and assessed by tutors Date of lesson Length (minutes) Level of lesson No.B. Please provide additional sheet if this grid is too short. 3 About yourself The following information is useful for Trinity College London but it is not compulsory for you to provide it. a) Future job plans Yes Currently employed Job waiting on completion of course Looking immediately for post Looking in six months’ time or later No 4 Now please sign and date this form Your signature Date – 66 – . of students present for whole lesson Tutor’s name (first name and surname) N.
Note: Under the requirements of the Qualifications and Curriculum Authority. Name of course provider: Name of course director: Course dates (dates. it does preclude the significant copying of ideas or text between trainees. year): Names of all trainees whose written work is put forward for moderation by the Trinity moderator (in typescript please) Continued overleaf – 67 – . month(s).Appendix 8 Moderation report (Part 3—course provider's confirmation of authenticity of trainees' written work) CertTESOL Pro forma to require course providers to obtain confirmation of the authenticity of trainees’ written work. However. The confirmation of authenticity of trainees’ individual written work does not preclude the possibility of some shared activity in planning work. and its own internal requirements regarding monitoring of trainees written assignments. Trinity is now requiring all course providers to submit a statement with regard to the authenticity of trainees’ written work.
Appendix 8 I confirm that to the best of my knowledge the written work of each of the above named trainees was produced by her/him independently to the extent that it may be regarded as her/his own work. Signature of course director: Date: – 68 – .
Please send the completed form to the Head of TESOL at Trinity.Appendix 9 Feedback on the moderation visit CertTESOL Trinity College London and the moderators’ panel would be grateful if the course director would provide feedback on the moderation visit. Completion of this form is optional. Your comments will remain private and confidential but we reserve the right to show them to the moderator following discussion with you. This is to help us plan better for moderation and help our moderators to maintain consistently high standards. Name of organisation: Address of organisation: Date(s) of moderation: 1 What were the most useful aspects of the moderation visit for you and your staff? – 69 – . It is not necessary to refer to any individual by name.
How can we improve our service? Thank you – 70 – .Appendix 9 2 What were the least useful aspects of the moderation visit? 3 Do you have any further comment(s) on the moderation visit? 4 Please comment on your normal communication with Trinity College London in connection with validation and moderation of courses.
Please computerise if at all possible.g. A new pro forma should be used for each. Rationale: Material 1 Type of material: Type of activity: Point in lesson when used: note preceding and subsequent activity Class profile (in note form): Anticipated objectives for learners including language-specififc objectives: (e. Clear and coherent notes are acceptable). the kind of appropriate language for making requests. Complete word count including rationale and evaluation for Material 1: 1.Appendix 10 Unit 4: Materials Assignment: pro forma for trainees’ use Trinity College London CertTESOL Name of trainee: Course providing organisation: Please write between 400–500 words for the joint rationale and evaluation for each of the two materials. use of conditionals in the expression of regret) Anticipated difficulties for learners: – 71 – . (N.B.
quality of appearance.Appendix 10 2. Evaluation: Material 1 The effectiveness of the material in relation to the anticipated objectives and difficulties for learners and suggestions for adaptations (if any) for the same group of learners: The motivational factors relating to the chosen materials (e.g. quality of production. appropriateness of content and format to the specified group of learners): The adaptability of the materials for an alternative purpose. teaching point or group of learners (please specify which): – 72 – .
g.Appendix 10 Complete word count including rationale and evaluation for Material 2: 1. use of conditionals in the expression of regret) Anticipated difficulties for learners: – 73 – . the kind of appropriate language for making requests. Rationale: Material 2 Type of material: Type of activity: Point in lesson when used: note preceding and subsequent activity Class profile (in note form): Anticipated objectives for learners including language-specific objectives: (e.
g. quality of production. quality of appearance. appropriateness of content and format to the specified group of learners): The adaptability of the materials for an alternative purpose. teaching point or group of learners (please specify which): – 74 – . Evaluation: Material 2 The effectiveness of the material in relation to the anticipated objectives and difficulties for learners and suggestions for adaptations (if any) for the same group of learners: The motivational factors relating to the chosen materials (e.Appendix 10 2.
and difficulties of. the rationale for the use of the chosen materials in terms of the anticipated objectives for. see pass criterion 3. see pass criterion Communicative Skills Satisfactory discussion of the following. and suggestions for adaptations (if any) for the same group of learners 3. teaching point or group of learners Below standard criteria Very limited ability to express: 1. a specified group and level of learners 2. and difficulties of that group. Very limited ability to discuss with the moderator: 1. the benefits of the assignment in relation to the selection or production. see pass criterion Analytical and reflective skills Satisfactory discussion of the following. the evaluation of the perceived effectiveness of the materials used in relation to the anticipated objectives for. see pass criterion 3. including their motivational aspects.Appendix 10a Unit 4: Materials Assignment: assessment criteria Category for assessment Pedagogic skills Pass criteria (a minimum of four pass criteria required. reflecting the development expected from initial training: 1. the insights gained into teaching through this assignment. and difficulties of. see pass criterion 2. the adaptability of the materials for an alternative purpose. the adaptability of the materials for an alternative purpose. reflecting the development expected from initial training: 1. reflecting the development expected from initial training: 1. evaluation and adaptation of teaching materials 2. Very limited ability to discuss: 1. and suggestions for adaptations (if any) for the same group of learners 3. teaching point or group of learners. the rationale for the use of the chosen materials in terms of the anticipated objectives for. a specified group and level of learners 2. the evaluation of the perceived effectiveness of the materials used in relation to the anticipated objectives for. and difficulties of that group. with at least one per skills section. see pass criterion 2. see pass criterion 2. see pass criterion – 75 – . for overall pass on Unit 4) Satisfactory written expression of the following. including their motivational aspects.
Pedagogic Skills Material 2. Pedagogic Skills Material 1. subject to the usual conditions. will lead to a referral for Unit 4. the new system does allow some differentiation of mark between Material 1 and Material 2 — a point of concern to many moderators. The criteria (number and wording) for each of the three sections (Pedagogic. Communicative Skills Material 2. This will indicate how many criteria are passed for each of Pedagogic and Communicative Skills for each of Materials 1 and 2 (a possible maximum total of twelve marks) and how many marks for Analytical/Reflective Skills for the two sets of Materials combined (a possible maximum total of two marks). moderators are asked to add an additional line of marks. trainees must be marked down as appropriate. The overall maximum marks that can be awarded is therefore fourteen marks. not the materials themselves.e. If the choice of materials seems unsuitable. The raw mark on its own does not provide trainees or tutors with more information as to trainees' strengths and weaknesses. However. then trainees must be marked as Below Standard immediately on whichever set(s) of materials were not used in teaching. However. Communicative Skills Material 1. or fewer than one mark on at least each of the five categories. although it will still be possible for them to be failed on the course overall. Trainees must obtain eight marks out of fourteen to obtain a pass on Unit 4. and the evaluations do not address this point. instead of merely ticking eight boxes as pass or refer. that are being assessed by the moderator. Analytical and Reflective Skills Materials 1 and 2 combined. with at least one mark on each of the five categories (i. Communicative and Analytical/Reflective Skills) remain the same. This information will still have to be given orally by moderators to tutors for those (few) trainees who are referred on Unit 4.Appendix 10b Unit 4: Materials Assignment: written work and interview: instructions for moderators The new scheme (2006) allows for more refinement of marking by moderators. Please note: it is the rationales and evaluations. However — if either or both of the two (sets of) materials have not actually been used in teaching practice. Material 1: Pedagogic Skills: Communicative Skills : Material 2: Pedagogic Skills: Communicative Skills: Possible number of marks: 3 3 2 2 1 1 0 0 Possible number of marks: 3 3 2 2 1 1 0 0 Analytical and Reflective skills: 2 1 0 – 76 – .) Fewer than eight marks in total. It is still possible to pass or refer trainees only on Unit 4.
Analytical and Reflective Skills for both Materials 1 and 2: 1. However . 2. 3. Analytical Skills Materials 1 and 2) (Mark Y [yes] or N [no] ) Stage 7: Is the trainee assessed overall as Pass (P) or Refer (R)?: Moderators may write here any supplementary comment they wish to add: – 77 – . 1. then trainees must be marked as Below Standard immediately on whichever set(s) of materials were not used in teaching. Communicative Skills Material 2. 2. 3. Pedagogic Skills Material 2. 3. 1. 2. 2. 2. 3. before calculating whether trainees may be marked overall as Pass or Refer on this Unit.Appendix 10b Unit 4: Materials Assignment: assessment pro forma for moderators’ use Trainees should be marked as Pass or BS (below standard) and total points awarded for each of the five categories. 2. Stage 4: Total number of pass marks awarded out of possible fourteen: Stage 5: Is this eight or more ? (Mark Y [yes] or N [no] ): Stage 6: Is there at least one pass mark in each of the five categories?: (Pedagogic Skills Material 1. not the materials themselves. Date of moderation: Communicative Skills/Material 1 Communicative Skills/Material 2 1. Name of trainee: Course providing organisation: Centre number: Moderator: Assessment categories and marks: seven easy stages of marking Stage 1: Written work: Pass: criterion number BS: criterion number Stage 2: Interview: Pass: criterion number BS: criterion number Stage3: Interview: Pass: criterion number BS: criterion number Pedagogic Skills/Material 1 1. 1. 2.if either or both of the two (sets of) materials have not actually been used in teaching practice. 2. trainees must be marked down as appropriate. Please note: it is the rationales and evaluations. 3. that are being assessed by the moderator. 3. 3. 1. 1. Pedagogic Skills/Material 2 1. 1. 2. 3. and the evaluations do not address this point. Communicative Skills Material 1. 2. If the choice of materials seems unsuitable.
9 falsifying teaching practice learner numbers 1. – 78 – .1.1.Appendix 11 Malpractice Malpractice is described in the Oxford Advanced Learners’ Dictionary as: wrongdoing.2 1. timetable or staffing significantly without seeking approval from Trinity and informing trainees as appropriate.1.1. this must go beyond the normal sharing of common ideas.1. neglect of duty.4 188.8.131.52.5 1. and misrepresentation of it as their own. However.1. especially via credit cards holding back Trinity certificates from trainees for whom they are intended changing course content.7 1. 1. Examples of malpractice by trainees: 1.6 1.1 1.3 1.1.1 1.1. the dishonest use of a position of trust for personal gain. The following issues are covered under other sections of the Validation Requirements but it should be noted that they constitute examples of malpractice by course providers and trainees from the perspective of the UK Qualifications and Curriculum Authority and have to be reported on to the QCA regularly as part of its annual audits of Trinity’s activities.1.8 Examples of malpractice by course providers: encouraging trainees to falsify teaching practice learner numbers encouraging trainees to falsify number of observed and assessed hours of teaching practice completed failing to act on recognisable examples of plagiarism by trainees severely misrepresenting volume and quality of resources available to trainees misrepresenting costs of courses and related services and/or refunds mishandling receipt of payment from trainees.12 plagiarism: the excessive copying by trainees of other people’s ideas and/or words in the production of written and practical work.11 damage or theft of resources owned by the training provider 1. Trinity does not regard as malpractice all the infringements of the Trinity CertTESOL Validation Requirements that might lead to withdrawal of validation. examples of malpractice might well lead to withdrawal of validation.10 falsifying numbers of observed and assessed hours of teaching practice completed 1.