Teachers

Teaching assessment criteria: with integrated explanatory notes
5 Planning and preparation

Successful candidates have designed and presented a lesson plan and supporting documentation which: 5a) includes (i) a brief general overview of the group of learners and the course

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

5a) (ii) Gloss information about individual learners • Information about individual learners as relevant to the context/focus of the specified lesson. • Candidates could comment on: special needs, L1, reasons for learning English (e.g. as perceived by thelearner, the learner’s employer), age, sex, interests, learning needs (perceived by the learner), learning needs (perceived by the teacher), level of language and linguistic competence, ability in relevant skills/subskills, previous learning experience and level of education, previous knowledge of English, level of attendance, level of motivation, learning style and preferences (e.g. working incollaboration with others, working alone, reading, speaking), relationship with others in the group, personal affective factors affecting a learner’s ability (e.g. to participate, work collaboratively, work individually, access particular topics, engage with particular classroom methods and techniques, establish and maintain motivation). • Candidates should not repeat information previously givenunder 5a(i).

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5b)

sets out clear and appropriate overall aims and learning outcomes for the lesson in relation to language systems and/or language skills and learner needs

5b) Gloss clear • Candidates should express their aims/outcomes in language and phrases that are transparent to the reader i.e. to enable the reader to form an accurate understanding of the aims/outcomes of the lesson.appropriate • Appropriate to the learning context, the specified group and learners within the group. • Candidates should provide aims and learning outcomes that are seen to be specifically relevant, for example, to learners’ needs, interests, reasons for learning English, learning styles and preferences (and other items covered in 5a above) within the learning context in which the lesson takesplace. language systems and/or language skills • The choice of systems and/or skills will be directly and explicitly relevant to the group’s/learners’ needs and other items covered in 5a above. 5c) provides relevant analysis of target language in terms of meaning, use, form and pronunciation

5c) Gloss relevant analysis • Analysis of all areas of the system or skill(s)/subskill(s) which have...