Delta Module 3 - Extended Assignment (EA) template

This template is a suggestion for an overall format for your EA (4,500 words).

NB: There are many ways to lay out and design your EA, and the following template should be
considered a guide only.

Part 1 – Introduction (1,100 words):

Intro (very brief!) - why you have chosen the specialism (what is your involvement with the
specialism, what inspires you about it, what have you noticed students need that you want to plan a
course to help with). (about 100 words)

Key Issue 1 - (name of KI, i.e. Motivation, Autonomy, etc.)

Para 1) What it is – a definition (and what’s challenging about it, in general).

Para 2) Why it’s challenging (as regards your specialism).

Para 3) What you, personally, have noticed is the challenge of this KI as regards your specialism in
your classroom (i.e., how does this KI affect your own students).

[Then, three separate points – one or two sentences only - on the implications of the
abovementioned information (i.e. when planning a course on X…X needs to happen)]

- implications for need analysis (NA)

- implications for course design (CD)

- implications for assessment (ASS.)

[repeat for as many KIs as you have (should be 4-6)]

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Part 2 – Need Analysis (900 words):
Class profile
- Very brief overview of class makeup (number of SS, age range, level, nationality(ies), type of course,
class schedule, overall reason(s) for studying English).
Needs Analysis
- What it is and why it’s important (including needs, lacks, wants) and why it’s particularly important
for your specialism.
Needs Analysis instruments
- What I am using and why (based on the KIs and implications from Part 1 and referencing these KIs
and the Appendix – which is where you will have the instruments). A minimum of two – ideally
three or more (questionnaire, interview, MI/VARK questionnaire, observation, etc.).
Findings of Needs Analysis
- Brief, categorised summary. (again, these should echo the KIs)
Diagnostic Test
- What it is and why it’s important and why it’s particularly important for your specialism.
Diagnostic Test instruments
- What I am using and why (based on the NA and referencing the Appendix).
Diagnostic Test results
- Brief, categorised summary. This should mention the strengths and weaknesses of the students in
the areas tested (that you will seek to develop in Part 3).
Course priorities
- Brief, categorised summary – based on the NA and the DT results. Should also include a reference
to your specialism, in turn referencing the KIs, NA, and DT as necessary. (NB: this is the section
upon which your Goals & Objectives from Part 3 will be based).

Part 3 – Course Proposal (1,100 words):

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Course design -
What it is.
- Overview of what I am going to do.
Goals & Objectives
- What they are (these must be skills/systems based), clearly specifying the difference
between the two. (at least three Objectives per Goal).
- Overview list of what I am going to do and why (justifications based on the CPs from Part 2
and the KIs from Part 1).
Syllabus
- What it is. Briefly discuss the different types.
- Overview of what I am going to do (process syllabus, product syllabus, skills-based syllabus, etc.)
and why (justifications referencing the G & Os, CPs (and NA/DT as necessary) from Part 2 and KIs
and implications from Part 1 (as necessary), plus references forward to the material/course plan –
with specific reference to specific lessons – in the Appendix).
Teaching approach
- What it is. Briefly discuss the different types.
- Overview of what I am going to do (e.g. principled eclecticism) and why (justifications referencing
the G & Os, CPs (and NA/DT as necessary) from Part 2 and KIs and implications from Part 1 (as
necessary), plus references forward to the material/course plan – with specific reference to specific
lessons – in the Appendix). Course content & materials
- What it is.
- Overview of what I am going to do/use and why (justifications referencing the G & Os, CPs (and
NA/DT as necessary) from Part 2 and KIs and implications from Part 1 (as necessary), plus
references forward to the material/course plan – with specific reference to specific lessons – in the
Appendix). Sequence of activities - What it is.
- Overview of what I am going to do (linear, spiral, etc…) and why (justifications referencing the G &
Os, CPs (and NA/DT as necessary) from Part 2 and KIs and implications from Part 1 (as necessary),
plus references forward to the material/course plan – with specific reference to specific lessons – in
the Appendix).
Constraints (very brief!)
- What the issues might with the course as described - two or three practical issues).

NB: your course plan should mention: lessons, timings, materials, basic overview of procedure,
lesson aim(s), with links back to the KI, NA, CP, G & Os, as necessary.

Part 4 – Assessment (1,000 words):

Assessment Introduction
Paragraph 1:

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- what it is (definition)
- why it’s important in general
- why it’s important as regards my specialism (also mentioning Formative and Summative) Paragraph
2:
- what I am going to do (a very brief overview) (justifications with links to P1 - KIs and implications,
P2, P3 as necessary)
Formative assessment

- what it is
- why it's important
- what I am going to do in this course and why (justifications with links to P1 - KIs and implications,
P2, P3 as necessary - plus links forward to the appendix where you will have the tests). NB: You
need to justify the type of test(s) you are going to use and the criteria by which you will be marking
them, with references to testing terminology, such as validity, reliability and practicality (based on
your students and your course).
Summative assessment

- what it is
- why it's important
- what I am going to do in this course and why (justifications with links to P1 - KIs and implications,
P2, P3 as necessary - plus links forward to the appendix where you will have the tests). NB: You
need to justify the type of test(s) you are going to use and the criteria by which you will be marking
them, with references to testing terminology, such as validity, reliability and practicality (based on
your students and your course).
Constraints

- what the issues might be using the assessment as described (e.g. two or three practicality/reliability
issues).
Course evaluation
- what it is
- how I am going to do it and what instruments I will use (i.e., questionnaire, interviews, class
discussion, observations, field notes, etc.) - (justifications with links to P1 - KIs and implications, P2,
P3 as necessary - plus links forward to the appendix where you will have the instruments for this).

Part 5 – Conclusion (400 words):

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Key issues

- How my course caters to all the KIs from Part 1, linking back to every single KI, and forward to the
appendix (as necessary).

Benefits

- The benefits of my course for my students, based on the KIs and the NA/DT from Part 2, linking to
the Goals & Objectives from Part 3, and forward to the appendix (as necessary).

Limitations

- What the limitations of my course might be, in this or in other contexts (two or three practical
issues).

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