ICELT

About the course

ICELT discontinued from July 2020

Following a review of the teaching qualifications we provide, ICELT (In-service Certificate in English Language Teaching) will be discontinued from July 2020. This means that the last ICELT courses will begin before 30 April 2019. Contact your ICELT centre for further details of courses available.

ICELT is a highly practical course. It supports you to reflect on your teaching and apply your learning in the classroom.

The ICELT course will extend your knowledge of teaching methodologies and develop your understanding of the principles underlying language learning and teaching.

Courses are run by approved centres, based on our syllabus and course objectives. The exact course programme is designed by your centre to reflect the teaching context and needs of the course participants.

Face-to-face courses have a minimum of 120 contact hours. Blended learning courses have a minimum of 50 face-to-face contact hours alongside an approved distance learning support programme (total 120 hours).

Download an overview of ICELT

Course topics

You will cover seven topics as part of your ICELT course. An overview is provided in the table below.

For full details about course content and assessment, download the ICELT syllabus and assessment guidelines.

Topic	Content
1 Language knowledge and awareness	Concepts and terminology used in English language teaching to describe: form and meaning in language language use Language used by teachers and learners Language selected for teaching programmes Reference materials for language awareness.
2 The background to teaching and learning English	The context of English language teaching Learning theory Your learners’ development and motivation Implementing teaching programmes.
3 Resources and materials	Familiarity with a range of resources and materials Evaluating and selecting resources Supplementing, adapting and creating materials Using teaching aids and technical support.
4 Planning and management of teaching and learning	Planning for teaching Classroom management Teacher’s and learners’ language Classroom procedures and techniques.
5 Evaluation, monitoring and assessment	Identifying your learners’ needs Monitoring your learners’ progress Giving feedback Preparing your learners for tests and examinations.
6 Professional development	Evaluating your teaching and learning Working with people Your continuing professional development.
7 Language for teachers	Your professional competence in: speaking and writing English reading and listening to English using spoken and written English in the classroom.

How you will be assessed

ICELT is in two modules, which can be delivered as a combined course or as separate modules. The assessment components are:

Assessment component	Assessment type
Module One: Language for teachers	Tasks designed to improve your use of English for teaching purposes, for example, your: language awareness accuracy pronunciation range and flexibility organisation of language audience awareness. The number of tasks depends on whether you take Module One on its own or as part of a combined course.
Module Two, Part One: Teaching	Plan, teach and evaluate four lessons.
Module Two, Part Two: Methodology	Four classroom-related written assignments.

Assessment component

Assessment type

Module One: Language for teachers

Tasks designed to improve your use of English for teaching purposes, for example, your:

language awareness
accuracy
pronunciation
range and flexibility
organisation of language
audience awareness.

The number of tasks depends on whether you take Module One on its own or as part of a combined course.

Module Two, Part One: Teaching

Plan, teach and evaluate four lessons.

Module Two, Part Two: Methodology

Four classroom-related written assignments.

You can choose to take Module One or Module Two as a stand-alone module (for which you will receive a certificate), or together to be awarded the full ICELT qualification.

For full details about course content and assessment, download the ICELT syllabus and assessment guidelines.

See full details about assessment for each module in the tabs below:

Module One
Module Two, Part One
Module Two, Part Two

How you will be assessed for Module One

You will complete four language-related tasks. If you are taking Module One as a stand-alone module you will complete two additional tasks (Tasks 5 and 6). An overview is provided in the table below.

Task	Task type	Task outline
Task 1: Reading and presentation	Oral presentation	Select and summarise a reading source relevant to an audience of peers Give a 10-minute oral presentation to your peers and include two discussion questions relevant to the topic.
Task 2: Focus on the learner’s spoken language	Written task 750–1,000 words	Observe a lesson being taught by a colleague Evaluate the English language ability of the class.
Task 3: Focus on the learner’s written language	Written task 750–1,000 words	Identify and correct errors in written work of two learners who are at different levels Provide appropriate feedback to the learners.
Task 4: Focus on the teacher’s language	Written task 750–1,000 words	Audio or video record yourself teaching a lesson Comment on the positive and negative aspects of the language you have used in the classroom.
Task 5: Production of a worksheet (Only for candidates taking Module One as a stand-alone module)	Written task 750–1,000 words	Write, try out and evaluate a worksheet The worksheet should provide approximately 20–25 minutes of learning time.
Task 6: Assessment of teacher language in the classroom (Only for candidates taking Module One as a stand-alone module)	Lesson observation	Teach a lesson where you carry out one or more teacher-led tasks, for example: setting up an activity explaining a language point getting whole class feedback. You will be assessed on your language use.

How you will be assessed for Module Two, Part One

You will teach a minimum of four lessons. Each of these will have a different language or skills focus. Where possible, you will be observed and assessed teaching your own class in your normal teaching environment.

For each lesson, you will provide:

a lesson plan
a rationale, which:
- explains how the needs of the learners relate to the aims and objectives of the lesson
- provides an analysis of anticipated problems and solutions.
a post-lesson evaluation.

You can be assessed teaching either:

one age group or level
two different age groups or levels.

How you will be assessed for Module Two, Part Two

You will write four classroom-related assignments, which should each be between 1,000–1,500 words. An overview is provided in the table below.

Assignment	Assignment outline
Assignment 1: Evaluation of teaching	Teach a lesson and evaluate the following elements design and implementation of tasks and activities classroom management teacher’s and learners’ language achievement of learning objectives.
Assignment 2: Planning beyond the lesson	Teach and evaluate a language-focused lesson, then: outline your plan for the next three or four lessons select a classroom activity or materials you would use to achieve one of your learning aims.
Assignment 3: Evaluating and supplementing material	Analyse and select some course material to include in a lesson Use this material in a lesson and evaluate its effectiveness.
Assignment 4: Learners and learning	Analyse a lesson you have recently taught: Evaluate differences in your learners’ responses Consider ways in which the quality of their learning can be improved.

How to register

To take ICELT, you need to attend a course at an approved centre.

Before contacting your centre, please check that you meet the following criteria:

You are 18 or over
You are a practising teacher who will have at least 500 hours of relevant experience by the end of the course
Your English is good enough to participate effectively in the course (minimum CEFR Level B2 or above).

If you want to take Module One as a stand-alone module, you will normally have at least 100 hours’ teaching experience.

Where teachers do not have nationally recognised qualified teacher status, it is the responsibility of centres to ensure that all applicants for courses which include primary and secondary learners are screened for their suitability for working with young people.