Evaluate the extent of the Anglophone world, providing a range of examples of: countries in which English is a first or native language The Price Inlcudes All 3 Units Learner Assignment and Feedback Form Assignment A – Part 1
Evaluate the extent of the Anglophone world, providing a range of examples of: countries in which English is a first or native language The Price Inlcudes All 3 Units
Learner Assignment and Feedback Form Assignment A – Part 1 (Part A): Written Responses Principles of TEFL, Understanding English Grammar and Teaching English Grammar TQUK Level 5 Certificate in Teaching English as a Foreign Language (RQF) - 601/5234/5/1 Name of Trainer/Assessor
Learner Name
Submission Date
Level/Qualification
TQUK Level 5 Certificate in Teaching English as a Foreign Language
Assignment
Assignment A – Part 1 (Part A): Written Responses – Units 1, 2 and 3
Important assessment instruction: Assignment A is completed in two parts. This document is Assignment A – Part 1 (Part A) and is for written responses only. Assignment A – Part 2 (Part B) is the separate document for work products and direct observations. The numbering in both documents follows the assessment criteria in the course specification; therefore, gaps in the sequence are intentional and all criterion numbers must remain unchanged. Learners must address the full wording of each criterion, including all listed ranges, examples and components.
1. Complete every criterion labelled Written response in the learner response box in this document, Assignment A – Part 1 (Part A).
2. Complete criteria labelled Work product in the separate Assignment A – Part 2 (Part B) document and submit the required work-product evidence there. Do not add a written response for those criteria in Part 1.
3. Complete criteria labelled Direct observation in the separate Assignment A – Part 2 (Part B) document and submit the required recorded evidence there. A written response in Part 1 cannot, on its own, confirm achievement of a direct-observation criterion.
Academic referencing is required at Level 5, where sources are used. Remember to include authentic ideas and examples from your own experience and context. Do not rely solely on existing literature to substantiate your answers.
Assignment coverage summary Unit
Unit reference
Learning outcomes covered
Evidence method
Notes
Unit 1
R/506/8712
LO1-LO2
Written responses
All listed ranges included
Unit 2
D/506/8714
LO1-LO3
Written responses
All grammar criteria included
Unit 3
K/506/8716
LO1-LO3
Part 1: written responses. Part 2: work-product and direct-observation evidence.
Complete the written-response criteria in this Part 1 document. Complete AC 1.2 (work product) and AC 1.3, 2.4 and 3.4 (direct observation) in Part 2. Numbering is retained exactly as shown in the course specification.
Command verb guidance Command verb
Guidance for learners
Identify
Requires naming or pointing out specific features, often with minimal elaboration. Where the criterion also requires analysis, the response must go beyond listing and explain the function/significance of the item identified.
Interpret
Requires the learner to make meaning from information, examples or language data. The response should explain what the information shows, suggests or implies. At Level 5, interpretation should include reasoned judgement, supported examples and relevant terminology.
Explain
Requires the learner to describe the point clearly and to provide reasons, examples, or a contextual explanation. The response should usually answer how or why.
Analyse
Requires breaking information into parts and examining relationships, functions, causes, effects or implications. At Level 5, analysis should be developed, structured and supported by examples.
Evaluate
Requires a balanced judgement of strengths, weaknesses, value, relevance or suitability. The response should reach a reasoned conclusion, not only describe.
Justify
Requires reasons or evidence to support a decision, view or practice.
State
Requires a concise, accurate answer.
Provide / Design / Produce
Requires a submitted work product, such as a lesson plan example or teaching resource. The work product must be uploaded as a separate attachment and cross-referenced in the submitted evidence reference box. A short supporting note may be added in the assignment template, but the attachment is required.
Demonstrate
Requires direct observation of practical teaching competence. For this assignment, the learner must submit a recorded video demonstrating the skill with other learners or an approved simulated teaching group. A written explanation alone is not sufficient.
Assignment A submission guide: Part 1 and Part 2
Evidence type
Applies to
What you must submit
Where to complete it
Written response
All criteria labelled Written response
Type your answer in the learner response box.
Part 1 (Part A): enter the written response and add references where sources are used.
Work-product attachment
Unit 3 AC 1.2
Upload PPP lesson planning example(s) as a separate attachment.
Part 2 (Part B): complete the work-product section and provide the required evidence reference.
Direct observation video
Unit 3 AC 1.3, 2.4 and 3.4
Upload video evidence showing the skill with other learners or an approved simulated teaching group.
Part 2 (Part B): complete the direct-observation section and provide the video reference, date and useful timestamps.
Observation report
All direct observation criteria
The assessor reviews the recording and completes the observation report.
Part 2 (Part B): The assessor records the observation decision and feedback/actions.
Important: Submit Part 1 for all written-response criteria and Part 2 for all work-product and direct-observation criteria. A criterion number that is absent from the response boxes in Part 1 has not been renumbered or omitted; it is completed in Part 2.
Unit 1: Principles of Teaching English as a Foreign Language Unit reference: R/506/8712
Level: 5
Credit value: 5
Guided learning hours: 19
AC
Assessment criterion / task
Evidence method
1.1
Evaluate the extent of the Anglophone world, providing a range of examples of:
countries in which English is a first or native language countries in which English holds legal status as the primary language countries in which English holds legal status as a secondary language countries and regions in which English is widely spoken as a business language regions and international bodies in which English is upheld as a recognised language Written response
1.2
Explain the importance of English in economic, social and cultural terms
Written response
1.3
Explain why English is often a highly desirable language to learn for non-native speakers
Written response
1.4
Explain the origin of English as an Indo-European language
Written response
1.5
Explain the status of English as a Germanic language and the large influence of Romance languages on English
Written response
2.1
Evaluate the strengths and weaknesses of teaching methodologies/philosophies, including:
Behaviourism Audiolingualism The ’Natural Way’ Humanistic Approaches Written response
2.2
Evaluate how to match methodology to learner needs
Written response
1.1 Evaluate the extent of the Anglophone world, providing a range of examples of: countries in which English is a first or native language
countries in which English holds legal status as the primary language
countries in which English holds legal status as a secondary language
countries and regions in which English is widely spoken as a business language
regions and international bodies in which English is upheld as a recognised language
Learner response:
Suggested Level 5 word count: 400-600 words
Write your answer in this text box and do the same for the subsequent questions requiring written responses.
1.2 - Explain the importance of English in economic, social and cultural terms Learner response:
Suggested Level 5 word count: 250-400 words
1.3 - Explain why English is often a highly desirable language to learn for non-native speakers Learner response:
Suggested Level 5 word count: 250-400 words
1.4 - Explain the origin of English as an Indo-European language Learner response:
Suggested Level 5 word count: 250-400 words
1.5 - Explain the status of English as a Germanic language and the large influence of Romance languages on English Learner response:
Suggested Level 5 word count: 250-400 words
2.1 - Evaluate the strengths and weaknesses of teaching methodologies/philosophies, including: Behaviourism
Audiolingualism
The ’Natural Way’
Humanistic Approaches
Learner response:
Suggested Level 5 word count: 400-600 words
2.2 - Evaluate how to match methodology to learner needs Learner response:
Suggested Level 5 word count: 400-600 words
Assessor feedback: Unit 1 (This section is for the assessor – DO NOT insert any text here) Assessment decision for this unit
☐ Pass ☐ Refer
Strengths of evidence
Actions required, if any
Assessor name/date
Unit 2: Understanding English Grammar Unit reference: D/506/8714
Level: 5
Credit value: 5
Guided learning hours: 27
AC
Assessment criterion / task
Evidence method
1.1
Identify, and analyse the functions of, word classes
Written response
2.1
Interpret the different ways in which tenses are formed and used in English grammar
Written response
2.2
Interpret the ways in which person is indicated in English grammar
Written response
2.3
Interpret the ways in which number is indicated in English grammar
Written response
3.1
Explain the principles of English syntax, including how phrases and sentences are typically structured
Written response
3.2
Analyse common sentence types and clause co-ordination
Written response
3.3
Explain the use of standard English punctuation in all common contexts
Written response
1.1 - Identify, and analyse the functions of, word classes Learner response:
Suggested Level 5 word count: 500-700 words
2.1 - Interpret the different ways in which tenses are formed and used in English grammar Learner response:
Suggested Level 5 word count: 300-450 words
2.2 - Interpret the ways in which person is indicated in English grammar Learner response:
Suggested Level 5 word count: 300-450 words
2.3 - Interpret the ways in which number is indicated in English grammar Learner response:
Suggested Level 5 word count: 300-450 words
3.1 - Explain the principles of English syntax, including how phrases and sentences are typically structured Learner response:
Suggested Level 5 word count: 250-400 words
3.2 - Analyse common sentence types and clause co-ordination Learner response:
Suggested Level 5 word count: 500-700 words
3.3 - Explain the use of standard English punctuation in all common contexts Learner response:
Suggested Level 5 word count: 250-400 words
Assessor feedback: Unit 2 Assessment decision for this unit
☐ Pass ☐ Refer
Strengths of evidence
Actions required, if any
Assessor name/date
Unit 3: Teaching English Grammar Unit reference: K/506/8716
Level: 5
Credit value: 2
Guided learning hours: 17
AC
Assessment criterion/task
Evidence method
1.1
Explain the PPP paradigm (presentation, practice and production)
Written response
1.2
Provide examples of PPP lesson planning
Work-product attachment
1.3
Demonstrate the presentation of a structure
Direct observation/video evidence
1.4
Justify maintaining normal patterns of speech during the presentation of grammar
Written response
1.5
Evaluate the place of elicitation
Written response
1.6
State the natural order of a lesson
Written response
2.1
Explain the pedagogical value of recycling language
Written response
2.2
Explain ways in which language can be recycled for educational purposes during a language lesson
Written response
2.3
Explain structures generally learned at different levels, including: • Beginner • Elementary • Intermediate • advanced
Written response
2.4
Demonstrate the ability to switch vocabulary and complexity of instruction based on previously identified skill level
Direct observation/video evidence
3.1
Differentiate between mistakes and errors and their origins, including: • Structural errors • Phonological errors • Conceptual combination errors
Written response
3.2
Analyse learner errors and mistakes and state the possible causes
Written response
3.3
Describe correction procedures for different types of errors
Written response
3.4
Demonstrate correction techniques, including: • verbal and non-verbal • finger correction • self-correction • peer correction • teacher correction
Direct observation/video evidence
Unit 3 criteria completed in Assignment A – Part 2 (Part B)
Criterion
Required evidence
Learner instruction
Unit 3 AC 1.2
Separate work-product attachment
Complete AC 1.2 in Assignment A – Part 2 (Part B) and submit the required PPP lesson-planning work product there. Do not add a replacement written answer in Part 1.
Unit 3 AC 1.3, 2.4 and 3.4
Recorded video evidence
Complete AC 1.3, 2.4 and 3.4 in Assignment A – Part 2 (Part B) and submit the required recorded evidence there. These criterion numbers remain in the sequence because they match the course specification.
