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CELTA is based on the principle of open and equal opportunity for all, irrespective of age, sex, disability,
gender reassignment, marriage and civil partnership, sexual orientation, pregnancy and maternity, race,
religion and belief.
This principle is promoted in all aspects of CELTA, including selection of and assessment of performance of
tutors, assessors and candidates which is based solely on professionally relevant criteria.
Disability Discrimination
Centres are committed to providing equal access for all candidates taking Cambridge Teaching
Qualifications, regardless of any of the protected characteristics defined by the Equality Act 2010.*
In order to accommodate this principle, special provision may need to be made for candidates who would
otherwise be disadvantaged by a temporary or permanent disability.
Under the terms of the UK Equality Act 2010, it is a legal requirement to make reasonable adjustments to
cater for candidates with disabilities (e.g. dyslexia, dyspraxia, ADHD, visual/hearing impairment, physical
disability) and we would expect all of our centres to operate according to similar principles in this respect.
For example, we expect our centres to make appropriate provision to enable physically disabled candidates
to access premises and course materials.
Further examples, information and guidance on the UK Equality Act 2010 is available on the Equality and
Human Rights commission website at http://www.equalityhumanrights.com/your-rights/service-
users/adjustments-disabled-people/continuing-duty-organisations.
Section 3 Section 10
Notification of course dates and site Candidate assessment 20
changes 6
10.1 Certificate award 20
3.1 Submitting dates for courses 6 10.2 Course requirements 20
3.2 Submitting site changes 6 10.3 Mode of assessment 20
10.4 Final results 20
Section 4
10.5 CELTA grades 21
Support for running CELTA 7
4.1 Candidate information leaflets 7 Section 11
4.2 Cambridge English Support website 7 Record keeping 23
4.3 The CELTA discussion list 7 11.1 Candidate portfolios 23
4.4 Use of the Cambridge English logo 7 11.1.1 Contents 23
11.1.2 Maintaining portfolios 23
Section 5 11.1.3 Submitting portfolios to Cambridge
Centre obligations 8
English 23
5.1 Centre obligations 8 11.2 Centre records 24
5.2 Internal complaints procedure 8
5.3 Candidate agreement and Section 12
declaration 8 Course assessment 25
12.1 The role of the assessor 25
Section 6
12.2 Joint Chief Assessors 25
Candidates 9
12.3 Selecting an assessor 25
6.1 Number of candidates 9 12.3.1 New centres 25
6.2 Selection of candidates 9 12.3.2 Established centres 26
6.3 Entry requirements 9 12.4 Providing Cambridge English with
6.4 Applicants with special requirements 10 details of the assessor 26
6.5 Attendance 10 12.5 Timing and length of the assessor’s
6.6 Entering candidates 11 visit 26
6.7 Payment of entry fees 11 12.5.1 New centres 26
6.8 Extensions 11 12.5.2 Established centres 26
6.9 Deferred candidates 12 12.6 Quality review and consultation
6.10 Withdrawn candidates 13 visits 26
6.11 End of course report 13 12.7 Centres with a trainer-in-training 26
12.8 Part-time courses 27
Section 7 12.9 Concurrent courses 27
Administrative timetable for centres 14 12.10 CELTA Course Online: Assessment 27
Section 13
Procedure for the assessor’s visit 28
13.1 Before the assessor’s visit 28
13.2 Documentation to be sent to the
assessor before the visit 28
13.3 Documentation required by the
assessor on arrival at the centre 28
13.4 During the assessor’s visit 29
13.5 The grading meeting 29
13.6 After the assessor’s visit 30
13.7 The assessor’s report 30
Section 14
Notes for assessors 31
14.1 Role and responsibilites 31
14.2 The assessor’s report 31
14.3 Expenses and travel arrangements
for the assessor’s visit 32
14.3.1 Travel 32
14.3.2 Public transport 32
14.3.3 Train 32
14.3.4 Car 32
14.3.5 Air 32
14.3.6 Overnight accommodation 32
14.3.7 Subsistence expenses 33
14.3.8 Insurance 33
Section 15
Cambridge English Appeals
15.1 Candidate Concerns 34
15.2 Appeal Stage One 35
15.3 Appeal Stage Two 35
15.4 Additional Information 36
Appendix One
CELTA Online Staffing 37
Appendix Two
Cambridge Teaching Qualifications 39
SECTION 1
Introduction
This handbook is intended principally for course tutors, assessors and centre administrators who are
involved in preparing and assessing candidates for the Certificate in Teaching English to Speakers of Other
Languages (CELTA).
Courses are approved and administered by Cambridge English Language Assessment.
Contact Nominations
Email: Nominations@cambridgeenglish.org regarding:
• becoming an assessor
• consultancy agreements.
Candidates’ Contacts
Email: Helpdesk@cambridgeenglish.org
Phone: +44 (0)1223 553997
Post: CELTA Administration
Cambridge English Language Assessment
1 Hills Road
Cambridge
CB1 2EU, UK
2.2 Timing
Courses may be run at any time of year – full-time over a minimum period of one month (20 working days)
or part-time over a maximum period of one year. Where a national holiday falls within the course dates, (i.e.
not the first or last day of a course), one day only may be allocated as a study day. The minimum period for
CELTA Online courses is ten weeks. The maximum delivery period for all courses is one academic year.
2.3.3 Trainers-in-training
A copy of the CELTA Training and Induction Handbook is on the Cambridge English Support Site (see
section 4.2). Centres need to ensure that all staffing arrangements meet the criteria set out in the
Cambridge Teaching Qualifications Equal Opportunities Statement at the front of this handbook.
All trainers-in-training should be formally verified by Cambridge English before training takes place. Training
undertaken without prior verification will not be acknowledged by Cambridge English. The name of the
trainer-in-training should be included on the course entry form when this is submitted.
Once approved, centres can advertise courses without needing specific approval for each course from
Cambridge English. However, centres should seek approval if there is a major departure from or change to
the centre’s usual course structure and timing (e.g. changing from part-time to full-time) or venue.
Centre obligations
Candidates
6.5 Attendance
Candidates are expected to attend the whole course. CELTA Online candidates are expected to complete
all online components and participate in the interactive activities. Candidates should be advised that CELTA
is a course-based award and that absence/non-participation may jeopardise their chances of successfully
meeting the assessment criteria.
Candidates who know in advance that they cannot attend/participate in significant parts of the course must
not be accepted.
Where candidates are unavoidably absent for a short period, the centre should make arrangements for
them to make up the work. Teaching practice and observation of experienced teachers may need to be
rescheduled.
Candidates who are absent for a critical or substantial part of the course, e.g. due to illness or unexpected
family commitments, may be eligible for the award provided that all the assessment is successfully
completed. However, a candidate who has not completed the six hours’ teaching practice or who has
incomplete written assignments can be considered for the award only in exceptional circumstances.
Where a candidate has missed substantial parts of the course, arrangements can be made, at the centre’s
discretion, for an individual extension or completion on a subsequent course. See sections 6.8 and 6.9 for
details. Centres are advised to ensure that the pre-course information given to candidates before enrolment
makes clear the terms and conditions that will be applied if a candidate is unable to complete the course
within the course dates.
6.7 Payment of entry fees and access fees for CELTA Online
Centres will receive an invoice after the course starts for the number of candidates entered. There is a
minimum payment which is equivalent to entering ten candidates. There is also a licence fee for the CELTA
Online courses which is only payable for those candidates who are registered for the CELTA Course
Online. Cambridge English credit terms require payment within 28 days of the invoice date for all centres.
Information about candidate fees is available from CELTA Admin. For conditions for refunds of fees, please
refer to section 6.10.
In the event of non-payment, Cambridge English may withhold results and certificates.
6.8 Extensions
In exceptional circumstances, individual candidates who have completed a substantial part of the course or
who have been granted additional time because of special requirements (e.g. dyslexia) may complete the
assessment after the official end-of-course date. All extensions must be agreed in advance by Cambridge
English. The maximum time allowed is one month after the end of the course.
Candidates who have deferred may be integrated into a future course normally starting no later than six
months after the end of the original course. On part-time courses, centres may consider extending this
period to 12 months provided they are able to make suitable arrangements to support the candidate. In all
cases the centre should consider how much of the course has been completed, the candidate’s
performance on the original course and the impact the break may have on the final outcome. The level of
support required will depend on the length of the gap between start and completion of the course. The
centre should ensure that candidates fully understand the possible implications of deferring to a later
course.
Procedures for deferrals are as follows:
• The centre advises CELTA Admin of the reasons for deferral and arrangements for course
completion.
The following table outlines administrative procedures in general terms. These procedures will usually be
followed by the main course tutor in charge of course administration and supported by the other tutors
working on the course.
Administration Timescale
Centres:
• check that the course they intend to run is approved and the At least four weeks before the
tutors they propose using are verified. start of the course
Course tutors:
• contact an assessor from the list of assessors and make As far in advance of the course
arrangements for the assessment in the latter part of the course. as is possible to ensure
Cambridge English will nominate an assessor for new centres. availability
Course tutors:
• introduce the CELTA 5 (candidate record booklets) to At the beginning of the course
candidates,
draw their attention to the roles and responsibilities and appeals
procedure
• provide guidance for candidates on keeping CELTA 5 up-to-date
• provide guidance for candidates on maintaining their portfolios.
Course tutors:
• contact the assessor to confirm arrangements and send/upload During the course
pre-course documentation so that it will arrive/be available in
good time for the visit (see details in section 13.2)
• fill in the section on TP and tutorials in the assessor’s report form
and send to the assessor by secure email or upload to the LMS
• arrange tutorials between tutors and candidates and ensure that
progress records are completed
• check that candidates are completing course records and
keeping portfolios up-to-date
• organise the assessor’s visit (see section 12).
Course tutors:
• check that candidates’ portfolios (paper or electronic) are On the last day of the course
complete and that course records have been signed/confirmed
• collect in candidate portfolios (face-to-face courses only).
Course tutors:
• contact the assessor to discuss the final recommended results. As soon as possible after the
course has finished
Centres produce end-of-course reports for candidates. After the end of the course
Centres:
• check the results issued on certificates against the final As soon as possible after
recommended results and contact CELTA Admin if there are any results have been received
discrepancies from Cambridge English
• send certificates to candidates.
There are two components of assessment: teaching practice and written assignments.
8.2.4 Plagiarism
Centres should
• provide candidates with guidance as to what constitutes plagiarism and how to avoid it
• have an internal institutional plagiarism policy which makes clear to candidates what the penalties
are if plagiarism is detected in internally assessed work
• make it clear to candidates that severe penalties are applied by Awarding Bodies if plagiarised
work is detected in externally assessed or moderated work. These will range from loss of marks to
disqualification from the award and a ban on re-entry for a period of up to three years.
Additional requirements
Candidate assessment
Withdrawn candidates
The circumstances under which candidates might wish to withdraw from a course and the centre’s
conditions should be made clear to candidates when they apply for the course. At the point at which a
decision needs to be taken, centres should ensure that the candidate understands all the options open to
them, but must allow the candidate to make their own decision.
Portfolios of withdrawn candidates are not submitted to Cambridge English for review, and withdrawn
candidates do not receive a result from Cambridge English. However, assessors are required to record the
reasons for a candidate’s withdrawal from a course and to check the withdrawn candidate’s application.
Pass A
Candidates’ planning and teaching show excellent understanding of English language learning and
teaching processes at CELTA level.
• Candidates can plan effectively with minimal guidance. They can analyse target language
thoroughly and select highly appropriate resources and tasks for successful language and
language skills development.
• Candidates can deliver effective language and skills lessons, using a variety of classroom teaching
techniques successfully.
• Candidates show very good awareness of learners and can respond so that learners benefit from
the lessons.
• Candidates can reflect on key strengths and weaknesses and can consistently use these
reflections to develop their teaching skills.
All CELTA assessment criteria are achieved and most are well achieved.
CELTA requirements for written work are met.
Pass B
Candidates’ planning and teaching show good understanding of English language learning and
teaching processes at CELTA level.
• Candidates can plan effectively with some guidance. They can analyse target language well and
select appropriate resources and tasks for successful language and language skills development.
• Candidates can deliver effective language and skills lessons, using a variety of classroom teaching
techniques successfully.
• Candidates show good awareness of learners and can respond so that learners benefit from the
lessons.
• Candidates can reflect on key strengths and weaknesses and can generally use these reflections
to develop their teaching skills.
Pass
Candidates’ planning and teaching show satisfactory understanding of English language learning
and teaching processes at CELTA level.
• Candidates can plan effectively with guidance. They can analyse target language adequately and
generally select appropriate resources and tasks for successful language and language skills
development.
• Candidates can generally deliver satisfactory language and skills lessons, using a variety of
classroom teaching techniques with a degree of success.
• Candidates show some awareness of learners and some ability to respond so that learners benefit
from the lessons.
• Candidates can reflect on some key strengths and weaknesses and generally use these reflections
to develop their teaching skills.
All CELTA assessment criteria are achieved. Some may be less well achieved.
CELTA requirements for written work are met.
Fail
Candidates’ planning and teaching show minimal understanding of English language learning and
teaching processes.
Candidates’ performance does not match all of the Pass descriptors.
Some CELTA assessment criteria are not achieved and/or CELTA requirements for written work are not
met.
Record keeping
11.1.1 Contents
Candidate assessment portfolios should be clearly labelled and should consist of:
SECTION A
• the completed CELTA 5 (candidate record booklet) which includes:
o a record of the candidate’s attendance
o a record of observations undertaken
o a record of the length and level of teaching practice
o a record of the focus of each assessed teaching practice session
o a record of the summary feedback on assessed lessons
o a record of the feedback and mark awarded for completed written assignments
o progress/tutorial records
• where appropriate, a Fail letter from the centre warning the candidate of the possibility of failure.
For CELTA Online, the CELTA 5 exists as an online document. The CELTA 5 needs to be stored in the
candidate’s online portfolio folder.
SECTION B
• records of each assessed teaching practice session in reverse chronological order (last lesson first)
including:
o the candidate’s lesson plans
o the candidate’s evaluation of their teaching
o the materials used or reference to materials used for teaching
o the course tutors’ feedback on lesson plans and teaching practice.
SECTION C
• the four completed written assignments marked by course tutors.
Portfolios submitted to Cambridge English will be returned to the centre after scrutiny and should be kept by
the centre for six months after the issue of results by the centre to candidates.
For CELTA Online, portfolios need not be submitted as Cambridge English will be able to access the
materials on the LMS.
Course assessment
Centres should select a local assessor. If a local assessor is not available, an assessor should be selected
from the nearest country or region. In order that the centre can benefit from a range of external input, the
same assessor should not normally be used for more than two consecutive courses.
The remaining documentation detailed in section 13.3 will only be available at the centre (e.g. application
files, lesson plans for teaching practice to be observed on the day)
At the centre, the assessor will need to have access to the online course documentation.
Once provisional grades are agreed, both the centre and the assessor should keep written copies as a
personal record of the grades agreed at the meeting, signed by both parties. These copies are for reference
only and do not need to be sent to Cambridge English. After the grading meeting, the centre should enter
the agreed provisional grades on the centre grade form and the assessor should enter the agreed
provisional grades on their assessor report form. For withdrawn candidates, see Final Results, section 10.4.
The assessor, having considered the evidence contained in the candidate’s assessment portfolio, should
not agree the provisional recommended grade if he/she does not agree with the course tutors’ view of a
candidate’s performance in relation to the assessment criteria.
In agreeing the provisional and final recommended grades, it should be borne in mind that candidates
cannot be judged on the basis of their performance on any one particular occasion. The decision as to
whether a candidate should receive a particular grade must be on the basis of the candidate’s development
14.3.1 Travel
The assessor’s travel expenses will be reimbursed by Cambridge English providing the total cost is in line
with the maximum rate allowed. Please refer to the Travel and Subsistence Rates on the Cambridge
English Support Site.
14.3.3 Train
Assessors will be reimbursed for travel within country and between two neighbouring countries.
• Only standard Class rail must be used
• Where possible, the assessor should take advantage of advance booking rates.
14.3.4. Car
Where train travel is not possible and travel by car is the most cost effective method, an assessor may use
their own vehicle to drive to and from the centre/train station or the airport.
• When travelling by car, mileage will be paid at the rates detailed on the Travel and Subsistence
Rates form
• Car parking fees will be reimbursed by Cambridge English providing receipts are included.
14.3.5 Air
The maximum total airfare budget is £100. Should your flight exceed this limit Cambridge English will not
reimburse you for any of the ticket amount. If you are unable to adhere to the £100 maximum budget,
please contact your centre directly.
14.3.8 Insurance
Assessors are solely responsible for any and all health and safety matters, visas, insurances etc. related to
assessments.
There is an administrative fee payable as part of the Stage Two Appeal process, and the details of the
fees can be found in the Cambridge Teaching Qualifications Stage Two Appeal Form.
Candidates will be provided with a formal report from an Independent Appeals Investigator. There is no
further re-assessment of the candidate’s work at this stage, and the Independent Appeals Investigator
will consider only concerns raised regarding a centre’s conduct, course provision and/or concerns about the
way that Cambridge English handled the appeal at Stage One.
Tutor roles
There are two tutor roles – the online course tutor (OCT) and the teaching practice tutor (TPT). Each
CELTA Course Online must have a minimum of one OCT and two TPTs. The OCT can also be one of the
TPTs.
Qualification requirements
The OCT (online course tutor) must:
• be a verified CELTA tutor and have worked as a tutor on at least one face-to-face course
• have completed a generic online training course such as
o - IH World Certificate in online Tutoring (IHCOLT)
o - IH London E-moderation course
o - Consultants E-moderation training course for online tutors
or
• have substantial experience of appropriate online training
• have completed Learner Management System training (provided by Cambridge English).
Responsibilities of TP tutors
• Selecting an assessor
• Setting up TP, including: TP points, Supervised Lesson Planning (SLP) and peer observation tasks
• Observing assessed teaching practice
• Providing oral and written TP feedback
• Liaising with regard to grading decisions (interim and final)
• Responding to course participants’ TP self-evaluation
• CELTA 5 – maintaining TP log
• CELTA 5 – Stage One progress records
• Checking uploads of lesson plans and feedback sheets
• Marking of assignments in co-operation with OCT
• Feedback and discussion of the observation of experienced teachers
• Writing TP summary sheets for discussion with OCT
• Liaising with OCT
Centre Admin
• Interviewing and enrolling practice lesson students
• Providing and maintaining accurate practice lesson student records
• Interviewing and accepting candidates
• Providing materials and resources
• Arranging external assessor’s visit
• Ensuring that the assessor has access to the LMS and uploading documentation for the assessor
• Arranging live observations