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7PE617 Principles of English Language Teaching Assessment Brief 2026 | UDo
| University | University Of Derby (UD) |
| Subject | 7PE617 Principles of English Language Teaching |
7PE617 Assessment Brief
Module Leader
- Kim Muir
- K.muir@derby.ac.uk
Key Dates and Details
| Assessment Detail | Assessment Information |
| Assessment Mode: | Individual Report |
| Assessment Weighting: | 100% |
| Word count/Length: | 3500 words (+/- 10%) |
| Learning Outcomes: | 1 & 2 |
| Submission Method: | Turnitin |
| Submission Date: | 12:00 Noon UK time, Thursday 9th April 2026 |
| Provisional Feedback Release Date: | 0900 UK time, Monday 3rd May 2026 |
Description of the Assessment
Assessment will be through a written assignment.
To design, implement and evaluate a workshop in order to make recommendations for the education profession.
OR:
To observe and reflect on a workshop in order to make recommendations for the education profession.
All assessments will be marked using your student number, following the Anonymous Marking Policy. This will ensure that even if the work can be recognised by the initial marker, the anonymity of the student is preserved during second marking/internal moderation and external validation.
Relationship to Programme Assessment Strategy
This module forms part of the Teaching English to Speakers of Other Languages (TESOL) pathway and is a core component. It can also be taken as a stand-alone module. It examines the theoretical approaches and overarching philosophies that underpin TESOL methodology, principles, and classroom practice. It aims to prepare students for the field of English Language Teaching by enabling them to make sound pedagogical choices in their practice, and fostering the development of a global, future-focused practitioner.
Formative Assessment: Week 6 (0% weighting;)
The formative assessment is designed to help you with your summative assessment and is not graded. You will submit your plan for peer and tutor feedback in week 6. Detailed instructions and guidance can be found in Unit 6 of the course materials.
Attributes and Skills
| Skills | Links to useful resources | |
| X | Critical thinking | Introducing Critical Thinking – Critical Thinking – LibGuides at University of Derby
https://www.linkedin.com/learning/critical-thinking-and-problem-solving/improve-your-problem-solving-skills?u=236084642 https://www.linkedin.com/learning/using-questions-to-foster-critical-thinking-and-curiosity/how-questions-shape-your-life-23059107?u=236084642 |
| X | Communication | Communication – Communication – LibGuides at University of Derby
https://www.linkedin.com/learning/interpersonal-communication-22638889/build-your-interpersonal-communication-skills?u=236084642 |
| X | Collaboration | Building Relationships & Effective Collaboration – Building Relationships & Effective Collaboration – LibGuides at University of Derby |
| X | Creative problem solving | Creative Problem Solving – Creative Problem Solving – LibGuides at University of Derby
https://www.linkedin.com/learning/how-to-make-innovative-thinking-a-habit/innovate-every-day?u=236084642 |
| X | Self-direction & planning | Introduction – Self-Direction and Planning – LibGuides at University of Derby |
| X | Digital | Introduction to Digital Skills – Digital Skills – LibGuides at University of Derby |
| X | Resilience | Resilience at University – Resilience – LibGuides at University of Derby
https://www.linkedin.com/learning/enhancing-resilience/why-resilience-matters?u=236084642 https://www.linkedin.com/learning/resilience-strategies-for-optimal-performance/defining-resilience?u=236084642 |
| X | Adaptability | Adaptability – Adaptability – LibGuides at University of Derby
https://www.linkedin.com/learning/nano-tips-to-improve-adaptability-and-flexibility-with-lorraine-k-lee/the-importance-of-adaptability?u=236084642 |
| X | Leadership & future thinking | Leadership – Leadership and Future Thinking – LibGuides at University of Derby
https://www.linkedin.com/learning/leadership-foundations-22307442/welcome-to-leadership-foundations?u=236084642 https://www.linkedin.com/learning/the-future-of-work-the-necessary-skills-of-your-future-workforce/why-the-future-of-work-matters-14414846?u=236084642 https://www.linkedin.com/learning/leading-like-a-futurist/characteristics-of-a-futurist?autoSkip=true&resume=false&u=236084642 |
Need Help with Your 7PE617 Principles of English Language Teaching Assignment?
Assessment Content
Assignment Task:
To design, implement and evaluate a workshop (scenario A) OR observe and reflect on a workshop (scenario B) in order to make recommendations for the education profession.
You can tailor this to your professional interests or to the context in which you are employed.
SCENARIO A
You need to design, implement, and evaluate a workshop in order to make recommendations for the education profession. You are asked to plan and run the workshop in your place of work and then to produce a report discussing the planning process, evaluating the effectiveness of the workshop, and suggesting an appropriate action plan to discuss the implications of the evaluation for future practice.
You will:
- Devise a workshop/teaching session based around a (range of) theoretical approach(es) and teaching methods used in the language classroom (LO1)
- Include your lesson plan in your assignment, although this is not marked.
- Articulate why (or why not) you have chosen to focus on a particular approach or method. (LO1)
- Give a justification/rationale underpinned with literature. (LO1)
- Evaluate the impact of the workshop, identifying key strengths and weaknesses and drawing on theories and approaches to guide recommendations for future implementation (LO2).
OR
SCENARIO B
You need to observe and reflect on a workshop in order to make recommendations for the education profession. This could be a recording of someone else’s workshop or you could be observing online while someone else teaches face-to-face. You are asked to observe the workshop using an observation template that you have designed. You will subsequently produce a report evaluating the effectiveness of the workshop and suggesting an appropriate action plan to discuss the implications of the evaluation for future practice.
You will:
- Devise a template to observe a teaching session. You will need to include your template in your assignment, although this is not marked.
- Critically articulate which approaches, methods, and techniques you have observed in the workshop (LO1)
- Explore and justify why these were selected. Underpin with literature. (LO1)
- evaluate the impact of the observation, identifying key strengths and weaknesses and drawing on theories and approaches to guide recommendations for future implementation (LO2).
Assessment AI-Assistance
In this assessment AI-assistance is permitted in the following ways:
- To brainstorm ideas and to help identify material for inclusion in your assessment.
- Help create drafts and suggest improvements to your work.
In this assessment AI-assistance should not be used for:
- You MAY NOT include invented references, such as those created by generative AI tools.
- You MAY NOT use AI Tools to produce the final version of your work or make inferences in your work.
- You MAY NOT use AI Tools to generate visualisations of your data (e.g., graphs).
It is YOUR RESPONSIBILITY to check ALL information generated by generative AI tools. Any misuse of generative AI tools could be considered ethical academic misconduct (as per Academic Regulations, Academic Misconduct, Section J2). If in doubt, please consult your module leader.
Anonymous Marking
Submissions in Turnitin and Blackboard
You must submit your work using your student number to identify yourself, not your name. You must not use your name in the text of the work at any point. When you submit your work in Turnitin you must submit your student number within the assignment document and in the Submission title field in Turnitin. Guidance is available showing how to do this.
Assessment Regulations
The University’s regulations, policies and procedures for students define the framework within which teaching and assessment are conducted. Please make sure you are familiar with these regulations, policies and procedures.
7PE617 Assessment Rubric
| Very Poor 5-39% | Unsatisfactory 40-49% | Good/Satisfactory 50-59% | Very good 60-69% | Excellent 70-89% | Exceptional 90-100% | |
| Subject knowledge: the ability to demonstrate an understanding of concepts and ideas gained through reading the literature around the principles of English Language Teaching (ELT). |
Inadequate subject knowledge, factual errors and conceptual gaps, minimal/no awareness of relevant issues and theory, some serious misunderstandings and errors. | Satisfactory subject knowledge to some extent; some sound aspects but some of the following weaknesses are evident: factual errors; conceptual gaps; some significant errors and misunderstandings. | Satisfactory subject knowledge, the work is generally sound but tends towards the factual or derivative, some significant errors and misunderstandings, possibly shown by conceptual gaps. | Demonstrates sound, current subject knowledge; no significant errors in the application of concepts, minor errors and misunderstandings only. | Authoritative, current subject knowledge, a small number of misunderstandings/minor errors only. | Authoritative subject knowledge, work is close to the forefront of the subject and may be close to publishable or exhibitable quality, only trivial or very minor errors. |
| Argument and Criticality:
the ability to shape knowledge to address the assignment; critical engagement with ideas and sources; development of a logical, persuasive argument; discussion of own viewpoint and use of sources to support the argument. |
a poor critical analysis and evaluation, no critical engagement with concepts and sources, no discernible argument developed, no appropriate support for points made | inadequate critical analysis and evaluation, little critical engagement with concepts and sources, tendency to describe or report rather than show the strengths and weaknesses of arguments, no discussion of own point of view, argument is not explicit, and sources not used to support it | a fair level of critical analysis and evaluation, some argument developed to address the assignment, some critical engagement with concepts and with sources (beyond describing and reporting), Some attempt to discuss own point of view clearly, some use of sources to support argument | a very good level of critical analysis and evaluation through a critical engagement with concepts and sources, own point of view discussed, consistent argument developed, competent and convincing use of sources to support points made | excellent critical analysis and evaluation through critical engagement with concepts and sources, own point of view clearly discussed, consistent and convincing argument developed using sources in an appropriate manner | a high level of critical analysis and evaluation, argument is comparable to that in publishable work, persuasive argument incorporating personal point of view, appropriate critical use of range of references appropriate to publishable work in the field |
| Presentation: Ideas are presented clearly; signalling and signposting used to aid flow, language used is comprehensible and appropriate; word choice, grammar and punctuation are accurate |
standard of presentation unacceptable; ideas confused and/or incoherent – work lacks sound development | presentation does not meet the standard required; ideas unclear and/or incoherent | a sound standard of presentation, ideas fairly clear and coherent | a very good standard of presentation; ideas generally clear and coherent | excellent presentation, commendable clarity of ideas, thoughtful and effective presentation; very strong sense of coherence and logic | high quality presentation; impressive clarity of ideas; excellent coherence and logic. |
| Originality: the ability to make a contribution to learning by discovering new knowledge or applying existing knowledge in new ways; make new connections between concepts and facts, provide a new interpretation using existing / known information |
no evidence of originality | little evidence of originality | there may be minimal evidence of original thinking or originality | some evidence of original thinking or originality | significant originality | commendable originality |
| Referencing: In-text citations and reference list are complete and consistent, use of Harvard style |
very poor referencing | Referencing may be inadequate. | Referencing is generally accurate. | Referencing is very good. | Referencing is excellent– consistently used, complete and accurate. | Referencing is consistently used, complete and accurate. |
| Research: the use of a wide range of appropriate sources related to the principles of English language teaching and learning, applied linguistics and second language learning. |
inadequately researched | not well researched | adequately researched | well researched | well researched with a high level of technical competence – work is accurate and extensively supported by appropriate evidence | exceptionally well researched |
Reference
History of ELT Approaches .docx
Communicative language teaching (CLT)- tensions and solutions.docx
EQUAL OPPRTUNITY AND DIVERSITY.docx
IMPACT OF ENGLISH AS A GLOBAL LANGUAGE .docx
Multilingual:multicultural teacher.docx
Approaches to teaching grammar .docx
Refining the definitions of ‘fluency’ and ‘accuracy’.docx
Understanding the assignment.docx
Approaches to creating a syllabus.docx
Approaches to syllabi and curriculum design.docx
Key terms â âassessmentâ and âtestingâ.docx
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