CAMBRIDGE ESOL – CELTA
CERTIFICATE IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGESThe Cambridge CELTA is being offered either online or face to face at our Adelaide campus, throughout
2024. Below you will find the 2024 course dates for both online and face to face CELTA, including theapplication closing dates you must submit your CELTA application by.
CAMBRIDGE CELTA 2024 DATES & PRICES– PLEASE KEEP THIS PAGE FOR YOUR INFORMATIONADELAIDE
COURSE TYPE

START

END

DURATION

CLOSING DATEONSITE

04/03/2024

29/03/2024

4 weeks

CLOSEDONSITE

24/06/2024

19/07/2024

4 weeks

24/05/2024

ONSITE

11/11/2024

06/12/2024

4 weeks

11/10/2024

ONLINE

12/02/2024

19/04/2024

10 weeks

CLOSED

06/05/2024

12/07/2024

10 weeks

19/04/2024

22/07/2024

27/09/2024

10 weeks

21/06/2024

14/10/2024

20/12/2024

10 weeks

13/09/2024

Face to Face(full-time)

Online (part-time)

COURSE COSTS
Face to Face Course Fee – (Plus a $200 assessment fee)

$3,497.00 + $200

Online Course Fee – (Plus a $200 assessment fee)

$3,397.00 + $200

CELTA Observation Course – Adelaide$3,400.00

Grammar Refresher Course – Part Time (on request) (minimum 6 students required)$350.00

Student Concession - 10% concession on CELTA course fee for Full-time University students

EARLY BIRD DISCOUNT$200 Assessment Fee waived – For Online CELTA only – application must be submitted by closing date.

CONDITIONS OF ENROLMENT – PLEASE KEEP THIS PAGE FOR YOUR INFORMATION
1. A deposit of $200 is payable after interview, if a place is offered.
2. The balance of fees must be paid 4 weeks before the commencement of the course or the place may beoffered to another candidate. This fee is not refundable or transferable after you have commenced yourcourses.
3. Candidates who withdraw from the course due to sudden illness or unforseen personal problems may be
given the opportunity to re-enrol in a later course, provided there is a vacancy.
4. The College reserves the right to increase fees at any time and to cancel a course if there are an insufficientnumber of candidates. In the event of cancellation of a course, all fees will be refunded.
5. It is generally recommended by Cambridge that candidates be aged 20 or over, but candidates aged
between 18 and 20 can be accepted at the discretion of SACE. It is understood that many education
institutions require an undergraduate degree or equivalent plus CELTA to secure work.
6. All candidates must fill in an application form, complete a task and have an interview to be accepted onto
a course.
7. After acceptance candidates must complete a pre-course learning task before course commencement.
8. It is the policy of SACE and UCLES to ensure equality of opportunity for all applicants.
9. No refund is payable after you have commenced your course.
10.Final grades are decided by the tutors and validated by the Course Assessor. Results are final.
11.Candidates must confirm they are in a state of good health and provide details of any specific health orlearning difficulties.
12.Candidates must inform the tutors in writing before the beginning of the course for which they haveenrolled of any pre-existing medical problems (including stress-related conditions) which may have an
adverse effect on their performance during the course.
13.The course is demanding and sometimes stressful. Candidates, who withdraw after the beginning of thecourse, giving stress-related conditions as a reason, will not be offered a refund of their course fees.
14.Candidates are financially responsible for all material borrowed from the College (e.g. books, videos, audio
tapes, etc.) Class texts can be bought from reception if you wish to write in them.
15.Candidates are responsible for providing their own stationery and teaching materials (e.g. Blu-Tack, folder,cardboard, scissors etc.)
16. If participating in an online CELTA course, candidates must sign the Technology Specifications and Online
Course Requirements document.

2South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au

CAMBRIDGE ESOL – CELTA
CERTIFICATE IN TEACHING ENGLISH TO SPEAKERSOF OTHER LANGUAGES

Application Form
Please complete the application form and return it to SACE. Attach a photograph and enclose photocopies of relevant certificates

APPLICANT INFORMATION
Family Name

First

Street Address

City

State
Phone

(H)

PC

Country(M)

DOB

ATTATCH A PHOTO

E-mail Address
Are you a citizen of Australia?

YES

Nationality

NO

If no, what type of visa will you apply for?
Student

TouristWorking Holiday

Other

If English is not your first language do you have an English Test Score? IELTS / CPE / TOEFL
Overall Score

Writing Score

Speaking Score

COURSE
Course Date
How did you hear about thecourse?

Date of Application
Advertisement

SACE Website

Other Website_____________ Word of Mouth

Other

PREVIOUS EDUCATION
Qualifications (Please include copies of certificates)

TEFOL/TESOL Teaching Experience

Other Teaching Experience

Present Occupation & Past Experience

Which languages other than English do you speak/read/write? Please comment on your level of proficiency

Confirmation that you are in a state of good health/details of specific health or learning needs

DISCLAIMER AND SIGNATURE
I wish to register for the SACE Cambridge ESOL CELTA Teacher Training course and have agreed to comply with the conditions of enrolment,
payment and cancellation
Signature

Date

1.

In 2024 the course fee is $3,597.00 (including assessment fee) for Adelaide.

2.

The assessment fee of $200.00 is not refundable.

3.

When an offer of a place is made, an invoice for the CELTA course will be sent to you. A course deposit is due 7 days after the Letter of Offer is received.

4. The balance of fees must be paid 4 weeks before the commencement of the course or the place may be offered to another candidate. This fee is notrefundable unless the College agrees with the reasons for withdrawal and a substitute candidate can be found.

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COURSE INFORMATION
Please read and sign this page and return it with your application
1. The balance of fees must be paid 4 weeks before the commencement of the course or the place may be offered
to another candidate. This fee is not refundable unless the College agrees with the reasons for withdrawal anda substitute candidate can be found.
2. The Cambridge Assessment Fee of $200.00 is not refundable.
3. The College reserves the right to increase fees at any time and to cancel a course if there are an insufficientnumber of candidates. In the event of cancellation of a course, all fees will be refunded.
4. A transfer fee of $200.00 must be paid if a trainee decides to transfer to another course within two weeks ofa course starting unless another candidate takes their place.
5. It is generally recommended by Cambridge that candidates be aged 20 or over, but candidates aged between
18 and 20 can be accepted at the discretion of SACE.
6. All candidates must fill in an application form, complete the CELTA application task, and attend an interview
to be accepted onto a course.
7. After acceptance candidates must complete a pre-course learning task before course commencement. This iscompulsory and must be handed in on the first day of the course.
8. It is the policy of SACE and UCLES to ensure equality of opportunity for all applicants.
9. No refund is payable after you have commenced your course.
10.Final grades are decided by the tutors and validated by the Course Assessor. Results are final and there is noprovision by Cambridge ESOL for a remark or appeal.
11.Candidates must confirm they are in a state of good health and provide details of any specific health or learning
difficulties.
12.Candidates must inform the tutors in writing before the beginning of the course for which they have enrolledof any pre-existing medical problems (including stress-related conditions) which may have an adverse effecton their performance during the course.
13.The course is demanding and sometimes stressful. Candidates, who withdraw after the beginning of thecourse, giving stress-related conditions as a reason, will not be offered a refund of their course fees.
14.Candidates are financially responsible for all material borrowed from the College (e.g. books, videos, audio
tapes, etc.) Class texts can be bought from reception if you wish to write in them.
15.Candidates are responsible for providing their own stationery and teaching materials (e.g. Blu-Tack, folder,cardboard, scissors etc.)
16. If participating online, candidates must sign the Technology Specifications and Online Course Responsibilities
document.

Signature

Date

4South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au

APPLICATION TASKYour acceptance into the course will be based on an interview and this written application.
It is not so important to get it all right, but for us to access your existing knowledge.

A. Language Awareness1.

In the following paragraph, name the parts of speech underlined.
He was (1) alive, trembling ever so (2) slightly with delight, proud that his (3) fear (4) was under control.
Then, without (5) ceremony, he hugged in his fore-wings, (6) extended his (7) short angled wing tips and(8) plunged directly toward the sea.
1.

5.

2.

6.

3.

7.

4.

8.

2. Mark the stress on the following words as in the example, using a small box:
photographphotography

advertiseadvertisement

considerable
predisposed

enthusiastic
enthusiasm

eligibleillegible

to import
an importfamilyindustryindustrial

3. Explain the difference in meaning between the following pairs of sentences.
a. John was just sitting by her grave.

b. John was sitting just by her grave.

a.

b. Open the window!

Would you mind opening the window?

b. “You look tired!”a. “You look tired!

“Yes, I was working non-stop until seveno’clock!”“Yes, I’ve been working non-stop all day.”a. Have you seen “Die Hard 2”?

b. Did you see “Die Hard 2”?

a. When I arrived at the airport the plane left.

b. When I arrived at the airport the plane had left.

5South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au

4. Read the following passage. If you find an error, correct it and account for it with a brief
explanation of the grammatical rule being broken if you can.
EXAMPLE:I EATEN PIZZA LAST NIGHT!

I ate pizza last night.

Simple past of the irregular verb to eat should be ate.
A and B are discussing A’s finances.
A. I spent too much money last year. Now I have in debt.

B

It’s important to don’t worry. I’m sure everything would be fine.

A. Perhaps I can lend some money from my sister. She saves a lot since last year.

B

Why doesn’t you ask your bank manager first? She was always being helpful to you.

A.

Yes, you always has good ideas. It’s a pity I haven’t got some money put aside.

B. Methodology
1.

Circle the words below that you would teach to a beginner learner.
Give the reasons for your selection.

Mother teacher terrific gravity classroom train blue trousers exhausted center lavatory observe hobby
happy beach conductor valuable surname music miserable homesick reasonable agitated plump jug tall

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2. In your own handwriting, explain:- Why you want to do this course- What you have to offer as a potential English language teacher (i.e. in terms of your skills,
background, areas of interest, past experiences etc.)- What you think will be the main problems you’ll encounter on this courseYour written expression is considered in your application.

7
South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au3. Describe what you think are the qualities of a good language teacher.

4. In no more than 300 words, describe a successful and an unsuccessful learning experience you’ve had
and identify the reasons for the different outcomes (attach another sheet if necessary)

8South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.auOVERVIEW OF ASSESMENT
1. Certificate Award
The Certificate will be awarded to candidates who meet the course requirements and whose
performance meets, or exceeds, the criteria in both assessment components
2. Course Requirements
To meet the course requirements candidates are required to attend the whole course and to:-practice teach in a class of the relevant age group, at two significantly different levels for a total of
six hours;-

observe experienced teachers teaching classes for a total of six hours;-

maintain and submit a portfolio of all course work including all written assignments and materials
related to teaching practice.

3. Mode of Assessment
The assessment will be continuous and integrated.
Continuous here means that:- assessment takes place throughout each course.
Integrated here means that:- assessment components contribute to the overall grade;
4. The Two Components of Assessment
Component One:
Planning and teaching
Candidates are required to practice teach for a total of six observed and assessed hours, working
with adult learners at a minimum of two levels in classes of the required size. By the end of thecourse they should have demonstrated successful achievement of the teaching practice assessment
criteria.
Component Two
Classroom-related written assignments
This component consists of four written assignments. Each is between 750 to 1,000 words andshould not exceed 3,000 words. They are internally assessed and externally moderated. The
assignments focus on the following:
Adult learners and learning contexts
An aspect of the language system of English
An aspect of language skills
Reflection on classroom teaching and the identification of action points

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ASSESSMENT OF TEACHING PRACTICE
The overall scope and assessment criteria for teaching practice are described below. Please note that in orderto show how the assessment criteria are linked to the syllabus, each criterion is introduced by a number thatrefers to a corresponding unit of the syllabus.

PLANNING AND PRACTICING TEACHER
By the end of the six hours’ assessed teaching practice, successful candidates at pass level should show
convincingly and consistently that they can:• prepare and plan for the effective teaching of adult ESOL learners by:
4aidentifying and stating appropriate aims/outcomes for individual lessons
4bordering activities so that they achieve lesson aims/outcomes4cselecting, adapting or designing materials, activities, resources and technical aids appropriate for thelesson4d
presenting the materials for classroom use with a professional appearance, and with regard to copyrightrequirements
4e
describing the procedure of the lesson in sufficient detail
4f
including interaction patterns appropriate for the materials and activities used in the lesson
4g
ensuring balance, variety and a communicative focus in materials, tasks and activities
4h
allocating appropriate timing for different stages in the lessons
4i
analysing language with attention to form, meaning and phonology and using correct terminology
4j
anticipating potential difficulties with language, materials and learners
4k
suggesting solutions to anticipated problems
4l
using terminology that relates to language skills and sub-skills correctly
4mworking constructively with colleagues in the planning of teaching practice sessions
4nreflecting on and evaluating their plans in light of the learning process and suggesting improvements for
future plans.
• demonstrate professional competence as teachers by:
1ateaching a class with an awareness of the needs and interests of the learner group1bteaching a class with an awareness of learning styles and cultural factors that may affect learning1c
acknowledging, when necessary, learners’ backgrounds and previous learning experiences
1d
establishing good rapport with learners and ensuring they are fully involved in learning activities
2a
adjusting their own use of language in the classroom according to the learner group and the context
2b
identifying errors and sensitively correcting learners’ oral and written language
2cproviding clear contexts and a communicative focus for language
2d
providing accurate and appropriate models of oral and written language in the classroom
2efocusing on language items in the classroom by clarifying relevant aspects of meaning and form
(including phonology) for learners to an appropriate degree of depth
2f
showing awareness of differences in register2g
providing appropriate practice of language items
3a
helping learners to understand reading and listening texts
3b
helping learners to develop oral fluency
3c
helping learners to develop writing skills
5aarranging the physical features of the classroom appropriately for teaching and learning, bearing in mind
safety regulations of the institution
5b
setting up whole class and/or group or individual activities appropriate to the lesson type5c
selecting appropriate teaching techniques in relation to the content of the lesson
5dmanaging the learning process in such a way that lesson aims are achieved
5emaking use of materials, resources and technical aids in such a way that they enhance learning
5f
using appropriate means to make instructions for tasks and activities clear to learners
5g
using a range of questions effectively for the purpose of elicitation and checking of understanding
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5h
5i
5j
5k
5l
5m
5n

providing learners with appropriate feedback on tasks and activities
maintaining an appropriate learning pace in relation to materials, tasks and activities
monitoring learners appropriately in relation to the task or activity
beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to
the teaching institution clear to learners
maintaining accurate and up-to-date records in their portfolio
noting their own teaching strengths and weaknesses in different teaching situations in light of feedback
from learners, teachers and teacher educators
participating in and responding to feedback.

COMPONENT TWO: CLASSROOM RELATED WRITTEN ASSIGNMENTS
Centres are responsible for designing four written assignments which relate directly to the course program.
The scope and assessment criteria for each written assignment are described below and on page 23 of thesyllabus. Each assignment should be between 750 and 1,000 words.
A variety of formats may be used but two of the assignments must be written in academic prose. Assignments
may consist of a series of tasks. It is also possible for centres to conflate two assignments into one longer
assignment with two discrete parts; in this case, the assignment is still assessed as two separate pieces of workand each section of the assignment must be graded separately.

ASSIGNMENT 2.1 FOCUS ON THE LEARNER (Length 750 – 1,000 Words)
The design of the assignment to include:• investigation of the learning context and assessment of learner needs with reference to a specificlearner or group of learners• identification of sources for language development and, where appropriate, personal support• suggestions for specific language/skill focused activities and an explanation/rationale for the use of
these activities with the specific learners outlined
Candidates can demonstrate their learning by:a. showing awareness of how a learner’s/learners’ background(s), previous learning experience andlearning style(s) affect learningb. identifying the learner’s/learners’ language/skills needsc. correctly using terminology relating to the description of language systems and language skills
d. selecting appropriate material and/or resources to aid the learner’s/learners’ language development
e. providing a rationale for using specific activities with a learner/learners
f. finding, selecting and referencing information from one or more sources using written language that isclear, accurate and appropriate to the task

11South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au

ASSIGNMENT 2.2 LANGUAGE RELATED TASKS (Length 750–1,000 words)
The design of the assignment to include:• identification of significant features of the form, phonology, meaning and use of language items/areas
and the use of relevant information from reference materials
Candidates can demonstrate their learning by:a. analysing language correctly for teaching purposesb. correctly using terminology relating to form, meaning and phonology when analyzing languagec. accessing reference materials and referencing information they have learned about language to an
appropriate sourced. using written language that is clear, accurate and appropriate to the task

ASSIGNMENT 2.3 LANGUAGE SKILLS RELATED TASKS (Length 750–1,000 Words)
The design of the assignment to include:• evidence of the candidate's background reading in the topic area
• identification of the receptive language skills and/or sub-skills that could be practised and developed
using course book material or authentic text
• identification of productive language skills that could be practised and developed in relation to that text
• task design in relation to the text with brief rationale
Candidates can demonstrate their learning by:a. correctly using terminology that relates to language skills and sub-skills
b. relating task design to language skills developmentc. finding, selecting and referencing information from one or more sources using written language thatis clear, accurate and appropriate to the task

ASSIGNMENT 2.4 LESSONS FROM THE CLASSROOM (Length 750–1,000 words)
The design of the assignment to include:• candidates' identification of their own teaching strengths and development needs• reflections on their own teaching• reflections on the implications for their own teaching from the observations of experienced ELT
professionals and colleagues on the course
Candidates can demonstrate their learning by:
a. noting their own teaching strengths and weaknesses in different situations in light of feedback fromlearners, teachers and teacher educators
b. identifying which ELT areas of knowledge and skills they need further development inc. describing in a specific way how they might develop their ELT knowledge and skills beyond the course
using written language that is clear, accurate and app

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COURSE CONTENT – SYLLABUS OVERVIEW(from ‘syllabus and assessment guidelines.’ University of Cambridge ESOL examinations. Second edition
2004)
For the full syllabus and assessment handbook view: www.cambridgeESOL.org/teaching/celta.htm

UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1.1 Cultural, linguistic and educational backgrounds
1.2 Motivations for learning English as an adult
1.3 Learning and teaching styles
1.4 Context for learning and teaching English
1.5 Varieties of English
1.6 Multilingualism and the role of first languages

UNIT 2 – LANGUAGE AND ANALYSIS AND AWARENESS
2.1 Basic concepts and terminology used in ELT for describing form and meaning in language and language use
2.2 Grammar – Grammatical frameworks: rules and conventions relating to words, sentences, paragraphs andtexts
2.3 Lexis: What it means to “know” a word; semantic relationships between words
2.4 Phonology: The formation and description of English phonemes; features of connected speech
2.5 The practical significance of similarities and differences between languages
2.6 Reference materials for language awareness
2.7 Key strategies and approaches for developing learners’ language knowledge

UNIT 3 - LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3.1

Reading

3.1.1

Basic concepts and terminology used for describing reading skills

3.2.2

Purposes of reading

3.2.3

Decoding meaning

3.2.4

Potential barriers to reading

3.2

Listening

3.2.1

Basic concepts and terminology used for describing listening skills

3.2.2

Purposes for listening texts

3.2.3

Features of listening texts

3.2.4

Potential barriers to listening

3.3

Speaking

3.3.1

Basic concepts and terminology used for describing speaking skills

3.3.2

Features of spoken English

3.3.3

Language functions

3.3.4

Paralinguistic features
13

South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au3.3.5
3.4

Phonemic systems
Writing

3.4.1

Basic concepts and terminology used for describing writing skills

3.4.2

Sub-skills and features of written texts

3.4.3

Stages of teaching writing

3.4.4

Beginner literacy

3.4.5

English spelling and punctuation

3.5

Key strategies and approaches for developing learners’ receptive and productive skills

UNIT 4 – PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS
4.1 Principles of planning for effective teaching of adult learners of English
4.2 Lesson planning for the effective teaching of adult learners of English
4.3 Evaluation of lesson planning
4.4 The selection, adaption and evaluation of materials and resources in planning (including computer andother technology based resources)
4.5 Knowledge of commercially produced resources and non-published materials and classroom resources forteaching English to adults

UNIT 5 - DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5.1 The effective organisation of the classroom
5.2 Classroom presence and control
5.3 Teacher and learner language
5.4 The use of teaching materials and resources
5.5 Practical skills for teaching at a range of levels
5.6 The monitoring and evaluation of adult learners
5.7 Evaluation of the teaching/learning process
5.8 Professional development: responsibilities
5.9 Professional development: support systems

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COURSE INFORMATION (INTENSIVE 4 WEEK CELTA)
Hours- 120 minimum on course contact plus 100 hours minimum per course for home study over 4 weeks.
Participants- Usually 12 trainee teachers and 2 tutors
A typical day
9.00 – 11.00

Methodology

Break11.30 – 12.30 Language Analysis
Lunch1.30 – 3.00

Feedback & Lesson Preparation

Break3.30 – 5.30

Practice Teaching (learn from non-English speaking backgrounds at two levels)

Teaching Practice (TP)- 2 groups of 6 trainees, A & B 2 groups of students, Pre-Intermediate & Upper Intermediate. Group A
teaches Pre-Intermediate for 2 weeks, Group B teaches Upper Intermediate for 2 weeks. Then, A, B
swap classes.
Lesson Length-Varies, Starting at 20-25 minutes and building up to a one hour lesson towards end of course.
Teaching Practice (TP) Tutor Support- TP Guidelines are given, (based on popular course books) as well as Tutor support. The course
encourages and supports increasing trainee-autonomy.
Feedback- Given verbally and in writing from tutor and verbally from colleagues.
Teaching Practice Students- A variety of nationalities, 10-18 per class, from local migrant communities, back-packers and ELT
students.
Lesson Plans- Required for lessons from Wednesday, Week 1 onwards. Constitute a large part of your homework.
Plenty of guidance given re format and content. Expected to be detailed, especially end of Week 3
and Week 4. A minimum of 80 hours should be allocated for home study over and above the 120
course contact hours.
Assignments- A variety of practical & reflective tasks given in report and worksheet form. 3,000 words in total.
Self-Evaluation- Written by the trainees after every teaching session and kept as a development “tool” and used as thebasis for assignments and feedback.
Assessments- 4 Grades possible: Pass A / Pass B / Pass / Fail. Continuous and integrated assessment based on
candidate’s professional awareness, teaching practice & written assignments.

15
South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.auTutorial Support- Tutors are available daily for individual consultations and there are three formal progress reports.
Observations- Of colleagues during TP and of experienced teachers x six hours. (3 usually, 2 hours per week)
Resources/Books- Available on loan. Trainees requested to buy 2 key reference texts. One Methodology. One
GrammarCertificate- From UCLES – Cambridge ESOL (University of Cambridge) for successful candidates.
Assessor- An outside assessor moderates each course. Ensures international standard of course & grades
maintained.
Acceptance Procedure- Application & Task ➔ Interview ➔ Acceptance ➔ 1st Deposit ➔ Pre-course Task ➔ Balance of fees
➔ StartPAYMENT
Payment can be made via cash (in person), cheque (mailed or in person), direct deposit or credit card (credit
charges may apply). *No Interest Ever! Payment Option available to approved applicants (Humm – Flexigroup) pay over 6 months. *monthly fee and application fee may apply.
Bank Transfer/Direct Debit
South Australian College of English
Westpac Bank, King William Street, Adelaide, South Australia,
Australia
BSB:035000 Account Number: 868934

Whitsundays College of English
Westpac Bank, Shop 24C, Whitsunday Shop Village, Cannonvale,
Queensland, Australia
BSB: 034 665 Account Number 135191

Bank Draft/Cheque
Payable to the College of your choice (Swift Code – WPACAU2S)
Credit Card/EFTPOS/CASH
Payments can be made in person to the college of your choice (addresses on the front of the application form)or via credit card. Credit card payments attract a surcharge.

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COURSE INFORMATION (ONLINE 10S WEEK CELTA)
Hours- 120 minimum over 10 weeks.
Participants- Usually 12 trainee teachers and 2 tutors
Online course units
Self-directed, flexible
learning with guidancefrom online tutor,
contribute to forums,
lesson plans with
Teaching Practice, planningprepare
and feedback
guidance.
Teaching practice, feedback
Tuesdays and Thursdays
and lesson planning online
5-8.30pm
in Zoom.
3 units per week: 10-15
hours

Teaching Practice (TP)- 2 groups of 6 trainees, A & B 2 groups of students, Pre-Intermediate & Upper Intermediate. Group A
teaches Pre-Intermediate for 4 weeks, Group B teaches Upper Intermediate for 4 weeks. Then, A, B
swap classes.
Lesson Length-Each lesson is 45 minutes
Teaching Practice (TP) Tutor Support- TP Guidelines are given, (based on popular course books) as well as Tutor support. The course
encourages and supports increasing trainee-autonomy.
Feedback- Given verbally and in writing from tutor and verbally from colleagues.
Teaching Practice Students- A variety of nationalities, 10-18 per class, from local migrant communities, back-packers and ELT
students.
Lesson Plans- Required for all lessons. Constitute a large part of your homework. Plenty of guidance given reformat and content. Expected to be detailed, especially end of Week 3 and Week 4. A minimum of
80 hours should be allocated for home study over and above the 120 course contact hours.
Assignments- A variety of practical & reflective tasks given in report and worksheet form. 3,000 words in total.
Self-Evaluation- Written by the trainees after every teaching session and kept as a development “tool” and used as thebasis for assignments and feedback.

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South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.auAssessments- 4 Grades possible: Pass A / Pass B / Pass / Fail. Continuous and integrated assessment based on
candidate’s professional awareness, teaching practice & written assignments.
Tutorial Support- Tutors are available daily for individual consultations and there are two formal progress reports.
Observations- Of colleagues during TP and of experienced teachers x six hours.
Resources/Books- Available on loan and in PDF format. Trainees requested to buy 2 key reference texts: one
methodology, one grammar
Certificate- From UCLES – Cambridge ESOL (University of Cambridge) for successful candidates.
Assessor- An outside assessor moderates each course. Ensures international standard of course & grades
maintained.
Acceptance Procedure- Application & Task ➔ Interview ➔ Acceptance ➔ 1st Deposit ➔ Pre-course Task ➔ Balance of fees
➔ Start18
South Australian College of English - Level 1, 47 Waymouth St, Adelaide (Ph) +61 8 8410 5222 (Fax) +61 8 8410 5661 Email registrar@sacecoll.sa.edu.au www.sacecoll.sa.edu.au