| Employer ID | 159498 | 3016 | 210856 | 193040 | 179197 | 154854 |
| |
| 1. Require graduate? |  |  |  |  |  |  |
| 2. Qualifications: Certificate | | | | | |  |
| Qualifications: Diploma | |  | | | | |
| Qualifications: Masters |  | | | |  | |
| |
| 3. We would consider candidates who have graduated from a
|
face-to-face course course which does not include observed and assessed teaching practice | | | | | | |
face-to-face course TEFL/TESL 'taster/weekend' course? | |  | | | | |
distance course which does not include observed and assessed teaching practice | | | | | | |
distance course which includes observed and assessed teaching practice via recorded video | |  | | | | |
distance course TEFL/TESL 'taster' course | | | | | | |
| |
| 4. With the following criteria |
| minimum course hours | 120 | 100 | 120 | | | 100 |
| minimum course duration (weeks) | 4 | 4 | 4 | | | 4 |
| minimum number of observed and assessed teaching practice hours | 6 | 12 | 6 | | | 6 |
| |
| 5. Levels trained for and taught in teaching practice
|
| beginner |  |  |  | | |  |
| elementary |  |  |  | | |  |
| lower intermediate |  |  |  | | |  |
| intermediate |  |  |  | | |  |
| higher intermediate |  |  |  | | |  |
| advanced |  |  |  | | |  |
| |
| 6. Age groups trained for and taught in Teaching practice
|
| 4-7 years | |  |  | | | |
| 7-12 years |  |  |  | | | |
| teenagers |  |  |  | | |  |
| adults |  | |  | | |  |
| |
| 7. Number of students in teaching practice group
|
| minimum | 6-12 | 13-20 | 6-12 | | | 6-12 |
| maximum | 21-30 | 21-30 | 13-20 | | | 13-20 |
| |
| 8. English for Specific purposes covered
|
| Business |  | |  | | |  |
| Medical | | | | | | |
| Technical | | | | | | |
| Banking | | | | | | |
| Scientific | | | | | | |
| Journalism | | | | | | |
| Politics | | | | | | |
| Advertising and Marketing |  | | | | | |
| Academic Purposes |  | |  | | |  |
| |
| 9. Preparation for Official examinations covered
|
| UCLES | | | | | | |
| KET | | | | | | |
| PET | | | | | | |
| CAE | | | | | | |
| FCE | | | | | | |
| CPE | | | | | | |
| Young Learners | |  |  | | | |
| Starters | |  | | | | |
| Movers | | | | | | |
| Flyers | | | | | | |
| TOEFL | |  | | | | |
| TOEIC | | | | | | |
| IELTS |  |  |  | | |  |
| Other | | IGCSE | | | | |
| |
| 10. Teacher Training course Tutor-Trainee ratio
|
| One to one | | | | | | |
| One to five | | |  | | | |
| One to twelve | | | | | |  |
| One to twenty | |  | | | |  |
| One to thirty | | | | | | |
| One to forty | | | | | | |
| One to fifty | | | | | | |
| |
| 11. Course content considered essential/desirable
|
| Needs analysis design | | | | | |  |
| Conducting a needs analysis | | | | | |  |
| Interpreting needs analyses' results | | | | | |  |
| Planning courses | |  | | | | |
| Planning sequences of lessons |  |  |  | | |  |
| Planning individual lessons |  | |  | | |  |
| Selection of appropriate teaching styles and techniques |  |  |  | | |  |
| Effective management of teaching/learning |  |  |  | | |  |
| Presentation of new language and promotion of its production |  | |  | | |  |
| Design of learning materials |  |  |  | | |  |
| Selection of appropriate learning materials |  | |  | | |  |
| Use of appropriate learning materials |  |  |  | | |  |
| Adaptation of learning materials |  |  |  | | |  |
| Assessment of learners' language learning achievements |  |  |  | | |  |
| Provision of appropriate feedback to learners on their achievements |  |  |  | | |  |
| Evaluation and modification of lessons |  |  | | | |  |
| Evaluation and modification of sequences of lessons |  | | | | |  |
| Theories of language learning |  |  | | | |  |
| Approaches to the teaching/learning of a foreign/second language |  |  |  | | |  |
| Role of the teacher |  |  |  | | |  |
| Class management |  |  |  | | |  |
| Language Analysis |  |  |  | | |  |
| Phonology |  | |  | | |  |
| Teaching of the four skills of reading, writing, speaking and listening |  |  |  | | |  |
| Effective use of audio/visual aids |  |  |  | | |  |
| Effective use of pair work |  |  |  | | |  |
| Effective use of group work |  |  |  | | |  |
| Effective use of role play |  |  |  | | |  |
| Effective use of simulation | | |  | | |  |
| Learner autonomy and the promotion of self-managed learning |  | | | | |  |
| Level placement testing | | | | | | |
| Negotiating learning objectives | |  | | | |  |
| Originating learner material to support achievement of learning objectives |  | | | | |  |
| Providing support for courses | |  | | | |  |
| Negotiated syllabi | | | | | |  |
| Test design | |  | | | |  |
| Alternative methods of assessment | | | | | |  |
| |
| 12. We consider the following 'soft skills' to be
essential/desirable |
Interaction attitude awareness |  |  | | | |  |
| conflict handling |  |  | | | |  |
| co-operation |  | |  | | |  |
| diversity tolerance |  | |  | | |  |
| (n)etiquette |  | |  | | |  |
| interlocutor orientation |  | | | | |  |
| teamwork willingness |  | | | | |  |
Self-management compensation strategies | | |  | | |  |
| decision making |  | |  | | |  |
| learning willingness |  |  |  | | |  |
| self-assessment |  | |  | | |  |
| self-discipline |  |  |  | | |  |
| self-marketing | | | | | |  |
| stress resistance | |  | | | |  |
Communication delegating skills | | | | | |  |
| listening skills |  |  |  | | |  |
| presentation skills | |  |  | | |  |
| organization | | | | | | |
| problem solving |  |  |  | | |  |
| systems thinking | | | | | |  |
| troubleshooting | | | | | |  |
| |
| 13. We hire staff in | May | August | May | | | December |