| Employer ID | 190293 | 164499 | 87137 | 86768 | 56736 | 309 |
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| 1. Require graduate? |  |  |  |  |  |  |
| 2. Qualifications: Certificate | |  | |  | | |
| Qualifications: Diploma |  | | | | | |
| Qualifications: Masters | | |  | |  |  |
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| 3. We would consider candidates who have graduated from a
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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 |  | | | | |  |
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| 4. With the following criteria |
| minimum course hours | 20 | 160 | | 120 | 120 | 120 |
| minimum course duration (weeks) | 2 | 24 | | 4 | 4 | 4 |
| minimum number of observed and assessed teaching practice hours | 10 | 36 | | 12 | 15 | 10 |
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| 5. Levels trained for and taught in teaching practice
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| beginner |  |  |  |  |  |  |
| elementary |  |  |  |  |  |  |
| lower intermediate |  |  |  |  |  |  |
| intermediate |  |  |  |  |  |  |
| higher intermediate |  |  |  |  |  |  |
| advanced |  |  |  |  | |  |
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| 6. Age groups trained for and taught in Teaching practice
|
| 4-7 years |  |  |  |  | | |
| 7-12 years |  |  |  |  |  | |
| teenagers |  |  |  |  |  |  |
| adults |  |  |  |  |  |  |
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| 7. Number of students in teaching practice group
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| minimum | 13-20 | 6-12 | | 6-12 | 6-12 | 6-12 |
| maximum | 13-20 | 13-20 | | 21-30 | 21-30 | 13-20 |
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| 8. English for Specific purposes covered
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| Business |  |  |  |  |  |  |
| Medical |  | | |  | | |
| Technical |  | | |  | |  |
| Banking |  | | |  |  |  |
| Scientific |  | | |  | | |
| Journalism |  |  | |  | | |
| Politics |  | | |  | | |
| Advertising and Marketing |  | | |  | |  |
| Academic Purposes |  |  | |  |  |  |
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| 9. Preparation for Official examinations covered
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| UCLES |  |  | |  | |  |
| KET |  |  | |  | |  |
| PET |  |  | |  | |  |
| CAE |  |  |  |  | | |
| FCE |  |  |  |  | | |
| CPE |  |  |  |  | | |
| Young Learners |  |  | |  |  |  |
| Starters |  |  | |  |  | |
| Movers |  |  | |  |  |  |
| Flyers |  |  | |  | |  |
| TOEFL |  |  |  |  |  |  |
| TOEIC |  |  | |  |  |  |
| IELTS |  |  | |  | |  |
| Other | | BULATS | | GMAT | | BEC |
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| 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 |  |  | | | | |
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| 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 | |  |  |  | |  |
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| 13. We hire staff in | January | October | April | June | September | September |