My DELTA Module 2 journey

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Vital words

So let me dive into it.

What is DELTA? That’s probably the most common question I get.

DELTA is the highest non-academic qualification you can get in English language teaching. It is placed at Level 7 in the National Qualifications Framework. I’ll save you the Googling — it’s comparable to having a Master’s degree. Since it’s a big deal, DELTA is highly respected. It qualifies us to teach teachers, take on academic manager positions, create and edit English-learning materials, write and assess exams, and much more — all of which I hope to explore in the future.

In my eyes, having this qualification sets me free. I must say, it means more to me than having a Czech degree (which I do have, but in a different field). I’m genuinely looking forward to seeing where this qualification takes me. My interests lie somewhere between teacher training, language development for teachers, language support, writing and editing materials, and teaching itself — both in English-speaking and non-English-speaking environments.

Let’s see where it takes me.

I don’t want this qualification only to become a better (preferably the best I can be) teacher. It’s also a way to grow and diversify my business. I’m not sure if you’ve ever thought about it this way, but yes — it’s business. It’s the foundation. First, I have to run a business in order to provide a service. Many people have this bias: they see a freelance teacher and immediately assume they must struggle financially. They couldn’t be more wrong. We are business owners, too.

Now, back to DELTA.

What do you need to be accepted? CELTA and at least one or two years of teaching experience. There is also an entrance exam for each module. Imagine receiving a long PDF full of tasks. Then you have to create another PDF responding to those tasks — explaining them, planning what you would do with them and how, and much more. It’s a lot of work, and without real determination, in my opinion, you won’t get through it. It’s long. It’s the first filter.

I took Module 1 last year. It was a pressure cooker focused entirely on my knowledge of the English language. It felt like they were trying to turn us into experts on the language itself — how it looks, how it functions, its systems, grammar, tools. They tested deep, precise knowledge.

What do you think? Should language teachers know the language? How it works? The grammar, the rules… everything? I think so.

That was Module 1.

Module 2 was much more about practice and teaching. I was required to have a group of 6–8 learners, high stress resilience, and a willingness to accept feedback. There was a lot of feedback. A lot of detail. But to simplify it — this is what I did the entire semester.

To pass Module 2, I had to complete:

• Two Systems assignments
• Two Skills assignments
• A two-part Professional Development Assignment (PDA)

What does that mean?

Systems assignments focus on grammar, lexis, phonology, or discourse.
Skills assignments focus on listening, speaking, reading, or writing.

I had to choose topics based on areas I felt less skilled in, areas I wanted to improve, or areas I wanted to explore more deeply. The goal was to push me out of my comfort zone.

Then came the background reading, followed by a 2,000–2,500 word essay. After that, I had to plan a full lesson and teach it. The lesson was observed by one of my tutors. I had two tutors — Alastair and Julie. One was my personal tutor (supporting topics, essays, development), and the other was my regional tutor (lesson plans and observed lessons).

I started the course in September — pregnant and on holiday. At that time, I wasn’t sure I would manage it. I went ahead partly because I got accepted and had already paid my tuition fee.

The first thing I had to do was find a group of learners I could teach throughout the course. That’s how Atomic English was born. I’ve done group courses before, but this one — this one was the most intense.

I got incredible people. They worked hard on themselves and showed up for me, too. When I spoke to colleagues and tutors about learners, I realised how lucky I am. Not only did they attend and do their homework, they supported me and showed even very experienced teachers (heck — professors) something powerful: fire, motivation, energy.

Thank you for that.

Before diving into essays, I had a diagnostic lesson where I received my first round of feedback. I’m used to feedback and generally enjoy the process. I know there are things I do well and things I can improve. I was excited. Some feedback needed processing — and work — but that’s growth.

My first essay was about articles.

When my tutors heard that, they were nervous (though they didn’t tell me at the time). Why? Because everybody hates articles — and they’re notoriously difficult to teach.

The aim of each essay is to support a less experienced teacher: explain the area, describe learners’ problems, and propose solutions. You need around five problems and solutions. Then you choose one problem and design a full lesson to address it. And then you teach that lesson.

It was hard. It was grammar. And it couldn’t have gone better. I was told they had never seen a better lesson on articles. I was astonished. I never thought grammar was my strength — but apparently, it is.

My second essay was a Skills assignment on listening. I’ve always disliked doing listening in lessons because I felt it was something learners could do at home, at their own pace. I believe lesson time should prioritise producing language.

I went out of my comfort zone and did it anyway — and confirmed that I still don’t love teaching listening. But again, without such an amazing group, I wouldn’t have passed.

The third assignment focused on speaking. I wanted learners to disagree, interrupt, even be slightly impolite. I discovered how well-trained my clients are. From private and group sessions, they know how to behave politely in a foreign language. I initially thought this would suit Czech learners because we can sound direct. Well… not always. I was honestly afraid I wouldn’t pass.

I did.

The fourth assignment? By then, I was tired. Everyone was tired. It was week 11 or 12, just before Christmas. We were done.

I brought in outside help — new energy, new people who generously agreed to participate. This lesson was observed by a Cambridge examiner I had never met. It was forbidden to communicate with him directly, so my friend Andy acted as the middle person.

Halfway through the assignment, I thought I hadn’t learned anything — because I chose phrasal verbs. What do you hate more? Phrasal verbs or articles? Yes, I’m crazy.

I wasn’t sure I’d pass. So I let go, calmed down, and simply taught the best lesson I could. I knew I’d be waiting more than two months for the results anyway.

Fun fact? That lesson was my favourite.

For each essay (around 2,500 words), there was also:

• A detailed lesson plan (about 26 pages), anticipating problems and solutions
• A written reflection and evaluation
• Tutor feedback
• And the PDA — where I analysed my strengths, weaknesses, and future development

As part of the PDA, I had to teach an experimental lesson — something I’m not good at. I chose the Silent Way, reducing teacher talking time and giving learners more autonomy. For this, I needed a stronger group, so I taught it twice to my Friday IT group — who were incredibly kind and allowed me to experiment. I collected their feedback for my assignment.

Again, I’m surrounded by amazing people.

Before Christmas, everything was submitted. I couldn’t believe I had done it — while pregnant. I told myself I’d be happy regardless of the result (not entirely true — results matter to me).

Today is February 17. I’m finishing this article and realising it’s long. I got my results a couple of hours ago.

For the record, everything — essays, lesson plans, reflections, tutor comments, external reports — was sent to Cambridge for evaluation. That’s why it takes so long. External assessors who have never met me evaluated my work.

And?

I passed with Merit.

I keep checking the result to see if it’s real. And it is. Merit.

It feels incredible to be a DELTA teacher. But a Merit DELTA teacher? Wow. I’m deeply grateful. I cherish this achievement, and I will do my best to live up to that level.

If you’ve read this far — wow.
If you were part of Atomic English — you have my endless gratitude.

Thank you for your dedication, your support, your motivation — and simply for being you.

Now, let’s have a baby.

And then?

Module 3, here I come. 🚀