CENTRE APPLICATION FORM

Before completing this form, please read the Cambridge English Language Assessment Centre Registration
Booklet Teaching Qualifications, which explains the relationship between Cambridge English Language
Assessment and Authorised Teaching Qualification Centres.
Fees for centre approval are published annually and are available by contacting Cambridge English Helpdesk:
helpdesk@cambridgeenglish.org

Data protection
The information provided in this form will be treated as confidential in relation to this specific application. The
information may be used to produce summary information about Cambridge English Language Assessment centres
but individual institutions or persons will not be identified. Cambridge English will not pass the information in this form
to any other person or institution without the specific written permission of the applicant.

Rights of Third Parties

A person who is not a party to this Agreement has no rights under the UK Contracts (Rights of Third Parties) Act 1999
to enforce any terms of this Agreement but this does not affect any right or remedy of a third party which exists or is
available apart from that Act.

The form should be completed electronically and signed by an authorised representative of the
organisation. A scanned copy (with the relevant attachments) should then be returned by email to:
teachingqualifications@cambridgeenglish.org
Alternatively, you can send a paper copy to: Centre Support, Cambridge English, 1 Hills Road, Cambridge,
CB1 2EU, United Kingdom.
FOR OFFICE USE:

Centre Name

Course

1st Signatory
2nd Signatory
3rd Signatory Director of Network Services
Date:

TQ database:

PIVOTAL:

EPS

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Important information
It is the institution that is approved as a centre; individual tutors are not normally given approval to set up and run
courses without the support of an institution. This means that the institution has legal and financial responsibility for the
centre. At any stage, especially during the first three courses that a centre runs, if the centres performance is deemed
by Cambridge English to be unsatisfactory, the centres approval may be withdrawn or suspended.
There is a minimum fee of 10 entries per course for every Teaching Qualification except for the Delta Modules. (There
is no minimum fee for the Delta Modules).
Cambridge English will not issue certificates to candidates for any courses run without Cambridge English approval. It
is the centres responsibility to ensure that all legal requirements are met in relation to the delivery of teaching and
learning.
Attachments
In addition to completing this application form, you will be asked to provide attachments to support your application.
Where you see an attachment symbol, this means that the section is asking for an attachment.
Credit Check
As part of the application procedure Cambridge English Language Assessment may carry out a credit check on your
organisation.
Outcome of the application
You may be asked to clarify or modify aspects of your application before approval is confirmed.
If your application is approved we will:

Notify you of the outcome by email and provide details of your Joint Chief Assessor. The Joint Chief
Assessors role is to monitor course delivery and act as a source of advice for the centre

Send you any logins required for running the award(s)

Explain how to access the relevant administration documents for the Award

Send you a Centre Agreement to sign and return to us

Send you an invoice for the centre approval fee

If your application is not approved we will notify you of the outcome by email.
Equal Opportunity Policy
The Cambridge English Language Assessment Teaching Qualifications are based on the principal of open and equal
opportunity for all, irrespective of gender, marital status, sexual orientation, creed, colour, race, ethnic origin, age or
disability.
This principle is promoted in all aspects of course provision including:

statements of eligibility for entry to all courses that are based solely on professionally relevant criteria

the methods of recruitment, selection, briefing and training of all those working for or on behalf of Cambridge
English Language Assessment

language/assessment criteria based on the use of English in ELT classrooms world-wide.

All Cambridge English Teaching Qualification centres are required to have a clear commitment to equal opportunities
and should have an equal opportunities policy, a copy of which should be enclosed with your application for approval.
The policy should include information on how it is implemented and monitored; how candidates are made aware of the
centres policy; and the centres procedures for dealing with accusations of discrimination.
All centres also need to have a procedure set out for handling complaints. Details of your complaints procedure should
be enclosed with your application for approval.

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Details of the applicant centre

1.1

Centre number (If applicable):

1.2

Award for which you are applying (e.g. CELTA): CELTA

1.3

Address for general correspondence:

Proposed centre name

(maximum 50 characters)
Email address

CCI English Ltd.

Address line 1

info@ccienglish.com
<
Box 192, Beit Hapaamon

Address line 2

20, Hata'as St. Kfar Saba

Town/city

Tel Aviv

Post/zip code

4442520

Country

Israel

Telephone

+380963804701

Website address

http://www.ccienglish.com/

If your application is approved, we will include these details in our list of approved centres on the
www.cambridgeenglish.org website.
1.4

1.5

1.6

1.7

Site address where courses will be held if different from 1.3. If your centre is applying for off-site centre
approval please complete 1.8.
Address line 1

Concept Design College

Address line 2

Shefa Tal 10

Town/city

Tel Aviv-Yafo

Post/zip code

6701327

Country

Israel

Contact details for invoices and financial correspondence. This section must be completed.
Centre Name
CCI English Ltd.
What is the institutions legal status?
(ForE.g.
invoicing
purposes)
charity, trust, privately owned company.
Contact person
Christina Kaku

Privately owned company

Address line 1

Box 192, Beit Hapaamon

Address line 2

20, Hata'as St. Kfar Saba

Town/city

Tel Aviv

Post/zip code

4442520

Country

Israel

Telephone

+15622532456

Email

info@ccienglish.com

Ownership of the institution:

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What is the registered company name for the

organisation named in 1.1?*

CCI English Ltd.

What is the registered company number for the

organisation named in section 1.1?*

515463644

Who organisation(s) or individual(s) own the

organisation named in section 1.1?

Amir Landa
Christina Kaku
Svitlana Bulkina

Is the organisation named in section 1.1 part of a

larger group of companies?

No

If yes, what is the name of this group and who owns

it?
When was your organisation named in Section
1.1 established?

June 2016

What is your VAT number? (EU countries only)

If your centre has ever been assigned a centre number
by ESOL, OCR or CIE, please write this here:
1.8 Off-site Centres
Please complete the details below if your centre is submitting this application for an off-site centre. Please note
that an off-site centre is supervised and managed by an already approved teaching qualification centre and is in
another country from the supervising centre. The off-site centre will be provided with centre status in order to
advertise the course and be sent materials; but the supervising centre remains responsible for all aspects of the
course provision and for ensuring compliance with all requirements. For further information on off-site centres
please see the Centre Registration Handbook.
Address of proposed off-site centre (include any post codes and telephone area codes)
Address line 1
Address line 2
Town/city
Post code
Country
Telephone
Fax
Email
Website address
Off-site centres will be advertised on the Cambridge English website. The contact details will be those of the
supervising centre.
If you wish for the off-site centre details to show and can confirm that there will
be staff available to deal with enquiries please tick here.

Yes

Please note that invoices are sent directly to the supervising centre.

Administrator and Head of Centre

Administrator and the Head of Centre must be named individuals and not job titles (i.e. not The Principal). Other staff
at the centre may assist the Centre Administrator under his/her supervision. As all documentation is published in
English, it is essential that the Centre Administrator has an adequate level of English to fulfil the role.
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2.1

The role of the Centre Administrator includes:

Being the main point of contact for all Cambridge English correspondence
Ensuring that any materials the centre receives from Cambridge English are distributed appropriately
within the centre
Ensuring that all administrative tasks relating to Cambridge English Teaching Qualifications are carried out
according to rules and regulations provided by Cambridge English in its publications, correspondence
and as listed on the CentreNet website
Ensuring that Cambridge English is informed of any changes to contact details at the centre.
Full name and title (e.g. Mr, Mrs, Miss, Ms, Dr, Prof. etc) of the Centre Administrator
Title

Mr.

First name

Amir

Last name

Landa
info@ccienglish.com

Email address
Position in the
institution

2.2

Centre Administrator

Head of Centre
The Head of Centre is a suitably senior person at the institution and must be someone who can make legally
binding commitments on behalf of the centre. The Head of Centre need not be directly involved in carrying out all
the tasks (duties may be delegated to other members of staff) but is responsible for ensuring that the following
duties are carried out:

UCLES credit terms are complied with

The Cambridge English Language Assessment logo is used according to the instructions received from
Cambridge English

Marketing is carried out for the Cambridge English teaching qualifications for which the centre is approved

A suitable standard of customer service is provided for candidates taking the awards.

Full name and title (e.g. Mr, Mrs, Miss, Ms, Dr, Prof. etc.) of the Head of Centre
Title

Ms.

First name

Svitlana

Last name

Bulkina

Email address

info@ccienglish.com

Position in the
institution

Head of Centre

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3.1

Business objectives

Which Cambridge English exams or teaching awards do you currently prepare candidates for?

None
3.2

Do you currently act as a centre for any other provider of English language assessment services or other
awarding bodies? Please give details.

No
3.3

If you belong to an established professional, trade or other association of language schools (e.g. English UK,
EAQUALS, LABCI, etc), please give details here.

3.4

How many candidates do you estimate you will enter in each calendar year? Please provide an explanation for
this estimate.

We expect to have 18 candidates in each of the three courses we offer per year. Therefore, we expect about
54 candidates per year.
3.5 Please provide details below of your expected source of candidates and detail the core strategies (e.g.
promotional work) that you would undertake to help achieve the projected number of candidates.
See supporting Document 01: CELTA proposed candidature details.
3.6

What is your proposed end-user fee for each candidate? (Please state currency.)

$2250 (USD) full fee, $2050 (USD) early registration

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Premises and facilities

Please provide a brief description below of how your institutions premises and facilities meet the requirements for the
teaching qualification that you are applying to offer.
(If you centre has received a Site Inspection as part of an Advisory Visit or Induction visit please detail below).
The input room can accommodate up to 24 people. There are three TP practice rooms, each of which can
accommodate up to 20 people. The input room will function as the study room, relaxation room and library in
the morning and after input in the afternoon. The trainers office is a private room that can be used for tutor
discussions and tutorials.

Resources

Please see the relevant Resource List. These lists are not prescriptive; a range of resources are suggested, and centres
can select preferred texts from these lists.
Please provide below a summary of current resources available for the qualification, including reference to IT facilities,
audiovisual equipment and library books etc. Please attach a resource list. If some resources are to be purchased
following approval as a centre, please indicate this in the list. A full library book list is not required but details of main
texts available and multiple copies etc. should be indicated.
Summary of current resources available:
Each room is equipped with white boards, various colored markers, and a computer with projector. White
paper as well as colored paper is available for trainees to use to make copies for their teaching practice.
Upon approval as a center, we will purchase several materials, which are listed on Supporting Document 02:
Resources.

Candidate application procedures and selection tasks

Please attach details of the criteria you will use to identify eligible applicants, including the assessment of language
ability. The criteria must meet the requirements of the Cambridge English Teaching Qualifications Equal Opportunity
Policy as stated on page 3.
A trained and approved tutor normally conducts interviews. Where this is not possible, the person conducting the
interview and selection procedure should be prepared, trained and briefed to conduct this role by an approved tutor.
Please submit a copy of the course application form and any pre-selection tasks, interview record sheets and a
copy of your information for candidates with this application form.
A centre needs to provide candidates at the start of a course or when they sign up, a copy of their centre policy which
should clearly stipulate to candidates the terms and conditions in relation to the expectations that centres have of
candidates (e.g. with regard to conduct, punctuality, assignment deadlines, plagiarism, declaring special
requirements) and on the other, what candidates can expect from the centre, e.g. the centre's policy on
attendance/illness, refunds, deferrals, facilities and resources, special considerations, conduct of tutors, what to do in
case of candidate concerns about the course/their assessment. Some centres refer to this as the Candidate Service
Agreement. Please attach a copy of your centre policy for candidates to the application.
Please see Supporting Documents 03-09
6.1

Please outline your selection procedures below and attach a copy of your centre policy:

Selection procedure: pre-course task -> phone/ skype / in-person interview -> accept/reject

6.2

Maximum number of trainees per course:

18

6.3
Please confirm who will be responsible for conducting
interviews

Svitlana Bulkina

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Course details and programme

Centres are responsible for designing their own course programmes.

Please attach your course programme together with a rationale for the programme. The programme must give
details of the content covered in each session and should be cross-referenced to the syllabus. It should include setting,
submission and return dates for the written assignment and how teaching practice and observation of experienced
teachers are covered in the programme.
Please see Supporting Documents 10-11
If you are applying to offer Delta Module 2 you will also need to complete the centre course checklist in section 7.3.
7.1

Complete this section if you are applying for Delta:

Please indicate which modules you are planning to run:

Delta Module One
Yes
Understanding Language, Methodology and Resources for Teaching
This module focuses on the background to teaching and learning ESOL in a range of contexts.
Delta Module Two
Yes
Developing Professional Practice
This module focuses on developing the candidates awareness and expertise in relation to the
principles and professional practice of teaching ESOL in a range of contexts.
For Delta Module 2, please complete the centre course checklist in Section 7.3.
Delta Module Three
Extending Practice and ELT Specialism
The module focuses on broadening the candidates knowledge of a chosen specialism and
developing their understanding of syllabus design, testing and assessment.

Yes

Combined Delta Modules

A combination of modules
Which modules are you planning to combine?

Yes

For which session do you plan to enter candidates? Please enter an estimated number of candidates in the grid below
if this information is available.
Please state the month and year

Delta Module One

Delta Module Two

Delta Module Three

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7.2

Complete this section for CELTA:

Course dates
Intensive CELTA courses must be provided over a minimum period of 20 days and courses must not begin in a week
which includes a public holiday at the start (e.g. on the Tuesday after a Bank Holiday).
Please enter your proposed course dates below:
Number of courses proposed for the year:

Full-time:

Part-time:

Course dates:
Start date
(day/month/year)

End date

Full-time/

Age Range

(day/month/year)

Part Time

(Applicable for
YL Courses)

29/05/17

23/06/17

Full-time

27/06/17

21/07/17

Full-time

31/07/17

25/08/17

Full-time

How many contact hours are there in each course?

Hours per week

(Please also indicate when your course
will run, i.e. Wednesday night etc.)
30 hours per week, Sunday-Thursday
9am- 5:30 pm
30 hours per week, Sunday-Thursday
9am- 5:30 pm
30 hours per week, Sunday-Thursday
9am- 5:30 pm

120

Are you going to use the Cambridge English CELTA pre-course task?
If no, please provide a copy of your pre-course task.
CELTA in the Further Education Sector
If you are applying to run CELTA in the Further Education Sector in England, Wales and Northern Ireland, you must
complete this section.
Please confirm that your centre is able to meet the following requirements by ticking the boxes below. This will
demonstrate to Cambridge English Language Assessment that your centre meets the requirements for centres offering
CELTA within the Qualification and Credit Framework (QCF).
Please confirm that your centre:
a

has arrangements in place to identify a single named point of accountability for the quality
assurance and management for the assessment of units and qualifications

can hold and transmit securely details of assessment outcomes to the awarding organisation

has the staff, resources and systems necessary to support the assessment of units and the award,
accumulation and transfer of credits and, where necessary, the recording of exemptions

unless a learner chooses not to have one, has arrangements in place to obtain on behalf of its learners a unique
learner number (ULN) and a learner record

where learner consent is given, uses access to the record of the learners previous achievements in their learner
record to ensure that opportunities for credit transfer and exemption are maximised

has administrative systems in place to track the progress of learners towards their target awards

where appropriate, has in place arrangements that allow for recognition of prior learning (RPL)

documents the respective roles and responsibilities of each partner where a centre is a partnership arrangement
between organisations

agrees to provide the awarding organisation and the qualifications regulators with access to premises, people
and records, and to cooperate with the awarding organisations monitoring activities.

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7.3

Complete this section for Delta Module 2 applications

Centre checklist
For full details of syllabus content, please refer to the Delta Syllabus Specifications for Module Two.

Syllabus

Tutor to initial

Unit 1 The language learner and the language learning context

English as a global language
Theories of motivation
Learning styles and strategies
Learning context: impact and potential
ICT
Age-related theory and practice
Unit 2 Preparation for teaching learners of English
Types of syllabus
Lesson planning:

identifying needs

aims, objectives and outcomes

problems and solutions

selection and justification of content, methodology, approaches and

materials

stage aims and tasks

lesson materials
Analysing systems for language development with specified groups of learner:

structural / grammatical

lexical

functional

phonological

discoursal
Analysing skills for skills development with specified groups of learners needs:

reading

listening

speaking

writing

Unit 3 Evaluating, selecting and using resources and materials

Influences including:
curriculum requirements
language proficiency
motivation
cognitive level
affective factors
topic and content
criteria for materials evaluation
Use and evaluation of course books, course materials and supplementary materials,
classroom equipment and resources
Authentic materials, text type and genre

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Unit 4 Managing and supporting learning

Context of teaching
Teacher roles
Teaching manner
Lesson plan implementation
Language grading and task setting
Causes of errors and mistakes
Interventions to help learners with oral and written errors
Monitoring and checking learning
Managing feedback
Unit 5 Evaluation of lesson preparation and teaching
Self-evaluation use of Cambridge Assessment e-portfolio
Writing reflection and evaluations of lesson preparation and teaching
Evaluating professional development
Unit 6 Observation / evaluation of other teachers lessons
Observation instruments
Role of observation
Use of Cambridge Assessment e-portfolio
Unit 7 Professionalism and opportunities for professional development
Professional practice (roles and responsibilities)
Professionalism and opportunities for professional development
Professional organisations and journals
Career pathways
Review of development of personal practice

Tutor to initial

Assessment
Two background written essays each with different systems (grammar, lexis, phonology or
discourse) focus (2,000-2,500 words).
Two lessons (45-60 mins.), incl. a lesson plan and a reflection/evaluation, each with a
different systems focus related to the area chosen in the background assignment.
One background written essay with a receptive (reading or listening) skills focus
(2,000-2,500 words).
One background written essay with a productive (speaking or writing) skills focus
(2,000-2,500 words).
Two lessons (45-60 mins.), incl. a lesson plan and a reflection/evaluation, with a skills
focus related to the areas chosen in the background assignments.

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One professional development assignment which includes:

Part A Reflection and action (2,000-2,500 words), set at the beginning of the course,
which includes a comment by the candidate on a diagnostic observation (30-60
minutes) by a tutor.
Part B Experimental Practice (2,000-2,500 words), which includes a 45-60 min. lesson
not observed by the tutor.

Tutor to initial

Regulations
The course involves no fewer than 200 learning hours of which:

at least 65 will be face-to-face (or online equivalent) contact hours

at least 35 will be tutor-directed learning

In cases where Module Two is not immediately preceded by or run in parallel with a
preparation course for Module One, the centre is advised to check that candidates
knowledge of the content of Module One is of an appropriate standard.
Assignments will be set at appropriate intervals throughout the course.
All assignments will be word-processed.
Candidates will receive feedback on an assignment before the next assignment is
undertaken.
The minimum class size will be five learners. (There is no maximum.)
Arrangements will be made for an external assessor to assess one of the four lessons
and its background essay.
The centre will provide ten hours live or filmed observation of other teachers.

Course tutors signature:

Observation of experienced teachers

Complete this section for CELTA.

Each trainee must participate in the required number of hours of classroom observation of experienced teachers. This
observation is co-ordinated by the course tutors.
Trainees should observe a variety of levels and a variety of types of class suitable to the focus of the course and
copies of the observation tasks should be attached to this application.
8.1 Total number of hours of classroom observation of experienced teachers for each trainee:

8.2 Level of observation classes (please tick):

BeginnersV

ElementaryV

IntermediateV

Upper
V
Intermediate

AdvancedV

Observation may take place at another institution provided that the institution has formally agreed that their classes
can be observed by teacher-trainees from outside the institution. Arrangements must meet the course regulations.
8.3 Will classes be observed on the site of the course?

Yes

No

If not, please confirm the arrangements provided by the institution:

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8.4 Will there be other types of observation? (e.g. peer observation, observation of
tutors)

Yes

No

If yes, please give details:

Observation of tutors, peer observation as well as video observations.

Teaching Practice arrangements for Trainees

Complete this section if you are arranging Teaching Practice groups. Many centres offering the Delta Modules or
the ICELT will have candidates who will be assessed teaching their own classes. (If this is the case please answer
question 10.1 only, then proceed to 10.7.)
Please give full details of all aspects of teaching practice to show how the course requirements will be met in terms of
number of hours teaching, size and levels of classes. Please specify the type of classes e.g. classes of students
recruited especially for teaching practice, classes normally taught by another teacher, etc.
Yes

No

9.1 Does teaching practice take place with the trainees own classes?

9.2 Does teaching practice take place with volunteer students?

9.3 Does teaching practice take place with classes normally taught by another teacher?

9.4 Please provide details of how you will recruit students for teaching practice classes.
Our main target for these courses will be local students and immigrants in the community. Information about
the classes will be conveyed via email, facebook and by flyers posted in bookstores, ethnic grocery markets
and restaurants in Tel Aviv.

Please attach a copy of the Teaching Practice Rota where Teaching Practice groups are arranged.
See Supporting Document
9.5 Teaching practice sessions for each trainee (please complete)
Number of sessions
per trainee

Minimum length
of session

Maximum length
of session

Total number of
hours per trainee

Size of
TP classes

45 min

45 min

12

9.6

Level(s) of classes (please tick)

Beginners

9.7

Elementary

Intermediate

Upper
Intermediate

Advanced

Arrangements for co-ordination between trainees (where relevant):

The courses being proposed are full-time, intensive courses so trainees will see each other every day when
the course is running. They will be broken into their TP groups in the mornings and together as a group for
input sessions in the afternoons. During Guided Lesson Planning time each day, trainees will be instructed
on how to work successfully with co-teachers and encouraged to liaise with each other when planning
lessons.
9.8 Feedback on teaching practice
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Feedback sessions may be held immediately after teaching practice or delayed as appropriate.

Please detail below when teaching practice feedback sessions will take place on your proposed courses:
Feedback sessions will be held immediately after teaching practice.

9.9 Types of feedback

Please outline briefly what kinds of feedback (oral/written) on teaching practice will be given and how feedback to each
trainee will be recorded.
Each trainee will complete their own self-reflection sheet and receive both spoken and written feedback on
their lesson.

9.10 How many different tutors will see each trainee's teaching practice?
Trainees should be seen by two different tutors, but not normally more than two/three tutors.

9.11 Will one tutor see all trainees teach?

Yes

No

Where possible, one of the teaching practice supervisors, preferably the tutor responsible for the course,
should see every trainee teach at some stage of the course. Where this is not possible, other measures
should be taken to ensure standardisation.
If not, what measures will be taken to ensure standardisation of grading?
NA

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10

Written assignments

Please attach copies of the Written Assignment rubrics to this application.

See Supporting Document 12: Assignments
10.1

How many different tutors will be involved in the marking of written assignments?

10.2

What measures will be taken to ensure standardisation of grading of written assignments?

Copies of assignments and grading criteria will be made available to all course tutors before the course
begins. Written assignments will be double-marked according to Cambridge standards.

10.3 Resubmission policy

Please outline the re-submission policy below:
Each candidate will have one chance to resubmit each written assignment. They will be made aware of the
dates of the initial submission and the dates of resubmissions for all four assignments on Day 1 of the course
so that they will be able to plan accordingly. Turning in a first submission without prior approval or a
substantial reason for doing such may be considered as a resubmission, at the tutors' discretion.

11

Tutorial support

Trainees need to be given a clear indication of their progress. This is particularly important where a trainee's
performance gives cause for concern.

Tutorial support
Briefly outline the type and amount of individual tutorial support given.
There are three possibilities for formal tutorials on the course. Stage one tutorials will not be standard, but
will be given in cases that they may be helpful to trainees. For example, if a trainee is weak in their planning
or teaching or if they are struggling to cope with the workload these would be reasons to give trainees a Stage
one tutorial. Stage two tutorials will be done with all trainees. Stage three tutorials will be done if they would
be helpful to the trainee (for the same reasons listed for Stage one tutorials), if there has been a drop in a
trainees grade (from above standard to at standard or from at standard to below standard), or if the
there is any chance that the trainee will be graded as below standard for the course overall.

12

Methods of evaluation

Course evaluation
Please give details of evaluation methods to be used by tutors and trainees to monitor and modify the course when in
progress and at the end.
The center will ask candidates complete a course feedback form at the end of teach CELTA course to see if
there are any procedures or other aspects of the course that could be changed to benefit future trainees.

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13

Composition and co-ordination of staff team

The number of tutors per course will depend on the number of trainees and the context (please refer to the relevant
Handbook). Please ensure you refer to the principles set out in the Equal Opportunities Policy.
Please give a breakdown of the anticipated contribution to the course of all team members using the work area
headings provided.
13.1 Number of tutors

13.2 Please list all tutors, with the Main Course Tutor (course leader) first.
Number of hours or percentage contribution to the course

Name
Input

TP &
supervision

Tutorials

Admin.

Marking

Co-ordination
liaison

33%

33%

33%

40%

33%

40%

Christina Kaku

33%

33%

33%

30%

33%

30%

Svitlana Bulkina

33%

50%

33%

30%

33%

30%

Amir

Landa

If you need to train teachers to deliver on courses will need to ensure that a Trainer Nomination Form has been
completed for the tutor. This would normally have been submitted as part of the TQ Questionnaire and Business Plan.
If you need to seek approval for other Trainers in Training please contact teachingqualifications@cambridgeenglish.org

13.3 Methods of team co-ordination

Before the course:

Email
Phone/Skype conversations
Google Docs to share files
Face-to-face

During the course:

Face-to-face communication at the center

Google Docs to share files
Email
Phone/Skype conversations as needed

After the course:

Email
Phone/Skype conversations
Google Docs to share files

Reference: CSG616

Status/Version: v1.0

Date: 11.11.2013

Owner: Helen Rose

Classification: All Staff

Page: 16 of 19

14 Other information
14.1 Please enclose a copy of your Equal Opportunities Policy and outline below how your centre will handle
complaints.
Candidates should discuss any questions or concerns first with the teaching practice tutor. If concerns are
not satisfied at this point, candidates can request an appointment with the Main Course tutor. If still not
satisfied, they may speak to the Head of Center.
If candidates have concerns about the results of the course, they should first talk with the Center
Administrator. If they wish to make a formal appeal to Cambridge, they must send a letter outlining the
reasons for their appeal to Cambridge English Language Assessment. This appeal must be made within one
month of the end of the course.
See Supporting Document 05: EOP Statement and Supporting Document 08: Grievance procedure.
14.2 Please provide a copy of your Candidate Agreement. This should outline expectations centres have of

candidates (e.g. with regard to conduct, punctuality, assignment deadlines, declaring special
requirements) and should also confirm what candidates can expect from the centre, e.g. the centre's
policy on:
attendance/illness
refunds
deferrals
facilities and resources
plagiarism
special considerations
conduct of tutors
what to do in case of candidate concerns about the course/their assessment.

See Supporting Document 09: Candidate Agreement

14.3

Please give any additional information in support of your application. It is helpful to include details of how you
feel the proposed course will meet specific needs in the local area, or the institution's involvement in other
kinds of teacher training etc.

As of right now, there is no CELTA program in Israel, but there are many native and near-native speakers of
English there, and many native speakers interested in visiting.
Israel has lots of English speakers, from the immigrant community and from a long history of English
language learning inside Israel. New immigrants come to Israel from Jewish communities abroad each year
and many of them are English-speaking. Even those who are not from English-speaking countries are
generally highly educated in their countries of origin and speak English to a high level of proficiency. Many of
those who move to Israel are making what they believe to be a permanent move. While some are able to find
employment in the industry in which they worked in their home countries, others take this opportunity to
change careers and decide to use their language skills to find employment as English teachers.
In addition to Israels English-speaking immigrant community, there are many people raised in Israel who
speak English to a high level of fluency. The Israeli public school system has a strong English language
program and so it is rare for a graduate to speak at lower than intermediate level, in fact many graduate with
higher levels of English. And because of the strong business and government ties between Israel and the
United States, people tend to continue to use and improve their English even after graduation. Military
service after high school graduation is mandatory in Israel, and it is common for Israelis to go abroad to
work and travel after they finish their military service. For those that have a high C1 level of English and plan
to look for work abroad, the CELTA could provide a new avenue for finding employment in other countries.
There are also large numbers of people who are interested in both visiting Israel and teaching English
abroad. One such community is the Jewish diaspora, which is often highly educated and for whom there are
many programs promoting travel and temporary or permanent living in Israel. Jewish people who decide to
take a funded trip to Israel may choose to use the time they are allowed to stay afterwards to do a CELTA
course in order to continue traveling. Another such group is Christian missionaries. Missionary work was
mentioned in Cambridge Englishs presentation at the TESOL 2016 convention in Baltimore as one of the
common reasons that US trainees take the CELTA course, and many Christians are also interested in visiting
Israel for its deep religious and cultural history. The desire to engage in religious outreach and to teach
English would naturally attract such potential candidates to a CELTA program in Israel.

15

Agreement for a Cambridge English pre-approval checks

Reference: CSG616

Status/Version: v1.0

Date: 11.11.2013

Owner: Helen Rose

Classification: All Staff

Page: 17 of 19

By signing and submitting this application, I agree to the proposed Centre undergoing a pre-approval site inspection,
credit check and an assessment of resources and staffing for meeting the requirements of Cambridge English Teaching
Qualifications and I understand that the outcome of these checks are part of the criteria on which authorisation is
based for each of the Teaching Qualifications requested in this application.

16 Conditions of approval
To be signed by a person competent to make legally binding commitments on behalf of the organisation on
which the applicant centre is based. This section contains a summary of a centres responsibilities. If
approval is granted, the centre will be required to sign a Centre Agreement; this agreement is available for
review upon request.
The centre agrees that in accord with Cambridge English Language Assessment guidelines and to Cambridge
Englishs reasonable satisfaction it will:
16.1 Abide by the centre terms and conditions as laid out in the current Cambridge English Centre Registration Booklet, which include
those applicable to the Centre Exams Manager (CEM) (or Centre Administrator for Teaching Qualifications) acting on behalf of the
Centre, and also include notifying Cambridge English of any changes to the CEM.
16.2 (With the exception of Teaching Qualifications) Make a minimum of 100 candidate entries in total each calendar year.
16.3 Nominate a named CEM (or Centre Administrator for Teaching Qualifications) through whom the obligations to Cambridge English
Language Assessment will be met and providing him/her with office space and equipment, including internet access and an email
account.
16.4 Administer the Qualifications to Cambridge English Language Assessment quality standards in the Region agreed with
Cambridge English by:
16.4.1 Administering the examinations in accordance with the current Handbook for Centres and any other administration
documentation provided by Cambridge English Language Assessment (for example, Exam Instruction Booklets) which are
hereby incorporated into and subject to this Centre Agreement.
16.4.2 Using software and online administration sites provided under licence by Cambridge English Language Assessment for
administering the Qualifications and hold any username and password for its use confidential according to the terms of the
licence.
16.4.3 Acting as a registration and administration point for Cambridge English Language Assessment Teaching Qualifications.
16.4.4 Permitting Cambridge English Language Assessment at its own cost to inspect any premises and/or documents used by
the Centre in connection with the Qualifications. The Centre undertakes to make changes or otherwise adequately address
any concerns, including the completion and return of any Action Plans, as identified by and to the satisfaction of
Cambridge English Language Assessment, before running any further Cambridge English Language Assessment
Qualifications.
16.4.5 Ensuring that all exam candidates when they register for an exam receive a copy of the Summary Regulations for
Candidates, which is available https://support.cambridgeenglish.org/home and at www.cambridgeesolonline.org.
16.4.6 Arranging for the receipt and secure storage of examination materials, which may include payment by the Centre of local
customs duties.
16.4.7 Returning or securely destroying all exam materials in accordance with the instructions in the Handbook for Centres and
the Exam Day Booklets.
16.4.8 Ensuring that correspondence from Cambridge is disseminated promptly to all relevant staff at the Centre; also by replying
promptly to any communication from Cambridge English Language Assessment or its representatives.
16.4.9 Setting local exam dates and local fees and informing Cambridge English Language Assessment of these when requested.
16.4.10 (Except the UK) Managing the recruitment of Examiners and supporting the recruitment of Team Leaders for oral
components of the examinations as detailed in the Minimum Professional Requirements for the Cambridge English
Language Assessment Speaking Tests (as amended by Cambridge English Language Assessment from time to time).
16.4.11 (For centres that supervise other centres) The Centre and its CEM (on behalf of the Centre) are responsible for all matters
relating to the administration of the Qualifications through the centres listed in the conditions section of this agreement and
for the service these centres provide to candidates and other schools, including without limitation the Centre shall be fully
liable for these centres compliance with any and all terms of the Centres Centre Agreement, the Handbook for Centres
and any other associated documents, with respect to these centres operations. The Centre is responsible for ensuring that
a suitably experienced and qualified person is given the role of CEM, after approval by Cambridge English Language
Assessment, in each of the supervised centres.

Reference: CSG616

Status/Version: v1.0

Date: 11.11.2013

Owner: Helen Rose

Classification: All Staff

Page: 18 of 19

16.5 Provide high quality customer service including:

16.5.1

Regular contact with existing and prospective preparation centres (where applicable) to maintain good relationships and
disseminate new information.

16.5.2

Accurately setting up preparation centre details on Cambridge ESOL Online and giving such centres access to the
preparation centre website.

16.5.3

Applying for special requirements when needed.

16.5.4

Providing candidates access to the Results Online site.

16.6 Support product and quality developments by:

16.6.1

Working with Cambridge English Language Assessment to support the development, delivery and recognition of the
Qualifications, including computer-based examinations.

16.6.2

Participating in new initiatives and providing feedback (when asked to do so)

16.6.3

Running pre-tests when invited to do so.

16.7 Disclose immediately to Cambridge English Language Assessment any involvement with Examination Boards or providers of
assessment services which are actually or potentially in competition with the Cambridge English Language Assessment
Qualifications for which the Centre is authorised.
16.8 Abide by financial arrangements, including:
16.8.1

Meeting all costs for the local delivery and administration of the Qualifications in return for collecting a reasonable local
fee per candidate, which fee must not exceed an amount considered reasonable by Cambridge English Language
Assessment in its absolute discretion.

16.8.2

Ensuring that, in those countries where examination fees are exempt from national taxes, the necessary steps are taken
to ensure that the exemption is duly applied for, thus avoiding unnecessary expense for candidates.

16.8.3

Ensuring it has appropriate insurance under local law for the carrying out of examinations and to cover any areas where
Cambridge English Language Assessment has limited its liability under this Agreement.

16.8.4

Remitting to Cambridge English Language Assessment all University fees due, within 28 days of date of invoices.
Payments shall be made in the currency stated on the invoice and shall be paid in full without any deduction, set-off or
counterclaim against Cambridge English Language Assessment. Failure to pay sums due by the due date will entitle
Cambridge English Language Assessment to take the following actions:
o

to charge the Centre interest at a rate of 1% above Barclays Bank plcs base rate until such time as payment is
made in full.

to suspend the Centres approval, including but not limited to: withholding candidate certificates; rejecting entries
received from the Centre; removing the Centre from any Cambridge English Language Assessment websites.

By submitting this form I confirm that the information given in this application form is to the best of knowledge accurate
and complete, and I understand that approval and authorisation can be cancelled if at a future date the information
provided in this application form is found to be inaccurate or incomplete in any material aspect.
I hereby solemnly and sincerely declare that I have authority to make legally binding and financial commitments on
behalf of the organisation identified in this form.

Signed on behalf of the applicant centre:

Signed:

Svitlana Bulkina

Position:

Head of Centre

Name:

Svitlana Bulkina

Reference: CSG616

Status/Version: v1.0

Date: 11.11.2013

Owner: Helen Rose

Classification: All Staff

Page: 19 of 19