Going back and forth between writing, rewriting, reading, citing, and making a final draft in a limited time would probably be the reason to forget doing the following little things. Some of them are crucial and you will get a ‘not met’ or ‘partially met’ because of them.
I categorized the mistakes into 2 sections, background essay, and lesson plan.
The cover page of your Background Essay, should contain the following: the title, the number of the assignment, whether it’s a system or a skill, your name, your center, your candidate number, the date of submission, and last but not least the word count.
not stating the word count on the cover page. There is one criterion related to word count: respects the word limit (2,000-2,500 words) and states the number of words used. The key words are underlined. So, respecting the word count is half of the criterion, stating the word count on the cover page is the other half. So, respecting without stating will get you a ‘partially met’ for the criterion. And take my word for it, it may happen because there’s a lot to take care of.
Not adding a footer with your name, LSA number, and its title, and the page number. I have no idea if there is a criterion related to the footer (probably there is), however, it is important to do it since my tutors told us to include a footer containing: Name, LSA number, LSA title, and page number.
Misspelling the authors’ names or confusing them. I got a ‘partially met’ for the criterion related to citing and referencing in on of my BEs because I’ve used the first name of the author when using in-text citation, and because I didn’t use italics in the bibliography. I used MLA as a citing system, and MLA italicizes the titles in the bibliography.
Not adding the appendices in the same document. If you use any activity in the Suggestion section, you need to add a copy of that worksheet/slide/document an an appendix. You need to name them, something like Appendix A, Appendix B … etc. You also need to source them.
Learners’ Strengths and Weaknesses
When writing the learners’ profile, you need to write their strengths and weaknesses. However, a common mistake is that candidates usually write about those in general, while you should write only those which are related to the focus of your lesson. So, if your focus is Phonology, writing “this learner can’t use conditionals correctly” is not valid.
Links with other Lessons
Another common mistake is that writing all/any lesson that was prior to THIS LSA. The criteria 5d dictates that the lessons listed/mentioned should be related to the focus of the LSA. In other words, ‘relevance’ is a key word here. For instance, your LSA focus is past perfect, you need to to mention a lesson when the learners learned how to use the simple past. And as a subsequent lesson, you might be able to mention using the same structure with another context, or using the structure in a skill-based lesson like writing or speaking.
When stating assumptions related to your lesson focus, you need to include assumptions related to learners knowledge, abilities, and interests. If you exclude one of those, you’ll get a ‘partially met.’ For example, you can write:
Interests: I assume that the learners will be engaged in the theme of the lesson because … .
Abilities: I assume they will have a difficulty when applying reading subskills since … .
Knowledge: I assume they will know the key vocabulary related to … because … .
Copying the Analysis from the Background Essay
The analysis in the lesson plan is going to be narrower when compared with the analysis of the skill/system area in your background essay. In the background essay, you’re analyzing the area in general. On the other hand, in the lesson plan you’re analyzing what is going to be presented in the lesson. Let’s say your focus in the background essay is noun + verb collocations, you will analyzed the collocations in general. In the lesson plan, you will need to write the list of collocations you are going to present, and analyze them.
I made this mistake in one of my LSAs, and got a ‘not met’, and the tutor was not happy at all when he saw it.