In effective self-assessment, achievement is evaluated by the extent to which learners...
| 1.6 | make significant progress towards fulfilling their goals and potential. |
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Success in adult literacy, numeracy and ESOL provision in the embedded learning context means learners...
| 1.6.1 | understand the meaning and relevance of the literacy, numeracy and language learning objectives in their individual learning plans (ILPs) and see them as a critical part of their vocational or other learning goals. |
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| 1.6.2 | receive initial and ongoing assessment to identify their literacy, numeracy and/or language needs. |
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| 1.6.3 | receive regular feedback on their achievements in literacy, numeracy and language as a discrete part of feedback about their vocational or other learning. |
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| 1.6.4 | have opportunities to value their successes in literacy, numeracy and/or language learning and to recognise the contribution these skills make to achieving success in their vocational or other learning goals. |
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| 1.6.5 | have opportunities to pursue accreditation in literacy, numeracy and/or language awards as well as in vocational or other learning. |
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'Checkpoint 1.6' in other guides:
