Effective practice that secures continuous improvement is evidenced by:

• how well teaching, training and resources are used to meet individuals’ needs and course or programme requirements
• the suitability and rigour of assessment in planning and monitoring learners’ progress
• the diagnosis of, and provision for, additional learning needs

and, where appropriate, by:

• the involvement of parents and carers in their children’s learning and development.

Supporting evidence could include:

• observations of classroom-based sessions showing successful teaching and evidence of learning in vocational or other courses and literacy, numeracy and language skills
• observations of practical sessions showing how teaching is contributing to success on vocational or other courses and to the acquisition of literacy, numeracy and language skills
• observations of teaching and learning in which a range of materials and resources is used, including ICT
• observations of assessments
• learning materials and resources that demonstrate embedded approaches to the teaching of literacy, numeracy and language skills
• learning presented in a variety of ways to accommodate different learning styles
• records of clear learning outcomes for literacy, numeracy and language that are linked to vocational outcomes
• individual learning plans (ILPs) based on the results of assessment, and that show evidence of objectives set for vocational or other courses and literacy, numeracy and language learning
• ILPs showing evidence of regular reviews of literacy, numeracy and language learning objectives, and the objectives of vocational or other courses
• planning documents with objectives that refer to the National Occupational Standards and the adult literacy, numeracy and language curricula
• interviews with learners in which they show a clear understanding of the outcomes of assessment, the subsequent vocational and basic skills targets, the progress they have made and an appreciation of the further improvements they need to make
• interviews with teachers who have a clear understanding of initial, formative and summative assessment and how each might affect the development of courses and learning programmes
• full participation by learners with disabilities or particular learning needs
• consistent and helpful marking of, and feedback on, learners’ work that shows an understanding of the embedded literacy, numeracy and language teaching in vocational or other courses and that both recognises achievement and signposts improvement.

In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
2.1	show knowledge, technical competence and up-to-date expertise at a level consistent with effective teaching and training on the course or programme
2.2	use initial assessment to provide an accurate basis on which to plan an appropriate programme of work
2.3	plan effectively with clear objectives that all learners understand
2.4	use forms of assessment that are suitable for the courses and programmes being followed
2.5	use methods and styles of teaching and training that are consistent with the aims of their programmes and learners’ personal objectives
2.6	ensure that learners use learning resources that are appropriate for effective independent study
2.7	carry out regular assessments that are fair, accurate and used effectively to plan an appropriate programme of work and inform learners of their progress
2.8	challenge and inspire learners
2.9	set, use and mark assignments and other tasks in a way that helps learners to progress
2.10	work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly
2.11	use materials and teaching methods that promote equality of opportunity
2.12	promote good working relationships that foster learning
In effective self-assessment, teaching, training and learning are evaluated by the extent to which learners...
2.13	acquire new knowledge and skills, while developing in confidence and self-knowledge about how they are progressing and what they need to do to improve
2.14	have their achievements towards learning goals recognised, recorded and accredited
2.15	apply effort to succeed with their work, work productively and make effective use of their time
2.16	are stimulated and show interest in their work
In effective self-assessment, teaching, training and learning are evaluated by the extent to which the learning provider...
2.17	uses assessment information, including the analysis of the performance of different groups of learners, to guide course and programme development
2.18	ensures that assessment, verification and moderation procedures follow regulatory body requirements
2.19	regularly and clearly informs those with legitimate interest, such as employers or parents, about learners’ progress