In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
| 3.2 | the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 3.2.1 | the core curricula are used as a common planning and delivery tool for discrete programmes, embedded literacy, numeracy and language, key skills and additional learning support. |
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| 3.2.2 | all staff teaching or supporting a learning programme understand the literacy, numeracy and ESOL needs of the learners and use appropriate teaching and support strategies. |
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| 3.2.3 | all staff teaching or supporting a particular learner understand and contribute to the development and achievement of that learner’s individual learning plan (ILP). |
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| 3.2.4 | there is clarity about the language and number demands of vocational or other learning programmes and about the ways that learners will be enabled to meet these. |
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'Checkpoint 3.2' in other guides:
