In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.8 | challenge and inspire learners. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.8.1 | have consistently high expectations of what young people can achieve, even in relatively short periods of time. |
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| 2.8.2 | use a range of materials and approaches to learning that engage and motivate young people and that are relevant to their lives in the community. |
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| 2.8.3 | set clear learning goals and challenging short-term targets on a session-by-session basis. |
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| 2.8.4 | encourage learners to take risks and overcome fear of failure. |
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| 2.8.5 | provide support for learners in one-to-one, pairwork and small-group activities. |
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| 2.8.6 | set private study activities that reinforce and extend what has been learned in sessions. |
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'Checkpoint 2.8' in other guides:
