In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.10 | work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly. |
|---|
Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.10.1 | develop ILPs in languages and formats that are accessible to young people. |
|---|
| 2.10.2 | ensure that young people understand the outcomes of initial assessment in terms of their literacy, numeracy and language levels and learning styles and strategies. |
|---|
| 2.10.3 | develop ILPs that are informed by initial assessments, length of sentence and the sentence plan targets, in particular what has been arranged for the young person on release from custody. |
|---|
| 2.10.4 | maintain records that enable learners to assess their own progress, and that contribute to training plan review meetings. |
|---|
'Checkpoint 2.10' in other guides:
