In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.5 | use methods and styles of teaching and training that are consistent with the aims of their programmes and learners’ personal objectives. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.5.1 | use a blend of approaches and strategies for engaging young people in literacy, numeracy and language learning within the Youth Justice Board's effective practice agenda. |
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| 2.5.2 | integrate the use of effective and appropriate ICT facilities in learning programmes. |
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| 2.5.3 | encourage learners to develop a broad range of learning strategies for approaching tasks that are relevant to community-based learning and work. |
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| 2.5.4 | ensure that all literacy, numeracy and language teaching is contextualised to reflect the interests, needs and aspirations of young people and reflects community life. |
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| 2.5.5 | use high-quality materials that are mapped to the standards and curricula, and that are relevant to the interests, experiences and attainment levels of young people. |
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'Checkpoint 2.5' in other guides:
