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. |
Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means learners...
| 2.13.1 | acquire skills in literacy, numeracy and language that they can apply successfully across all learning experiences offered within the YOI. |
| 2.13.2 | acquire skills in literacy, numeracy and language that are transferable to education, training and employment in the community. |
| 2.13.3 | develop a range of learning strategies that are relevant to succeeding in community settings. |
| 2.13.4 | have an ILP that is updated regularly, takes account of previous learning and transfers with him or her to the community. |
| 2.13.5 | have ILPs that are written in a language that is accessible to them. |
| 2.13.6 | have learning goals that reflect what they will be doing when they return to their communities and beyond. |
| 2.13.7 | understand what they are doing, how well they are progressing and how it relates to the targets set in their ILPs and sentence plans. |
| 2.13.8 | participate in frequent reviews of the targets and learning goals set in their ILPs, and understand how these relate to their training plans. |
| 2.13.9 | understand how they can access, participate in and progress to other learning opportunities when they return to their communities. |

'Checkpoint 2.13' in other guides: