In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.3 | plan effectively with clear objectives that all learners understand. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.3.1 | plan effectively in the context of the group of learners' previous experiences of education and assessed level of attainment or learning difficulty. |
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| 2.3.2 | communicate with learners to ensure that they understand the literacy, numeracy and language objectives for sessions and how they relate to their individual targets. |
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| 2.3.3 | produce and use session plans that take into account the results of initial assessment, learning strategies and needs of individual learners. |
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| 2.3.4 | prepare clear, written objectives for the development of literacy, numeracy and ICT skills as part of each session and programme. |
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| 2.3.5 | map curriculum references for literacy, numeracy and language across all learning contexts, including vocational training, offence-related work, private study and enrichment activities. |
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'Checkpoint 2.3' in other guides:
