In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.1 | show knowledge, technical competence and up-to-date expertise at a level consistent with effective teaching and training on the course or programme. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.1.1 | show knowledge of, and expertise in, the use of up-to-date materials for literacy, numeracy and language programmes in line with the principles of the PLUS strategy, as part of Skills for Life. |
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| 2.1.2 | have specialist knowledge and expertise in providing effective teaching and learning experiences for young people at risk of offending or re-offending. |
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| 2.1.3 | plan, teach and assess all young people in ways that reflect their individual needs. |
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| 2.1.4 | show an awareness of the barriers to learning that prevent young people from accessing, participating and progressing in community-based education, training and employment. |
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'Checkpoint 2.1' in other guides:
