In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
| 3.2 | the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means...
| 3.2.1 | young people can pursue a personalised learning programme that enables them to move from one level of the national curricula to the next. |
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| 3.2.2 | individual learning plans (ILPs) reflect the whole of a young person's sentence and there is consistency of learning between the custodial and community elements. |
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| 3.2.3 | staff across the regime work together to plan a coherent programme for young people in line with requirements of the national specification for learning and skills. |
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| 3.2.4 | course planning enables young people to progress to more advanced programmes and to suitable, full-time provision when they return to their communities. |
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'Checkpoint 3.2' in other guides:
