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 learning difficulties and/or disabilities context means...
| 3.2.1 | the planning of curricula and individual learning plans (ILPs) takes into account the literacy, numeracy and language skills learners will need to progress to more advanced programmes, other placements or employment. |
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| 3.2.1 | programmes and ILPs are developed with reference to the national standards and curricula for literacy, numeracy and language. |
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| 3.2.1 | all staff who work with a learner plan their work to address the literacy, numeracy and language goals within his or her ILP. |
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'Checkpoint 3.2' in other guides:
