In effective self-assessment, how far learners’ needs and interests are met is evaluated by the extent to which...
| 3.1 | learners have access to an appropriate range of courses or programmes and, where appropriate, achieve suitable qualifications. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means...
| 3.1.1 | learners’ needs, interests and experiences inform the planning of courses or programmes. |
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| 3.1.2 | courses or programmes are informed by a careful analysis of the literacy, numeracy and language skills that learners need for their adult lives. |
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| 3.1.3 | learners have the opportunity, where appropriate, to study for awards and national qualifications in literacy, numeracy and language. |
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| 3.1.4 | courses or programmes are informed by the national standards and core curricula for literacy, numeracy and language. |
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| 3.1.5 | learners have the opportunity to learn literacy, numeracy and language skills as an integral part of other activities within the curriculum such as vocational programmes or leisure activities. |
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| 3.1.6 | literacy, numeracy and language programmes include carefully designed schemes of work which clearly document aims, objectives, content, teaching and learning methods, assessment procedures and arrangements for monitoring and reviewing the quality of the programme. |
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| 3.1.7 | literacy, numeracy and language programmes are amended to reflect the outcomes of regular and rigorous review and evaluation procedures. |
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'Checkpoint 3.1' in other guides:
