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, training and assessment of the
course or programme. |
|---|
Success in adult literacy, numeracy and ESOL provision in the context of
offenders on community supervision means teachers...
| 2.1.1 |
undertake continuing professional development related to the Skills
for Life infrastructure, including the national standards, core curricula
and adult literacy, numeracy and ESOL qualifications. |
| 2.1.2 |
have a clear understanding of the social, emotional and cognitive aspects
of literacy, numeracy and ESOL learning. |
| 2.1.3 |
have specialist knowledge and expertise to provide effective teaching
to offenders on community supervision. |
| 2.1.4 |
have a clear understanding of the full range of issues that can prevent
offenders on community supervision from achieving Skills for Life qualifications. |
| 2.1.5 |
cater for the individual learner’s needs in their planning, assessment
and teaching. |
'Checkpoint 2.1' in other guides:
