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. |
|---|
Success in adult literacy, numeracy and ESOL provision in the context of
offenders on community supervision means...
| 3.2.1 |
all courses and programmes are developed within the national standards,
the core curricula, and, where appropriate, the pre-entry curriculum framework. |
| 3.2.2 |
course planning takes into account the skills learners need to progress
to more advanced programmes. |
| 3.2.3 |
when planning courses, staff take into account the literacy, numeracy
and ESOL skills that offenders need to understand what is required of
them as part of community supervision. |
| 3.2.4 |
courses are planned in ways that reflect learners’ needs in relation
to employment. |
'Checkpoint 3.2' in other guides:
