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. |
|---|
Success in adult literacy, numeracy and ESOL provision in the context of
offenders on community supervision means...
| 3.1.1 |
learners’ interests, experiences, ambitions and needs in relation
to their offending behaviour, together with consideration of diversity
issues, inform the planning of courses and programmes. |
| 3.1.2 |
courses and programmes are mapped to the national standards and core
curricula. |
| 3.1.3 |
courses and programmes focus on the development of relevant skills,
knowledge and understanding, as identified through sentence planning and
the assessment of literacy, numeracy and ESOL needs. |
| 3.1.4 |
courses and programmes have carefully designed schemes of work with
clear aims and assessment procedures. |
| 3.1.5 |
learners have the opportunity to undertake embedded literacy, numeracy
or ESOL programmes. |
| 3.1.6 |
courses and programmes are amended to reflect the outcomes of regular
reviews and evaluations. |
| 3.1.7 |
learners have access to the national tests or other appropriate accreditation
in literacy, numeracy and ESOL. |
'Checkpoint 3.1' in other guides:
