In effective self-assessment, achievement is evaluated by the extent to which learners...
| 1.6 |
make significant progress towards fulfilling their goals and potential. |
|---|
Success in adult literacy, numeracy and ESOL provision in the voluntary
and community sector context means learners...
| 1.6.1 |
achieve the literacy, numeracy and language targets outlined in their
individual learning plans (ILPs), and group learning plans as appropriate,
wherever they are learning and whatever the context for learning. |
| 1.6.2 |
make steady progress that is monitored and recorded on their ILPs. |
| 1.6.3 |
understand their literacy, numeracy and language learning goals and
targets, together with the relevance to their lives and to any other learning
goals. |
| 1.6.4 |
can demonstrate that their progress in literacy, numeracy or language
is contributing to their achievement of other learning goals or ambitions,
or to their quality of life, for example as a parent, tenant or volunteer. |
'Checkpoint 1.6' in other guides:
