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 young offender institution context means learners...
| 1.6.1 | are involved in negotiating their own ILPs and are given the opportunity to review past achievements. |
|---|
| 1.6.2 | have ILPs, targets and goals that accurately record their prior knowledge and achievement. |
|---|
| 1.6.3 | understand and own the short- and long-term targets on their ILPs. |
|---|
| 1.6.4 | receive regular reviews of their progress against targets outlined in their ILPs. |
|---|
| 1.6.5 | achieve success in accredited qualifications and unaccredited learning goals. |
|---|
'Checkpoint 1.6' in other guides:
