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. |
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Success in adult literacy, numeracy and ESOL provision in the young offender institution context means...
| 3.1.1 | learners have opportunities to learn and develop literacy and numeracy skills as part of their academic, vocational and work programmes that prepare them for release. |
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| 3.1.2 | courses are mapped to the national standards and the curricula for literacy, numeracy and ESOL. |
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| 3.1.3 | courses are relevant, useful and are set within the right context. |
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| 3.1.4 | courses have clear schemes of work and lesson plans with aims and objectives. |
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| 3.1.5 | courses are planned according to the literacy, numeracy and ESOL needs of each individual. |
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| 3.1.6 | courses include the use of e-learning materials. |
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'Checkpoint 3.1' in other guides:
