Induction and initial assessment of learner needs
Understanding the literacy, language, numeracy and ICT skills requirements of a learning programme, and knowing the skills profile of learners, will inform decisions about learner suitability and also identify opportunities for developing and supporting these skills within the area of specialism.
Teachers should understand the following:
- skills audit - the literacy, language, numeracy and ICT requirements of learning programmes
- induction and initial assessment
- national standards and the core curricula
- specific learning disabilities and/or difficulties and physical/sensory impairments
- Individual learning plans
[W] Links to locate local data to support your analysis of learners' needs
[W] Links to assessment tools and case studies
[W] Links and case studies about how accurate assessment of learner needs impacts on strategy
[W] Links about aspects of quality improvement and case studies
[W] Links to information about how to use exit information to inform planning for future provision
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Section 4.2.5: Individual learning plans
Understanding the key features of individual learning plans (ILPs) and recognising their value to both teachers and learners
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Section 4.2.4: Specific learning disabilities and/or difficulties and physical/sensory impairments
Guidance on supporting learners with learning disabilities and/or difficulties, and physical/sensory impairments
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Section 4.2.3: National Standards for adult literacy, numeracy and ICT, and the adult core curricula
A general understanding of the National Standards for adult literacy, numeracy and ICT, and the role of the adult core curricula
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Section 4.2.2: Induction and initial assessment
Guidance on the initial assessment process
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Section 4.2.1: Skills audit
Understanding the purpose and process of identifying the underpinning skills that are required for a learning programme
