The unit describes the skills and knowledge required to identify numeracy skill needs, develop strategies and resources to reinforce number, measurement, estimation and problem solving skills, and then support learners during various phases in the development of their numeracy competence.
This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with numeracy development expertise.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes
Performance criteria describe the performance required to demonstrate achievement of the element
1. Identify learner numeracy requirements
1.1 Confirm scope of own role and responsibilities in supporting the learner
1.2 Establish the learner’s numeracy level and development needs using appropriate tools
1.3 Identify factors that may inhibit the development of numeracy skills in consultation with the learner and supervisor according to need
1.4 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
2. Plan strategies and resources to support mathematics learning for numeracy
2.1 Planlearning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor
2.2 Monitor learner understanding and use of numeracy to inform planning of strategies and resources
2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements
3. Facilitate application of mathematics skills for numeracy
3.1 Explain a variety of numeracy demands and opportunities in daily life
3.2 Demonstrate the different uses and functions of mathematics using activities and examples
3.3 Develop numerate understandings appropriate to learners’ culture, age, abilities, interests and needs
3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning
3.5 Use strategies to model use of mathematics skills relevant to specific learners
4. Support learners to develop mathematics skills for numerate understanding
4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed
4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs
4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts
4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge
4.5 Evaluate learning outcomes and discuss with supervisor according to need
5. Provide structured activities to further develop learners’ mathematics skills and knowledge
5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning
5.2 Implement strategies that develop learner skills in using mathematics for numeracy understandingacross appropriate aspects of communication
5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
6. Review strategies used to enhance learner skills
6.1 Monitor learner progress against learning outcomes
6.2 Seek support and feedback from supervisor
6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes
Performance criteria describe the performance required to demonstrate achievement of the element
1. Identify learner numeracy requirements
1.1 Confirm scope of own role and responsibilities in supporting the learner
1.2 Establish the learner’s numeracy level and development needs using appropriate tools
1.3 Identify factors that may inhibit the development of numeracy skills in consultation with the learner and supervisor according to need
1.4 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
2. Plan strategies and resources to support mathematics learning for numeracy
2.1 Planlearning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor
2.2 Monitor learner understanding and use of numeracy to inform planning of strategies and resources
2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements
3. Facilitate application of mathematics skills for numeracy
3.1 Explain a variety of numeracy demands and opportunities in daily life
3.2 Demonstrate the different uses and functions of mathematics using activities and examples
3.3 Develop numerate understandings appropriate to learners’ culture, age, abilities, interests and needs
3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning
3.5 Use strategies to model use of mathematics skills relevant to specific learners
4. Support learners to develop mathematics skills for numerate understanding
4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed
4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs
4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts
4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge
4.5 Evaluate learning outcomes and discuss with supervisor according to need
5. Provide structured activities to further develop learners’ mathematics skills and knowledge
5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning
5.2 Implement strategies that develop learner skills in using mathematics for numeracy understandingacross appropriate aspects of communication
5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
6. Review strategies used to enhance learner skills
6.1 Monitor learner progress against learning outcomes
6.2 Seek support and feedback from supervisor
6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Confirm scope of own role and responsibilities in supporting the learner
Establish the learner’s numeracy level and development needs using appropriate tools
Identify factors that may inhibit the development of numeracy skills in consultation with the learner and supervisor according to need
Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
Planlearning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor
Monitor learner understanding and use of numeracy to inform planning of strategies and resources
Adapt or develop resources appropriate to learner needs and context according to program requirements
Explain a variety of numeracy demands and opportunities in daily life
Demonstrate the different uses and functions of mathematics using activities and examples
Develop numerate understandings appropriate to learners’ culture, age, abilities, interests and needs
Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning
Use strategies to model use of mathematics skills relevant to specific learners
Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed
Implement planned strategies to enhance the abilities of learners and address their individual needs
Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts
Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge
Evaluate learning outcomes and discuss with supervisor according to need
Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning
Implement strategies that develop learner skills in using mathematics for numeracy understandingacross appropriate aspects of communication
Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
Monitor learner progress against learning outcomes
Seek support and feedback from supervisor
Review and adjust strategies based monitoring and feedback in consultation with supervisor
Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning
Implement strategies that develop learner skills in using mathematics for numeracy understandingacross appropriate aspects of communication
Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
Forms
Assessment Cover Sheet
CHCLLN003 - Support adult numeracy learning
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCLLN003 - Support adult numeracy learning
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent