This unit describes the skills and knowledge required to describe and draw everyday objects, including constructing common 3D shapes. It also includes identifying and estimating common angles.

This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

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 describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify routine two dimensional and three dimensional shapes	1.1 Identify two dimensional shapes and routine three dimensional shapes in everyday objects and in different orientations 1.2 Explain the use and application of shapes 1.3 Use formal and informal mathematical language and symbols to describe and compare the features of two dimensional shapes and routine three dimensional shapes
2. Identify and estimate common angles	2.1 Identify common angles 2.2 Estimate common angles in everyday objects 2.3 Use formal and informal mathematical language to describe and compare common angles
3. Construct two dimensional and routine three dimensional shapes	3.1 Use common geometric instruments to draw two dimensional shapes 3.2 Construct routine three dimensional objects from given nets

Evidence of the ability to:

identify two dimensional shapes in the real world

identify rectangular prisms, cubes, pyramids, spheres and cylinders in the real world

identify 360°, 180°, 90° and 45°

draw 2D shapes and construct 3D shapes from nets.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

number of sides or edges, corners or vertices and flat surfaces or faces of common shapes

squares have equal length of sides

rectangles have parallel sides that are equal

spheres have no flat surfaces.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

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)

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 describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify routine two dimensional and three dimensional shapes	1.1 Identify two dimensional shapes and routine three dimensional shapes in everyday objects and in different orientations 1.2 Explain the use and application of shapes 1.3 Use formal and informal mathematical language and symbols to describe and compare the features of two dimensional shapes and routine three dimensional shapes
2. Identify and estimate common angles	2.1 Identify common angles 2.2 Estimate common angles in everyday objects 2.3 Use formal and informal mathematical language to describe and compare common angles
3. Construct two dimensional and routine three dimensional shapes	3.1 Use common geometric instruments to draw two dimensional shapes 3.2 Construct routine three dimensional objects from given nets

Evidence of the ability to:

identify two dimensional shapes in the real world

identify rectangular prisms, cubes, pyramids, spheres and cylinders in the real world

identify 360°, 180°, 90° and 45°

draw 2D shapes and construct 3D shapes from nets.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

number of sides or edges, corners or vertices and flat surfaces or faces of common shapes

squares have equal length of sides

rectangles have parallel sides that are equal

spheres have no flat surfaces.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

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
Identify two dimensional shapes and routine three dimensional shapes in everyday objects and in different orientations
Explain the use and application of shapes
Use formal and informal mathematical language and symbols to describe and compare the features of two dimensional shapes and routine three dimensional shapes
Identify common angles
Estimate common angles in everyday objects
Use formal and informal mathematical language to describe and compare common angles
Use common geometric instruments to draw two dimensional shapes
Construct routine three dimensional objects from given nets

Assessment Cover Sheet

FSKNUM16 - Interpret, draw and construct 2D and 3D shapes for work

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

FSKNUM16 - Interpret, draw and construct 2D and 3D shapes for work

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

Assessor name:

Signature:

Date:

Student signature:

Date: