This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge and understanding of

Key concepts of the Australian Core Skills Framework ACSF to engage in discussion with supervisor of learner levels and requirements and learning plan including

the five core skills

spiky profiles varying levels of performance in each core skill

factors that may influence performance

Mathematical concepts operations and terminology relevant to learner needs and context

Requirements of the support program including administrative and confidentiality requirements

Riskmanagement strategies to negotiate sometimes complex situations and learning environments

Roles and responsibilities of those providing numeracy support and of their supervisors

Range of basic communication and learning strategies including techniques that

encourage critical thinking about mathematics and its use as a learning tool

scaffold learning and assist learners to problem solve

Tools to evaluate learning outcomes such as the ACSF

Essential skills

It is critical that the candidate demonstrate the ability to

Negotiate learner numeracy needs and program outcomes based on identified skill gaps in consultation with supervisor and learner where appropriate

Identify adapt develop and use a variety of learning strategies and resources based on agreed outcomes

Support numeracy skill development in learners

Use a range of strategies to encourage and model skill development

continued

Essential skills contd

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include

Communication skills including

listening skills to identify learner needs and elicit learner responses

speaking skills to model language and question effectively

Initiative and enterprise skills to use appropriate support strategies for diverse learner needs

Interpersonal skills to

interact with clients from a range of social cultural religious and linguistic backgrounds and with varying physical and mental abilities

show respect for and draw on the expertise and background of the learner

Language literacy and numeracy skills to

apply mathematical concepts appropriate to the diversity of learner needs being supported

maintain and complete records where required

identify collate and develop or adapt resources to support the development of learners mathematics skills and knowledge for numeracy

Planning and organisation skills to develop follow and evaluate learning plans

Problemsolving skills to select strategies that address learner needs

Selfmanagement skills to

know own limitations and set appropriate boundaries

review own practice

Teamwork skills to collaborate with supervisor to

analyse learner needs in relation to development of numeracy understanding

apply appropriate model of learning to develop learners mathematics skills and knowledge

implement support strategies appropriate to learner needs

Technical skills to

adapt examples and activities to meet the specific numeracy needs of individual learners

apply key concepts of the ACSF

use a range of strategies to

support learners in acquiring and applying mathematics skills and knowledge

adapt or design resources that cater for individual learners

Technology skills to

use a range of technology to support numeracy learning

use software packages as part of the learning program

Timemanagement skills to plan and deliver learning programs

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions over a period of time

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

Competency must be demonstrated in a realistic simulated or real work environment

Assessment requires access to a range of opportunities defined in the range statement including access to

an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners

mathematics and numeracy terminology used in the role

Method of assessment

Assessment methods suitable for valid and reliable assessment of this competency may include a combination of

case studies

demonstration

observation

oral and written questioning

scenarios simulation or role plays

authenticated evidence

Assessment methods should reflect work demands such as literacy and the needs of particular individuals such as

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

Guidance information

This unit may be assessed independently however holistic assessment with other units relevant to the industry sector workplace and job role is recommended

Supervisor may include:

Identifying learner's language and numeracy level may include:

Factors that may inhibit the development of mathematical skills may include:

Resources may include:

Program requirements:

Applications of mathematics skills and knowledge may include:

Language of numeracy at the appropriate level includes:

Accurate mathematics terminology and concepts may include:

Aspects of communication may include:

Tools may include: