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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Analyse and apply conceptual frameworks and theories underpinning numeracy teaching
  2. Research numeracy requirements of those participating in numeracy provision
  3. Select from a range of teaching approaches and learning resources to develop participants’ numeracy skills and knowledge
  4. Apply and evaluate strategies for teaching numeracy skills and knowledge
  5. Select from a range of teaching approaches and learning resources to develop participants’ numeracy skills and knowledge

Performance Evidence

Evidence of the ability to:

analyse the numeracy demands of a VET delivery context and the numeracy needs of those participating in numeracy provision with reference to national standards and frameworks

develop and evaluate learner profiles for at least 2 adult numeracy learners using a range of resources and frameworks to capture information including on diversity of skills, backgrounds and learning goals

plan a series of adult numeracy teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, including:

selecting and using a range of learning resources and teaching approaches to develop adult numeracy skills based on adult learning principles and practices, and the identified needs of the learner group

documenting at least 4 numeracy activities from at least 2 different areas of mathematics to deliver within the sequence of numeracy provision

deliver adult numeracy teaching activities to at least 2 learners for a period of up to one hour each

use formal and information monitoring techniques to evaluate effectiveness of teaching strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.


Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

evaluate own numeracy levels using the Australian Core Skills Framework (ACSF) and identify implications for the delivery of skills to others within a range of VET delivery contexts

identify specific areas of own mathematical skills and knowledge where assistance may be required from mathematical and technical specialists

explain how the diverse needs of those participating in numeracy provision impact the design of learning programs and the selection of learning resources

describe how specific teaching approaches have been used in the design of adult numeracy activities to meet the needs of the learner group

describe at least 2 theories that inform adult numeracy teaching and how they influence methods used in own teaching practice of numeracy, incorporating:

mathematics and gender

constructivism

critical numeracy

cultural use of specific mathematics

functionalism

explain how literacy embedded in a numeracy task can be addressed in a teaching activity.