Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS019 Mapping and Delivery Guide
Support students mathematics learning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS019 - Support students mathematics learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents.The unit provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce mathematics skills for across the curriculum and to support students in their development of skills.This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Facilitate application of mathematics skills for numeracy
  • Identify concept strands of mathematics included in current curriculum documents
  • Explore and explain a variety of numeracy demands and opportunities in daily life
  • Demonstrate the different functions of mathematics using activities and examples
  • Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning
  • Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s
       
Element: Support students to develop mathematics skills for numerate understanding
  • Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s
  • Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs
  • Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts
  • Use explicit talk to focus students on specific mathematics knowledge and skills
       
Element: Enhance students’ mathematics knowledge and skills through structured activities
  • Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning
  • Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels
  • Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
  • Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills
       
Element: Enhance students’ mathematics knowledge and skills through structured activities
  • Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning
  • Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels
  • Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
  • Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills
       


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 specify the level of performance needed to demonstrate achievement of the element.

1. Facilitate application of mathematics skills for numeracy

1.1 Identify concept strands of mathematics included in current curriculum documents

1.2 Explore and explain a variety of numeracy demands and opportunities in daily life

1.3 Demonstrate the different functions of mathematics using activities and examples

1.4 Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning

1.5 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s

2. Support students to develop mathematics skills for numerate understanding

2.1 Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s

2.2 Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts

2.4 Use explicit talk to focus students on specific mathematics knowledge and skills

3. Enhance students’ mathematics knowledge and skills through structured activities

3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

3.2 Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

3.3 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

3.4 Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 specify the level of performance needed to demonstrate achievement of the element.

1. Facilitate application of mathematics skills for numeracy

1.1 Identify concept strands of mathematics included in current curriculum documents

1.2 Explore and explain a variety of numeracy demands and opportunities in daily life

1.3 Demonstrate the different functions of mathematics using activities and examples

1.4 Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning

1.5 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s

2. Support students to develop mathematics skills for numerate understanding

2.1 Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s

2.2 Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts

2.4 Use explicit talk to focus students on specific mathematics knowledge and skills

3. Enhance students’ mathematics knowledge and skills through structured activities

3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

3.2 Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

3.3 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

3.4 Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills

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 concept strands of mathematics included in current curriculum documents 
Explore and explain a variety of numeracy demands and opportunities in daily life 
Demonstrate the different functions of mathematics using activities and examples 
Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning 
Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s 
Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s 
Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs 
Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts 
Use explicit talk to focus students on specific mathematics knowledge and skills 
Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning 
Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels 
Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology 
Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills 
Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning 
Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels 
Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology 
Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills 

Forms

Assessment Cover Sheet

CHCEDS019 - Support students mathematics 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

CHCEDS019 - Support students mathematics 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

Assessor name:

Signature:

Date:

Student signature:

Date: