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

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

an appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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 of:

Basic mathematical concepts and operations relevant to the year levels and the needs of students

Language associated with numeracy and mathematical operations

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

Policy, procedure and legislative issues affecting performance as education support workers

The role of education support personnel in providing mathematics support to students

A range of basic communication strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Analyse what the students are doing when working mathematically and apply an appropriate model of learning to develop the student's numeracy skills

Implement numeracy support strategies appropriate to the year level as directed by the teacher

Implement numeracy support programs to support a range of students who may be at various levels as directed by the teacher

Maintain and complete workplace records

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 the ability to:

Demonstrate sound mathematical skills applicable to the year levels in which they operate, i.e. early childhood, primary, secondary

Demonstrate empathy and cultural sensitivity in responding to students

Demonstrate literacy abilities of a level that supports the identification and collation of mathematical support material

Demonstrate problem solving techniques

Demonstrate interpersonal communication (e.g. active listening, giving clear directions and/or instructions, expressing an opinion, suggesting improvements to strategy/methods for assisting/supporting students and teachers

Manage time to provide support to learners as guided by teachers

Consult with the teaching team and other education support workers on workplace procedures and new approaches to accommodate individual student requirements

Complete a sequence of tasks with direction and support from the teacher

Interpret information from written or verbal directions

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Skills and knowledge required to work mathematically across a range of developmental levels include:

Identifying the mathematics on a range of situations from real life to purely mathematical

Identifying opportunities to apply mathematical knowledge, procedures and strategies (including increased use of technologies)

Predicting possible outcomes of investigations

Using mental computations strategies

Resolving problems with imaginativeness and inventiveness

Estimating, measuring and calculating

Interpreting and using a range of mathematical representations

Visualising mathematical ideas

Constructing physical modes to represent mathematical ideas, thinking and reasoning

Interpreting and following mathematical instructions

Representing mathematical ides in different ways

Posing problems and justifying solutions

Checking the reasonableness of conclusions and answers; and

Communicating and justifying them

Learning models and language refer to:

These will depend upon the level of the students and the practices of the teachers

Education support workers are expected to introduce, explain and model the correct mathematical terms (as determined by teachers) and encourage students to use them appropriately

Activities to support understanding and numeracy development in students may include:

Demonstration/modelling: discuss with the student the purpose of the learning experience

Allowing students to work it out, giving time, questioning, motivating, listening purposefully

Guided practice: work together with the student on the learning activity

Independent practice: allow the student to complete the learning activity on his/her own

Discuss the activity with the student by using open questions that encourage the student to reflect on their learning, understanding, problem solving