TAELLN802 - Analyse and apply adult numeracy teaching practices Competency Mapping Template

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

TAELLN802 Mapping and Delivery Guide
Analyse and apply adult numeracy teaching practices

Version 1.0
Issue Date: April 2024

Qualification	-	Unit of Competency	TAELLN802 - Analyse and apply adult numeracy teaching practices
Description
Employability Skills
Learning Outcomes and Application	This unit describes the skills and knowledge required to analyse and apply effective adult numeracy teaching practices to meet the needs of those participating in numeracy provision in vocational education and training (VET) contexts. The unit addresses the analysis and application of numeracy teaching practices to a minimum of ACSF level 3. It includes the ability to access assistance from mathematics or technical specialists when necessary for applications of numeracy above ACSF level 3.The unit applies to those who deliver adult language, literacy and numeracy skills provision, including:stand-alone courses, such as are required for the Language Literacy and Numeracy Program (LLNP)workplace courses, such as the Workplace English Language and Literacy (WELL) programthose delivering in vocational and community-based settings.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting	X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to: opportunities to participate in practical exercises and projects research about profiles of those participating in numeracy provision resources about adult numeracy theories and approaches resources to support numeracy teaching. Assessors must satisfy NVR/AQTF assessor requirements.
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: Analyse and apply conceptual frameworks and theories underpinning numeracy teaching	Examine theories that inform adult numeracy teaching and their application Identify relevant frameworks and structures that apply to adult numeracy delivery in vocational education and training (VET) contexts Investigate how adult learning principles contribute to an environment conducive to developing numeracy skills Review range of provision for learning numeracy in VET contexts
Element: Research numeracy requirements of those participating in numeracy provision	Identify diversity of skills and backgrounds of those participating in numeracy provision Identify range of learning goals of those participating in numeracy provision Use validated frameworks to develop and evaluate learner profiles Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required
Element: Select from a range of teaching approaches and learning resources to develop participantsâ€™ numeracy skills and knowledge	Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities Evaluate materials relevant to social and cultural needs of those participating in numeracy provision
Element: Apply and evaluate strategies for teaching numeracy skills and knowledge	Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty Examine and apply strategies to develop learning skills Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Element: Select from a range of teaching approaches and learning resources to develop participants’ numeracy skills and knowledge	Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities Evaluate materials relevant to social and cultural needs of those participating in numeracy provision

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.

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse and apply conceptual frameworks and theories underpinning numeracy teaching

1.1 Examine theories that inform adult numeracy teaching and their application

1.2 Identify relevant frameworks and structures that apply to adult numeracy delivery in vocational education and training (VET) contexts

1.3 Investigate how adult learning principles contribute to an environment conducive to developing numeracy skills

1.4 Review range of provision for learning numeracy in VET contexts

2. Research numeracy requirements of those participating in numeracy provision

2.1 Identify diversity of skills and backgrounds of those participating in numeracy provision

2.2 Identify range of learning goals of those participating in numeracy provision

2.3 Use validated frameworks to develop and evaluate learner profiles

2.4 Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required

3. Select from a range of teaching approaches and learning resources to develop participantsâ€™ numeracy skills and knowledge

3.1 Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language

3.2 Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities

3.3 Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision

3.4 Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context

3.5 Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities

3.6 Evaluate materials relevant to social and cultural needs of those participating in numeracy provision

4. Apply and evaluate strategies for teaching numeracy skills and knowledge

4.1 Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision

4.2 Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty

4.3 Examine and apply strategies to develop learning skills

4.4 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

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.

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.

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.