Application
This unit describes the skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring additional numeracy support.
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.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Apply developmental and learning approaches to basic numeracy skills under supervision of teacher | 1.1 Identify the skills and knowledge required by students to make meaning of numbers and basic computations 1.2 Identify numeracy processes that are relevant and appropriate to the student’s ability and year level according to specified guidelines and practices of the school 1.3 Identify links between mathematical/numeracy processes and maths support strategies 1.4 Apply learning models and language to meet student needs |
2. Implement a numeracy support program | 2.1 Provide a numeracy support program as directed by the teacher, to meet the individual needs of students whilst taking into account their preferred learning styles 2.2 Select and implement activities to support understanding of numbers, use of number computations, measurement and numerical data 2.3 Record students’ progress in accordance with program/school guidelines 2.4 Maintain student confidentiality at all times |
3. Support student numeracy programs | 3.1 Implement support strategies, under direction of supervising teacher, to accommodate student’s ability according to education guidelines and program specifications 3.2 Encourage the development of self-reliance in numeracy through positive feedback |
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. |
Range Statement
Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment. | |
Education environment may include: | Government school (pre-primary, primary and secondary) Private/non-government school (pre-primary, primary and secondary) Education centre Kindergarten Special education centre Community education centre |