Application
The unit describes the skills and knowledge required to identify numeracy skill needs, develop strategies and resources to reinforce number, measurement, estimation and problem solving skills, and then support learners during various phases in the development of their numeracy competence.
This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with numeracy development expertise.
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 describe the performance required to demonstrate achievement of the element |
1. Identify learner numeracy requirements | 1.1 Confirm scope of own role and responsibilities in supporting the learner 1.2 Establish the learner’s numeracy level and development needs using appropriate tools 1.3 Identify factors that may inhibit the development of numeracy skills in consultation with the learner and supervisor according to need 1.4 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor |
2. Plan strategies and resources to support mathematics learning for numeracy | 2.1 Plan 2.2 Monitor learner understanding and use of numeracy to inform planning of strategies and resources 2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements |
3. Facilitate application of mathematics skills for numeracy | 3.1 Explain a variety of numeracy demands and opportunities in daily life 3.2 Demonstrate the different uses and functions of mathematics using activities and examples 3.3 Develop numerate understandings appropriate to learners’ culture, age, abilities, interests and needs 3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning 3.5 Use strategies to model use of mathematics skills relevant to specific learners |
4. Support learners to develop mathematics skills for numerate understanding | 4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed 4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs 4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts 4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge 4.5 Evaluate learning outcomes and discuss with supervisor according to need |
5. Provide structured activities to further develop learners’ mathematics skills and knowledge | 5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning 5.2 Implement strategies that develop learner skills in using mathematics for numeracy understanding 5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners 5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools 5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge |
6. Review strategies used to enhance learner skills | 6.1 Monitor learner progress against learning outcomes 6.2 Seek support and feedback from supervisor 6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor |
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. | |