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) program
those delivering in vocational and community-based settings.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
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 participants’ 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 Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
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.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.1, 1.2, 2.3, 3.5, 3.6 | Sources, analyses and evaluates information, including conceptual frameworks and theories, in the context of learning, development and continuous improvement |
Writing | 2.3, 4.1, 4.2, 4.4 | Develops and maintains delivery and assessment documentation Develops learning materials specific to context and/or learner needs |
Oral Communication | 1.3, 2.1, 2.2, 2.3, 2.4, 4.2, 4.3, 4.4 | Asks questions to elicit information from learners and other practitioners, and listens strategically and systematically to responses Uses appropriate register, vocabulary and grammatical structures according to audience needs |
Numeracy | 2.1, 2.4, 3.1, 3.2, 3.4, 4.1, 4.2 | Analyses information to identify mathematical content and concepts for incorporation into numeracy provision Conducts numeracy self-assessment |
Navigate the world of work | 2.4, 4.4 | Reflects on performance as an integral part of work life, using a range of formal and informal processes |
Interact with others | 2.1, 2.2, 2.4, 3.3, 3.4, 4.2, 4.4 | Actively seeks to understand the values, beliefs, knowledge, understandings and perspectives that others bring to the work context Uses a range of strategies to establish a sense of connection and build rapport |
Get the work done | 1.1, 1.2, 1.3, 1.4, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.4 | Plans effective learning programs based on understanding of learner needs Reflects on decision making processes for particular contexts and the potential implications for future situations |
Sectors
Language, literacy and numeracy practice