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Evidence Guide: CHCEDS006 - Support the development of numeracy skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS006 - Support the development of numeracy skills

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply developmental and learning approaches to basic numeracy skills under supervision of teacher

  1. Identify the skills and knowledge required by students to make meaning of numbers and basic computations
  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
  3. Identify links between mathematical/numeracy processes and maths support strategies
  4. Apply learning models and language to meet student needs
Identify the skills and knowledge required by students to make meaning of numbers and basic computations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify links between mathematical/numeracy processes and maths support strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply learning models and language to meet student needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement a numeracy support program

  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. Select and implement activities to support understanding of numbers, use of number computations, measurement and numerical data
  3. Record students’ progress in accordance with program/school guidelines
  4. Maintain student confidentiality at all times
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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and implement activities to support understanding of numbers, use of number computations, measurement and numerical data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record students’ progress in accordance with program/school guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain student confidentiality at all times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support student numeracy programs

  1. Implement support strategies, under direction of supervising teacher, to accommodate student’s ability according to education guidelines and program specifications
  2. Encourage the development of self-reliance in numeracy through positive feedback
Implement support strategies, under direction of supervising teacher, to accommodate student’s ability according to education guidelines and program specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the development of self-reliance in numeracy through positive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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