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Evidence Guide: CHCEDS019 - Support students mathematics learning

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

 

CHCEDS019 - Support students mathematics learning

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate application of mathematics skills for numeracy

  1. Identify concept strands of mathematics included in current curriculum documents
  2. Explore and explain a variety of numeracy demands and opportunities in daily life
  3. Demonstrate the different functions of mathematics using activities and examples
  4. Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning
  5. Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s
Identify concept strands of mathematics included in current curriculum documents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore and explain a variety of numeracy demands and opportunities in daily life

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate the different functions of mathematics using activities and examples

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support students to develop mathematics skills for numerate understanding

  1. Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s
  2. Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs
  3. Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts
  4. Use explicit talk to focus students on specific mathematics knowledge and skills
Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use explicit talk to focus students on specific mathematics knowledge and skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Enhance students’ mathematics knowledge and skills through structured activities

  1. Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning
  2. Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels
  3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
  4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills
Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Enhance students’ mathematics knowledge and skills through structured activities

  1. Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning
  2. Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels
  3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
  4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills
Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills

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. Facilitate application of mathematics skills for numeracy

1.1 Identify concept strands of mathematics included in current curriculum documents

1.2 Explore and explain a variety of numeracy demands and opportunities in daily life

1.3 Demonstrate the different functions of mathematics using activities and examples

1.4 Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning

1.5 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s

2. Support students to develop mathematics skills for numerate understanding

2.1 Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s

2.2 Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts

2.4 Use explicit talk to focus students on specific mathematics knowledge and skills

3. Enhance students’ mathematics knowledge and skills through structured activities

3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

3.2 Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

3.3 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

3.4 Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills

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. Facilitate application of mathematics skills for numeracy

1.1 Identify concept strands of mathematics included in current curriculum documents

1.2 Explore and explain a variety of numeracy demands and opportunities in daily life

1.3 Demonstrate the different functions of mathematics using activities and examples

1.4 Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning

1.5 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s

2. Support students to develop mathematics skills for numerate understanding

2.1 Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s

2.2 Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts

2.4 Use explicit talk to focus students on specific mathematics knowledge and skills

3. Enhance students’ mathematics knowledge and skills through structured activities

3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning

3.2 Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels

3.3 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology

3.4 Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills