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Evidence Guide: CHCLLN402A - Support adult numeracy learning and development

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

 

CHCLLN402A - Support adult numeracy learning and development

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

Identify numeracy learning requirements of learners

  1. Meet with supervisor to establish own role and responsibilities and identify learner's language and numeracy levels and needs
  2. Meet with learner to establish rapport and identify factors that may inhibit the development of mathematical skills for numeracy, and discuss with supervisor as required
  3. Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate
  4. Monitor learner understanding and use of numeracy to inform planning of strategies and resources
Meet with supervisor to establish own role and responsibilities and identify learner's language and numeracy levels and needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Meet with learner to establish rapport and identify factors that may inhibit the development of mathematical skills for numeracy, and discuss with supervisor as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor learner understanding and use of numeracy to inform planning of strategies and resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan resources to support mathematics learning for numeracy

  1. Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor
  2. Adapt or develop resources appropriate to learner needs and context according to program requirements
Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adapt or develop resources appropriate to learner needs and context according to program requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate application of mathematics skills for numeracy

  1. Identify and explain a variety of numeracy demands and opportunities in daily life
  2. Demonstrate the different uses and functions of mathematics using activities and examples
  3. Develop numerate understandings appropriate to learners' culture, age, abilities, interests and needs
  4. Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning
  5. Use diverse strategies to model use of mathematics skills relevant to specific learners
Identify and explain a variety of numeracy demands and opportunities in daily life

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate the different uses and functions of mathematics using activities and examples

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop numerate understandings appropriate to learners' culture, age, abilities, interests and needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use diverse strategies to model use of mathematics skills relevant to specific learners

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support learners to develop mathematics skills for numerate understanding

  1. Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed
  2. Implement planned strategies to enhance the abilities of learners and address their individual needs
  3. Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts
  4. Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge
  5. Evaluate learning outcomes and discuss with supervisor as required
Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement planned strategies to enhance the abilities of learners and address their individual needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate learning outcomes and discuss with supervisor as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide structured activities to further develop learners' mathematics skills and knowledge

  1. Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts, to support learners' learning
  2. Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication
  3. Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
  4. Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
  5. Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts, to support learners' learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review strategies used to enhance learner skills

  1. Monitor learner progress
  2. Seek support and feedback from supervisor when required
  3. Review strategies in terms of their effectiveness and feedback received
Monitor learner progress

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek support and feedback from supervisor when required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review strategies in terms of their effectiveness and feedback received

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Competency must be demonstrated in a realistic simulated or real work environment

Assessment requires access to a range of opportunities defined in the range statement, including access to:

an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners

mathematics and numeracy terminology used in the role

Method of assessment:

Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:

case studies

demonstration

observation

oral and written questioning

scenarios, simulation or role plays

authenticated evidence

Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

Guidance information

This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge and understanding of:

Key concepts of the Australian Core Skills Framework (ACSF) to engage in discussion with supervisor of learner levels and requirements and learning plan, including:

the five core skills

spiky profiles: varying levels of performance in each core skill

factors that may influence performance

Mathematical concepts, operations and terminology relevant to learner needs and context

Requirements of the support program, including administrative and confidentiality requirements

Risk-management strategies to negotiate sometimes complex situations and learning environments

Roles and responsibilities of those providing numeracy support and of their supervisors

Range of basic communication and learning strategies, including techniques that:

encourage critical thinking about mathematics and its use as a learning tool

scaffold learning and assist learners to problem solve

Tools to evaluate learning outcomes, such as the ACSF

Essential skills:

It is critical that the candidate demonstrate the ability to:

Negotiate learner numeracy needs and program outcomes based on identified skill gaps, in consultation with supervisor and learner where appropriate

Identify, adapt, develop and use a variety of learning strategies and resources based on agreed outcomes

Support numeracy skill development in learners

Use a range of strategies to encourage and model skill development

continued ...

Essential skills (contd):

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Communication skills, including:

listening skills to identify learner needs and elicit learner responses

speaking skills to model language and question effectively

Initiative and enterprise skills to use appropriate support strategies for diverse learner needs

Interpersonal skills to:

interact with clients from a range of social, cultural, religious and linguistic backgrounds and with varying physical and mental abilities

show respect for, and draw on, the expertise and background of the learner

Language, literacy and numeracy skills to:

apply mathematical concepts appropriate to the diversity of learner needs being supported

maintain and complete records, where required

identify, collate and develop or adapt resources to support the development of learners' mathematics skills and knowledge for numeracy

Planning and organisation skills to develop, follow and evaluate learning plans

Problem-solving skills to select strategies that address learner needs

Self-management skills to:

know own limitations and set appropriate boundaries

review own practice

Teamwork skills to collaborate with supervisor to:

analyse learner needs in relation to development of numeracy understanding

apply appropriate model of learning to develop learners' mathematics skills and knowledge

implement support strategies appropriate to learner needs

Technical skills to:

adapt examples and activities to meet the specific numeracy needs of individual learners

apply key concepts of the ACSF

use a range of strategies to:

support learners in acquiring and applying mathematics skills and knowledge

adapt or design resources that cater for individual learners

Technology skills to:

use a range of technology to support numeracy learning

use software packages as part of the learning program

Time-management skills to plan and deliver learning programs

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Supervisor may include:

Experienced tutor

Numeracy specialist

Mentor

Identifying learner's language and numeracy level may include:

Considering:

information provided in supervisor briefing

learner's educational background

psychological, social and cultural factors

Using key concepts of tools such as the ACSF when considering:

relevance of context, support, task and text

strengths and weaknesses of learner's ability to:

identify the mathematical information and meaning in activities and texts

problem solve using mathematical processes

use written or oral mathematical language, and mathematical symbols and diagrams, to communicate numeracy concepts

Factors that may inhibit the development of mathematical skills may include:

Cultural barriers relating to ethnicity and identity, for example

Disabilities, such as acquired brain injury

Geographic factors, such as isolation

Health issues, including chronic conditions

Learning difficulties

Limited opportunities for practice

Personal barriers relating to such things as:

age

displacement issues for refugees

emotional issues

family circumstances

gender

language background

previous formal schooling experiences

religion

social circumstances

trauma

Physical factors, such as eyesight

Psychological issues, such as mathematics phobia

Technology issues, such as:

lack of access

skill level

Resources may include:

Computer hardware and software

Concrete materials

Games

Handouts and workbooks

Online and digital resources

Realia

Reference materials

Visual aids, such as digital cameras, charts, displays and posters

Program requirements:

May be developed by:

the tutor

consulting with supervisor

consulting with learner

May include:

program guidelines

program resources

Applications of mathematics skills and knowledge may include:

Using mathematics in real-life work, social, community and leisure contexts, such as:

interpreting timetables and timelines

measuring area, volume, length, weight, etc.

performing operations and calculations

placing orders

planning use of spaces

reading and interpreting data displays

reading maps, driving and navigating

telling the time

using phone numbers

using shopping catalogues

Working mathematically to solve problems, including those specific to a particular context, such as:

calculating medical doses

comparing prices

understanding bills

Language of numeracy at the appropriate level includes:

Formal and informal language

Knowledge of the level, e.g. $5.98, 1/2, +, -, 12/5/07, simple and highly familiar tables and graphs

Language, such as:

addition, subtraction, division and multiplication

up, down, behind, right, left, over, through

comparative language, such as taller, heavier, hotter, smaller

language of shape, size, colour, such as straight, curved, square, circle, triangle

language of measurement, such as SI units of measurement, weight, height

Symbolic and diagrammatic representations and conventions of mathematics e.g. Language of position

Simple symbolism, diagrams and conventions relevant to mathematics

Accurate mathematics terminology and concepts may include:

Displays, such as graphs and tables

Mathematics specific conventions

Place values

Ratio

Symbols

Units of measurement

Vocabulary - mathematics context versus real world contexts

Aspects of communication may include:

Different contexts in which an individual uses numeracy skills in all aspects of their lives, including:

cooperative: interacting in groups

personal: expressing identity

procedural: performing tasks

public: interacting with the wider community

systems: interacting in organisations

technical: using tools and technology

Tools may include:

Estimating

Mathematical and IT tools, such as:

ruler or tape measure

protractor

kitchen scales

measuring jug

computer

calculator