Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, 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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Application of the unit |
This unit applies to practitioners working to develop or support the development of numeracy skills and knowledge. Adult numeracy is offered in stand-alone courses, or integrated into programs with an adult English language, literacy or general education focus. Adult numeracy is also delivered to individuals or groups in vocational training, and in the workplace. While most adult literacy and language course delivery will be at Australian Core Skills Framework (ACSF) levels 1 to 3, applications of numeracy in vocational contexts and within the community can often require ACSF level 4 or level 5 skills. An adult numeracy practitioner therefore requires skills and knowledge to deliver numeracy at a minimum of ACSF level 3. This unit aims to equip practitioners to analyse and apply numeracy teaching practices to a minimum of ACSF level 3. Numeracy teachers need to be aware of the limitations of their own mathematical skills and knowledge and may need to seek the assistance of a mathematics or technical specialist. They may also need to undertake professional development to increase their own skill levels for teaching contexts requiring numeracy beyond ACSF level 3. The skills and knowledge needed to provide adult numeracy skills are covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Analyse and apply conceptual frameworks underpinning numeracy teaching |
1.1. Examine theories that inform adult numeracy teaching and their application 1.2. Identify relevant frameworks and structures 1.3. Apply adult learning principles to teaching numeracy 1.4. Identify and 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. Identify numeracy embedded in everyday life, training and workplace tasks 2.4. Research the mathematical knowledge required to meet the needs of the numeracy provision 2.5. Review own mathematical skills and knowledge in relation to required skills and knowledge and seek assistance of mathematics or technical specialist where required |
3. Select from a range of teaching approaches 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 different teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision 3.4. Refer any issues arising from numeracy teaching role to appropriate person (s ) |
4. Select from a range of learning resources to develop participants' numeracy skills and knowledge |
4.1. Examine learning resources from traditional and new and emerging technologies, that link to numeracy learning outcomes and promote learner engagement with tasks and activities 4.2. Evaluate materials relevant to social and cultural needs of those participating in numeracy provision |
5. Apply and evaluate strategies for teaching mathematical skills and knowledge |
5.1. Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision 5.2. Review and apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty 5.3. Examine and apply strategies to develop learning skills 5.4. Use formal and informal monitoring to evaluate effectiveness of teaching strategies |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed. |
Method of assessment |
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included. |
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Adult learning principles may include: |
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Range of provision may include: |
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Diversity may include: |
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Learning goals may include: |
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Researching the required mathematical knowledge may include: |
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Mathematical skills and knowledge may include: |
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Teaching approaches may include: |
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Issues arising from numeracy teaching role may include: |
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Appropriate persons may include: |
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Learning resources may include: |
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Levels of difficulty include: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Language, literacy and numeracy practice |
co-requisite skills
Co-requisite skills |