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Unit of competency details

CHCEDS037 - Support the development of numeracy skills (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCEDS006 - Support the development of numeracy skillsSignificant changes to unit content and assessment requirements to reflect sector requirements. 19/Jul/2021

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 20/Jul/2021

Companion volumes:
Unit of competency Assessment requirements

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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  15/Sep/2021 
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Unit of competency

Modification History

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Application

This unit describes the performance outcomes, skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring numeracy support.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Work within guidelines for a numeracy program.

1.1. Read and interpret current teacher planning documents in relation to numeracy requirements.

1.2. Identify and access current numeracy programs.

1.3. Identify and follow agreed recording systems as developed by the teacher.

1.4. Work within structure and guidelines of numeracy program as directed by the teacher.

1.5. Select and modify resources that support numeracy programs based on student needs.

1.6. Follow confidentiality procedures when handling student records.

2. Provide numeracy support.

2.1. Use strategies that support numeracy program and individual needs as directed by teacher.

2.2. Select and implement activities that support understanding of numbers, use of number computations, measurement and numerical data.

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

2.4. Use communication techniques that support effective interaction and learning.

2.5. Accurately record student progress according to organisational policies and procedures.

2.6. Maintain student confidentiality at all times.

3. Monitor progress.

3.1. Evaluate numeracy progress against program criteria.

3.2. Provide feedback and evaluation of student progress to teacher.

3.3. Review and adjust strategies based on monitoring and guidance from teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS 

DESCRIPTION 

Writing skills to:
  • record information and observations according to organisational procedures.

Oral communication skills to:
  • interact and engage with students to build rapport.

Numeracy skills to:
  • recognise what students are doing when working mathematically.

Technology skills to:
  • use digital media to record, monitor and report on student progress according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • implement numeracy support strategies to provide support to at least two different students on at least one occasion for each student as directed by the teacher to:
  • recognise what students are doing when working mathematically
  • apply a model of learning suited to the student needs
  • complete records or reports as directed by the teacher for above students according to organisational procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • the role of education support worker in providing mathematics support to students
  • organisational policies and procedures for:
  • maintaining confidentiality of student records
  • recording student progress
  • aspects of numeracy:
  • skills and knowledge required by students to make meaning of numbers and basic computations
  • links between mathematical and numeracy processes and maths support strategies
  • basic mathematical concepts and operations relevant to the year levels and the needs of students in primary and secondary school
  • learning models and language used to support numeracy
  • questions that encourage critical thinking about mathematics and its use as a learning tool
  • language associated with numeracy and mathematical operations
  • communication techniques for use with students and teachers
  • active listening
  • open questioning
  • providing clear directions or instructions
  • processes for monitoring and recording progress.

Assessment Conditions

Skills must be demonstrated in the workplace:

  • support activities with students must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

  • student information on which support is based
  • curriculum information
  • teaching and learning resources
  • documentation templates for student reporting
  • organisational policies and procedures for:
  • maintaining confidentiality of student records
  • recording student progress
  • students in a school
  • colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

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