Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the skills and knowledge required by education support workers to work with teachers to support students developing their mathematics skills for numeracy, including using number, measurement, estimation and problem solving The unit provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce mathematics skills for numeracy across the curriculum and to support students during various phases in the acquisition of numeracy competence |
Application of the Unit
Application |
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Facilitate application of mathematics skills for numeracy |
1.1 Identify and explain a variety of numeracy demands and opportunities in daily life 1.2 Demonstrate the different functions of mathematics using activities and examples 1.3 Monitor students' understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning 1.4 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s 1.5 Develop numerate understandings appropriate to students' culture, age, abilities, interests and needs 1.6 Use examples and activities to highlight and explain applications of mathematics for numeracy to scaffold learning 1.7 Model use of mathematics skills appropriate to a range of life and workplace situations relevant to specific students |
2. Support students to develop mathematics skills for numerate understanding |
2.1 Determine strategies for supporting students in the application of mathematics skills for numeracy in consultation with the teacher/s 2.2 Implement planned strategies 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 to be numerate |
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 Implement strategies devised with teacher/s to develop students' skills in the use of mathematics for numeracy understanding 3.3 Use planned strategies to engage students in identifying mathematical knowledge and skills for numeracy across all key learning areas 3.4 Encourage students to improve mental computation and calculation skills using strategies appropriate to students' developmental levels 3.5 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology 3.6 Encourage students and build their confidence to attempt problem solving that requires the use of mathematics knowledge and skills |
4. Design resources to support mathematics learning for numeracy |
4.1 Plan learning environments and activities in advance with the teacher/s 4.2 Design resources , in consultation with teacher/s, to reinforce mathematical knowledge and skills, while fulfilling curriculum requirements 4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s |
Required Skills and Knowledge
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:
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Essential skills : It is critical that the candidate demonstrate the ability to:
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 the ability to demonstrate application of skills in:
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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, the Range Statement and the Assessment Guidelines for this Training Package. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment : |
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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. 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. |
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Applications of mathematics knowledge and skills for numeracy may include : |
Using mathematics in real life contexts:
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Factors affecting acquisition of mathematics skills for numeracy may include : |
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Scaffold learning involves providing temporary support to students to enable their progress toward independent thinking and learning It may include : |
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Encourage students to problem -solve by : |
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Accurate mathematics terminology and concepts may include : |
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Strategies to develop students' confidence and positive attitude to use their mathematical knowledge and skills (for numeracy ) may include : |
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Learning environments may include : |
Use of a variety of spaces to indicate mathematics is evident everywhere and across all learning areas:
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Resources may include : |
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Unit Sector(s)
Not Applicable