unit assessment guide - itafe.huntertafe.edu.au€¦ · assessment 1 written task assessment 2...

Unit Assessment Guide

CHCHEDS006 UAG student Created: 11/07/19 [ 1 of 1 8 ]

Unit details

Unit code: CHCEDS006

Unit name: Support the development of numeracy skills

Unit purpose: This unit describes the skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring additional numeracy support.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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

For further information about this unit go to: http://training.gov.au

Unit outcome:

This unit is not graded. Your result will be recorded as:

achieved competence (AC) or not competent (NC)

For more information on assessment see your Course Assessment Overview.

Assessment plan To demonstrate competence in this unit, you must successfully complete each of the following

assessments:

Assessment 1 Written Task

Assessment 2 Numeracy Support Program (Under supervision)

Assessment conditions

Item Conditions

Student is required to provide materials and equipment Student will require access to a computer, internet and printer.

Teacher is required to provide material and equipment All learning materials both online and in class.

All assessment documents online including assessment answer sheets.

Additional resources Workplace

http://training.gov.au/



Item Conditions

Submission instructions Upload your off the job assessment event files and any other additional attachments to Moodle by the due date.

Location On and Off the job



Assessment Instructions

Assessment Event 1 of 2: Written Task

Purpose – to demonstrate your understanding of student learning in relation to Mathematics / Numeracy

and your use of curriculum documentation

Part A

1. How is numeracy different to mathematics?

2. Why is it important to ensure that students have access to concrete learning materials for as long as they need them? Comment on their use both before and during the transition to written computation methods and on what can happen when they are taken away too early.

3. Provide two (2) reasons why is it important for students to explain what they did, either verbally or in writing or in their written / drawn calculations, rather than just the answer they got?

4. Describe five (5) of the underlying principles that students MUST understand and be able to do to develop a good understanding of number.

5. Why is mental computation an important numeracy skill? Give at least three (3) reasons.

Part B

1. Numeracy skills are developed to ensure that students understand how to apply mathematics in the real world.

Using Template 1, provide an example of how the mathematics you are teaching can be turned into a numeracy activity and how you would encourage students to check for the reasonableness of the answer. Your response must address the following;

a) Identify the stage and strand of Mathematics associated with numeracy activity b) Description of the numeracy activity you will have students undertake c) Identification of equipment and resources that you will use d) Describe at least one (1) possible strategy you would encourage students to use

to check reasonableness of response e) List two (2) questions you might ask to encourage their thinking and checking

An example is provided.



Example

Stage and strand of Mathematics associated with this Numeracy activity

Early Stage 1 Length - MA1-9MG Use mathematical language and methods MA1-1WM Support conclusions by explaining or demonstrating MA1-3WM (We have gone to the NSW Maths Syllabus for the Stage we are teaching. We have found the strand or sub-strand (Length and Working Mathematically) and then have identified elements we are going to be working towards in our teaching session)

Numeracy Activity - describe the activity you will have students undertake

Students have been told they are going to make cut out paper models of themselves and that they need to know how much paper they need so that someone can prepare the paper and that no paper is wasted. They have been asked to use materials available in the classroom to work out if each person in their group could use a piece of paper the same length and width as the mat on the floor, which is 1.2 metres long and 1 metre wide. (We have taken the maths learning – students can measure using informal units – and turned into a numeracy activity where students are using maths for a real life purpose)

Equipment and resources - describe what you will use

tape measures, blocks, metre sticks, rulers, pens and pencils, anything else they want to use

Describe at least 1 possible strategy you would encourage students to use to check reasonableness of response

Ask a comparison question - If I look at that mat do I think it is bigger than me or smaller than me? (I am asking a question that makes the student think about whether the answer they have given is a sensible or reasonable one)

List 2 questions you might ask to encourage their thinking and checking

How might you check that you are correct without lying on or next to the mat? Are there any strategies you can use so that you only have to work it out for one person in your group? (The questions I am asking are open – there is not one correct answer – and they encourage the students to think about the problem and use what they know)



CHCEDS006 | Template 1

Stage and strand of Mathematics associated with Numeracy activity

Numeracy Activity - describe the activity you will have students undertake

Equipment and resources - describe what you will use

Describe at least one (1) possible strategy you would encourage students to use to check reasonableness of response

List two (2) questions you might ask to encourage their thinking and checking



2. You are required to select two (2) numeracy activities (not maths activities) to support students

a) understanding of numbers,

b) use of numbers,

c) computations,

d) measurement and numerical data.

Use Template 2 to document appropriate activities.

Please note that if an activity can be used for more than one of the above you can ‘use’ it more

than once.

For example, if an activity can be used for ‘use of numbers’, ‘understanding of numbers’ and

‘computations’, you can put it against each one in the following chart.




Understanding of numbers Activity 1

Activity 2

Use of Number Computations Activity 1

Activity 2

Understanding of Measurement Activity 1

Activity 2

Understanding of Numerical Data Activity 1

Activity 2



Marking criteria - Assessment event 1 of 2 Marking criteria

Part A

Describes difference between numeracy and mathematics

Demonstrates understanding of the importance of concrete materials

Demonstrates understanding of the importance of students being able to explain calculations

Describes 5 underlying principles to support number understandings

Identifies 3 reasons why mental computation is an important numeracy skill

Part B

Identifies the stage and strand of Mathematics associated with numeracy activity

Describes numeracy activity (including real life application).

Identifies appropriate resources and equipment

Strategy identified is appropriate to check response

Identifies 2 appropriate questions to encourage thinking and checking

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of number

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of the use of number computations

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of

measurement

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of numerical data

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of number

Selects appropriate numeracy activities (not maths activities) to support students’ understanding of

the use of number computations



Assessment Event 2 of 2: Numeracy Support Program (under supervision)

Purpose: To demonstrate skills in implementing a numeracy support program under the direction of the

supervising teacher

This task must be completed in the workplace.

Useful resources to complete this task are available on the following two websites:

NSW Mathematics K-10 Syllabus(also available at www.syllabus.bos.nsw.edu.au)

Australian Mathematics Curriculum (also available at www.australiancurriculum.edu.au)

In consultation with the workplace supervisor / classroom teacher, select two students who you can

assist with mathematics and numeracy learning during the teacher’s planned mathematics lessons.

Discuss the individual student’s mathematics and numeracy needs with the workplace supervisor /

classroom teacher

For one of the students, complete template 3 Numeracy Support Program. Questions 1-9 are to be

completed in collaboration with the workplace supervisor / classroom teacher. The remaining questions

are to be completed independently. You will be addressing the following;

1. Year of schooling/class

2. Stage of learning (as per curriculum document)

3. The student’s individual requirements and preferred learning style.

4. Describe current adjustments/strategies teacher and support staff are using to support this

student's engagement in maths and numeracy experiences

5. Identify the topic/strand (sub-strand) of the mathematics syllabus the student will be working on

during the lesson you are supporting

6. Identify the following that the student be working towards during the lesson;

Numeracy outcome

Numeracy skills

Numeracy knowledge

7. Identify and provide definitions of any mathematical concepts/terms involved in the lesson

8. What activities will the student be doing during the lesson to support the outcome, skills, and

knowledge identified above?

9. How are the activities you are using appropriate for the maths/numeracy the student is learning?

10. Identify 2 support strategies you will implement to develop this student’s maths/numeracy skills in

the planned outcome?

11. Describe the communication strategies you will use to support the students engagement in their

numeracy learning

12. List the questions you may ask to encourage the student’s critical thinking.

13. How will the student’s numeracy learning in the lesson be evaluated/assessed?

14. How will you record the students’ progress and who will you share it with?

15. How did the student perform in the lesson? Identify the students’ progress towards identified

outcomes, knowledge and skills you identified in part 6 on page 1 of the Numeracy Support

Program.

16. How did the student respond to your strategies you identified in part 10 on page 2 of the

Numeracy Support Program? Did these strategies support the students learning?

http://syllabus.nesa.nsw.edu.au/mathematics/

http://www.syllabus.bos.nsw.edu.au/

http://www.australiancurriculum.edu.au/

http://www.australiancurriculum.edu.au/



17. How did the student respond to your communication skills you identified in part 11 on page 2 of

the Numeracy Support Program? How did your communication skills support learning?

18. What feedback did you provide the student to develop independent numeracy skills?

19. How could you improve the support you provide this student in the future?

20. You will need the workplace supervisor / classroom teacher to verify that you have

analysed what at least two students are doing when working mathematically and applied an

appropriate model of learning to develop the students’ numeracy skills

implemented numeracy support programs to support at least two students, as directed by the

teacher




Numeracy Support Program (under supervision)

Complete sections 1- 9 in consultation with classroom teacher.

Student initials:

1 Year of schooling/class:

2 Stage of learning (as per curriculum document)

3 The student’s individual requirements and

preferred learning style.

4 Describe current adjustments/strategies teacher

and support staff are using to support this

student's engagement in maths and numeracy

experiences:

5 Identify the topic/strand (sub-strand) of the

mathematics syllabus the student will be working

on during the lesson you are supporting.

6 Identify the following;

Numeracy outcome

Numeracy skills

Numeracy knowledge

the student be working towards during the

lesson?

Numeracy outcome

Numeracy skill/s

Numeracy knowledge



7 Identify and provide definitions of any

mathematical concepts/terms involved in the

lesson

8 What activities will the student be doing during

the lesson to support the outcome, skills, and

knowledge identified above?

9 How are the activities you are using appropriate

for the maths/numeracy the student is learning?

10 Identify 2 support strategies you will implement to

develop this student’s maths/numeracy skills in

the planned outcome?

a)

b)



11 Describe the communication strategies you will

use to support the students engagement in their

numeracy learning

12 List the questions you may ask to encourage the

student’s critical thinking.

13 How will the student’s numeracy learning in the lesson be evaluated/assessed?

14 How will you record the student’s progress and who will you share it with?



You are to complete the questions below independently after the implementation of the numeracy program

15 How did the student perform in the lesson?

Identify the students’ progress towards identified

outcomes, knowledge and skills you identified in

part 6 of the Numeracy Support Program.

16 How did the student respond to your strategies

you identified in Q10 of the Numeracy Support

Program? Did these strategies support the

students learning?

17 How did the student respond to your communication skills you identified in Q11 of the Numeracy Support Program? How did your communication skills support learning?

18 What feedback did you provide the student to develop independent numeracy skills?



19 How could you improve the support you provide this student in the future?

Classroom Teacher Verification – CHCEDS006

The TAFE student has

analysed what two students are doing when working mathematically and applied an appropriate model of learning to develop the students’

numeracy skills

implemented numeracy support programs to support at least two students, as directed by the teacher

Teacher Name: Teacher Signature: Date



Marking criteria - Assessment event 2 of 2 Marking criteria

Completes 1 Numeracy Support Programs for 1 individual student

Evidence of consultation with class teacher

Identifies year and stage of student’s learning

Identifies individual requirements and preferred learning style

Describes current adjustments and strategies to support student’s engagement in numeracy experiences

Identifies topic/strand (sub-strand) of mathematics syllabus student is working on

Identifies numeracy outcomes, skills and knowledge the student is developing in the lesson

Uses and defines language associated with the numeracy learning and mathematics being undertaken

Describes appropriate activities to support each student’s numeracy skills

Justifies appropriateness of activities for the maths/numeracy the student is learning

Identifies 2 support strategies to implement to develop this student’s maths/numeracy skills in the

planned outcome

Describes a range of communication skills to support student learning and critical thinking

Identifies appropriate questions to encourage the student’s critical thinking

Describes how students’ progress will be evaluated

Records student progress in accordance with program/school guidelines

Describes and explains students’ progress towards identified outcomes, knowledge and skills

Describes effectiveness of strategies

Describes effectiveness of communication skills

Describes feedback provided the student to develop independent numeracy skills

Describes opportunities for future improvement

Maintains student confidentiality at all times

Confirmation from classroom teacher that the TAFE student has;

▪ analysed what two students are doing when working mathematically and applied an appropriate

model of learning to develop the students’ numeracy skills



Marking criteria

▪ implemented numeracy support programs to support at least two students, as directed by the

teacher

unit assessment guide - itafe.huntertafe.edu.au€¦ · assessment 1 written task assessment 2...

Documents