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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 2 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 3 of 1 8 ]
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.
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 4 of 1 8 ]
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)
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 5 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 6 of 1 8 ]
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.
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 7 of 1 8 ]
CHCEDS006 | Template 2
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 8 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 9 of 1 8 ]
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?
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 10 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 11 of 1 8 ]
CHCEDS006 | Template 3
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 12 of 1 8 ]
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)
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 13 of 1 8 ]
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?
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 14 of 1 8 ]
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?
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 15 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 16 of 1 8 ]
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
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 17 of 1 8 ]
Marking criteria
▪ implemented numeracy support programs to support at least two students, as directed by the
teacher
Unit Assessment Guide
CHCHEDS006 UAG student Created: 11/07/19 [ 18 of 1 8 ]