Elements and Performance Criteria

acknowledging impact of cultural differences and attitudes on learner autonomy
assisting learners with a fear of mathematics or numeracy to overcome that anxiety
assisting learners to assume increasing responsibility for defining their learning objectives, planning their learning and evaluating their progress
assisting learners to use learning resources, including new technologies
creating a supportive environment to encourage efforts to change and to take risks with new numeracy learning
encouraging learners to draw on their life experience and world knowledge to make meaning from numbers
encouraging learners to reflect on ways numeracy skills can empower
explaining mathematical theories and concepts by linking to learners' existing knowledge
reinforcing learners' view of themselves as learners and doers, by providing for progressive mastery
selecting tasks and content in learning resources appropriate to adult learners
supporting learners to make links between the development of their numeracy skills and other areas of importance to them
using experiential, participative and project-based instructional methods.

community programs integrating numeracy into activities
numeracy integrated into financial literacy or money management programs
numeracy integrated into other VET programs
numeracy integrated into workplace activities, for example in Workplace English Language and Literacy (WELL) programs
stand-alone adult numeracy classes, or those integrated into literacy classes
tuition from teachers of higher level mathematics.

individual characteristics, for example:
culturally and linguistically diverse backgrounds with differing experiences of learning mathematics
low levels of formal schooling
physical, intellectual, learning or socio-emotional disabilities that impact on learning
'spiky profiles', where numeracy skill levels are different from literacy or oral communication skill levels
effects of socioeconomic factors
where skills in numeracy limit ability to achieve goals
range in individual's numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and accredited course levels
range of motivation that leads adults to seek numeracy provision.

completing equivalent to compulsory schooling in Australia
completing VET course
gaining employment
improving ability to make informed financial decisions and interact with financial institutions
interacting with family and community
maintaining current job or managing promotion to next level
pursuing own interests.

analysing tasks and texts for teaching and learning purposes to establish the required numeracy skills
analysing tasks and texts to identify their level of difficulty
examining mathematical terminology
interpreting requirements of training products and texts in wider use.

data and statistics:
gathering and organising data
interpreting and presenting data
understanding everyday probability and chance events and terminology
measurement:
length, mass (weight), volume, temperature and time
estimating, measuring and comparing objects using formal and informal methods
recognising and identifying relationships between attributes
selecting and using appropriate units of metric measurement
number:
counting and numeration, including place value
whole numbers, fractions, decimals and percentages
computation and applying number
computation and estimation
identifying number patterns and relationships
simple ratio and scale
space and location:
recognising and identifying shapes and objects
symmetry relevant to common shapes
reading and interpreting location in relation to maps and street directories
calculating simple area, perimeter and simple angles of different shapes.

a range of classroom activities delivered:
to individuals
in small groups
to a whole group
bilingual approaches or peer support where individuals have low levels of English language
drawing on range of supports to learning, such as assistive technology
encouraging use of own life experiences to illustrate and clarify learning
modelling numeracy operations
projects and investigations
referring to other educational and community services for support, including for higher level mathematics
sequencing activities to reflect increasing level of skill development
using a variety of learning modalities, including:
visual
kinaesthetic
sensory
using a variety of learning resources, including:
games
hands-on activities
real-life materials
visual materials
using strategies to overcome the effects of numeracy and number anxiety
verbal-based approaches, such as discussions and 'questions and answers' to explore, plan, generalise, hypothesise, test ideas and form conclusions
verbalising processes to establish linkages between language of mathematics and operations, symbols and key words.

areas that involve higher level mathematical skills and knowledge (at or above ACSF level 4)
knowledge of application of numeracy in particular contexts, such as a particular workplace or vocational application.

those with higher level mathematical knowledge
those with knowledge of specific applications
those who use numerical information for other purposes, such as workplace supervisor managing and reporting on outputs.

bilingual and multicultural resources
calculators, graphic calculators and abacus
computer-based delivery, software applications, educational software and CDs
everyday household and realia / authentic materials, for example:
newspapers and magazines
utility bills, bank statements and information leaflets
shopping and advertising materials
goods and materials, including foodstuff, packaging and containers
domestic measuring equipment, such as scales, cups, builder and dressmaker tapes, clocks, watches and calendars
local maps, plans and street directories
online resources, including websites
resources drawn from a workplace or vocational environment
technology used in everyday life, such as:
automated teller machines (ATMs) and EFTPOS
ticket machines
internet and telephone banking.

analysing variables that underpin numeracy tasks, such as:
complexity of mathematical information
type of operation or skill
expected number of operations
kind of information included, for example how relevant it is to the task
type of match / problem transparency
drawing on sample activities from levels 1 to 3 of the ACSF.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

analyse frameworks, theories and teaching approaches that underpin the teaching of adult numeracy, demonstrating a significant depth of knowledge, which has been applied to analyse the numeracy needs of those participating in numeracy provision
select appropriate learning resources
select and apply adult numeracy teaching strategies appropriate to learner needs and delivery context
evaluate effectiveness of teaching strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

a suitable workplace environment
research about profiles of those participating in numeracy provision
wide range of resources about adult numeracy theories and approaches
resources to support numeracy teaching.
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:

direct observation or video recording of candidate's language, literacy and numeracy practice

evaluation of a portfolio of evidence comprising:

learner responses and feedback
personal reflections
planning notes
preparation, such as detailed session plans, learning activities and assessment tools
samples of resources
review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations, and other work documents
questioning to establish required knowledge
review of third-party reports.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAELLN701A Analyse and apply adult literacy teaching practices
TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.