Unit of competency Outline
Date retreived
23/07/2026 5:25 AM AWST
23/07/2026 5:25 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Support adult numeracy learning and development
Support adult numeracy learning and development
Unit of competency
National Code
CHCLLN402A
CHCLLN402A
State Code
WB989
WB989
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/07/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
15/07/2014
Nominal Hours
35
Description
DescriptorThis unit describes the skills and knowledge required by those providing numeracy support to adult learners who wish to develop their core skills of learning and numeracy, including using number, measurement, estimation and problem solvingThe unit provides skills and knowledge to enable tutors to work with a supervisor to develop strategies and resources to reinforce numeracy skills, and to support learners during various phases in the development of their numeracy competence
Notes
Elements and Performance Criteria
1. Identify numeracy learning requirements of learners
- 1.1 Meet with supervisor to establish own role and responsibilities and identify learner's language and numeracy levels and needs
- 1.2 Meet with learner to establish rapport and identify factors that may inhibit the development of mathematical skills for numeracy, and discuss with supervisor as required
- 1.3 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate
- 1.4 Monitor learner understanding and use of numeracy to inform planning of strategies and resources
2. Plan resources to support mathematics learning for numeracy
- 2.1 Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor
- 2.2 Adapt or develop resources appropriate to learner needs and context according to program requirements
3. Facilitate application of mathematics skills for numeracy
- 3.1 Identify and explain a variety of numeracy demands and opportunities in daily life
- 3.2 Demonstrate the different uses and functions of mathematics using activities and examples
- 3.3 Develop numerate understandings appropriate to learners' culture, age, abilities, interests and needs
- 3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning
- 3.5 Use diverse strategies to model use of mathematics skills relevant to specific learners
4. Support learners to develop mathematics skills for numerate understanding
- 4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed
- 4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs
- 4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts
- 4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge
- 4.5 Evaluate learning outcomes and discuss with supervisor as required
5. Provide structured activities to further develop learners' mathematics skills and knowledge
- 5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts, to support learners' learning
- 5.2 Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication
- 5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners
- 5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools
- 5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
6. Review strategies used to enhance learner skills
- 6.1 Monitor learner progress
- 6.2 Seek support and feedback from supervisor when required
- 6.3 Review strategies in terms of their effectiveness and feedback received
RANGE STATEMENT
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.
Supervisor may include:
Experienced tutor
Numeracy specialist
Mentor
Identifying learner's language and numeracy level may include:
Considering:
information provided in supervisor briefing
learner's educational background
psychological, social and cultural factors
Using key concepts of tools such as the ACSF when considering:
relevance of context, support, task and text
strengths and weaknesses of learner's ability to:
identify the mathematical information and meaning in activities and texts
problem solve using mathematical processes
use written or oral mathematical language, and mathematical symbols and diagrams, to communicate numeracy concepts
Factors that may inhibit the development of mathematical skills may include:
Cultural barriers relating to ethnicity and identity, for example
Disabilities, such as acquired brain injury
Geographic factors, such as isolation
Health issues, including chronic conditions
Learning difficulties
Limited opportunities for practice
Personal barriers relating to such things as:
age
displacement issues for refugees
emotional issues
family circumstances
gender
language background
previous formal schooling experiences
religion
social circumstances
trauma
Physical factors, such as eyesight
Psychological issues, such as mathematics phobia
Technology issues, such as:
lack of access
skill level
Resources may include:
Computer hardware and software
Concrete materials
Games
Handouts and workbooks
Online and digital resources
Realia
Reference materials
Visual aids, such as digital cameras, charts, displays and posters
Program requirements:
May be developed by:
the tutor
consulting with supervisor
consulting with learner
May include:
program guidelines
program resources
Applications of mathematics skills and knowledge may include:
Using mathematics in real-life work, social, community and leisure contexts, such as:
interpreting timetables and timelines
measuring area, volume, length, weight, etc.
performing operations and calculations
placing orders
planning use of spaces
reading and interpreting data displays
reading maps, driving and navigating
telling the time
using phone numbers
using shopping catalogues
Working mathematically to solve problems, including those specific to a particular context, such as:
calculating medical doses
comparing prices
understanding bills
Language of numeracy at the appropriate level includes:
Formal and informal language
Knowledge of the level, e.g. $5.98, 1/2, +, -, 12/5/07, simple and highly familiar tables and graphs
Language, such as:
addition, subtraction, division and multiplication
up, down, behind, right, left, over, through
comparative language, such as taller, heavier, hotter, smaller
language of shape, size, colour, such as straight, curved, square, circle, triangle
language of measurement, such as SI units of measurement, weight, height
Symbolic and diagrammatic representations and conventions of mathematics e.g. Language of position
Simple symbolism, diagrams and conventions relevant to mathematics
Accurate mathematics terminology and concepts may include:
Displays, such as graphs and tables
Mathematics specific conventions
Place values
Ratio
Symbols
Units of measurement
Vocabulary - mathematics context versus real world contexts
Aspects of communication may include:
Different contexts in which an individual uses numeracy skills in all aspects of their lives, including:
cooperative: interacting in groups
personal: expressing identity
procedural: performing tasks
public: interacting with the wider community
systems: interacting in organisations
technical: using tools and technology
Tools may include:
Estimating
Mathematical and IT tools, such as:
ruler or tape measure
protractor
kitchen scales
measuring jug
computer
calculator
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.
Supervisor may include:
Experienced tutor
Numeracy specialist
Mentor
Identifying learner's language and numeracy level may include:
Considering:
information provided in supervisor briefing
learner's educational background
psychological, social and cultural factors
Using key concepts of tools such as the ACSF when considering:
relevance of context, support, task and text
strengths and weaknesses of learner's ability to:
identify the mathematical information and meaning in activities and texts
problem solve using mathematical processes
use written or oral mathematical language, and mathematical symbols and diagrams, to communicate numeracy concepts
Factors that may inhibit the development of mathematical skills may include:
Cultural barriers relating to ethnicity and identity, for example
Disabilities, such as acquired brain injury
Geographic factors, such as isolation
Health issues, including chronic conditions
Learning difficulties
Limited opportunities for practice
Personal barriers relating to such things as:
age
displacement issues for refugees
emotional issues
family circumstances
gender
language background
previous formal schooling experiences
religion
social circumstances
trauma
Physical factors, such as eyesight
Psychological issues, such as mathematics phobia
Technology issues, such as:
lack of access
skill level
Resources may include:
Computer hardware and software
Concrete materials
Games
Handouts and workbooks
Online and digital resources
Realia
Reference materials
Visual aids, such as digital cameras, charts, displays and posters
Program requirements:
May be developed by:
the tutor
consulting with supervisor
consulting with learner
May include:
program guidelines
program resources
Applications of mathematics skills and knowledge may include:
Using mathematics in real-life work, social, community and leisure contexts, such as:
interpreting timetables and timelines
measuring area, volume, length, weight, etc.
performing operations and calculations
placing orders
planning use of spaces
reading and interpreting data displays
reading maps, driving and navigating
telling the time
using phone numbers
using shopping catalogues
Working mathematically to solve problems, including those specific to a particular context, such as:
calculating medical doses
comparing prices
understanding bills
Language of numeracy at the appropriate level includes:
Formal and informal language
Knowledge of the level, e.g. $5.98, 1/2, +, -, 12/5/07, simple and highly familiar tables and graphs
Language, such as:
addition, subtraction, division and multiplication
up, down, behind, right, left, over, through
comparative language, such as taller, heavier, hotter, smaller
language of shape, size, colour, such as straight, curved, square, circle, triangle
language of measurement, such as SI units of measurement, weight, height
Symbolic and diagrammatic representations and conventions of mathematics e.g. Language of position
Simple symbolism, diagrams and conventions relevant to mathematics
Accurate mathematics terminology and concepts may include:
Displays, such as graphs and tables
Mathematics specific conventions
Place values
Ratio
Symbols
Units of measurement
Vocabulary - mathematics context versus real world contexts
Aspects of communication may include:
Different contexts in which an individual uses numeracy skills in all aspects of their lives, including:
cooperative: interacting in groups
personal: expressing identity
procedural: performing tasks
public: interacting with the wider community
systems: interacting in organisations
technical: using tools and technology
Tools may include:
Estimating
Mathematical and IT tools, such as:
ruler or tape measure
protractor
kitchen scales
measuring jug
computer
calculator
EVIDENCE GUIDE
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners
mathematics and numeracy terminology used in the role
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners
mathematics and numeracy terminology used in the role
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB77 | CHCLLN003 | Support adult numeracy learning | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J008 | CHC30612 | Certificate III in Active Volunteering | Qualification |