Children's Education and Care - Draft 3 Validation

CHCEDS037_Support the development of numeracy skills Draft 3.2

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Unit application and prerequisites




Support the development of numeracy skills


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


The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by state and territory legislation.


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




Education Support


Children’s Education and Care



"suggest in paragraph one the word 'additional' be removed as all students will need a level of support when learning a new skill"

Kaye Iversen 19.08.2020 03.56PM

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1 Reply

"Agreed- any support is probably "Additional" so it becomes tautological"

Tamara Tennant 08.09.2020 10.50AM

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Elements and performance criteria



Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Establish and follow guidelines for numeracy program.
    1. Read and interpret current teacher planning documents in relation to numeracy requirements.
    2. Identify and access current numeracy programs.
    3. Identify and follow agreed recording systems as developed by the teacher.
    4. Work within structure and guidelines of numeracy program as directed by the teacher.
    5. Select and modify resources that support numeracy programs based on student needs.
    6. Follow confidentiality procedures when handling student records.
  1. Provide numeracy support.
    1. Use strategies that support numeracy program and individual needs as directed by teacher.
    2. Select and implement activities that support understanding of numbers, use of number computations, measurement and numerical data.
    3. Encourage the development of self-reliance in numeracy through positive feedback.
    4. Use communication techniques that support effective interaction and learning.
    5. Accurately record student progress according to organisational policies and procedures.
    6. Maintain student confidentiality at all times.
  1. Monitor progress.




    1. Evaluate numeracy progress against program criteria.
    2. Provide feedback and evaluation of student progress to teacher.
    3. Review and adjust strategies based on monitoring and guidance from teacher.


PC 1.1. Reading and interpreting teacher planning documents

"It may be more appropriate for students to be discussing with the teacher planning documents to assist in preparation of numeracy programs. They may not want students to 'read and interpret'."

Kathy Adams 20.08.2020 01.41PM

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1 Reply

"Agree with Kathy."

Rita Hermansen 27.08.2020 03.41PM

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wording change

"2.2 support understanding of numeracy processes and terminology"

Kaye Iversen 19.08.2020 03.59PM

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Foundation skills


Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.



Reading skills to:

  • Comprehend content of teacher planning documents.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Technology skills to:

  • Use computers and digital media to record, monitor and report on student progress according to organisational procedures.






Numeracy skills?


Adam Green 11.09.2020 12.01PM

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Performance evidence


Assessment Requirements for CHCEDS037 Support the development of numeracy skills.


Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • implement numeracy support strategies to provide support to at least two students as directed by the teacher to:
    • recognise what students are doing when working mathematically
    • apply an appropriate model of learning
  • complete required records or reports for at least two students according to organisational procedures.


Complete records and reports

"It may be better to say complete records and reports as directed by the teacher."

Kathy Adams 20.08.2020 01.44PM

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Knowledge evidence


Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • the role of education support worker in providing mathematics support to students
  • aspects of numeracy:
    • skills and knowledge required by students to make meaning of numbers and basic computations.
    • links between mathematical/numeracy processes and maths support strategies
    • basic mathematical concepts and operations relevant to the year levels and the needs of students in primary and secondary school
    • learning models and language used to support numeracy
    • questions that encourage critical thinking about mathematics and its use as a learning tool
    • language associated with numeracy and mathematical operations
  • communication techniques for use with students and teachers
    • active listening
    • open questioning
    • providing clear directions and/or instructions
  • processes for monitoring and recording progress.



"primary and secondary school - this wording may require two placements. Change and to or, or a /"

Kaye Iversen 19.08.2020 04.02PM

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1 Reply

"this is in "Knowledge evidence", not "performance" so does not have to be undertaken in the environment, only in an assessment demonstrated"

Tamara Tennant 08.09.2020 10.54AM

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Assessment conditions


Skills must be demonstrated in the workplace:

  • support activities with students must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.


Interactions with students must be supervised by a teacher or other educational professional.


Assessment must ensure access to:

  • student information on which support is based
  • curriculum information
  • teaching and learning resources
  • calculators
  • documentation templates for student reporting
  • organisational policies and procedures
  • students in a school
  • colleagues for guidance and collaboration.


Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.




""support activities with students must be directly observed by the assessor on at least one occasion" should be contextualised to "best practice instructional strategies to support the development of numeracy and mathematics skills, must be directly observed (face to face) by the assessor who attends the classroom on at least one occasion." "

Adam Green 11.09.2020 12.07PM

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"I have seen these when assessing at high school level but are not common in primary school. Suggest removing it. Also students in high school these days use their phones!"

Kaye Iversen 19.08.2020 04.05PM

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1 Reply

"'calculators' are part of equipment and does not seem to fit this list. Perhaps the point should be reworded to 'manipulatives or equipment to support programs/lesson."

Kathy Adams 20.08.2020 01.50PM

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