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CHCEDS045_Support student mathematics learning Draft 2 Aug 19
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UNIT CODE
CHCEDS045
UNIT TITLE
Support student mathematics learning
APPLICATION
This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary and secondary students to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents.
The unit provides skills and knowledge to enable education support workers to work with the teacher to reinforce mathematics skills across the curriculum and to support students in their development of skills.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly in classroom settings in schools, with students aged between five and 18 years, but may also work in other education settings within the community.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
PREREQUISITE UNIT
Nil
COMPETENCY FIELD
Education Support
UNIT SECTOR
Children’s Education and Care
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
Edit
"Overall this is good except: "Adapt and accurately document resources that meet specific needs while retaining mathematical integrity." I have no idea what this means? I have been a maths teacher for about two years and I think even the teacher would not do this, if my reading is correct. Delete or replace completely."
Adam Green 20.08.2019 03.24PM
FOUNDATION SKILLS
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS
DESCRIPTION
Reading skills to:
Oral communication skills to:
Problem-solving skills to:
Initiative and enterprise skills to:
UNIT MAPPING INFORMATION
CHCEDS019 Support students' mathematics learning
LINKS
TITLE
Assessment Requirements for CHCEDS045 Support students' mathematics learning.
PERFORMANCE EVIDENCE
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
Strands issue
"This seems small but is a big issue potentially: "adapting and incorporating strategies and resources that address each of the key mathematics content strands" -> it would not be possible to do this in a logistical sense as 'strands' are not always addressed in a single day/week/term and it would be intrusive to interrupt student learning, to artificially work on a strand that the rest of the class isn't doing simply for allowing the TA to be assessed. Suggest change to "implementing strategies for mathematical learning appropriate for the needs of the learner""
Adam Green 20.08.2019 03.28PM
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
Delete
"Recommend delete: key content strands of current mathematics curriculum: number and algebra measurement and geometry statistics and probability As is not relevant to all students/classes (this unit seems to be aimed at middle school students and higher and doesn't account for non-traditional programs such as those with learning disorders, who do not study these 'strands'."
Adam Green 20.08.2019 03.30PM
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace:
Skills related to resource adaptation may be demonstrated outside of the workplace.
Interactions with students must be supervised by a teacher or other educational professional.
Assessment must ensure access to:
Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.
Reduce
"This sections should be removed. "maths support resources in the areas of: number and algebra measurement and geometry statistics and probability" ->--> many TAs work in high schools with at risk students who basically do year 8 maths and this unit would be great but now impossible if it becomes too hard and aimed at high achieving students only who don't have any learning disorders."
Adam Green 20.08.2019 02.18PM
Modification
""must be directly observed by the assessor on at least one occasion" could be modified to "must be directly observed by the assessor who physically attends the classroom, on at least one occasion""
Adam Green 20.08.2019 02.16PM
"Why do assessors need to physically attend the classroom to observe students? There are many technological methods that can be used instead. We need to consider rural students as well as the cost of an assessor visiting students multiple times. This needs to considered or the cost of courses will be prohibitive. "
Anna Hannouche 11.09.2019 10.47AM
Unit Range
"As a classroom teacher I have often found that mathematical abilities of teacher aides has varied widely despite this unit. Given the breadth of this unit assisting students from 8 to 18 covers so many mathematical concepts and student developmental periods, perhaps it could be broken into junior, middle and senior mathematics to more reflect content and developmental stages of children."
Scott Wetzels 13.08.2019 07.34AM
"In one way i agree as a maths teacher. However I think we should not get into the business of teaching TAs maths, english, science etc. We should teach pedagogy."