Education Support Draft 2 Validation

CHCEDS045_Support student mathematics learning Draft 2 Aug 19

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Unit application and prerequisites

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

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

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

  1. Monitor mathematics skills.
    1. Monitor students’ understanding and use of mathematics through observation, listening and conversation.
    2. Provide information to teacher to inform planning based on monitoring.
    3. Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher.
  1. Support students to develop mathematics skills.
    1. Determine appropriate strategies for supporting students in the application of mathematics skills in consultation with the teacher.
    2. Implement planned strategies and scaffolding to enhance the abilities of students and address their individual needs.
    3. Encourage students to problem-solve using mathematics knowledge and skills and make links to everyday life contexts.
    4. Use activities and examples to demonstrate different mathematical functions.
    5. Adapt and accurately document resources that meet specific needs while retaining mathematical integrity.
    6. Use explicit talk to focus students on specific mathematics knowledge and skills.
  1. Enhance students’ mathematics knowledge and skills through structured activities.
    1. Use accurate mathematics terminology and concepts, as planned with teacher, to support students’ learning.
    2. Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels.
    3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology.
    4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills.

1 Comments

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

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Foundation skills

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:

  • Comprehend content of teacher planning documents.

Oral communication skills to:

  • Interact with and engage students to build rapport and encourage.

Problem-solving skills to:

  • Provide support to students and determine methods to appropriately scaffold their learning according to their individual ability.

Initiative and enterprise skills to:

  • Use appropriate support strategies when opportunities arise.

UNIT MAPPING INFORMATION

CHCEDS019 Support students' mathematics learning

LINKS

 

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Performance evidence

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:

  • contribute to the development of support strategies for two students who are at different levels of mathematical ability, including:
    • adapting and incorporating strategies and resources that address each of the key mathematics content strands
  • implement above support strategies and report to teacher on student outcomes to inform future planning.

1 Comments

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

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • the role of education support workers in implementing planned mathematics activities with students
  • differences between the roles and responsibilities of teachers and education support workers
  • assessment methodologies and how they are used in mathematics:
    • formative
    • summative
    • standardised testing
  • key content strands of current mathematics curriculum:
    • number and algebra
    • measurement and geometry
    • statistics and probability
  • terminology and concepts associated with mathematics and numeracy as used by supervising teacher:
    • vocabulary
    • symbols
    • displays such as graphs and tables
    • units of measurement
    • mathematical conventions
  • factors affecting acquisition of mathematics skills:
    • limited opportunities for practice
    • health issues
    • socio-economic issues
    • home language other than English
    • level of confidence
    • planned or incidental learning opportunities
  • questioning techniques that can be used to scaffold learning and assist students to problem-solve.

1 Comments

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

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Assessment conditions

ASSESSMENT CONDITIONS

 

 

 

 

 

 

 

Skills must be demonstrated in the workplace:

  • implementation of strategies 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.

 

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:

  • student information to inform planning
  • maths curriculum information
  • maths support resources in the areas of:
    • number and algebra
    • measurement and geometry
    • statistics and probability
  • organisational policies and procedures for support programs
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

5 Comments

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

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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

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1 Reply

"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

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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

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1 Reply

"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."

Adam Green 20.08.2019 02.16PM

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