Course Title: Support student mathematics learning

Part B: Course Detail

Teaching Period: Term2 2023

Course Code: TCHE5942C

Course Title: Support student mathematics learning

School: 535T Social Care and Health

Campus: City Campus

Program: C4420 - Certificate IV in School Based Education Support

Course Contact: Jacqueline Cheng and Melanie Reynolds

Course Contact Phone: +61 3 99254918; 99254059

Course Contact Email: jacqueline.cheng@rmit.edu.au; melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Jacqui Cheng

jacqueline.cheng@rmit.edu.au 

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents. 

These skills and knowledge enable education support workers to work with the teacher to reinforce mathematics skills across the curriculum. 

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 or secondary schools, as defined by State/Territory legislation. 

 

This cluster will look at strategies for effective teaching and learning focusing on mathematics. We will look at the importance of positive learning environments, understanding individual learning needs and the importance of establishing relationships in learning. We will focus on the principles of practice, use of resources and an emphasis will be placed on the visualisation and physical manipulation of numerical concepts for better understanding. Students will be encouraged to focus on numeracy from the perspective of the learner. 

 

This unit is clustered for delivery and assessment with Deliver elements of teaching and learning programs,’ (CHCEDS052) 

 

Assessment for this course includes knowledge task, a practical task and a WP observation 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS045 Support student mathematics learning

Element:

1. Monitor mathematics skills.

Performance Criteria:

1.1. Monitor students’ understanding and use of mathematics through observation, listening and conversation. 

1.2. Provide information to teacher to inform planning based on observations. 

1.3. Identify progress of acquisition of mathematics skills for numeracy and discuss with the teacher. 

Element:

2. Support students to develop mathematics skills.

Performance Criteria:

2.1. Determine appropriate strategies for supporting students in the application of mathematics skills in consultation with the teacher. 

2.2. Implement planned strategies and scaffolding to enhance the abilities of students and address their individual needs. 

2.3. Encourage students to problem-solve using mathematics knowledge and skills and make links to everyday life contexts. 

2.4. Use activities and examples to demonstrate different mathematical functions. 

2.5. Use explicit talk to focus students on specific mathematics knowledge and skills. 

Element:

3. Enhance students' mathematics knowledge and skills through structured activities.

Performance Criteria:

3.1. Use accurate mathematics terminology and concepts, as planned with teacher, to support student’s learning. 

3.2. Encourage students to improve mental computation and calculation skills using strategies appropriate to student’s developmental levels. 

3.3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology. 

3.4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills. 

Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements. 


Details of Learning Activities

This unit is part of Certificate IV in School-based Education Support program. Your program consists of face to face and remote/online classes, unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.    

 

Learning activities that may be undertaken in your course: 

  • class exercises to review discussions/lectures  
  • online discussion and participation  
  • analysis/critique of relevant reading material 
  • class presentations  
  • group discussion  
  • research  
  • independent project-based work  
  • group activities/projects  
  • ‘workshopping’ of student projects including peer/lecturer feedback  
 

 

Workplace delivery and/or assessment   
 

The integration of work based learning and academic learning will allow you to solve authentic industry problems or address real issues faced in organisations.   

An agreement including schedule and relevant insurance documentation is required to be completed before commencing each placement.  In the case where a placement ends early, please refer to 6. Early Termination of Placements in the Work Integrated Learning Procedure.  

 

In this course your knowledge and skills will be applied and assessed in a workplace context.    

As part of this unit you are required to be observed undertaking learning/assessment in your chosen industry area, gaining invaluable experience and industry contacts.  


Teaching Schedule

This unit will be delivered weekly. Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via Canvas. Information about student services, rights and responsibilities is contained on the RMIT system, in the RMIT student and MyRMIT areas.

Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student portal https://www.rmit.edu.au/students   

 

Teaching Schedule 

Semester  Dates:  Monday 10 July - 17 November 

Mid Semester break – Monday 18 Sep - Fri 22 September

Public Holidays: Melbourne Cup Holiday- 7 November/ AFL Grand Final September 29

 

Week   Course outline  Elements 

CHCEDS045 

 CHCEDS052 
       

1  

   Intro to cluster. 

Factors affecting children’s maths development  

Roles of teachers and ESWs in Maths     

Numerical systems (incl Roman numerals)  

    

E1,2 

    

E1 
       

2  

   Numeracy demands in everyday life  

Addition: Diagnostic overview  

Formative and summative assessments, standardised testing  

 

Maths/numeracy language concepts (key terminology) 

    

E1,2,3 

    

E2 
       

3  

    

Strands of Mathematics (F – 10) – maths curriculum 

Place value  

Subtraction algorithms  

    

E1,2,3 

    

E1 
       

4  

    

Principles of practice 

Multiplication: Diagnostic overview 

Multiplying with powers of ten  

Multiplication algorithms  

    

E1,2,3 

    

E2,3,4 
       

5  

    

HIT strategies. 

Questioning techniques  

Delivery/presentation/facilitation 

Alternative methods of Long multiplication 

    

E1, 2, 3 

    

E2,3 
       

6  

    

Documenting student observations and progress in schools 

Division algorithms  

Dividing with powers of ten  

    

E1,2,3 

    

E3 4 
       

7  

    

Introduction to Order of Operations (BODMAS)  

Application of Order of Operations  

Assessment 1 Knowledge Questions- Due  

    

E1,2,3 

    

 
       

8  

    

Intro to: 

Assessment Task 2 (AT2): Support maths learning planning 

Assessment Task 3 (AT3): Observation and Reflection 

 

Expectation of supervising teacher’s role in AT2 and AT3. 

 

AT2 Part A: Appendix 1 

How to assess student’ knowledge/skills in a classroom?  

  • working with a group of students with differing maths abilities  
  • effective observations 
  • building positive relationships and environment 
  • current student information such as maths level, test results and  
  • refer to maths curriculum 
    

E1, 2,3 

    

E2,3 
       

9  

    

Meeting with supervisor in school 

AT2 Part A: Appendix 2 

  • strategies to implement to support maths learning 

  • appropriate and relevant delivery: visual, written, digital 

  • resources available to support delivery 

 

    

E2,3 

    

E1,2 
       

10  

    

Planning sessions . 

 

  • Expectations for completion of template AT2 Part B. 

  • Examples of what to include in the template. 

  • Reference to AT3 expectations 

Focus on numeracy in work placement  

 

    

E1,2,3 

    

E3,4 
       

11  

    

discussion and feedback. 

Intro AT3 Part B: Reflection 

 

Introduction to fractions  

    

E1,2,3 

    

E4 
       

12  

    

Student enquiries regarding Assessment 2 

Addition and subtraction of fractions  

Language/terminology associated with Maths  

    

E3 

    

E2 
       

13  

    

Student enquiries regarding Assessment 3  

Multiplication and division of fractions  

    

E3 

    

 
       

14  

    

Focus on Assessment 2 

Assessment 2: Support maths learning planning - Due  

    

E1,2,3 

    

E3,4 
       

15  

    

Directed numbers 

 

    

E3 

    

 
16     Assessment Task 3: Observation and Reflection - Due      

 

    

 

 


Learning Resources

Prescribed Texts


References


Other Resources

RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring: 

• Laptop/tablet (connected to RMIT and OneDrive)
• Headphones  
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:  

The Learning Lab  
https://www.rmit.edu.au/students/study-support/learning-lab  

The Study Support Hub   
https://www.rmit.edu.au/students/study-support/study-support-hub  

English for uni workshops  
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops  


Overview of Assessment

Assessment is ongoing throughout the course. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit.

 

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by: 
• Oral or written questioning 
• oral presentations 
• Assignments and projects 
• Direct observation of actual work practice 
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files 
• Work-based activities 
• Third-party feedback from a work supervisor/employer 
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more. 

Full assessment briefs will be provided and can be found on Canvas.  


Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.   

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.  
  
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates 

 

Assessment task 1: Knowledge questions. Due week 7 

Assessment task 2: Support Maths learning planning. Due week 14 

Assessment task 3: Observation and Reflection: Week 16 

 

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:  

CA: Competency Achieved  
NYC: Not Yet Competent  
DNS: Did not Submit for Assessment  

 

All Assessment tasks should be submitted by the due date. If an extension is required, please contact your teacher and/or Coordinator before the due date.  
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements. 

 
Resubmissions: 
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission 

 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. 

Other Information

Attendance:  

Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises   

It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.  

 Information about your course:  

You can access ‘my course’ through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas. 

https://www.rmit.edu.au/students/my-course  

 Assessment:  

Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):  

https://www.rmit.edu.au/students/my-course/assessment-results  

 Academic Integrity and Plagiarism:   

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.  

https://www.rmit.edu.au/students/my-course/assessment-results/academic-integrity  

   

Credit Transfer and Recognition of Prior Learning:   

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).  

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.    

Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.  

https://www.rmit.edu.au/students/my-course/enrolment/apply-for-credit   

Course Overview: Access Course Overview