Course Title: Support students' mathematics learning for numeracy
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5795C
Course Title: Support students' mathematics learning for numeracy
School: 360T Education
Campus: Brunswick Campus
Program: C5290 - Diploma of Education Support
Course Contact : Soosan Kian
Course Contact Phone: +61 3 9925 9183
Course Contact Email:soosan.kian@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Armen Dickranian armen.dickranian@rmit.edu.au 9925 9494
Soosan Kian soosan.kian@rmit.edu.au 9925 9183
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
No specific pre-requisite and co-requisite.
Course Description
This course describes the skills and knowedge required by education support workers to work with teachers to support students developing their mathematics skills for numeracy, including using number, measurement, estimation and problem solving. The course provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce mathematics skills for numeracy across the curriculum and to support students during various phases in the acquisition of numeracy competence
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS408A Support students' mathematics learning for numeracy |
Element: |
1 Facilitate application of mathematics skills for numeracy |
Performance Criteria: |
1.1 Identify and explain a variety of numeracy demands and opportunities in daily life |
Element: |
2 Support students to develop mathematics skills for numerate understanding |
Performance Criteria: |
2.1 Determine strategies for supporting students in the application of mathematics skills for numeracy in consultation with the teacher/s |
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/s, to support students' learning |
Element: |
4 Design resources to support mathematics learning for numeracy |
Performance Criteria: |
4.1 Plan learning environments and activities in advance with the teacher/s |
Learning Outcomes
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
Details of Learning Activities
Learning Activities
This unit is part of Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

Group discussion 

Research assignments

Guest speakers

Oral and/or written questions on "What if?" scenarios

Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Professional placement
Teaching Schedule
Teaching Schedule
Program Dates: Mon 10th February – Friday 28th November 2014
Term Breaks: Mon 21st April – Fri 25th April; Mon 23rd June – Fri 11th July; Mon 22nd Sept – Fri 3rd Oct 2014
Public holidays: Mon 10th March (Labour Day); Fri 18th April (Good Friday); Mon 9th June (Queen’s Birthday); Mon 3rd November (RMIT holiday); Tues 4th November (Melbourne Cup)
This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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 blackboard.
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 diary.
Semester 1
Week 1-4
Mathematical knowledge and skills appropriate to the students being supported
Mathematical concepts and operations relevant to the year levels and the needs of students
Language associated with mathematics and numeracy as used by supervising teacher/s
Questions to encourage critical thinking about mathematics and its use as a learning tool
Differences between the roles and responsibilities of teachers and education support workers
The role of education support personnel in implementing planned mathematics activities with students
Discussion, Q&A activities, Evidence Guide
Week 5-8
Mathematical concepts and operations relevant to the year levels and the needs of students
Language associated with mathematics and numeracy as used by supervising teacher/s
Strategies to encourage critical thinking about mathematics and its use as a learning tool
Communication strategies; questioning strategies
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy
Discussion, Q&A activities
Assignment/project1Research/Q&A
Week 9-12
Applying mathematical concepts applicable to the year levels in which they operate, i.e. early childhood, primary, secondary
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy
Effective interpersonal communication for assisting/supporting students and teachers
Consulting with the teaching team and other education support workers on workplace procedures and new approaches to accommodate individual student requirements
Problem-solving and scaffolding problem-solving
Initiative - to use appropriate support strategies when opportunities arise and to inform teachers of student abilities
Discussion, Q&Aactivities
Week 13-16
Applying mathematical concepts applicable to the year levels in which they operate, i.e. early childhood, primary, secondary
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy
Effective interpersonal communication for assisting/supporting students and teachers
Consulting with the teaching team and other education support workers on workplace procedures and new approaches to accommodate individual student requirements
Problem-solving and scaffolding problem-solving
Initiative - to use appropriate support strategies when opportunities arise and to inform teachers of student abilities
Discussion, Q&A activities
Week 17-18
Reflecting on experiences supporting students’ mathematics learning for numeracy
Discussion, Q&Aactivities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience; e.g Observation/ Demonstration, Thirdparty
Semester 2
Week 1-4
Graphs in media
Statistics
Measures of tendency
Discussion, Q&A activities
Week 5-7
Visual representation of averages
Constructing and designing graphs
Discussion, Q&A activities
Assignment/project 2 – Research/Scenarios
Week 8-11
Selecting appropriate graphs for a range of data
Directed numbers revisited
More on statistics - averages
Discussion, Q&A activities
Week 12-15
Formulae (structure, process and purpose)
Measurements (calculations and conversions)
Discussion, Q&A activities
Folio - Presentation of folio (oral and written)
Week 16-18
Mathematics skills and knowledge
Mental computations and calculations
Problem solving in everyday life
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment/Project1 and 2, Evidence of practical experience; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
Learning Resources
Prescribed Texts
References
Other Resources
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this course. 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:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent.
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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• 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 coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see http://www1.rmit.edu.au/students/assessment
Assessment Tasks
Assessment Tasks
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:
• Direct observation of actual and simulated work practice 

• Oral or written questioning 

• Assignments and projects 

• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files 

• Review of work produced through work-based or course 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.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other Units of competency from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Assessment Matrix
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
Course Overview: Access Course Overview