curriculum planning guide: literacy and numeracy … literacy and numeracy skills strand – strand...
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VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
Curriculum Planning Guide:
Literacy and Numeracy Skills Strand
Strand and Unit Information
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Contents
Section 1: VCAL Literacy and Numeracy Skills Strand ...........................................................................................................4 Introduction ...............................................................................................................................................................................4 Aims ..........................................................................................................................................................................................4 Literacy Skills purpose statement ..............................................................................................................................................4 Numeracy Skills purpose statement ...........................................................................................................................................4 Selecting literacy and numeracy curriculum ..............................................................................................................................5 VCAL Literacy and Numeracy Skills units ...............................................................................................................................5 Literacy Skills Units Structure...................................................................................................................................................5 Numeracy Skills Units Structure ...............................................................................................................................................6
Section 2: VCAL Literacy units ...................................................................................................................................................7 Literacy Skills Foundation Reading and Writing ......................................................................................................................7 Unit purpose ..............................................................................................................................................................................7 Assessment ................................................................................................................................................................................7 Conditions of assessment...........................................................................................................................................................7 Learning outcomes 1-8 ..............................................................................................................................................................8
Literacy Skills Foundation Oral Communication .................................................................................................................... 11 Unit purpose ............................................................................................................................................................................ 11 Assessment .............................................................................................................................................................................. 11 Conditions of assessment......................................................................................................................................................... 11 Learning outcomes 1-4 ............................................................................................................................................................ 12
Literacy Skills Intermediate Reading and Writing................................................................................................................... 14 Unit purpose ............................................................................................................................................................................ 14 Assessment .............................................................................................................................................................................. 14 Conditions of assessment......................................................................................................................................................... 14 Learning outcomes 1-8 ............................................................................................................................................................ 15
Literacy Skills Intermediate Oral Communication .................................................................................................................. 18 Unit purpose ............................................................................................................................................................................ 18 Assessment .............................................................................................................................................................................. 18 Conditions of assessment......................................................................................................................................................... 18 Learning outcomes 1-4 ............................................................................................................................................................ 19
Literacy Skills Senior Reading and Writing ............................................................................................................................ 21 Unit purpose ............................................................................................................................................................................ 21 Assessment .............................................................................................................................................................................. 21 Conditions of assessment......................................................................................................................................................... 21 Learning outcomes 1-8 ............................................................................................................................................................ 22
Literacy Skills Senior Oral Communication ............................................................................................................................ 27 Unit purpose ............................................................................................................................................................................ 27 Assessment .............................................................................................................................................................................. 27 Conditions of assessment......................................................................................................................................................... 27 Learning outcomes 1-4 ............................................................................................................................................................ 28
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Section 3: VCAL Numeracy units ............................................................................................................................................. 30 Numeracy Skills Foundation ................................................................................................................................................... 30 Unit purpose ............................................................................................................................................................................ 30 Assessment .............................................................................................................................................................................. 30 Conditions of assessment......................................................................................................................................................... 30 Learning outcomes 1-5 ............................................................................................................................................................ 31
Numeracy Skills Intermediate – Unit 1 ................................................................................................................................... 36 Unit purpose ............................................................................................................................................................................ 36 Assessment .............................................................................................................................................................................. 36 Conditions of assessment......................................................................................................................................................... 36 Learning outcomes 1-4 ............................................................................................................................................................ 37
Numeracy Skills Intermediate – Unit 2 ................................................................................................................................... 41 Unit purpose ............................................................................................................................................................................ 41 Assessment .............................................................................................................................................................................. 41 Conditions of assessment......................................................................................................................................................... 41 Learning outcomes 1-4 ............................................................................................................................................................ 42
Numeracy Skills Senior – Unit 1 ............................................................................................................................................. 45 Unit purpose ............................................................................................................................................................................ 45 Assessment .............................................................................................................................................................................. 45 Conditions of assessment......................................................................................................................................................... 45 Learning outcomes 1-4 ............................................................................................................................................................ 46
Numeracy Skills Senior – Unit 2 ............................................................................................................................................. 51 Unit purpose ............................................................................................................................................................................ 51 Assessment .............................................................................................................................................................................. 51 Conditions of assessment......................................................................................................................................................... 51 Learning outcome 1-4 .............................................................................................................................................................. 52
Advanced Numeracy Skills Senior ............................................................................................................................................ 55 Unit purpose ............................................................................................................................................................................ 55 Assessment .............................................................................................................................................................................. 55 Conditions of assessment......................................................................................................................................................... 55 Learning outcoms 1-5 .............................................................................................................................................................. 56
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Section 1: VCAL Literacy and Numeracy Skills
Strand
Introduction
Curriculum selected for inclusion in the Literacy and Numeracy Skills Strand must be consistent
with the purpose statements of this strand. Through aligning curriculum with the purpose
statements of the curriculum strand, the learning program provides literacy and numeracy skills
development and experiences that are integral for the vocational, employability and personal
development outcomes of VCAL students.
Aims
Study in this strand is designed to:
develop knowledge, skills and attributes relevant to reading, writing and oral communication
and their practical application in the contexts of everyday life, family, employment, further
learning and community
develop knowledge, skills and attributes relevant to the practical application of numeracy in
the contexts of everyday life, further learning, work and community
provide pathways to further study and work.
Literacy Skills purpose statement
The purpose of literacy curriculum selected for this strand is to enable the development of skills,
knowledge and attributes relevant to reading, writing and oral communication and their practical
application in the contexts of everyday life, family, employment, further learning and community.
Literacy skills corresponding with these social contexts include literacy for self expression, practical
purposes, knowledge and public debate.
Literacy includes reading, writing and oral communication skills.
Numeracy Skills purpose statement
The purpose of numeracy curriculum selected for this strand is to enable the development of
knowledge, skills and attributes relevant to identifying, applying and communicating mathematical
information in the contexts of everyday life, family, employment, further learning and community.
Numeracy skills corresponding with these social contexts include mathematical knowledge and
techniques, financial literacy, planning and organising, measurement, data, representation, design,
problem solving, using software tools and devices and in further study in mathematics or related
fields.
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Selecting literacy and numeracy curriculum
Curriculum in the Literacy and Numeracy Skills Strand can include VCAL Literacy and Numeracy
Skills units or any VCE English units and any VCE Mathematics units and/or accredited
units/modules or certificates with a literacy/numeracy focus such as Certificates I, II and III in
General Education for Adults.
Note: Additional VCE units may be used to meet the eligibility requirements of this VCAL strand.
Please refer to the current VCE and VCAL Administrative Handbook for more information.
VCAL Literacy and Numeracy Skills units
The VCAL Literacy and Numeracy Skills units are:
- LIT011 Literacy Skills Foundation Reading and Writing
- LIT012 Literacy Skills Foundation Oral Communication
- LIT021 Literacy Skills Intermediate Reading and Writing
- LIT022 Literacy Skills Intermediate Oral Communication
- LIT031 Literacy Skills Senior Reading and Writing
- LIT032 Literacy Skills Senior Oral Communication
- NUM011 Numeracy Skills Foundation
- NUM021 Numeracy Skills Intermediate – Unit 1
- NUM022 Numeracy Skills Intermediate – Unit 2
- NUM031 Numeracy Skills Senior – Unit 1
- NUM032 Numeracy Skills Senior – Unit 2
- NUM041 Advanced Numeracy Skills Senior.
Literacy Skills Units Structure
The Literacy Skills units are designed at three levels – Foundation, Intermediate and Senior. Two
units exist at each level, as follows:
Foundation
- Literacy Skills Foundation Reading and Writing unit
- Literacy Skills Foundation Oral Communication unit.
Intermediate
- Literacy Skills Intermediate Reading and Writing unit
- Literacy Skills Intermediate Oral Communication unit.
Senior
- Literacy Skills Senior Reading and Writing unit
- Literacy Skills Senior Oral Communication unit.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Numeracy Skills Units Structure
The Numeracy Skills units are designed at three levels – Foundation, Intermediate and Senior:
Foundation
- Numeracy Skills Foundation
Intermediate
- Numeracy Skills Intermediate unit 1
- Numeracy Skills Intermediate unit 2.
Senior
- Numeracy Skills Senior unit 1
- Numeracy Skills Senior unit 2
- Advanced Numeracy Skills Senior
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Section 2: VCAL Literacy units
Literacy Skills Foundation Reading and Writing Unit purpose
The purpose of this unit is to enable students to develop skills and knowledge to read and write
simple or short texts. Texts will deal with mainly personal and familiar topics but may include some
unfamiliar aspects.
At this level students, often with support, use the writing process with an awareness of the purpose
and audience of the text.
In reading students are able to identify the main point of the text, some key details and express an
opinion about the text as a whole as well as some of the details.
At the end of the Foundation Reading and Writing unit students will be able to read and
comprehend a range of simple short texts and write a range of short texts in a number of contexts
which may be interrelated.
Assessment
To be credited with this unit the student must demonstrate achievement in all eight learning
outcomes. All elements in a learning outcome must be met in the one task for students to
demonstrate achievement in that outcome.
Conditions of assessment
The conditions related to assessment of the learning outcome may differ according to the particular
learning environment, mode of delivery and field or topic of study.
Students should have access to:
a range of assessment tasks/activities
a learning environment appropriate to the task
appropriate ICT including software tools and devices
support and advice
communication supports as required, for example, dictionary and personal word lists.
-
- Subject matter may be ‘everyday’ and may include some unfamiliar material.
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Learning outcome 1
Writing for Self Expression
Write a simple recount, narrative or expressive text on a familiar subject.
Elements
a. Use simple planning, drafting and editing processes to produce written texts
b. Use language and tone appropriate to text purpose and audience
c. Sequence and structure ideas, information and/or events coherently
d. Write at least one paragraph or equivalent
e. Spell, punctuate and use grammar sufficiently for the meaning of the text to be understood
Learning outcome 2
Writing for Practical Purposes
Write a simple instructional or transactional text on a familiar subject.
Elements
a. Use simple planning, drafting and editing processes to produce written texts
b. Use language and tone appropriate to text purpose and audience
c. Sequence and structure information and/or ideas coherently
d. Write at least one paragraph or three to four pieces of information in point form
e. Spell, punctuate and use grammar sufficiently for the meaning to be understood
Learning outcome 3
Writing for Knowledge
Write a simple report or explanatory text on a familiar subject.
Elements
a. Use simple planning, drafting and editing processes to produce written texts
b. Use language and tone appropriate to text purpose and audience
c. Sequence and structure information and ideas coherently
d. Write at least one paragraph or equivalent
e. Spell, punctuate and use grammar sufficiently for the meaning to be understood
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Writing for Public Debate
Write a simple persuasive and/or argumentative text expressing a point of view on a familiar
subject.
Elements
a. Use the processes of planning, drafting, editing and evaluation to produce written texts
b. Use language and tone appropriate to text purpose and audience
c. Sequence and structure ideas and arguments coherently
d. Write at least one paragraph or equivalent
e. Provide supporting evidence, which may be broad or general, for a point of view
f. Spell, punctuate and use grammar sufficiently for the meaning to be understood
Learning outcome 5
Reading for Self Expression
Demonstrate that meaning has been gained from reading a simple narrative, recount or expressive
text.
Elements
a. Identify the purpose of the text
b. Identify main ideas and key descriptive details in the text
c. Explain the meaning of key words and phrases
d. Identify similarities/differences between texts on similar subjects or with similar text types
e. Evaluate and express an opinion on the effectiveness of text
Learning outcome 6
Reading for Practical Purposes
Demonstrate that meaning has been gained from reading a simple instructional or transactional
text.
Elements
a. Identify the purpose of the text
b. Identify the main ideas and/or key procedures
c. Explain the meaning of key words and phrases
d. Identify similarities/differences between texts on similar subjects or with similar text types
e. Express an opinion on the text or its subject matter
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Learning outcome 7
Reading for Knowledge
Demonstrate that meaning has been gained from reading a simple explanatory or informative text
on a familiar subject.
Elements
a. Identify the purpose of the text
b. Identify the main ideas and key factual data in the text
c. Explain the meaning of key words and phrases
d. Identify similarities/differences between texts on similar subjects or with similar text types
e. Express an opinion on the text or on its subject matter
Learning outcome 8
Reading for Public Debate
Demonstrate that meaning has been gained from reading a simple persuasive or discursive text on
a familiar subject.
Elements
a. Identify the explicit and/or underlying purpose of a text
b. Identify the main ideas and key information and arguments in the text
c. Explain the meaning of key words and phrases
d. Identify similarities/differences between texts on similar subjects or with similar text types
e. Identify any persuasive devices used in the text
f. Express own view on the subject/text giving reasons
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Literacy Skills Foundation Oral Communication Unit purpose
At the end of this unit students will be able to use and respond to spoken language, around
everyday subject matter which may include some unfamiliar aspects, for a range of purposes in a
number of contexts which may be interrelated.
Assessment
The student must demonstrate achievement in all learning outcomes. Not all elements need to be met in the one assessment task/activity. Elements for one learning outcome can be met:
in an assessment task/activity individually
by being integrated with learning outcomes in other strands.
Conditions of assessment
The student will have access to:
a flexible range of assessment tasks/activities/ICT options
a learning environment appropriate to the task
support and assistance from aides, teachers, mentors and/or experts.
The subject matter will be ‘everyday’ and may include some unfamiliar aspects. Contexts may be
familiar and/or predictable.
Vocabulary may include some that is unknown or unfamiliar.
The student must have a reasonable opportunity to participate in any discussion/activity.
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Learning outcome 1
Oracy for Self Expression
Use and respond to spoken language to explore with others story and life experiences.
Elements
a. Participate in or share a short discussion, account or anecdote
b. Make some use of verbal and non-verbal features of spoken communication, which may
include: intonation, eye contact, gesture and pace
c. Begin to recognise the role verbal and non-verbal features play in conveying meaning in
other oral presentations
d. Reflect and evaluate the effectiveness of spoken language
Learning outcome 2
Oracy for Knowledge
Use and respond to spoken language that presents information about familiar topics.
Elements
a. Take part in a talk or discussion to provide or elicit information on a familiar topic.
b. Identify key points from a brief informative talk.
Learning outcome 3
Oracy for Practical Purposes
Use and respond to spoken language in short transactions in familiar contexts.
Elements
a. Give instructions taking into account the needs of the listener.
b. Exchange or obtain goods or services in real or simulated settings.
c. Identify key instructions in a short oral transaction.
d. Evaluate the effectiveness of language used.
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Learning outcome 4
Oracy for Exploring Issues and Problem Solving
Use and respond to spoken language to explore issues or solve problems on a familiar topic.
Elements
a. Express a point of view about an issue and elicit the point of view of another or others.
b. Participate in an oral exchange requiring some negotiation.
c. Demonstrate active listening.
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Literacy Skills Intermediate Reading and Writing Unit purpose
The purpose of this unit is to enable students to develop the skills and knowledge to read and write
a range of texts on everyday subject matters which include some unfamiliar aspects or material. At
this level students, once they have identified the audience and purpose of the text, use the writing
process to produce texts that link several ideas or pieces of information. In reading, students
identify how, and if, the writer has achieved his or her purpose and express an opinion on the text
taking into account its effectiveness.
At the end of the unit students will be able to read, comprehend and write a range of texts within a
variety of contexts.
Assessment
Examples of assessment tasks/activities which relate mainly to a specific learning outcome can be
found in learning outcome detail information.
To be credited with this unit the student must demonstrate achievement in all learning outcomes.
All elements in a learning outcome must be met in the one task for a student to demonstrate
achievement of that outcome.
Conditions of assessment
The conditions related to assessment of the learning outcome may differ according to the particular
learning environment, mode of delivery and field or topic of study.
The student will have access to:
a range of assessment tasks/activities
a learning environment appropriate to the task
support and advice
communication supports as required (for example, dictionary, personal word lists). Subject
matter will be everyday and will include some unfamiliar material.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Writing for Self Expression
Write a recount, narrative or expressive text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Sequence and structure information, ideas and events to suit purpose.
d. Link several pieces of information within a text rather than treating them as separate units.
e. Spell, punctuate and use grammar with reasonable accuracy.
Learning outcome 2
Writing for Practical Purposes
Write an instructional or transactional text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Sequence and structure information and/or ideas logically to suit purpose.
d. Present several separate pieces of information within a text including detailed factual
descriptions or data.
e. Spell, punctuate and use grammar with reasonable accuracy.
Learning outcome 3
Writing for Knowledge
Write a report, explanatory or expository text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Sequence and structure information and ideas logically to suit purpose.
d. Relate several separate pieces of factual information within a text rather than treating them
as separate units and reach a conclusion.
e. Spell, punctuate and use grammar with reasonable accuracy.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Writing for Public Debate
Write a persuasive, argumentative or discursive text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Sequence and structure ideas and arguments to suit purpose.
d. Relate several ideas or pieces of information within a text rather than treating them as
separate units.
e. Provide evidence and argue persuasively for a point of view.
f. Spell, punctuate and use grammar with reasonable accuracy.
Learning outcome 5
Reading for Self Expression
Demonstrate that meaning has been gained from reading a narrative, recount or expressive text.
Elements
a. Identify the purpose of the text including any inferred purpose.
b. Identify main ideas and key words used to express them.
c. Identify the means used by the author to achieve the purpose of the text.
d. Compare or contrast with other texts.
e. Evaluate and express an opinion on the effectiveness of text.
Learning outcome 6
Reading for Practical Purposes
Demonstrate that meaning has been gained from reading an instructional or transactional text.
Elements
a. Identify the purpose of the text including any inferred purpose.
b. Identify the main ideas and key procedures.
c. Identify the means used by the author to achieve the purpose of the text.
d. Compare or contrast with other texts.
e. Evaluate an express an opinion on the effectiveness of the text.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 7
Reading for Knowledge
Demonstrate that meaning has been gained from reading an explanatory, expository or informative
text.
Elements
a. Identify the purpose of the text including any inferred purpose.
b. Identify the main ideas, supporting ideas and any examples.
c. Identify the means used by the author to achieve the purpose of the text.
d. Compare or contrast with other texts.
e. Evaluate and express an opinion on the effectiveness of the text.
Learning outcome 8
Reading for Public Debate
Demonstrate that meaning has been gained from reading a persuasive, discursive or
argumentative text.
Elements
a. Identify the purpose of the text including any inferred purpose.
b. Identify the means used by the author to achieve the purpose of the text.
c. Identify the main arguments, ideas or suggestions used in the text.
d. Compare or contrast with other texts.
e. Evaluate and express an opinion on the effectiveness of the text.
f. Express own opinion on the subject and give supporting reasons.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Literacy Skills Intermediate Oral Communication Unit purpose
At the end of this unit students will be able to use and respond to spoken language including some
unfamiliar material within a variety of contexts.
Assessment
Not all elements have to be all met in the one task. Elements for one learning outcome can be met:
in one assessment task/activity
individually
by being integrated with learning outcomes in other strands.
Examples of assessment tasks can be found in the learning outcomes detail information.
Conditions of assessment
The student will have access to:
a range of assessment tasks/activities
a learning environment appropriate to the task
support if required.
The subject matter will be every day and will include unfamiliar material. Contexts may be
unfamiliar.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Oracy for Self Expression
Use and respond to spoken language to communicate story and life experience.
Elements
a. Share a narrative, recount or anecdote.
b. Make use of verbal and non-verbal features of spoken communication including: intonation,
eye contact, gesture, pace and pronunciation.
c. Demonstrate an understanding of the role of verbal and non-verbal features by commenting
on the effectiveness of others’ oral presentations.
Learning outcome 2
Oracy for Knowledge
Use and respond to spoken language in informative talks in a range of contexts.
Elements
a. Give an oral presentation answering questions if appropriate.
b. Identify key points and supporting information in an informative talk.
c. Comment on the content and effectiveness of an informative talk.
d. Make systematic notes from a spoken text in a chosen field of knowledge.
Learning outcome 3
Oracy for Practical Purposes
Use and respond to spoken language in instructions and transactions.
Elements
a. Give instructions in several steps.
b. Identify the key points in an oral text that offer support, advice or service.
c. Comment on the content and effectiveness of oral instructions and transactions.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Oracy for Exploring Issues and Problem Solving
Use and respond to spoken language to explore issues or solve problems.
Elements
a. Participate in a group discussion on an issue, responding to and contributing alternative
ideas.
b. Use spoken language to identify and work towards solving problems with at least one other
person.
c. Comment on the range of ideas presented on an issue in a discussion.
d. Demonstrate active listening.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Literacy Skills Senior Reading and Writing Unit purpose
The purpose of this unit is to enable students to develop the skills and knowledge to read and write
complex texts. The texts will deal with general situations and include some abstract concepts or
technical details. At this level, students produce texts that incorporate a range of ideas,
information, beliefs or processes and have control of the language devices appropriate to the type
of text. In reading, the student identifies the views shaping the text and the devices used to present
that view and express an opinion on the effectiveness and content of the text.
At the end of the unit students will be able to read, comprehend and write a range of complex texts
across a broad range of contexts.
Assessment
Examples of assessment tasks/activities which relate mainly to a specific learning outcome can be
found in the learning outcome details.
To be credited with this unit the student must demonstrate achievement in all the learning
outcomes. All elements for a learning outcome must be met in the one task for a student to
demonstrate achievement in that outcome.
Conditions of assessment
The conditions related to assessment of the learning outcome may differ according to the particular
learning environment, mode of delivery and field or topic of study.
The student will have access to:
a range of assessment tasks/activities
a learning environment appropriate to the task
support and advice
communication supports as required (for example, dictionary, personal word lists).
Subject matter will deal with general situations and some abstract or technical concepts and some
unfamiliar material.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Writing for Self Expression
Write a complex recount, narrative or expressive text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Organise ideas and information to suit purpose.
d. Incorporate a range of topics, beliefs, issues or experiences.
e. Use literary devices to convey character, setting and/or emotions.
f. Spell, punctuate and use grammar with considerable accuracy.
Learning outcome 2
Writing for Practical Purposes
Write a complex instructional or transactional text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Organise information and/or ideas logically to suit purpose.
d. Present specialist and/or technical knowledge, highlighting features of special note.
e. Present information accurately, clearly and concisely.
f. Spell, punctuate and use grammar with considerable accuracy.
Learning outcome 3
Writing for Knowledge
Write a complex report, explanatory or expository text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Sequence and structure information and ideas logically to suit purpose.
d. Present a range of abstract concepts and/or technical facts within a specialist field.
e. Present information accurately, clearly and concisely.
f. Spell, punctuate and use grammar with considerable accuracy.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Writing for Public Debate
Write a complex persuasive, argumentative or discursive text.
Elements
a. Use the processes of planning, drafting and editing to produce written texts.
b. Use language and tone appropriate to text purpose and audience.
c. Organise ideas and arguments to suit purpose.
d. Provide and integrate evidence to support own argument.
e. In an argumentative or discursive text acknowledge and rebut opposing point/s of view.
f. Spell, punctuate and use grammar with considerable accuracy.
Learning outcome 5
Reading for Self Expression
Demonstrate that meaning has been gained from reading a complex, sustained narrative, recount
or expressive text.
Elements
a. Identify the purpose of the text including any inferred purpose and the means used to
achieve purpose.
b. Identify the fundamental point of view shaping the text and the devices used to present that
point of view (for example, characters).
c. Compare and contrast with other texts.
d. Present an opinion on the text taking into account the content and its effectiveness in
relation to the audience and purpose.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 6
Reading for Practical Purposes
Demonstrate that meaning has been gained from reading a complex, sustained instructional or
transactional text.
Elements
a. Identify the purpose of the text including any inferred purpose and the means used to
achieve purpose.
b. Identify the key instructions and any interpretations.
c. Identify (if any) misleading information in the text.
d. Compare and contrast with other known texts.
e. Present an opinion on the text taking into account the content and its effectiveness in
relation to the audience and purpose.
Learning outcome 7
Reading for Knowledge
Demonstrate that meaning has been gained from reading a complex, sustained report,
explanatory, expository or informative text.
Elements
a. Identify the purpose of the text including any inferred purpose and the means used to
achieve purpose.
b. Differentiate between information and interpretation in the text.
c. Extract information relevant to given research task.
d. Compare and contrast with other texts.
e. Analyse the conclusions reached.
f. Present an opinion on the content and effectiveness of the text in relation to the audience
and purpose.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 8
Reading for Public Debate
Demonstrate that meaning has been gained from reading a complex, sustained persuasive,
argumentative or discursive text.
Elements
a. Identify the purpose of the text including any inferred purpose and the means used to
achieve purpose.
b. Identify the underlying values system implicit in the text.
c. Compare and contrast with other texts.
d. Evaluate the arguments and evidence given.
e. Present an opinion on the text, taking into account the content and the effectiveness of the
text in relation to the audience and purpose.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Literacy Skills Senior Oral Communication Unit purpose
At the end of this unit students will be able to use and respond to spoken language with complex
and abstract content across a broad range of contexts.
Assessment
Not all elements have to be all met in the one task. Elements for one learning outcome can be met:
in one assessment task/activity
individually
by being integrated with learning outcomes in other strands.
Examples of assessment tasks can be found in the learning outcomes detail information.
Conditions of assessment
The student will have access to:
a range of assessment tasks/activities
a learning environment appropriate to the task
support if required.
The subject matter will deal with general situations and some abstract concepts. Contexts will be
unfamiliar, for example:
vocabulary used will be broad.
the structure of the oral text will be complex and will be characteristic of the text type. The
student must have a reasonable opportunity to participate in any discussion/activity.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Oracy for Self Expression
Use and respond to spoken language to effectively communicate with others story and life
experience, in different contexts.
Elements
a. Present or participate in a sustained narrative, discussion, recount or anecdote
b. Make effective use of verbal and non-verbal features of spoken communication including:
intonation, eye contact, gesture, pace, pronunciation and projection
c. Demonstrate an understanding of the role of verbal and non-verbal features through critical
listening and analysis of other oral presentations
Learning outcome 2
Oracy for Knowledge
Use and respond to spoken language in sustained informative presentations in different contexts.
Elements
a. Plan and deliver a sustained presentation in a group setting using appropriate staging and
including open question time if appropriate.
b. Make notes systematically from information presented orally covering key points and
supporting information.
c. Evaluate the content and effectiveness of a complex oral text.
Learning outcome 3
Oracy for Practical Purposes
Use and respond to spoken language in sustained and complex transactions in different contexts.
Elements
a. Give complex instructions, including difficulties to be avoided, when explaining a procedure
to others.
b. Respond to a complex inquiry or complaint, giving details of action or explanation of any
difficulties.
c. Evaluate the content and effectiveness of a complex spoken transaction.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Oracy for Exploring Issues and Problem Solving
Use and respond to spoken language in sustained discussions for the purpose of exploring issues
or problem solving in different contexts.
Elements
a. Use spoken language for the purpose of exploring ideas in an extended discussion,
comparing them with those of others and questioning others to clarify ideas.
b. Use spoken language to work in collaboration with others to meet an agreed objective.
c. Evaluate the content and effectiveness of a sustained discussion.
d. Demonstrate active listening.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Section 3: VCAL Numeracy units
Numeracy Skills Foundation Unit purpose
The purpose of this unit is to enable students to develop the confidence and skills to perform
simple and familiar numeracy tasks and to develop the ability to make sense of mathematics in
their daily personal lives. The mathematics involved includes numbers and data, financial literacy,
time and location, measurement and design and the use of software tools and devices.
On completion of this unit students will be able to perform everyday mathematical tasks which
involve a single mathematical step or process. Mathematical ideas would be communicated using
highly familiar contexts and common everyday language and mathematical notation.
Assessment
Students must demonstrate achievement in all learning outcomes to be credited with this unit.
Conditions of assessment
The conditions of assessment for the Numeracy Skills Foundation unit are that students use:
real life, relevant, familiar, personal or everyday contexts and materials where the mathematical
content is explicit
concrete objects (where possible) for spatial and diagrammatic representations
the context, their prior knowledge and personal experiences to derive meaning and check
reasonableness
support from mentors and/or teachers, advice/modelling and first/other language resources
personal ‘in the head’ or pen and paper methods, calculators and/or computers to solve
calculations and problems
oral descriptions using common, everyday, informal language and gestures for explanations,
answers and interpretations.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Numerical Skills and Processes
Use simple everyday numbers to perform one-step computations with and without software tools
and devices.
Elements
a. Mathematical knowledge and techniques
- Recognise whole numbers and simple, familiar fractions and decimals in numeral and word
form.
- Add, subtract, multiply and divide simple numbers, fractions and decimals including the use of
brackets.
- Order, use and interpret whole numbers and familiar, simple fractions and decimals in
everyday texts or simple tables.
- Express numbers as percentages.
b. Comparative mathematics
- Use ratio to describe relationships between two quantities.
- Demonstrate and apply the basic concept of average.
c. Estimation and approximation
- Estimate length, distance, quantity and weight in everyday situations.
d. Writing and interpreting numerical expressions
- Collect and organise familiar data.
- Construct simple tables, graphs or charts manually or using software tools.
- Perform simple calculations.
e. Applying mathematics
- Demonstrate the above mathematical skills and processes in a simple, practical project
including the use of software tools and devices.
- Demonstrate the above mathematical skills and processes in a hands-on, simple problem
solving activity.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 2
Financial Literacy
Make simple decisions and perform basic monetary calculations involving money and demonstrate
an understanding of participation in a monetary society.
Elements
a. Mathematical knowledge and techniques
- Perform simple calculations with money; add simple costs.
- Use simple fractions as applied to money.
- Use money to give and receive correct change.
b. Comparative mathematics
- Compare the different manual and electronic methods of buying and selling.
- Compare pricing of similar goods and/or services.
- Give examples of change in costs over time.
c. Estimation and approximation
- Create a simple budget for a specific activity.
- Estimate change on large numbers (over $100).
- Estimate savings on discounted items.
d. Writing and interpreting numerical expressions
- Use and interpret money notation and symbols, and associated language such as
more/less cheaper/expensive double/halve total.
- Read, understand and communicate information contained in a pay-slip and recognise
monetary terms.
- Calculate GST for sample items.
e. Applying mathematics
Compare the different manual and electronic methods of buying and selling
State the reasons for paying tax in a fair society
Describe in simple language why we have insurance and superannuation
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 3
Planning and Organising
Identify and use familiar numbers and units of measurement to make decisions about time,
location, data, resources and solve simple problems.
Elements
a. Mathematical knowledge and techniques
- Read and use time measuring devices such as clocks, watches, calendars.
- Give and follow simple oral directions for moving between locations.
- Read and use simple tables, diagrams, graphs and flow charts.
- Follow simple instructions/flow chart to complete a process or task.
b. Comparative mathematics
- Compare simple tables and diagrams related to time on relevant documents or in familiar
situations.
- Compare data from similar tables or graphs using software tools and devices.
- Order and group numerical information so comparisons can be made.
c. Estimation and approximation
- Estimate times and distances required to move between locations.
- Estimate amounts and quantities required in everyday or simple situations.
d. Writing and interpreting numerical expressions
- Interpret and use simple concepts of relative position and location and identify key features
of simple maps.
- Interpret and use a calendar or planner to record information.
- Decide through reasoning the steps needed to solve simple numerical problems.
e. Applying mathematics
- Use software tools and devices to solve simple problems related to time and location.
- Apply simple problem solving techniques to solve one step numerical problems related to
planning and organisation.
- Communicate information about location and time using basic conventional terminology
such as hour, minute, day, week, month, before/after, longer/shorter, over/under, in
front/behind, left/right, up/down, through, opposite, on the corner and next to.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Measurement, Representation and Design Use simple, familiar units to measure, recognise and represent common two-dimensional shapes
and simple objects.
Elements
a. Mathematical knowledge and techniques
- Perform a range of simple operations relating to perimeter, area and volume.
- Describe and name common two and three-dimensional shapes and objects.
- Draw and interpret simple plans and diagrams representing familiar real-world objects.
- Use appropriate units of measurement and make simple conversions to common units.
b. Comparative mathematics
- Choose and use appropriate measuring instruments from a given range of measuring
instruments (including technology).
- Recognise and compare familiar shapes and objects in relation to size and shape.
c. Estimation and approximation
- Estimate lengths, areas and volumes in familiar contexts.
- Apply simple approximation techniques to reduce/enlarge simple diagrams and
representations of familiar real-life objects.
d. Writing and interpreting numerical expressions
- Draw and interpret simple plans and diagrams and their familiar conventions, for
representing familiar real-life objects.
- Use the common units of measurement and their abbreviations such as millimetre,
centimetre, metre, kilogram, litre, to compare and measure materials or objects.
e. Applying mathematics
- Apply measurement in a basic, familiar context
- Demonstrate the use of technology in the application of measurement
- Assemble or model simple three-dimensional objects by following instructions, plans or
diagrams.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 5
Preparing for Work Use and communicate numerical skills in a practical context within the work environment.
Elements
a. Mathematical knowledge and techniques
- Obtain and have access to a tax file number and be able to use it on a form.
- Read, write, interpret and compare numbers related to time on relevant documents such as
work rosters (start, finish and break times) including 24-hour time.
- Understand break entitlements and break times.
- Demonstrate simple understanding of personal banking including opening and using a
personal bank account, providing numerical data for deposit of pay.
b. Comparative mathematics
- Look at different award rates for a number of industries.
- Obtain the different wage scales for an apprenticeship or traineeship over the years of
training.
c. Estimation and approximation
- Use and communicate processes of practical estimations and other assessment skills
appropriate to workplace contexts and tasks.
- Demonstrate the application of mixed numerical functions expected in a workplace with an
understanding of how they are used in a practical context.
- Understand and use a range of common written and oral workplace numerical language
(sentences, phrases and terms).
d. Writing and interpreting numerical expressions
- Read and relate numerical information to peers and customers.
- Read, interpret and communicate numerical information in workplace forms, charts and
tables.
e. Applying mathematics
- Look at and interpret data from tables and graphs
- Use software tools and devices to describe data from a selected industry
- Read, interpret and complete simple workplace forms that include numerical content.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Numeracy Skills Intermediate – Unit 1 Unit purpose
The purpose of this unit is to enable students to develop everyday numeracy skills to make sense
of their daily personal and public lives. The mathematics involved includes numbers and data,
financial literacy, time and location, measurement and design and the use of software tools and
devices applied to tasks which are part of the students’ normal routine but also extending to
applications outside their immediate personal environment such as the workplace and the
community.
At the end of the unit students would be able to attempt a series of both single and multi-step
operations or tasks with some confidence, be able to select the appropriate method or approach
required, and would be able to communicate their ideas both verbally and in written form. They
would be at ease with straightforward calculations either manually and/or using software tools and
devices.
Assessment
Students must demonstrate achievement in all the learning outcomes to be credited with this unit.
Conditions of assessment
The conditions of assessment for the Numeracy Skills Intermediate unit are that students:
use concrete, relevant, familiar contexts and materials where the mathematical content is
predictable and easily accessible
rely on context, prior knowledge and personal experience to derive meaning and check
reasonableness
perform where access to mentor/teacher and advice/modelling is available and recourse to
first/other language is acceptable
use a blend of personal ‘in the head’ methods, pen and paper methods and calculator
procedures
use a combination of oral and written general, and some mathematical, language, symbols and
abbreviations.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Numerical Skills and Processes
Perform routine multi-step computations with and without software tools and devices.
Elements
a. Mathematical knowledge and techniques
- Identify and use whole numbers, including numbers up to millions, decimals to hundredths,
money and everyday fractions and percentages.
- Perform a range of calculations of whole numbers, fractions and decimals with the four
operations (+, –, x, ÷) incorporating an understanding of rounding and place value.
- Demonstrate an understanding of the order of the four arithmetical operations and use this
to solve multi-step calculations.
- Use and understand the phrases and symbols for mathematical operations add, and, total, difference, subtract, minus, take away, times multiply, share, divide, % of, double, quarter etc.
b. Comparative mathematics
- Use and apply relevant ratio, rates and proportions, e.g. scales on maps and plans, in
familiar or routine situations, e.g. km/hr, $/kg, or mixing of ingredients.
- Demonstrate and apply the measures of central tendency (mean, mode and median).
c. Estimation and approximation
- Make estimations and check reasonableness of processes and outcomes in relation to the
context.
- Estimate, approximate and measure length, mass, capacity/volume, time and temperature,
using simple instruments graduated in familiar units
- Identify and estimate common angles, e.g. as a rotation with a full turn = 360° and recognition of right angles as 90°.
d. Writing and interpreting numerical expressions
- Convert between routine metric units demonstrating an understanding of common prefixe
- Collect and organise familiar and unfamiliar data and construct tables, graphs and charts,
manually or using software tools and devices.
- Find the mean, median and mode of collected data.
- Describe the variation and general trend of data from familiar contexts.
- Describe, compare and interpret the likelihood of everyday chance events (e.g. rolling a six
on a dice or the chance of rain) using qualitative terms such as certain, likely, impossible
and relate these to everyday or routine fractions, decimals or percentages.
e. Applying mathematics
- Demonstrate the above mathematical skills and processes in a multi-step project including
the use of software tools and devices.
- Demonstrate the above mathematical skills and processes in a hands-on, multi-step
problem solving activity using simple mathematical notation and symbols.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 2
Financial Literacy
Make decisions and perform routine monetary calculations involving money, manage personal finances and understand risk in familiar situations.
Elements
a. Mathematical knowledge and techniques
- Obtain accurate results for calculations involving money.
- Perform calculations involving bank statements and utility bills.
- Perform calculations involving percentages and fractions as they relate to money.
b. Comparative mathematics
- Compare and contrast the different ways of buying and selling.
- Investigate ways to minimise risk with personal finances.
- Compare different costs of familiar goods and services over time.
c. Estimation and approximation
- Create a budget recognising the difference between needs and wants.
- Estimate savings in a budget.
- Estimate, then calculate increases and decreases in percentages as they relate to money.
d. Writing and interpreting numerical expressions
- Perform calculations involving credit cards and understand the different types of debt.
- Understand the language used on a sample payslip and check the accuracy of the
mathematics used.
- Investigate different income tax deductions.
e. Applying mathematics
- Solve problems involving tax - Apply monetary skills to a financial project - Describe saving and investment options, including superannuation options.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 3
Planning and Organising
Identify, use and interpret routine numbers and units of measurement to make decisions about
time, location, data, resources and solve routine multi-step problems.
Elements
a. Mathematical knowledge and techniques
- Use and calculate with time, for example converting between digital and analogue time and
calculating elapsed time.
- Use simple and unfamiliar timetables, charts, tables etc. to make calculations around
everyday situations.
- Use map indexes and keys to locate particular places of interest.
- Follow routine multi-step instructions/flow charts to complete a process or task.
b. Comparative mathematics
- Compare 12 and 24 hour time systems and convert between them.
- Use familiar timetables to compare different ways of making the same journey.
- Compare data from familiar tables and graphs using software tools and devices.
- Demonstrate an understanding of the language of direction and travel and its mathematical
alternatives i.e. ½ turn = 1800, North East as 900
c. Estimation and approximation
- Estimate distances and make judgments about time.
- Draw rough sketch maps or plans to describe route to or location of building or feature of
interest.
- Use number facts and rounding to give rough estimates of numerical calculations.
d. Writing and interpreting numerical expressions
- Use distance, direction, coordinates, simple scales, labels, symbols and keys to read and
use everyday maps and plans.
- Interpret distances in terms of approximate travelling time such as 15 minutes walk, or 2
hours’ drive.
- Record information regarding time and location using tables and charts.
- Decide through reasoning the steps needed to solve multi-step numerical problems.
e. Applying mathematics
- Use software tools and devices to solve routine problems related to time and locations.
- Apply problem solving techniques to solve multi-step numerical problems related to
planning and organisation.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Measurement, Representation and Design
Use units of measurement to measure, represent and interpret objects, plans and diagrams.
Elements
a. Mathematical knowledge and techniques
- Calculate and use routine operations related to perimeter, area, volume and capacity.
- Use appropriate units of measurement including vocational and in-home units of
measurement.
- Describe, name and represent common two and three-dimensional shapes and objects.
- Convert common units of measurement as they apply to length, area and volume.
b. Comparative mathematics
- Recognise and classify simple transformations of familiar objects (including dilations,
reflections, rotations and translations).
- Represent a simple three-dimensional object as a two-dimensional drawing and apply exact
scaling techniques to reduce/enlarge the two-dimensional representation.
- Read and interpret calibrations on a range of familiar measuring instruments.
- Compare units of measurements as they apply to area and capacity (for example, acres to hectares, cubic centimetres to litres).
c. Estimation and approximation
- Use approximation techniques to estimate common measurements.
- Apply rounding techniques to measurements.
d. Writing and interpreting numerical expressions
- Create and interpret routine plans and diagrams and their familiar conventions, for
representing real-life objects.
- Apply scale techniques using ratios to enlarge/reduce plans representing real life objects.
- Use the names and symbols of the metric units of measurement.
- Interpret measurement in terms of the purpose of the practical situation.
e. Applying mathematics
- Create solids from nets for common three-dimensional shapes.
- Design and use simple two-dimensional plans to construct simple three-dimensional
objects.
- Apply measurement from familiar plans, charts or diagrams to make decisions regarding amounts and costs.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Numeracy Skills Intermediate – Unit 2 Unit purpose
The purpose of Unit 2 is to enable students to develop, refine, extend and apply numeracy
knowledge and skills through an investigation in a familiar industry area linked to the VET units in
your VCAL program or employment. The numeracy involved focuses on Number, Measurement,
Financial Numeracy, and Probability and Statistics.
This Unit seeks to extend students’ understanding of how numerical knowledge and skills can be
transferred to an industry area. The key processes involve identifying mathematics, applying it and
communicating the results.
Students develop an understanding of the practical components of planning and undertaking an in-
depth numeracy based project, linked to a familiar industry area. Students will also develop key
project management skills in a numeracy context, such as stating key aims, setting specific tasks,
establishing timelines and milestones, identifying and managing risk, and communicating results.
Students will be encouraged to develop and apply their skills of creative and critical thinking in the
planning and completion of the numeracy based project that will be negotiated with their
teacher/trainer.
At this level, students also share their knowledge and work independently and in teams.
On completion of this Unit students should be more confident in their ability to explore, develop and
apply numeracy related to employment in an industry area.
Assessment
Students must demonstrate achievement in all learning outcomes to be credited with this unit.
Furthermore, students must be observed to demonstrate achievement on more than one occasion
and in different contexts to make sure that the assessment is consistent, reliable, fair and
equitable.
Conditions of assessment
The conditions of assessment for the Numeracy Skills Intermediate Unit 2 are that students use:
concrete, relevant, familiar and personal contexts and materials where the mathematical
content is explicit
actual objects (where possible) for spatial and diagrammatic representations
the context, their prior knowledge and personal experiences to derive meaning and check
reasonableness
support from mentors and/or teachers, advice/modelling and first/other language resources
personal ‘in the head’ or pen and paper methods, calculators and/or computers to solve
calculations and problems
oral descriptions using common, everyday, informal language and gestures for
explanations, answers and interpretations.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Design a numeracy-based project plan in a familiar industry area
Elements
a. Select an industry area linked to the VET units in your VCAL program or employment
b. In consultation with your teacher, develop a numeracy based project plan using routine
calculations that is linked to the selected industry area, and focuses on Number,
Measurement, Financial Numeracy and Probability and Statistics. The project plan will
contain the following key features:
c. Select six enquiry based tasks from the table, ensuring that at least one task comes from
each of the four focus areas - Number, Measurement, Financial Numeracy and Probability
and Statistics and at least one task comes from each of the three Industry Stages – Inputs,
Processing, Outputs.
Alternatively, students may select and design their own tasks from each focus area and
Industry Stage from the table in consultation with their teacher. Any student selected task
or tasks must meet the elements stated in Learning Outcome 1.
Industry Stages Number Measurement Financial
Numeracy
Probability and
Statistics
Inputs
(resources such
as raw materials,
labour,
equipment,
capital and
source
information)
Identify the amounts of
inputs used in the
industry area
Investigate and
make calculations
using the ratios of
inputs used in the
industry area
Perform
calculations
involving cost of
the inputs used in
the industry area
Investigate data
trends over a set
period of time
relating to inputs
used in the
industry area
Processing
(the process of
transforming
inputs into
finished goods
and services)
Identify and compare
the numbers involved
in the
processing/production
stages in the industry
Describe the
importance of
Measurement in
your industry area
and use the
different types of
measurement and
their units
Research current
salary costs of the
industry
Compare data
trends over a set
period of time
relating to
processing used in
the industry area
Outputs
(transformed
inputs that are
returned to the
external
environment as
finished product
or service)
Research and interpret
the numerical data
linked to key sales
figures
Collect data and
perform
calculations
relating to outputs
units of
measurement in
the industry
Perform routine
calculations
involving
debit/credit in the
industry
Research key
statistical data
relating to the
outputs of the
industry area
d. Develop a numeracy-based project plan, including aims, numeracy skills, timelines and
measurable outcomes
e. Detail what time lines will be set to fully investigate the six tasks selected
f. Identify and justify the numerical skills and processes, including software tools and devices
and by hand skills that will be used in the investigations of the six tasks
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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g. Discuss the forms of software tools and devices that may be used to present the data from
the investigations of the six tasks
h. Discuss the forms of communication that may be used to present the learnings of the
investigations of the six tasks
i. Comment on any obstacles/barriers that may make undertaking any part/s of the selected
project plan difficult
j. Collaborate with others in the development of the numeracy-based project plan
Learning outcome 2
Apply numerical skills in an industry context
Elements
Consistent with the numeracy-based project plan students will:
a. Undertake research of the selected tasks identified in the project plan
b. Identify the numerical processes to be used to collect relevant data from the
investigations of the selected tasks
c. Use estimation, computation and technology techniques to collect relevant data from
the investigations of the selected tasks
d. Select and use appropriate numerical problem solving strategies
e. Perform a range of routine estimations and calculations, and draw inferences about the
numeracy in the selected industry area
f. Analyse the data collected for each of the six selected tasks, using one or two
methodologies.
Learning outcome 3
Use appropriate software tools and devices to represent data
Elements
Consistent with the numeracy-based project plan students will:
a. Detail the various software tools and devices that could be used to properly represent the
data collected from the investigations of the selected numerical tasks
b. Describe the advantages and disadvantages of the various software tools and devices
available to properly represent the data collected from the investigations of the selected
numerical tasks
c. Justify the use of the software tools and devices selected to represent the data associated
with the investigations into the six tasks
d. Use the chosen software tools and devices to represent the numeracy aspects of your
investigations
e. Evaluate the use of the selected software tools and devices
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 4
Communicate the results of your project
Elements
Consistent with the numeracy-based project plan students will:
a. Use appropriate language of mathematics in communicating the results of the project
b. Use appropriate numeracy symbols and conventions in communicating results of your
project
c. Use appropriate software tools and devices in communicating results of your project
d. Communicate results to a relevant audience
e. Critically evaluate, following feedback.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Numeracy Skills Senior – Unit 1 Unit purpose
The purpose of this unit is to enable students to explore mathematics beyond its familiar and
everyday use to its application in wider, less personal contexts such as newspapers and other
media reports, workplace documents and procedures, and specific projects at home or in the
community.
At the end of the unit students will have the capacity to interpret and analyse how mathematics is
represented and used. They can recognise and use some of the conventions and symbolism of
formal mathematics. The mathematics involved would include numbers and data, financial
numeracy, time and location, measurement and design, the use of software tools and devices and
an introductory understanding of the use of formulae and problem-solving strategies.
Assessment
Students must demonstrate achievement in all the learning outcomes to be credited with this unit.
Conditions of assessment
The conditions of assessment for the Numeracy Skills Senior unit are that students:
use concrete, relevant contexts and materials where the mathematical content is accessible
rely on prior knowledge, personal experience and mathematical knowledge to derive meaning,
make predictions and check reasonableness
perform where advice/modelling is available and recourse to first/other language is acceptable
use a blend of personal ‘in the head’ methods, pen and paper and calculator procedures (and
software programs where appropriate)
use a combination of oral and written mathematical and general language, symbols,
abbreviations and diagrams.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 1
Numerical Skills and Processes Fluently perform complex multi-step computations with and without software tools and devices.
Elements
a. Mathematical knowledge and techniques
- Use and apply order of arithmetical operations to solve equations with multi-step
calculations including the use of fractions, decimals up to thousandths and percentages.
- Use symbolic notation to perform arithmetic calculations including the use of relevant
positive and negative numbers and numbers expressed as roots and powers.
- Develop, interpret, solve and use substitution in routine formulae and algebraic expressions
as representations and conventions that describe relationships between variables in
relevant contexts, i.e. repair charges, cooking, Pythagoras’s theorem or in using workplace
formulae.
b. Comparative mathematics
- Convert within the metric system and between metric units including the use of decimal
forms.
- Use and apply rates in familiar or routine situations, including using ratio notation, visual
keys and terminology such as km/hr, $/kg or $/m and apply these to related costs and
distance situations.
c. Estimation and approximation
- Estimate, then accurately measure and calculate quantities, including for complex areas
and volumes using relevant measurement formulae with the ability to convert between a
range of metric units.
- Estimate and accurately measure angles relating to direction and use this to describe the
location of places.
d. Writing and interpreting numerical expressions
- Collect, organise and represent data, including grouped data, e.g. in tables, spreadsheets,
graphs, plots.
- Interpret and draw conclusions about general trends of data, variations within data sets and
data reliability.
- Summarise a range of unfamiliar statistical data appropriately, including measures of
central tendency (mean, median, mode) and simple measures of spread, including
standard deviation and interquartile distance..
- Use knowledge about chance and probability to estimate and interpret the outcomes of
common chance events in both numerical and qualitative terms (for example, the odds of
tossing consecutive heads and tails).
- Interpret, analyse and draw inferences from unfamiliar data, in terms of validity and
accuracy.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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e. Applying mathematics
- Use and apply knowledge about probability to a range of relevant contexts (e.g. sporting
events), calculate theoretical probabilities and use tree diagrams to investigate the
probability of outcomes in simple multiple event trials.
- Uses a combination of written mathematical and general language, including some
specialised mathematical symbolism, abbreviations, terminology and representation to
document, interpret and communicate the processes, results and implications of the
mathematical activities involved in the completion of a hands on complex project.
- Demonstrate the above mathematical skills in a range of processes to select an appropriate
method of solution to solve a complex real life problem. In doing this demonstrate how to
organise and represent the mathematical information in an alternative, useful form, use
developed estimating and assessment skills to check the outcomes and decide on the
appropriate degree of accuracy required and critically review the mathematics used and
the outcomes obtained to reflect on and question the outcomes and real-world implications.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 2
Financial Literacy Make decisions and perform monetary calculations involving money in unfamiliar contexts; manage
personal and business finances and understand risk in a range of situations.
Elements
a. Mathematical knowledge and techniques
- Perform multi-step calculations involving percentages as they relate to money.
- Convert between percentages, decimals, fractions and ratios as they relate to money.
- Use financial statements to perform calculations.
b. Comparative mathematics
- Calculate and compare the difference in amount of interest paid by major banks.
- Demonstrate an understanding of minimising risk with personal finances.
- Calculate the interest cost of purchasing household items.
c. Estimation and approximation
- Create and manage an accurate budget for a specific activity.
- Relate budgets to financial documents.
- Make financial decisions in a range of personal situations.
d. Writing and interpreting numerical expressions
- Compare interest rates charged by different banks or financial institutions and make
decisions based on these observations.
- Interpret payslips and timesheets and perform calculations.
- Compare and communicate the role of personal tax and business taxes.
e. Applying mathematics
- Describe taxable deductions and apply to mathematical problems in a range of situations
- Describe and apply financial management skills to a specific enterprise
- Identify the advantages and disadvantages of short and long term investments.
VCAL Literacy and Numeracy Skills Strand – Strand and Unit Information 30 August 2017
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Learning outcome 3
Planning and Organising
Identify, use and interpret routine numbers and units of measurement to make decisions about
time, location, data, resources and solve complex problems in unfamiliar situations.
Elements
a. Mathematical knowledge and techniques
- Solve problems involving duration, including using 12 and 24 hour time, within and across
time zones.
- Use and apply rates in familiar situations, e.g. km/hr and $/L.
- Use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use complex maps, plans or diagrams.
- Follow complex multistep instructions/flow charts to complete tasks or processes.
b. Comparative mathematics
- Analyse and compare schedules.
- Analyse and interpret relative positions of objects with regard to location.
- Make calculations and apply ratios involving scale on maps, plans or diagrams.
- Compare data from complex tables or graphs or schedules using software tools and
devices.
c. Estimation and approximation
- Estimate and determine distances and make calculations involving time.
- Design and sequence numerical information into charts, plans or flow diagrams.
- Choose appropriate resources and use them to solve complex numerical problems.
d. Writing and interpreting numerical expressions
- Interpret and use information and symbols on maps and plans including location, distance,
speed and rates, including ratio notation, visual keys, terminology such as N/S/W/E, km/h,
kph, litres/100 km, $/L.
- Record complex information regarding time and location using tables or charts.
- Decide through reasoning the steps needed to solve complex multistep numerical
problems.
-
e. Applying mathematics
- Use software tools and devices to solve complex problems related to time and location.
- Apply problem solving techniques to solve complex multistep numerical problems related to
planning and organisation in unfamiliar contexts.
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Learning outcome 4
Measurement, Representation and Design Measure, draw, represent and interpret complex two and three-dimensional objects in
diagrammatic form and apply transformations to designs and demonstrate a fluent use of software
tools and devices.
Elements
a. Mathematical knowledge and techniques
- Interpret and use the concepts and units of temperature, length, mass, capacity, perimeter,
area and volume.
- Represent complex three-dimensional objects as two-dimensional nets.
- Draw and interpret complex two-dimensional plans and diagrams.
- Convert complex units of measurement.
b. Comparative mathematics
- Identify transformations applied to familiar, real-life objects.
- Determine real-life measurements and produce a scaled diagram.
- Interpret a scaled diagram to determine the exact real-world measurements.
- Read and interpret detailed calibrations on a range of measuring instruments.
c. Estimation and approximation
- Estimate, draw and measure in relation to size, cost or time.
- Make approximation of multiple amounts of units of measurement to obtain total estimates.
d. Writing and interpreting numerical expressions
- Write and interpret plans and diagrams and their familiar conventions, for representing real-
life objects of a range of size and complexity.
- Apply scale techniques using ratio and proportion to enlarge/reduce complex plans.
- Use the names and symbols of the metric units of measurement and apply to conversions
- Judge whether complex models, plans and diagrams are representative of their original
model
- Use, calculate and interpret information based on maps and plans, including scales,
bearings, travel distances, speeds and times, and time zones.
e. Applying mathematics
- Read, set and interpret calibrations on a range of measuring instruments
- Select appropriate rules and formulae for measurement (perimeter, area, volume and
capacity) and apply to unfamiliar shapes and objects including polygons and spheres
- Assemble and model a functional three-dimensional object by following instructions, plans
or diagrams
- Adjust quantities of measurement using ratio and proportion.
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Numeracy Skills Senior – Unit 2 Unit purpose
The purpose of Unit 2 is to enable students to develop, refine, extend and apply numeracy
knowledge and skills through an investigation in an unfamiliar industry area but in which you have
an interest and may seek future employment. The numeracy involved focuses on Number,
Measurement, Financial Numeracy, and Probability and Statistics.
This Unit seeks to extend students’ understanding of how numerical knowledge and skills can be
transferred to an industry area. The key processes involve identifying mathematics, applying it and
communicating the results.
Students develop an understanding of the practical components of planning and undertaking an in-
depth numeracy based project, linked to an unfamiliar industry area.
Students will also develop key project management skills in a numeracy context, such as stating
key aims, setting specific tasks, establishing timelines and milestones, identifying and managing
risk, and communicating results. Students will be encouraged to develop and apply their skills of
creative and critical thinking in the planning and completion of the numeracy based project that will
be negotiated with their teacher/trainer.
At this level, students also share their knowledge and work independently and in teams.
On completion of this Unit students should be more confident in their ability to explore, develop and
apply numeracy related to employment in an industry area.
Assessment
Students must demonstrate achievement in all learning outcomes to be credited with this unit.
Furthermore, students must be observed to demonstrate achievement on more than one occasion
and in different contexts to make sure that the assessment is consistent, reliable, fair and
equitable.
Conditions of assessment
The conditions of assessment for the Numeracy Skills Senior Unit 2 are that students use:
concrete, relevant, familiar and personal contexts and materials where the mathematical
content is explicit
actual objects (where possible) for spatial and diagrammatic representations
the context, their prior knowledge and personal experiences to derive meaning and check
reasonableness
support from mentors and/or teachers, advice/modelling and first/other language resources
personal ‘in the head’ or pen and paper methods, calculators and/or computers to solve
calculations and problems
oral descriptions using common, every day, informal language and gestures for explanations,
answers and interpretations.
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Learning outcome 1
Design a numeracy-based project plan in an unfamiliar industry area
Elements
a. Select an industry area with which you are unfamiliar but in which you have an interest and may seek future employment.
b. In consultation with your teacher, develop a numeracy based project plan using complex
calculations that is linked to the selected industry area, and focuses on Number,
Measurement, Financial Numeracy and Probability and Statistics. The project plan will
contain the following key features:
c. Select eight enquiry based tasks from the table, ensuring that at least one task comes from
each of the four focus areas - Number, Measurement, Financial Numeracy and Probability
and Statistics and at least one task comes from each of the three Industry Stages – Inputs,
Processing and Outputs.
Alternatively, students may select and design their own tasks from each focus area and
Industry Stage from the table in consultation with their teacher. Any student selected task
or tasks must meet the elements stated in Learning Outcome 1.
Industry Stages Number Measurement Financial
Numeracy
Probability and
Statistics
Inputs
(resources such as
raw materials,
labour, equipment,
capital and source
information)
Research and
record the
breakdown of the
inputs used in the
industry area
Undertake research
into travel times
taken by inputs to
reach the industry
area
Evaluate and
represent the cost
of the inputs in the
industry area
Analyse the trend
in the cost of the
inputs in the
industry area over
a set period and
estimate quantities
using probability
Processing
(the process of
transforming inputs
into finished goods
and services)
Compare and
contrast the
numbers involved
in the
processing/producti
on stages in the
industry
Conduct complex
measurements
appropriate to the
processing stages
of the industry area
Undertake research
into the monetary
value of the waste
produced in the
industry
Conduct a
mathematical
analysis of waste
products in the
processing stage
Outputs
(transformed inputs
that are returned to
the external
environment as
finished product or
service)
Discover and
present the key
sales figures in a
tabular and
graphical form
Investigate quality
control, scaling or
calibration in your
industry area
Perform complex
calculations
involving
debit/credit in the
industry
Conduct a detailed
analysis of the
sales figures over a
set period. Make
predictions about
future sales
d. Develop a numeracy-based project plan, including aims, numeracy skills, timelines and
measurable outcomes and how the results from this project will be communicated
e. Detail what time lines will be set to fully investigate the eight tasks selected
f. Identify and justify the numerical skills and processes that will be used in the investigations
of the eight tasks
g. Discuss the forms of software tools and devices that may be used to present the data from
the investigations of the eight tasks
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h. Discuss the forms of communication that may be used to present the learnings of the
investigations of the eight tasks
i. Comment on any obstacles/barriers that may make undertaking any part/s of the selected
project plan difficult
j. Collaborate with others in the development of the numeracy-based project plan
Learning outcome 2
Apply numerical skills in an industry context
Elements
Consistent with the numeracy-based project plan students will:
a. Undertake research of the eight selected tasks identified in the project plan
b. Identify the numerical processes to be used to collect relevant data from the investigations
of the eight selected tasks
c. Use estimation, computation and software tools and devices to collect relevant data from
the investigations of the eight selected tasks
d. Select and use appropriate numerical problem solving strategies
e. Perform a range of complex multistep estimations and calculations, and draw inferences
about the numeracy in your selected industry area
f. Comment upon the data collected from the investigations in terms of difficulties
encountered using the selected numerical processes
g. Analyse the learnings from the data collected for each of the eight selected tasks, using
multiple methodologies.
Learning outcome 3
Use appropriate software tools and devices to represent data
Elements
Consistent with the numeracy-based project plan students will:
a. Detail the various software tools and devices that could be used to properly represent the
data from the investigations of the eight selected numerical tasks
b. Describe the advantages and disadvantages of the various software tools and devices
available to properly represent the data from the investigations of the eight selected
numerical tasks
c. Justify the use of the software tools and devices selected to represent the data associated
with the investigations of the eight selected numerical tasks
d. Use the chosen software tools and devices to represent the collected data from the
investigations of the eight selected numerical tasks
e. Evaluate the use of the selected software tools and devices
f. Use a minimum of two types of software tools and devices to demonstrate the numeracy
aspects of your project.
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Learning outcome 4
Communicate the results of your project
Elements
Consistent with the numeracy-based project plan students will:
a. Use appropriate language of mathematics in communicating the results of the project
b. Use appropriate numeracy symbols and conventions in communicating results of your
project
c. Use appropriate software tools and devices in communicating results of your project
d. Communicate results to a relevant audience in at least two different forms
e. Critically evaluate, following feedback
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Advanced Numeracy Skills Senior
Unit purpose
The purpose of this unit is to provide students with an opportunity to further develop their
knowledge and skills of several fundamental areas of mathematics. The mathematics involved will
include: numerical calculations and formulae, analysis, algebraic techniques and problem-solving
strategies. At the end of the unit, students will be able to confidently apply mathematics with a
level of sophistication in a variety of STEM situations.
Assessment
Students must demonstrate achievement in all learning outcomes to be credited with this unit.
Conditions of assessment
The conditions of assessment for Advanced Numeracy Skills Senior are that students:
use relevant contexts and materials where the mathematical content may be hidden
use a range of mathematical experiences and knowledge to derive meaning, reflect and
critically review the mathematics involved
perform where some clarification and discussion of strategies is available if required and
recourse to first/other language is acceptable
use processes flexibly and interchangeably, selecting from pen and paper, mental and
electronically assisted strategies, including calculators (both statistical and graphing
calculators) and software programs where appropriate. The application of spreadsheets is
highly recommended as a learning tool
use a combination of oral and written mathematical and general language, symbols,
abbreviations and diagrams.
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Learning outcome 1
Further Study in Maths – Data
Can use tables and graphs and measures of central tendency and spread to interpret, analyse and
describe information of relevance to self, work or community.
Elements
a. Mathematical knowledge and techniques
- Collect, group and represent statistical data in appropriate tabular and graphical form,
including using software programs or a graphing calculator.
- Use whole numbers, percentages, decimals or ratios used in a range of statistical
information.
- Find the three measures of central tendency – mean, median and modal class – for
grouped data.
- Calculate common measures of spread such as the range, common percentiles, and
standard deviation.
- Represent bi-variate data as a scatter plot.
- Find, use and interpret correlation coefficients.
b. Mathematical language
- Use the descriptive language of graphs, and measures of central tendency and spread, for
example maximum, minimum, increasing, decreasing, constant, slope, fluctuating, average,
above/below average, distorted, percentages
- Use appropriately words and symbols for graphs, and measures of central tendency and
spread such as the five-figure summary
- Scatter plot, correlation, correlation coefficient.
c. Interpretation
- Analyse the meaning of data, tables and graphs, any measures of central tendency and
spread, and the accompanying text in terms of personal implications, social consequences,
and their validity and accuracy
- Identify and discuss whether graphs or statistics have been used to distort or exaggerate
- Interpret data presented as a scatter plot in terms of the strength of relationship (strong or
weak) and the direction (positive or negative)
- Describe the appearance of a scatter plot if the correlation coefficient is –1, 1 or 0.
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Learning outcome 2
Further Study in Maths – Measurement
Can calculate complex measurement algorithms using the metric/SI system and apply practical
measurement using the concepts of errors, calibration, scale and rates.
Can apply advanced techniques of measurement, including aspects of design and calibration
Elements
a. Mathematical knowledge and techniques
- Identify and reduce errors with a range of measuring instruments
- Demonstrate an understanding of calibration to increase accuracy of measuring equipment
- Calculate complex measurements with a practical focus
- Use scale, ratio and proportion in complex practical situations
- Calculate complex rates as they apply in practical situations
b. Mathematical language
- Use correct mathematical terminology and notation to describe error, calibration, scale,
rates and ratio.
c. Interpretation
- Design a system where accurate measurements of individual elements are necessary to
ensure the system can be successfully integrated. Critically evaluate the system identifying
errors.
Learning outcome 3
Further Study in Maths - Formulae and Graphs
Can develop and use formulae and their graphs to describe and represent relationships between
variables in a range of contexts.
Elements
a. Mathematical knowledge and techniques
- Use algebraic rules, formulae, graphs and their conventions.
- Identify general shapes and major characteristics of linear and simple non-linear graphs (for
example, parabolas and hyperbolas) and interpret their real world meanings.
- Create own equations, rules or sketch graphs from worded problems or observed
situations.
- Develop algebraic expressions, rules, formulae, or sketch graphs to generalise
straightforward number patterns or observable relationships between variables.
- Draw graphs using techniques such as plotting points; sketching from known main features
of an algebraic function; and using software tools and devices like a graphing calculator or
computer package.
- Use graphical techniques to solve equations.
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b. Mathematical language
- Use symbolic notation and the representation of algebra such as simple indices, square
roots, brackets, alternative conventions for division, and signed numbers to express and
interpret formulae, rules and equations.
c. Interpretation
- Interpret and evaluate results obtained in the context of the original problem.
Learning outcome 4
Further Study in Maths – Algebraic Techniques
Can use algebraic techniques to investigate and solve mathematical problems.
Elements
a. Mathematical knowledge and techniques
- Demonstrate knowledge of the conventions and use of algebra.
- Create equations in problem-solving situations which involve one or two unknowns.
- Recognise the potential for algebraic techniques in problem-solving situations.
- Substitute appropriately in formulae or algebraic expressions to find particular values.
- Solve a range of equations using a variety of techniques such as: same operation on both
sides; backtracking; factorising; or guess, check and improve.
b. Mathematical language
- Use symbolic notation and the representation of algebra such as indices, square roots,
brackets, alternative conventions for division, and signed numbers to express and interpret
formulae, rules and equations.
c. Interpretation
- Interpret and evaluate results obtained in the context of the original problem
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Learning outcome 5
Further Study in Maths – Problem Solving
Can apply formal mathematical skills and techniques to problem-solving to interpret, investigate
and solve mathematical problems using a range of mathematical skills across more than one topic.
Elements
a. Mathematical knowledge and techniques
- Identify a range of appropriate mathematical knowledge for the chosen area being studied
to interpret, investigate and solve mathematical problems.
- Apply and use appropriate mathematical skills and techniques from the chosen area to
demonstrate interpretation and investigation skills used to solve general mathematical
problems.
- Select, use and apply a range of algorithms.
- Where appropriate, the use of spreadsheets and specialized calculator or Computer
Algebra systems (CAS) functions, relevant to the chosen mathematical area is
recommended such as trigonometric, statistical and power functions.
b. Mathematical language
- Use appropriately both oral and written language to explain procedures used to solve a
context based problem and to communicate the outcomes. It is expected that the use of
mathematical language related to problem solving and mathematical algorithms be
prevalent throughout the presentation of the work.
c. Interpretation
- Interpret and comment upon the results obtained in the context of the original problem.
- Use developed estimating and approximation skills to check the calculated outcomes and
decide on the appropriate degree of accuracy required for the situation.
- Interpret and critically review the mathematics used and the outcomes obtained to reflect
on and question the outcomes and real-world implications.