VCAL Literacy and Numeracy Skills Strand Curriculum Planning … · Web viewRecognise whole numbers and simple, familiar fractions and decimals in numeral and word form. Add, subtract,

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VCAL Literacy and Numeracy Skills Strand

Curriculum Planning Guide

VCAL Literacy and Numeracy Skills Strand Curriculum Planning Guide

Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000

ISBN: 978-1-925676-72-3

© Victorian Curriculum and Assessment Authority 2018

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ContentsVCAL Literacy and Numeracy Skills Strand.....................................................................1

Introduction.....................................................................................................................................1Aims................................................................................................................................................1Literacy Skills purpose statement...................................................................................................1Numeracy Skills purpose statement...............................................................................................1Selecting literacy and numeracy curriculum...................................................................................2VCAL Literacy and Numeracy Skills units......................................................................................2

VCAL Literacy Skills units.................................................................................................3Literacy Skills Foundation Reading and Writing.............................................................................3

Unit purpose............................................................................................................................................. 3Assessment.............................................................................................................................................. 3Conditions of assessment.........................................................................................................................3Learning outcome 1.................................................................................................................................. 4Learning outcome 2.................................................................................................................................. 4Learning outcome 3.................................................................................................................................. 4Learning outcome 4.................................................................................................................................. 5Learning outcome 5.................................................................................................................................. 5Learning outcome 6.................................................................................................................................. 5Learning outcome 7.................................................................................................................................. 6Learning outcome 8.................................................................................................................................. 6

Literacy Skills Foundation Oral Communication.............................................................................7Unit purpose............................................................................................................................................. 7Assessment.............................................................................................................................................. 7Conditions of assessment.........................................................................................................................7Learning outcome 1.................................................................................................................................. 8Learning outcome 2.................................................................................................................................. 8Learning outcome 3.................................................................................................................................. 8Learning outcome 4.................................................................................................................................. 8

Literacy Skills Intermediate Reading and Writing...........................................................................9Unit purpose............................................................................................................................................. 9Assessment.............................................................................................................................................. 9Conditions of assessment.........................................................................................................................9Learning outcome 1................................................................................................................................ 10Learning outcome 2................................................................................................................................ 10Learning outcome 3................................................................................................................................ 10Learning outcome 4................................................................................................................................ 11Learning outcome 5................................................................................................................................ 11Learning outcome 6................................................................................................................................ 11Learning outcome 7................................................................................................................................ 12Learning outcome 8................................................................................................................................ 12

Literacy Skills Intermediate Oral Communication.........................................................................13Unit purpose........................................................................................................................................... 13Assessment............................................................................................................................................ 13Conditions of assessment....................................................................................................................... 13Learning outcome 1................................................................................................................................ 14Learning outcome 2................................................................................................................................ 14Learning outcome 3................................................................................................................................ 14Learning outcome 4................................................................................................................................ 14



Literacy Skills Senior Reading and Writing..................................................................................15Unit purpose........................................................................................................................................... 15Assessment............................................................................................................................................ 15Conditions of assessment....................................................................................................................... 15Learning outcome 1................................................................................................................................ 16Learning outcome 2................................................................................................................................ 16Learning outcome 3................................................................................................................................ 16Learning outcome 4................................................................................................................................ 17Learning outcome 5................................................................................................................................ 17Learning outcome 6................................................................................................................................ 17Learning outcome 7................................................................................................................................ 18Learning outcome 8................................................................................................................................ 18

Literacy Skills Senior Oral Communication..................................................................................19Unit purpose........................................................................................................................................... 19Assessment............................................................................................................................................ 19Conditions of assessment....................................................................................................................... 19Learning outcome 1................................................................................................................................ 20Learning outcome 2................................................................................................................................ 20Learning outcome 3................................................................................................................................ 20Learning outcome 4................................................................................................................................ 21

VCAL Numeracy Skills units...........................................................................................22Numeracy Skills Foundation.........................................................................................................22

Unit purpose........................................................................................................................................... 22Assessment............................................................................................................................................ 22Conditions of assessment....................................................................................................................... 22Learning outcome 1................................................................................................................................ 23Learning outcome 2................................................................................................................................ 24Learning outcome 3................................................................................................................................ 25Learning outcome 4................................................................................................................................ 26Learning outcome 5................................................................................................................................ 27

Numeracy Skills Intermediate – Unit 1.........................................................................................28Unit purpose........................................................................................................................................... 28Assessment............................................................................................................................................ 28Conditions of assessment....................................................................................................................... 28Learning outcome 1................................................................................................................................ 29Learning outcome 2................................................................................................................................ 30Learning outcome 3................................................................................................................................ 31Learning outcome 4................................................................................................................................ 32

Numeracy Skills Intermediate – Unit 2.........................................................................................33Unit purpose........................................................................................................................................... 33Assessment............................................................................................................................................ 33Conditions of assessment....................................................................................................................... 33Learning outcome 1................................................................................................................................ 34Learning outcome 2................................................................................................................................ 35Learning outcome 3................................................................................................................................ 35Learning outcome 4................................................................................................................................ 35

Numeracy Skills Senior – Unit 1...................................................................................................36Unit purpose........................................................................................................................................... 36Assessment............................................................................................................................................ 36Conditions of assessment....................................................................................................................... 36Learning outcome 1................................................................................................................................ 37Learning outcome 2................................................................................................................................ 38Learning outcome 3................................................................................................................................ 39Learning outcome 4................................................................................................................................ 40


Numeracy Skills Senior – Unit 2...................................................................................................41Unit purpose........................................................................................................................................... 41Assessment............................................................................................................................................ 41Conditions of assessment....................................................................................................................... 41Learning outcome 1................................................................................................................................ 42Learning outcome 2................................................................................................................................ 43Learning outcome 3................................................................................................................................ 43Learning outcome 4................................................................................................................................ 43

Advanced Numeracy Skills Senior...............................................................................................44Unit purpose........................................................................................................................................... 44Assessment............................................................................................................................................ 44Conditions of assessment....................................................................................................................... 44Learning outcome 1................................................................................................................................ 45Learning outcome 2................................................................................................................................ 46Learning outcome 3................................................................................................................................ 47Learning outcome 4................................................................................................................................ 48Learning outcome 5................................................................................................................................ 49


VCAL Literacy and Numeracy Skills Strand

IntroductionCurriculum selected for inclusion in the Literacy and Numeracy Skills Strand must be consistent with the purpose statements of this strand. Through aligning the curriculum with the purpose statements of the 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.

AimsStudy 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 statementThe purpose of the literacy curriculum selected for this strand is to enable the development of 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.

Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate.

Literacy skills include reading, writing and oral communication skills.

Numeracy Skills purpose statementThe purpose of the 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 further study in mathematics or related fields.

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Selecting literacy and numeracy curriculumCurriculum in the Literacy and Numeracy Skills Strand can include:

VCAL Literacy and Numeracy Skills units any VCE English or VCE Mathematics units 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.

If using VCAL units to meet the eligibility requirements of the literacy component of the VCAL Literacy and Numeracy Skills Strand, the Reading and Writing unit must be completed at the award level or above. The Oral Communication unit, taken at the appropriate level, can be included as one of the six credits (required at the award level) in a student’s VCAL learning program. It is appropriate, but not mandatory, that an Oral Communication unit is integrated with a Reading and Writing unit.

If using VCAL units to meet the eligibility requirements of the numeracy component of the VCAL Literacy and Numeracy Skills Strand, a Unit 1 numeracy unit must be completed. The Unit 2 numeracy units at Intermediate and Senior level will contribute to General Credits at the appropriate level. At Foundation level, Numeracy Skills Foundation meets the eligibility requirements of the Strand.

For further information on eligibility and contribution toward Strand requirements, please refer to the Advice for Teachers in late 2018.

VCAL Literacy and Numeracy Skills units Literacy Skills Foundation Reading and Writing Literacy Skills Foundation Oral Communication Literacy Skills Intermediate Reading and Writing Literacy Skills Intermediate Oral Communication Literacy Skills Senior Reading and Writing Literacy Skills Senior Oral Communication Numeracy Skills Foundation Numeracy Skills Intermediate – Unit 1 Numeracy Skills Intermediate – Unit 2 Numeracy Skills Senior – Unit 1 Numeracy Skills Senior – Unit 2 Advanced Numeracy Skills Senior

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VCAL Literacy Skills units

Literacy Skills Foundation Reading and Writing

Unit purposeThe purpose of this unit is to enable students to develop the knowledge, skills and attributes to read and write simple or short texts. Texts will deal mainly with 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.

AssessmentTo be credited with this unit, students 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. 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 assessmentThe 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-expressionWrite a simple recount, narrative or expressive text on a familiar subject.

Elementsa. Use simple planning, drafting and editing processes to produce written texts.b. Use language and tone appropriate to the text’s 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 PurposesWrite a simple instructional or transactional text on a familiar subject.

Elementsa. Use simple planning, drafting and editing processes to produce written texts.b. Use language and tone appropriate to the text’s 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 KnowledgeWrite a simple report or explanatory text on a familiar subject.

Elementsa. Use simple planning, drafting and editing processes to produce written texts.b. Use language and tone appropriate to the text’s 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.

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Learning outcome 4

Writing for Public DebateWrite a simple persuasive and/or argumentative text expressing a point of view on a familiar subject.

Elementsa. Use the processes of planning, drafting, editing and evaluation to produce written texts.b. Use language and tone appropriate to the text’s 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-expressionDemonstrate that meaning has been gained from reading a simple narrative, recount or expressive text.

Elementsa. Identify the purpose of the text.b. Identify the 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 PurposesDemonstrate that meaning has been gained from reading a simple instructional or transactional text.

Elementsa. 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.

Elementsa. 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.

Elementsa. 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 or 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 about everyday subject matter that may include some unfamiliar aspects, for a range of purposes and in a number of contexts, which may be interrelated.

Assessment Students 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.

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 Students will have access to:

a flexible range of assessment tasks/activities/software tools and devices a learning environment appropriate to the task support and assistance from learning support officers, 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.

Students must have a reasonable opportunity to participate in any discussion or activity.

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Learning outcome 1

Oracy for Self-expressionUse and respond to spoken language to explore with others story and life experiences.

Elementsa. 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 that 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 KnowledgeUse and respond to spoken language that presents information about familiar topics.

Elementsa. 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 PurposesUse and respond to spoken language in short transactions in familiar contexts.

Elementsa. Give instructions, taking into account the needs of the listener. b. Exchange or obtain goods or services in real or simulated settings. c. Identify the key instructions in a short oral transaction. d. Evaluate the effectiveness of language used.

Learning outcome 4

Oracy for Exploring Issues and Problem-solvingUse and respond to spoken language to explore issues or solve problems on a familiar topic.

Elementsa. 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 purposeThe purpose of this unit is to enable students to develop the knowledge, skills and attributes to read and write a range of texts on everyday subject matters that 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.

AssessmentTo be credited with this unit, students 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. 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.


Students 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 and personal word lists).

Subject matter will be everyday and will include some unfamiliar material.

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Learning outcome 1

Writing for Self-expressionWrite a recount, narrative or expressive text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Sequence and structure information, ideas and events to suit the 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 PurposesWrite an instructional or transactional text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Sequence and structure information and/or ideas logically to suit the 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 KnowledgeWrite a report, explanatory or expository text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Sequence and structure information and ideas logically to suit the 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.

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Learning outcome 4

Writing for Public DebateWrite a persuasive, argumentative or discursive text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Sequence and structure ideas and arguments to suit the 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-expressionDemonstrate that meaning has been gained from reading a narrative, recount or expressive text.

Elementsa. Identify the purpose of the text, including any inferred purpose. b. Identify the main ideas and the 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 PurposesDemonstrate that meaning has been gained from reading an instructional or transactional text.

Elementsa. 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.

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Learning outcome 7

Reading for KnowledgeDemonstrate that meaning has been gained from reading an explanatory, expository or informative text.

Elementsa. 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 DebateDemonstrate that meaning has been gained from reading a persuasive, discursive or argumentative text.

Elementsa. 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.

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Literacy Skills Intermediate Oral Communication

Unit purposeAt 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.

AssessmentNot all elements have to be 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.


Conditions of assessmentStudents 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 everyday and will include unfamiliar material. Contexts may be unfamiliar.

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Learning outcome 1

Oracy for Self-expression Use and respond to spoken language to communicate story and life experience.

Elementsa. 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.

Elementsa. 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 PurposesUse and respond to spoken language in instructions and transactions.

Elementsa. 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.

Learning outcome 4

Oracy for Exploring Issues and Problem-solving Use and respond to spoken language to explore issues or solve problems.

Elementsa. 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.

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Literacy Skills Senior Reading and Writing

Unit purposeThe purpose of this unit is to enable students to develop the knowledge, skills and attributes 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, students identify 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.

AssessmentTo be credited with this unit, students 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. 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.


Students 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 and personal word lists).

Subject matter will deal with general situations and some abstract or technical concepts and some unfamiliar material.

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Learning outcome 1

Writing for Self-expressionWrite a complex recount, narrative or expressive text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Organise ideas and information to suit the 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 PurposesWrite a complex instructional or transactional text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Organise information and/or ideas logically to suit the 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 KnowledgeWrite a complex report, explanatory or expository text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Sequence and structure information and ideas logically to suit the 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.

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Learning outcome 4

Writing for Public DebateWrite a complex persuasive, argumentative or discursive text.

Elementsa. Use the processes of planning, drafting and editing to produce written texts. b. Use language and tone appropriate to the text’s purpose and audience. c. Organise ideas and arguments to suit the 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-expressionDemonstrate that meaning has been gained from reading a complex, sustained narrative, recount or expressive text.

Elementsa. Identify the purpose of the text, including any inferred purpose and the means used to achieve

the 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.

Learning outcome 6

Reading for Practical PurposesDemonstrate that meaning has been gained from reading a complex, sustained instructional or transactional text.


the 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.

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Learning outcome 7

Reading for KnowledgeDemonstrate that meaning has been gained from reading a complex, sustained report, explanatory, expository or informative text.


the 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.

Learning outcome 8

Reading for Public DebateDemonstrate that meaning has been gained from reading a complex, sustained persuasive, argumentative or discursive text.


the 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.

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Literacy Skills Senior Oral Communication

Unit purposeAt 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.

AssessmentNot 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.


Conditions of assessmentStudents 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.

Students must have a reasonable opportunity to participate in any discussion or activity.

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Learning outcome 1

Oracy for Self-expressionUse and respond to spoken language to effectively communicate with others story and life experience, in different contexts.

Elementsa. 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 KnowledgeUse and respond to spoken language in sustained informative presentations in different contexts.

Elementsa. 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 PurposesUse and respond to spoken language in sustained and complex transactions in different contexts.

Elementsa. 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.

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Learning outcome 4

Oracy for Exploring Issues and Problem-solvingUse and respond to spoken language in sustained discussions for the purpose of exploring issues or problem-solving in different contexts.

Elementsa. 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.

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VCAL Numeracy Skills units

Numeracy Skills Foundation

Unit purposeThe 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 that involve a single mathematical step or process. Students will be able to communicate mathematical ideas using highly familiar contexts and common everyday language and mathematical notation.

AssessmentStudents 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 assessmentThe 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.

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Learning outcome 1

Numerical Skills and ProcessesUse simple everyday numbers to perform one-step computations with and without software tools and devices.

Elementsa. 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, decimals and decimals. Order and use whole numbers and familiar, simple fractions and decimals in

everyday texts or simple tables.

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. Convert a basic unit of measurement.

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.

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Learning outcome 2

Financial LiteracyMake simple decisions and perform basic monetary calculations involving money and demonstrate an understanding of participation in a monetary society.


Use simple fractions as applied to money. Perform simple calculations using money. Use money to give and receive correct change in simple financial transactions.


Recognise the range of common credit and debt products from financial institutions. Compare the price of a set of goods purchased at a number of similar retail

institutions. Give examples of change in costs over time.


Estimate change in simple financial transactions. Estimate savings on simple discounted purchases. Estimate and present a simple personal budget for a specific goal.


Recognise the money notations expressions within a range of personal financial documents.

Read, understand and communicate money notation information contained in a range of payslips.


Identify the interest rates for a range of personal loans available from a set number of financial institutions.

Describe ways to keep your money safe both manually and electronically.

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Learning outcome 3

Planning and OrganisingIdentify and use familiar numbers and units of measurement to make decisions about time, location, data, resources, and solve simple problems.


Read and use time measuring devices such as clocks, watches, calendars. Read and use simple tables, maps, diagrams, graphs and flow charts. Follow simple instructions/flow chart to complete a process or task.


Compare simple tables and diagrams related to location. Compare data from simple tables or graphs using software tools and devices.


Estimate times and distances required to move between locations in a personal context.

Estimate amounts and quantities required in everyday or simple situations.


Draw rough sketch maps or plans to describe a route to the location of a building or a feature of interest.

Interpret and use a calendar or planner to record information.


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.

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Learning outcome 4

Measurement, Representation and DesignUse simple, familiar units to measure, recognise and represent common two-dimensional shapes and three-dimensional objects.


Describe and name common two-dimensional shapes and three-dimensional objects.

Create simple plans and diagrams representing familiar real-world objects. Use appropriate units of measurement and make simple conversions to common

units.


Recognise and compare familiar shapes and objects in relation to size and shape. Identify common units of measurement as they apply to area and capacity.


Estimate lengths, areas and volumes in familiar contexts. Apply simple approximation techniques to reduce/enlarge diagrams and

representations of familiar objects.


Create simple plans and diagrams and their familiar conventions, for representing real-life objects.

Recognise and use the common units of measurement and their abbreviations to compare and measure materials or objects.


Assemble or model simple three-dimensional objects by following instructions, plans or diagrams.

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Learning outcome 5

Preparing for WorkUse and communicate numerical skills in a practical context within the work environment.


Obtain and have access to a tax file number and be able to use it on a form. Read, write 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, and providing numerical data for the deposit of money.


Locate and display the different award rates for a number of apprentice courses. Calculate the difference in salary between traineeships and apprenticeships.


Use and communicate the processes of practical estimations and other assessment skills appropriate to workplace contexts and tasks.

Understand and use a range of common written and oral workplace numerical language (sentences, phrases and terms).


Read and relate numerical information to peers and customers. Read and communicate numerical information in workplace forms, charts and tables.


Research relevant data in tables and graph form that relate to a selected workplace. Use software tools and devices to describe data from a selected industry. Read and complete simple workplace forms that include numerical content.

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Numeracy Skills Intermediate – Unit 1

Unit purposeThe 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, and measurement and design. It also includes the use of software tools and devices applied to tasks that are part of the students’ normal routine but extends to applications outside their immediate personal environment such as in the workplace and the community.

At the end of the unit, students will be able to attempt a series of both single- and multi-step operations or tasks with some confidence, select the appropriate method or approach required, and communicate their ideas both verbally and in writing. They will be at ease with performing straightforward calculations either manually and/or using software tools and devices.

AssessmentStudents must demonstrate achievement in all the 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 assessmentThe 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.

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Learning outcome 1

Numerical Skills and ProcessesPerform routine multi-step computations with and without software tools and devices.


Use whole, large numbers and fractions to interpret numerical information in familiar and unfamiliar contexts.

Perform a range of calculations of whole numbers, fractions and decimals with the four operations.

Demonstrate an understanding of the order of the four arithmetical operations and use this to solve multi-step calculations.


Use and apply relevant ratio, rates and proportions in familiar or routine situations. Demonstrate and apply the measures of central tendency (mean, median and

mode).


Estimate, approximate and measure length, mass, capacity/volume, time and temperature, using simple instruments graduated in familiar units.

Identify and estimate common angles.


Convert between routine metric units, demonstrating an understanding of common prefixes.

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 using

qualitative terms.


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.

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Learning outcome 2

Financial LiteracyMake decisions and perform routine monetary calculations involving money, manage personal finances and understand risk in familiar situations.


Perform calculations involving fractions and percentages as applied to money. Obtain accurate results for multi-step calculations involving money.


Calculate the interest payable on a transaction using a credit card from a range of financial institutions.

Compare the change in value of a set of goods over time.


Estimate change payable in detailed transactions. Estimate savings on complex discounted purchases. Estimate and demonstrate a detailed personal budget.


Perform calculations based on monetary notation expressions within a range of personal financial documents.

Understand and perform simple mathematical calculations involving sample payslips.


Calculate the interest payable on a range of personal loans from financial institutions.

Calculate the interest due on a range of savings accounts over a period of time from financial institutions.

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Learning outcome 3

Planning and OrganisingIdentify, use and interpret routine numbers and units of measurement to make decisions about time, location, data, resources and solve routine multi-step problems.


Use and calculate with time, for example, converting between digital and analogue time and calculating elapsed time.

Use map indexes and keys to locate particular places of interest. Follow routine multi-step instructions/flow charts to complete a process or task.


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.


Estimate distances and make judgments about time in a work, home or school context.

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.


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. Record information regarding time and location using tables and charts.


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.

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Learning outcome 4

Measurement, Representation and DesignUse units of measurement to measure, represent and interpret objects, plans and diagrams.


Describe, name and represent common two-dimensional shapes and three-dimensional objects.

Create detailed plans and diagrams representing familiar real-world objects.


Apply scaling techniques to reduce/enlarge a range of two-dimensional shapes. Compare units of measurements as they apply to area and capacity.


Estimate lengths, areas and volumes in unfamiliar contexts. Apply rounding techniques in converting units of measurements.


Create and interpret detailed 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.


Design and use simple two-dimensional plans to construct simple three-dimensional objects.

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Numeracy Skills Intermediate – Unit 2

Unit purposeThe purpose of this unit 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 their 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.


Conditions of assessmentThe conditions of assessment for this unit 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




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Learning outcome 1

Design a Numeracy-based Project Plan in a Familiar Industry Area

Elementsa. Students will select an industry area linked to the VET units in their VCAL program or

employment. b. In consultation with the teacher, students will develop an investigative 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.

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 and Outputs).

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

Obtain the cost of the inputs used in the industry area

Compare 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 list the types of measurement and their units

Research current salary costs of the industry

Compare 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 relating to 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

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(s) must meet all the elements stated in Learning outcome 1.

d. Develop a numeracy-based project plan, including aims, numeracy skills, timelines and measurable outcomes.

e. Detail what timelines 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

manual skills that will be used in the investigations of the six tasks.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.

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i. Comment on any obstacles or 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

ElementsConsistent 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


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 their investigations.

e. Evaluate the use of the selected software tools and devices.

Learning outcome 4

Communicate the Results of the Project


a. Use appropriate language of mathematics in communicating the results of the project.b. Use appropriate numeracy symbols and conventions in communicating the results of the

project.c. Use appropriate software tools and devices in communicating the results of the project.d. Communicate the results to a relevant audience.e. Critically evaluate, following feedback.

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Numeracy Skills Senior – Unit 1

Unit purposeThe 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 will 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.

AssessmentStudents must demonstrate achievement in all the 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 assessmentThe 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.

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Learning outcome 1

Numerical Skills and ProcessesFluently perform complex multi-step computations with and without software tools and devices.


Analyse number in a range of unfamiliar contexts. 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.

Develop, interpret, solve and use substitution in routine formulae and algebraic expressions as representations and conventions that describe relationships between variables in relevant contexts.

Use symbolic notation to perform arithmetic calculations, including the use of relevant positive and negative numbers and numbers expressed as roots and powers.


Use and apply rates in familiar or routine situations, including using ratio notation, visual keys and terminology, and apply these to related costs and distance situations.

Demonstrate and apply measures of mean, median and mode and simple measures of spread, including standard deviation and interquartile difference, to unfamiliar data.


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.


Collect, organise and represent data in a range of formats. Interpret and draw conclusions about general trends of data, variations within data

sets and data reliability. Apply a range of unfamiliar statistical data and simple measures of spread

accurately. Use knowledge about chance and probability to estimate and interpret the outcomes

of common chance events in both numerical and qualitative terms. Interpret, analyse and draw inferences from unfamiliar data, in terms of validity and

accuracy.


Use and apply knowledge about probability to a range of relevant contexts. Calculate theoretical probabilities and use tree diagrams to investigate the

probability of outcomes in simple multiple-event trials. Document, interpret and communicate the processes, results and implications of the

mathematical activities involved in the completion of a hands-on complex project.

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Demonstrate the above mathematical skills in a range of processes to select an appropriate method to solve a complex real-life problem.

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Learning outcome 2

Financial LiteracyMake decisions and perform monetary calculations involving money in unfamiliar contexts, manage personal and business finances, and understand risk in a range of situations.


Perform multi-step calculations involving percentages as they relate to money. Convert between percentages, decimals, fractions and ratios as they relate to

money. Select a range of goods and convert to different overseas currency values.


Calculate and contrast the interest payable on a transaction using a personal loan compared to a credit card across a number of financial institutions.

Compare and contrast the value of a set of goods purchased from a range of retail institutions to a similar set purchased online.


Compare the estimation of change payable in detailed financial transactions to the accurate calculation of same.

Compare the estimation of complex discount savings to the accurate calculation of same.

Estimate and demonstrate an approximation for a detailed budget involving a group activity.


Compare and contrast the money notation expressions within a range of personal and official financial documents.

Perform complex calculations involving payslips and timesheets.


Compare, contrast and calculate the different interest payable over the length of a personal loan for a range of values and across a range of financial institutions.

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Learning outcome 3

Planning and OrganisingIdentify, use and interpret routine numbers and units of measurement to make decisions about time, location, data and resources, and solve complex problems in unfamiliar situations.


Solve problems involving duration, including using 12- and 24-hour time, within and across time zones.

Use and apply rates in familiar situations. Use distance, direction, coordinates, simple scales, labels, symbols and keys to read

and use complex maps, plans or diagrams. Follow complex multi-step instructions/flow charts to complete tasks or processes.


Analyse and compare schedules. Analyse and interpret the 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.


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.


Interpret and use information and symbols on maps and plans. Record complex information regarding time and location using tables or charts. Decide through reasoning the steps needed to solve complex multi-step numerical

problems.


Use software tools and devices to solve complex problems related to time and location.

Apply problem-solving techniques to solve complex multi-step numerical problems related to planning and organisation in unfamiliar contexts.

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Learning outcome 4

Measurement, Representation and DesignMeasure, draw, represent and interpret complex two- and three-dimensional objects in diagrammatic form, apply transformations to designs, and demonstrate a fluent use of software tools and devices.


Represent complex three-dimensional objects as two-dimensional nets. Create and interpret complex two-dimensional plans and diagrams.


Apply real-life measurements to create a detailed scaled two-dimensional diagram. Interpret a scaled diagram to determine the exact real-world measurements. Compare and convert units of measurement as they apply to area and capacity.


Estimate, draw and measure in relation to size, cost or time. Make approximations of multiple amounts of units of measurement to obtain total

estimates.


Write and interpret complex plans and diagrams and their familiar conventions for representing real-life objects that range in size and complexity.

Apply scale techniques using ratio and proportion to enlarge/reduce complex plans.


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.

Demonstrate the mathematical skills and processes to solve a problem involving a complex three-dimensional shape.

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Numeracy Skills Senior – Unit 2

Unit purpose The purpose of this unit is to enable students to develop, refine, extend and apply numeracy knowledge and skills through an investigation in an unfamiliar industry area in which they 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.

AssessmentStudents 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 assessmentThe conditions of assessment for this unit 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




© VCAA Page 43



Learning outcome 1

Design a Numeracy-based Project Plan in an Unfamiliar Industry Area

Elementsa. Students will select an industry area with which they are unfamiliar but in which they have an

interest and may seek future employment. b. In consultation with the teacher, students will develop an investigative 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.

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).

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/production 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 an analysis of the destination 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

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(s) must meet all the elements stated in Learning outcome 1.

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 timelines 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.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 or 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.

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Learning outcome 2

Apply Numerical Skills in an Industry Context


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 multi-step estimations and calculations, and draw inferences about

the numeracy in the selected industry area.f. Comment upon the data collected from the investigations in terms of the 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


h. 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.

i. 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.

j. Justify the use of the software tools and devices selected to represent the data associated with the investigations of the eight selected numerical tasks.

k. Use the chosen software tools and devices to represent the collected data from the investigations of the eight selected numerical tasks.

l. Evaluate the use of the selected software tools and devices.m. Use a minimum of two types of software tools and devices to demonstrate the numeracy

aspects of their project.

Learning outcome 4

Communicate the Results of the Project


n. Use appropriate language of mathematics in communicating the results of the project.o. Use appropriate numeracy symbols and conventions in communicating the results of the

project.p. Use appropriate software tools and devices in communicating the results of the project.q. Communicate the results to a relevant audience in at least two different forms.

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r. Critically evaluate, following feedback.

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Advanced Numeracy Skills Senior

Unit purposeThe 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 science, technology, engineering and mathematics (STEM) situations.


Conditions of assessmentThe 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 and recourse to

first/other language is acceptable use processes flexibly and interchangeably, selecting from pen and paper, ‘in the head’ 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 – DataUse tables and graphs and measures of central tendency and spread to interpret, analyse and describe information of relevance to self, work or community.


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 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 bivariate 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.

Use scatter plot, correlation, and 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 – MeasurementCalculate complex measurement algorithms using the metric/SI system and apply practical measurement using the concepts of errors, calibration, scale and rates.

Apply advanced techniques of measurement, including aspects of design and calibration.


Identify and reduce errors with a range of measuring instruments. Demonstrate an understanding of calibration to increase the 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.


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.

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Learning outcome 3

Further Study in Maths – Formulae and GraphsDevelop and use formulae and their graphs to describe and represent relationships between variables in a range of contexts.


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 the 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.


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.

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Learning outcome 4

Further Study in Maths – Algebraic TechniquesUse algebraic techniques to investigate and solve mathematical problems.


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.


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-solvingApply 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.


Identify a range of appropriate mathematical knowledge for the chosen area to interpret, investigate and solve mathematical problems.

Apply and use appropriate mathematical skills and techniques from the chosen area to demonstrate the 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 specialised calculator or computer

algebra system (CAS) functions relevant to the chosen mathematical area is recommended, such as trigonometric, statistical and power functions.


Use both oral and written language appropriately 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.

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Documents

VCAL Literacy and Numeracy Skills Strand Curriculum Planning … · Web viewRecognise whole numbers and simple, familiar fractions and decimals in numeral and word form. Add, subtract,