Unit Standard 21204 Element 3: Identify the literacy demands of the training or education programme.
Numeracy Scenario: Raranga
A weaving (raranga) tutor teaches students to weave a kete (basket). She explains the importance of checking the number of strands of flax (whenu) which run in opposing directions. It‟s important to have the same number in each direction for the kete to be successful: if there are different numbers, the kete will not close. It is not important whether the number is odd or even: having the same number on each side is what matters. Careful counting and checking has to be done before the final stage. If the numbers are not correct, students will find out the hard way because their kete will not succeed. This critical check involves the first step (up to 20 whenu) or second step (up to 100 whenu) of the Number Sequence learning progression.
Jeff works in logging mill with a machine that cuts boards to 3000mm (3 m) lengths. As a quality assurance measure, three boards are measured in the morning and three in the afternoon. The boards are chosen by taking every 10th board from a randomly selected starting point. The average of the 3 boards is checked to make sure the average falls within the tolerance range of 2995 to 3005 mm.
|Problem||Underpinning ideas||Teaching Points|
|Measure length of 3 randomly selected boards|| * Sample selection
Step 6 interpreting data
Measurement step 4
Measurement step 5
|Average the three lengths|| * Which average is appropriate (mean, median) and why
Step 6 analysing data
Step 4 additive strategies
Step 4 multiplicative
Step 6 analysing data
Discuss possible mental strategies
For example for sum: 3001 + 3002 + 3003 = 9000 + 1 + 2 + 3 = 9006
2995 + 3003 + 3004 = 5mm under 3000 and 7mm over 3000 gives 2 mm over so answer is 9002 mm
For example for division: 9006 ÷ 3 = 9000 ÷ 3 and 6 ÷ 3 = 3002
4. Discuss why the average must lie between the biggest and smallest measurement.
|Decide whether the average calculated is within tolerance range (eg., 2995 – 3005)||* Make a judgement about numbers.
Step 4 number sequencing
- Adult Literacy and Life Skills (ALL) Survey (2006) This survey defines and gives the impetus for efforts to improve adult literacy and numeracy.
- Looney, J. (2008). Teaching, learning and assessment for adults. Improving foundation skills. This book contains a background chapter on NZ that could also be used in US21191.
- NZCER. (2006). Assessment for foundation learning
- Tertiary Education Commission. (2008a-i). The learning progressions outline the steps towards competence; the accompanying resource books contain suggestions for determining the demands of literacy and numeracy tasks.
- FitzSimons, G. & Mlcek, S. (2004). Doing, thinking, teaching and learning numeracy on the job: an activity approach to research into chemical spraying and handling. The researchers visited twelve sites and found that though there were many comparatively straightforward calculations in this industry, there were many complexities in the actual practice.
3.1 Context-specific reading demands are identified.
3.2 Context-specific writing demands are identified.
3.3 Context-specific listening and speaking demands are identified. Range: verbal, non-verbal.
3.4 Context-specific numeracy demands are identified.
3.5 Context-specific information and communications technology (ICT) demands are identified.
Candidates will demonstrate that they are able to determine the literacy and numeracy demands on learners in the context of the learners' course of study, workplace and/or cultural environments.
- Element 1 - Describe adult literacy in Aotearoa
- Element 2 - Describe Maori Literacy.
- Element 3 - Identify the literacy demands of the training or education programme.
- Element 4 - Identify the literacy strengths and needs of the individual learners in the training or education programme.
- Element 5 - Integrate literacy skill development into the delivery of the training or education programme.
- Element 6 - Use literacy teaching strategies to promote adult literacy skill development in the training or education programme.
- Element 7 - Assess literacy progress in the training or education programme.
- Element 8 - Evaluate effectiveness of literacy teaching strategies and learning activities and any specialist adult literacy support in the training or education programme.