1 / 11

CGEA NUMERACY PD August 15 th 2012

This document outlines the objectives and feedback from the mid-cycle review of the CGEA numeracy units in 2010. It highlights the need to revise and break down existing units for lower levels, ensuring that concepts are more manageable and that numerical skills are clearly defined. The project involved consultations with experts, practitioners, and public workshops to gather input. The revision aims to align with the Australian Core Skills Framework while ensuring that updates cater to various educational contexts. Key changes included an increase in knowledge requirements and the introduction of new measurement concepts.

kirima
Télécharger la présentation

CGEA NUMERACY PD August 15 th 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CGEA NUMERACY PD August 15th 2012

  2. WHY REVIEW? • Response to CGEA mid-cycle review in 2010 • Numeracy units at lower levels too big • Too many concepts covered • Number not explicit enough

  3. HOW AND WHO? • project reference group comprised of numeracy practitioner experts • feedback from practitioner focus group • workshop held at the CMM CGEA/ESL PD day • three regional public consultations • draft units uploaded onto the ACFE website for feedback

  4. WHAT? Objectives: • Revise the existing nine CGEA Initial Course, Certificate I Introductory and Certificate I numeracy unit • Break the existing units at each of these lower three levels into smaller units • Make more explicit the role that number plays in the numeracy and mathematics units at these levels

  5. WHAT? • Modify units to reflect current revisions to the Numeracy component of the revised Australian Core Skills Framework • Update the existing elements, performance criteria, range statements, evidence guide, to reflect focus of unit

  6. WHAT? CGEA Certificate II and Certificate III • Make applicable to all contexts –further education, workplace • Modify units to reflect current revisions to the Numeracy component of the revised Australian Core Skills Framework • No structural changes to be made • Update the existing elements, performance criteria, range statements, evidence guideto reflect reviewed units • Strong foundation for a range of pathways

  7. WHATHASCHANGED? Initial, Certificate I (Introductory) and Certificate I • Choose 4 out of 6 units instead of 2 out of 3 for • Units broken down into: -Numbers and money -Location and direction -Measurement (including time) -Shape and design -Numerical information -Statistical information

  8. WHAT’S CHANGED? • Time is now included in measurement • Knowledge required in lower units has been increased, particularly in number • Content spelt out more resulting in more performance criteria but not necessarily more content • First number unit is about using numbers and money (not just money) • Second number unit is about extracting and using number from texts • Area and angle are included in Certificate I measurement

  9. Course in Initial General Education for Adults

  10. Certificate I in Initial General Education for Adults (Introductory)

  11. Certificate I in General Education for Adults

More Related