Nhill College Numeracy Foundation

Victorian Certificate of Applied Learning

VCAL provider name: Nhill College VCAL unit name: Numeracy Skills VCAL unit: Foundation Teacher name: Michele Schwarz Date: April 2011 Overview of the assessment task and the project/theme it is linked to: (100 words maximum) In the Numeracy outcomes, all the tasks have a practical application designed to consolidate numeracy skills and to apply them in daily life; at work and also in community and personal interactions. Numeracy tasks have been selected to use the students’ own choices, e.g. construction of spaghetti bridge according to own design; and personal information where possible, e.g. use of personal diary, pay slips, grocery purchases, own budget, purchase of own car. Worksheet activities have been used to give students an opportunity to revise their numeracy skills before applying them to practical tasks; e.g. measuring and calculating distance and area before actually carrying out the measuring and marking of the sports ground. Student roles and responsibilities in relation to the task  Complete all activities  Identify the evidence that they can collect from all areas for each learning outcome  Maintain evidence folio and ensure all evidence is completed and collected Level of teacher support:  high  teach skills required and give students work sheets to back up skills and ongoing support  ensure that each student is able to complete task by giving one to one attention where required  provide sufficient learning time to complete tasks  provide examples of how task is to be completed  assist students to identify and collect evidence and provide time for students to maintain folio

Is the activity included in this Yes No template part of an integrated program? 

Please indicate the other VCAL units and learning outcome/s that are also met by this integrated program Unit Level LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 title Literacy Skills Numeracy U1 F    Skills

VCAL Quality Assurance Kit 2011 1 Victorian Certificate of Applied Learning Work Related Skills Personal Development Skills

Assessment Template: Numeracy Skills Foundation

Learning outcome 1 Numeracy for practical purposes – design Can use everyday informal language of shape, size, colour and other commonly used attributes to identify and recognise shapes in the context of their common usage and application. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description: Spaghetti Bridge Design and Construction Students are to research via the internet pictures of single span bridges. They are then to identify the shapes that are used in the design and construction of these bridges finishing with a dot point summary of the common shapes used. Students are then to draw up their own design for a spaghetti bridge that will adhere to given specifications. Once the actual size templates are provided, complete with measurements, the students will build their spaghetti bridge according to their template and the design brief. After completion of the bridges, students will test the load bearing capacity of the bridge and write an evaluation of the construction and design and include changes they will make for a second construction. Students will be given an opportunity to build modified bridges that will incorporate design improvements.

Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and techniques  Worksheet – drawing  Completed worksheet a) Use concepts of shape various shapes and lines to  Bridge research pictures and size to describe represent terms such as (6) and compare shapes. bigger/smaller and to  Dot point summary of compare shapes shapes used in bridge  Internet research and construction collection of images on shapes involved in building bridges  Identify and summarize commonly used shapes found in bridge design b) Use touch and sight of  Research bridges and  Design of A4 actual size objects to classify and collect photos uses sight template for construction – compare objects. and helps students to touch and sight VCAL Quality Assurance Kit 2011 2 Victorian Certificate of Applied Learning classify  Construction of bridge  Bridge template design according to design template – and drawings uses touch touch and sight and sight  Record of bridge test results  Build bridge uses touch  Photo evidence of bridge and sight to classify and construction compare by construction  Worksheet from a) above to  Testing of design and draw and classify shapes and strength of bridge objects - touch and sight according to set specifications – recording of results  Worksheet from a) above

Language  Worksheet – this  Worksheet that will c) Use appropriately demonstrates that students demonstrate student use of informal language of are able to read the relevant language comparisons such as language and represent the  Written evaluation of bigger, smaller, the term in a visual way bridge design using same as, thicker,  Write Bridge evaluation language as described in c) darker, hotter, longer,  Discuss bridge design  Teacher observation shorter. checklist and discussion during activities will use orally the language as described d) Use appropriately  Worksheet as described  Worksheet will informal language of in c) above demonstrate use of shape such as straight,  Discussion while language through curved, square, circle. carrying out activities will comprehension of language promote use of language when able to demonstrate drawings  Written evaluation of bridge design, construction and test  Teacher observation checklist and discussion during activities will use orally the language as described Interpretation  Discuss whether design  Teacher checklist of e) Decide, with teacher fits into specifications for discussion with prompting, prompting, whether bridge and whether design will help students to use descriptions are is appropriate language and will correct using personal  Written evaluation will demonstrate their experience, context cover personal understanding and use of and prior knowledge. experience and learning the language and relate to from this personal experience  Certificate of completion

VCAL Quality Assurance Kit 2011 3 Victorian Certificate of Applied Learning

Learning outcome 2 Numeracy for practical purposes – measuring Can use familiar simple measurements of length, mass, capacity and temperature to compare or measure materials or objects in personal situations. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description: Athletics Day Students will take part in the preparation and measuring of the school sporting fields for the upcoming sports days held at the school. Students will complete internet research to discover the dimensions of the various athletic events and ensure that the correct areas are measured and marked for the athletics days. Students will also research the correct weights for the different age groups for events such as discus and shot put and make sure that the appropriate equipment is provided. Students will also complete several activity sheets that will demonstrate their knowledge and ability in a range of measuring skills including some practical examples from real life.

Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and techniques  Athletics Day  Photo evidence of students a) Choose appropriate preparation and measuring measuring out athletic event measuring instruments of track and field events areas and using line marking from a given range of  Measuring of various equipment to apply available instruments. objects in classroom and measurements selecting most appropriate  Worksheet with student measuring instrument measurements and calculations b) Use measuring  Drawing shapes and lines  Worksheet A – drawing shapes instrument correctly, with ruler and compass and lines with ruler and compass for example begins  Measure various objects  Drawing lines for athletics from zero. using choice of ruler, events - photographic evidence measuring tape, dress  Worksheet showing these makers tape drawings  Time sprints at athletics and use stop watches or measure and record for other events c) Use whole numbers  This will be  Worksheet A, B, C appropriately. demonstrated on the various  Spaghetti bridge design worksheets template  Also has been  Athletics research activity demonstrated in bridge including weights for throwing building activity form LO1 events d) Use the common units  Worksheet C –  Worksheet C – covers all these of measurement and conversion of metric and skills over a variety of their abbreviations imperial measurements in conversion activities

VCAL Quality Assurance Kit 2011 4 Victorian Certificate of Applied Learning such as centimetre, everyday language based on  Worksheet B is a multi step metre, kilogram, litres, the community and relating measurement activity that also and imperial to older people and uses cost $. Common units and measurements, for experiences abbreviations are used example inch, foot,  Conversion of metric throughout pound, ounce, degree units to larger or smaller  Athletics day internet research Celsius to compare units involves common abbreviations and measure materials and units or objects. Language  Discussion of problems  Worksheets A, B, C e) Use orally and in on worksheet and  Written reflection of issues writing common units completion of worksheets relating to the preparation of and their ABC athletics day and the carrying out abbreviations.  Discussion of practical of line marking and measuring problem solving in carrying  Written reflection of out measuring tasks worksheet problem and their solutions Interpretation  Working through  Worksheets A, B, C – cover a f) Decide, with teacher worksheets and discussion range of issues that will use prior prompting, whether and problem solving knowledge and require students measurements are  Worksheet C will to make decisions about whether within a reasonable involve students relating to their answer is reasonable or range using personal situations they may have needs some recalculating experience, context come across in the and prior knowledge. community with relation to units of measurement

Learning outcome 3 Numeracy for personal organisation – money and time Can identify and use familiar everyday numbers, and units of money and time to make decisions about money and time in personal situations. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description: Household Budgets and the Car Game Students will complete a series of activities that will help them to gain skills in managing personal time and money. By using personal documents such as pay slips, bills and receipts as well as constructing a menu of their own choosing, students will be able to relate the skills to their personal situation. The Car Game gives students a relaxed and enjoyable way to research and buy a car and then through a series of chance cards they will get to make decisions based on money and circumstances that will affect the outcome. They will deal with the costs of owning and maintaining a car as well as how personal choices can affect costs and circumstances. Students will also prepare budgets and calendars related to personal situations. Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and  Collect a series of regular techniques bills and receipts-  A4 page of regular bills and a) Read, write, interpret photocopy-paste onto A4 receipts and compare numbers paper if necessary and  Calculation showing total of bills related to money on collect. Blot out personal  Highlighter showing relevant documents or details identification of key areas of bills in familiar situations. VCAL Quality Assurance Kit 2011 5 Victorian Certificate of Applied Learning  Add up total for the  Picture and descriptor of the month purchased vehicle on a specific  Reading and game sheet understanding regular  Sheet with type of insurance and household bills e.g. quotes electricity  Identify the key areas of the bills and receipts with a highlighter – such as total, GST, trading terms, supplier etc.  Research and interpret car ads to determine value for money and types of cars available  Purchase a hypothetical car within a budget  Research car insurance and obtain a quote b) Read, write, interpret  Obtain a pay slip from  Example of payslip with and compare numbers work. Identify the hourly highlighted hourly rate and pay related to time on rate and the number of rate per hour relevant documents or hours worked  Month long calendar and events in familiar situations.  Locate time period for recorded bills  Prepare a month on a calendar and install all activities e.g. school. Work, sport etc

c) Perform simple one-  Use car game to show  Completion of the car game step calculations with comparison between risks budget sheet money. and decisions  A4 coloured posters of  Collect junk mail balanced diet for a week with brochures for food items. prices and total calculated Prepare a balanced diet for  Food items and prices per unit the week. Cut out images and calculations of savings if from junk mail and write specials are bought the actual price and the  Table with list of 10 processed special price. Calculate the and 10 natural foods with cost total for the week for each. per unit. Comment on your What is the saving for the findings on A4 paper. week if specials are bought?  Car game budget sheet  Excursion to the local supermarket. Collect prices on 10 natural and 10 processed food items. What are the prices? What are the

VCAL Quality Assurance Kit 2011 6 Victorian Certificate of Applied Learning prices per unit? Calculate the cost of the items.  Prepare a 12 month budget with cost of living and running a vehicle d) Interpret the language  Calculate your share of  Worksheet showing of simple fractions the bills when sharing with calculations for sharing of such as ½, ¼ as 1, 2, or 3 other people bills applied to time and money. e) Read and use time  Record number of hours  Research showing different measuring devices worked each week on a log pay levels. such as clocks, book (WRS) and the weekly  Calendar for a month watches, calendars. income achieved for  Car game budget sheet different levels of pay .e.g.  Driver logbook apprentice wages, trades qualified wages, labourer wages  Calculate the weekly income for each level of pay  Obtain a calendar from Microsoft publisher for a period of one month. Record all your activities along with times and dates on the calendar for one month Language  Budget as required for  Car Game budget will f) Use orally the days, weeks months show use of days, weeks language of time such depending on situation months as hours, minutes,  Calendar days, weeks, months,  Grocery menu before/after,  Payslips longer/shorter. g) Use and interpret  Collect a series of  Poster of food items for the money notation and food items from junk week. symbols, and mail catalogues to  Series of calculations associated language feed self a balanced totalling food for week and such as more/less, diet for one week. difference made by buying cheaper/more, Add up all prices. on special expensive/dearer, Include regular prices  Evaluation of weekly food. double/halve, total. and also special Use language as required in prices. Calculate the element. special prices. What  Car Game Budget Sheets difference does it make?  Playing the Car Game and completing all activities which will incorporate the language

VCAL Quality Assurance Kit 2011 7 Victorian Certificate of Applied Learning Interpretation  Students will make  Personal Car choice, h) Relate results to personal choice decisions personal insurance choice, personal experience over various activities personal food choices, use with teacher of personal payslips and prompting. personal bills and receipts  Personal recording of calendar an diary entries  Drivers logbook .

Learning outcome 4 Numeracy for personal organisation – location Can use simple everyday language of location to give and follow informal oral directions. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description: Shape Maps and Obstacle Courses Students will complete a series of shape maps where they will create an A4 page with shapes placed in various locations and then attempt to get other students to recreate their shape maps through both written and oral instructions. Through this activity students will explain the relative location of shapes and use the informal language of location in both written and oral form. Students will also write instructions on how to move from one location to another around the school and give oral instruction for a blindfolded student to progress through an obstacle course. Draft copies of directions should be presented to the teacher first. Photographic, written and visual evidence will be collected. An example of the activities will be demonstrated by the teacher first.

Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and techniques  Write simple instructions  Written instructions – how to a) Interpret and use for proceeding from one get from R.16 to Admin simple concepts of point to another around the Office of College relative position and school  Shape map and directions location.  Create a shape map and  Samples of 2 students’ shape directions for another maps based on instructions student to follow to re-  Written evaluation of own create the shape map shape map and the success of written instructions b) Give and follow  Give and receive (while  2 x photos of self receiving simple oral directions blindfolded) simple instructions in obstacle course for moving between instructions through an  2 x photos of self giving locations. obstacle course instructions to other in obstacle course  Simple plan of obstacle course drawn and labelled on A4 paper. c) Describe orally the  Using the shape maps  5 drawings as created by other relative location of already created, explain students from the oral two or more objects. orally the location of the instructions for the shape map.

VCAL Quality Assurance Kit 2011 8 Victorian Certificate of Applied Learning shapes to the students who  Written evaluation of success of have not received the oral instructions based on the written instructions and accuracy of student results get them to draw the  Drawing based on teacher shapes as described example based on teacher oral instructions Language  Create shape map and  Photo of self giving oral d) Use orally the directions using the terms directions for student through informal language of as described. obstacle course position such as  Give oral directions for  Photo of self giving oral over/under, in blindfolded student instructions for students to draw front/behind, left/right, through obstacle course the shape map correctly up/down, through,  Presenting directions to  Sample of drawing based on opposite, on the class for drawing by teacher example – listening to corner, next to. giving oral instructions for oral instructions shape map Interpretation  Students to present draft  Drawing based on directions e) Check, with teacher copies before presenting given by teacher shape map prompting, to see if to other students example directions followed or  Written evaluation of  Evaluation of the results from given, match their results will help to other students drawings from intentions. verify accuracy of both written and oral directions directions will help students to evaluate the success of their directions.  Draft copies of the instructions can be checked with the teacher before being given to other students

Learning outcome 5 Numeracy for interpreting society – data Can use simple everyday tables and graphs to interpret public information which is of personal relevance or interest. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description: students will use data collected from a town survey on shopping use compared to age of the citizens to construct tables and graphs. Students will need to include appropriate headings and labels for these tables and graphs. They will prepare these tables and graphs on Excel and print them out. Students will also need to make simple comments and analysis of the data presented. As a second activity, students will use crash data from Vicroads to construct tables, graphs on Excel and to analyse the data to provide meaningful comprehension of the data. Thirdly, students will display and interpret data of their own choice.

Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and  Prepare tables and graphs  Tables and graphs from Excel techniques on Excel to present with the appropriate: title, labels a) Identify the key information collected from of axes, scale, key, features, conventions town survey and print them  Tables and graphs re. Town and symbols of simple out data and Vicroads data everyday graphs and  Repeat above activity for

VCAL Quality Assurance Kit 2011 9 Victorian Certificate of Applied Learning tables. Vicroads data b) Read and interpret  Interpret set data and  Written analyses for each of the whole numbers used in write a brief analysis of the given data showing a basic relevant tables and data comprehension of the data graphs.  Read and interpret data  Written interpretation of data of of own choice and write own choice into own words

c) Interpret text that  Find data of own choice  Recording of oral report to class incorporates tables and and report orally to the class on data of own choice with visual graphs by locating and with use of visual aids to aids – 2 to 3 minute report reporting orally on give basic interpretation of specific information. the data Language  These terms will be  Written analyses of town data, d) Use orally the covered in the initial lessons Vicroads data and data of own language of tables and on analysing data and choice graphs such as table, interpreting tables and  Recording of oral report to class graph, highest, lowest, graphs on own data will incorporate most, least. these terms Interpretation  Complete worksheet with  Written analyses of the 3 sets of e) Relate, with teacher questions to prompt student data looked at will incorporate prompting, the thought with regard to these these ideas meaning/information ideas of table or graph to  Include these ideas in personal beliefs, written analyses of 3 sets of opinions and data mentioned expectations.

Learning outcome 6 Numeracy for interpreting society – numerical information Can use simple everyday numbers and figures to interpret information which is in texts of personal relevance or interest. Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: Task Description:

Elements Activities to demonstrate Evidence to demonstrate achievement of elements achievement of elements Mathematical knowledge and techniques a) Recognise whole numbers and simple, familiar fractions in numeral and word form.

VCAL Quality Assurance Kit 2011 10 Victorian Certificate of Applied Learning b) Order, use and interpret whole numbers and familiar, simple fractions in everyday texts or simple tables. Language c) Say or write numbers and simple, familiar fractions in numeral and word form. d) Use common words for ordering and comparing numbers and simple, familiar fractions such as smaller, bigger, larger, first, second, between. Interpretation e) Relate meaning of the numbers in the text to personal experience, beliefs, opinions or expectations in response to specific questioning from the teacher.

VCAL Quality Assurance Kit 2011 11