Planning a numeracy program
Program design is a balancing act
∗ Between:
∗ Individual learner needs, goals, learning styles, barriers
∗ Needs, levels ...
∗ Using the information from the learner’s initial assessment
and interview:
∗ Needs – where are their strengths & weaknes...
∗ Make a class profile (Use the information from each learner’s initial assessment and interview):
∗ Learning style, what ...
∗ Government funding requirements, e.g. LLNP
∗ How does this affect the class?
∗ Are all students required to meet the sam...
∗ Content is described in the elements and performance
criteria of the curriculum
∗ In numeracy it is often written from a...
∗ Is the delivery:
∗ Community based?
∗ In a classroom
∗ In a hall or other
∗ Is it a workplace context?
∗ WELL funded
∗ E...
∗ Who are the other stakeholders?
∗ Employer
∗ Centrelink
∗ JSA
∗ …?
Needs of other stakeholders
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Planning a numeracy program

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Planning a numeracy program

  1. 1. Planning a numeracy program
  2. 2. Program design is a balancing act ∗ Between: ∗ Individual learner needs, goals, learning styles, barriers ∗ Needs, levels and interests of the group ∗ ACSF levels ∗ Training package or accredited course guidelines ∗ Learning context ∗ Needs of other stakeholders
  3. 3. ∗ Using the information from the learner’s initial assessment and interview: ∗ Needs – where are their strengths & weaknesses ∗ Goals: where are they aiming for: ∗ job, ∗ help children/grandchildren, ∗ Another course, ∗ Consider short and long term goals ∗ Learning style. Is there an obvious one? ∗ Barriers to learning: ∗ inside classroom, feelings about numeracy, confidence ∗ outside classroom, personal issues, restrictions Individual learner needs, goals, learning styles, barriers
  4. 4. ∗ Make a class profile (Use the information from each learner’s initial assessment and interview): ∗ Learning style, what are the various styles in the class ∗ Dynamics: ∗ Mix of ages, ∗ Mix of genders, ∗ Relationships within class Needs, levels and interests of the group
  5. 5. ∗ Government funding requirements, e.g. LLNP ∗ How does this affect the class? ∗ Are all students required to meet the same goals? ∗ What are the ACSF indicators of each learner ? ∗ What are the implications for the class? ∗ Spikey? ∗ Similar? ACSF levels
  6. 6. ∗ Content is described in the elements and performance criteria of the curriculum ∗ In numeracy it is often written from a ‘concept’ aspect ∗ However, ∗ delivery is expected to be ‘in a context’ ∗ Real life Training package or accredited course guidelines
  7. 7. ∗ Is the delivery: ∗ Community based? ∗ In a classroom ∗ In a hall or other ∗ Is it a workplace context? ∗ WELL funded ∗ Employer funded ∗ Is it a VET context? ∗ In a vocational class, assisting students, team teaching ∗ Tutorial support, removed from the classroom ∗ Other context? Learning context
  8. 8. ∗ Who are the other stakeholders? ∗ Employer ∗ Centrelink ∗ JSA ∗ …? Needs of other stakeholders

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