and in different contexts to make sure that the assessment is consistent, reliable, fair and equitable. Conditions of assessment The conditions of assessment for this unit are that students use: concrete, relevant, familiar and personal contexts and materials 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 reasonableness support from mentors and/or teachers, advice/modelling and first/other language resources personal the head’ or pen and paper methods, calculators and/or computers to solve ‘in calculations and problems oral descriptions using common, everyday, informal language and gestures for explanations, answers and interpretations. Learning outcome 1 Design a Numeracy-based Project Plan in a Familiar Industry Area Elements Students will select an industry area linked to the VET units in their VCAL program or employment. 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. 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). Probability and Industry Stages Number Measurement Financial Numeracy Statistics Inputs Identify the amounts Investigate and make Obtain the cost of the Compare trends over of inputs used in the calculations the inputs used in the a set period of time (resources such as industry area ratios of inputs used industry area relating to inputs raw materials, labour, in the industry area used in the industry equipment, capital area and source information)
and in different contexts to make sure that the assessment is consistent, reliable, fair and equitable. Conditions of assessment The conditions of assessment for this unit are that students use: concrete, relevant, familiar and personal contexts and materials 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 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. Learning outcome 1 Design a Numeracy-based Project Plan in a Familiar Industry Area Elements Students will select an industry area linked to the VET units in their VCAL program or employment. 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. 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 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