NZQA registered unit standard
21200 version 3
Page 1 of 4
Title
Facilitate numeracy skills development for an adult learner
Level
5
Purpose
Credits
10
This unit standard is for people with, or developing, specialist
expertise to improve the numeracy skills of adult learners in
Aotearoa New Zealand.
People credited with this standard are able to: identify
numeracy demands of the contexts relevant to an adult learner;
identify numeracy skills development needs of an adult learner;
plan a numeracy skills development programme for an adult
learner; facilitate a numeracy skills development programme for
an adult learner; and evaluate effectiveness of the numeracy
skill development programme.
Classification
Adult Education and Training > Adult Literacy and Numeracy
Education
Available grade
Achieved
Entry information
Recommended skills
and knowledge
Unit 21199, Demonstrate knowledge of adult numeracy
learning and introductory numeracy knowledge; and either Unit
21198, Facilitate literacy skills development for a group of adult
learners, or Unit 21197, Facilitate literacy skills development for
an adult learner; or demonstrate equivalent skills and
knowledge.
Explanatory notes
1
For the purposes of this unit standard, adult numeracy education includes design,
delivery, assessment, and evaluation.
2
Learning Progressions for Adult Literacy and Numeracy (Tertiary Education
Commission, 2008) and supporting professional development resources should be
referred to within the context of this unit standard.
3
The settings for adult literacy and numeracy may include but are not limited to –
community, marae-based, whānau (extended family) literacy, family (nuclear family)
literacy, pre-employment, workplace, integrated with vocational education, and
industry training.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21200 version 3
Page 2 of 4
4
All activities associated with this unit standard must comply with the provisions of
relevant legislation, including but not necessarily limited to: Human Rights Act 1993,
Privacy Act 1993, and, where appropriate, Health and Safety in Employment Act
1992.
5
When assessing against this unit standard the privacy and rights of stakeholders
must be respected at all times. Stakeholders may include but are not limited to –
learners, whānau, hapū, iwi, organisations, private training providers, industry
training organisations, unions, employers, standard setting body, tertiary education
institutions.
6
Definitions
Candidate refers to the person who is undertaking assessment against this unit
standard.
Diagnostic (assessment) refers to an assessment done to identify possible strengths
and weaknesses of individual learners.
Formative (assessment) refers to the activities undertaken on an ongoing basis
during a course or programme intended to provide feedback on progress to the
learner and the educator.
Summative (assessment) refers to an assessment done at the end of an identified
group of learning activities to establish learner achievement and to inform
programme development.
Identified numeracy needs refer to both diagnostic assessment and needs identified
by formative assessment or self-assessment.
Programme refers to either a stand-alone numeracy programme or part of a wider
skills development initiative.
7
Everyday contexts for numeracy include but are not limited to – taking
measurements, dealing with money, reading data.
8
For assessment against this unit standard, evidence is required for at least two
individual learners with a variety of numeracy needs, which may include but are not
limited to – number sense, measurement, and statistical reasoning.
Outcomes and evidence requirements
Outcome 1
Identify numeracy demands of the contexts relevant to an adult learner.
Range
description may include but is not limited to – mapping against the Learning
Progressions for Adult Numeracy;
contexts may include but are not limited to – personal, work-related, study.
Evidence requirements
1.1
Demands are identified in terms of key numeracy concepts within real life
contexts.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21200 version 3
Page 3 of 4
Outcome 2
Identify numeracy skills development needs of an adult learner.
Evidence requirements
2.1
Appropriate learner-centred assessments match the needs of the adult learner
to the demands of the context.
Range
2.2
may include diagnostic, formative and/or summative.
Results of assessment are analysed to provide a learner profile showing
strengths and areas for numeracy development in relation to identified
demands.
Outcome 3
Plan a numeracy skills development programme for an adult learner.
Evidence requirements
3.1
Plan describes specific numeracy learning outcomes.
3.2
Plan includes approaches to meet identified numeracy needs of the learner.
Range
3.3
approaches may include but are not limited to – problem-solving,
enquiry, experiential.
Plan includes learning activities to meet identified numeracy needs and learning
outcomes.
Outcome 4
Facilitate a numeracy skills development programme for an adult learner.
Evidence requirements
4.1
Facilitation demonstrates response to learner’s identified areas for numeracy
development.
Outcome 5
Evaluate effectiveness of the numeracy skill development programme.
Range
demands, assessment, planning, delivery, achievement of identified numeracy
outcomes;
evaluation includes – collaboration with learner and candidate’s supervisor.
Evidence requirements
5.1
Changes made during the programme are identified as potential improvements
for future programmes.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21200 version 3
Page 4 of 4
5.2
Evaluation compares learner achievement to the numeracy demands of the
context and the needs of the learner.
5.3
Information from evaluation informs planning for candidate’s professional
development and learner numeracy skill development.
5.4
Evaluation includes critical reflection on the management of the delivery, the
effectiveness of teaching, and learning and assessment activities.
Planned review date
31 December 2016
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
23 September 2005
N/A
Review
2
21 May 2010
N/A
Rollover and
Revision
3
20 June 2013
N/A
Consent and Moderation Requirements (CMR) reference
0045
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016