Maths impacts upon the daily life of people everywhere and helps them to understand the world in which they live and work
The Essential Skills  Maths course is designed for learners who require a structured and tightly focused course to develop their numeracy skills to the standard expected by the TCE requirement for everyday adult mathematics. The course has been designed to enable learners to achieve the standard required by the TCE for everyday adult mathematics. Course delivery must be flexible in order to meet the needs of a range of learners and to enable them to achieve the course's stated learning outcomes in a timeframe appropriate to their background skills and knowledge. This course focuses on the aspects of numeracy required by the TCE standard and does not replace the study of the subject Mathematics.
The course has been designed to enable learners to achieve the standard required by the TCE for everyday adult mathematics. Course delivery must be flexible in order to meet the needs of a range of learners and to enable them to achieve the course’s stated learning outcomes in a timeframe appropriate to their background skills and knowledge.
This course focuses on the aspects of numeracy required by the TCE standard and does not replace the study of the subject Mathematics.
On successful completion of this course, learners will be able to:
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 10.
This course comprises six (6) units. All units are compulsory and must be delivered sequentially.
Unit 1: Use basic functions of a calculator for problem solving, investigations and applications, including:
Unit 2: Interpret and calculate with whole numbers and familiar fractions, decimals and percentages in an everyday adult context, including:
Unit 3: Estimate, measure and calculate routine metric measurements in everyday adult situations, including:
Unit 4: Interpret, draw and construct 2D and 3D shapes, including:
Unit 5: Use routine maps and plans, including:
Unit 6: Construct and interpret routine tables, graphs and charts, including:
As the course comprises six (6) compulsory units to be delivered sequentially, a minimum of 12 hours must be spent covering the content in each unit. Providers can design the course to allow for crossover of the content allowing for elements of different units to be taught concurrently to reinforce learning outcomes.
Learners will develop a range of numeric skills, including:
• interpretation and calculation with whole numbers, familiar fractions, decimals and percentages
• using basic functions of a calculator
• estimation, measurement and calculation using routine metric units
• interpretation, drawing and constructing 2D shapes and 3D objects
• those pertaining to the construction and interpretation of maps, plans and routine tables and graphs.
Over the duration of the course, students will provide evidence by completing a minimum of two (2) major and four (4) minor assessments. These minimum requirements should be scheduled so that each of the six (6) compulsory units include one of the major or minor assessments and so that students have multiple opportunities for assessment against each of the seven (7) course criteria.
Criterionbased assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.
The following process will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present learners.It will be scheduled by TASC using a riskbased approach.
Additionally, the Office of TASC may require each provider to submit bodies of learners’ work sufficient to allow an assessment against a nominated criterion or range of nominated criteria and the overall award to a review meeting organised by TASC. The work, while not necessarily fully resolved, will be assessed by the provider against the nominated assessment criterion/ia and the overall award. TASC will give each provider guidance regarding the selection of learners and the nominated criterion/ia.
Each body of learner work that providers submit to the meeting will include sufficient and appropriate material for judgements to be made about the learner’s standard of maths skills.
The review meeting will give advice about the provider’s assessment standards. Providers are expected to act on this advice.
TASC may require providers to supply further samples of individual learners’ work to determine that standards have been applied appropriately when finalising learners’ results. The nature and scope of this requirement will be riskbased.
The assessment for Essential Skills – Maths Level 2 will be based on the degree to which the learner can:
Rating C 

identifies place value and uses zero as required 
correctly compares and orders whole numbers, fractions and decimals 
correctly converts between common fractions, decimals and percentages 
recognises the relationship between operations 
uses numerical or measurement information appropriately in tasks and texts 
identifies main steps to complete calculations or reach a location 
correctly compares the features of shapes 
explains the use and application of shapes 
uses visual presentation of data appropriately 
interprets information in a map, chart, table or graph 
recognises that statistics can inform, persuade and mislead 
clarifies intended meaning of activities by asking questions which go beyond repetition and rephrasing. 
Rating C 

interprets and appropriately relates mathematical knowledge being learned to real life problems 
locates relevant numerical or measurement information in a text 
decides on steps to solve a problem 
checks reasonableness of an answer against an estimate 
plans and organises how to gather data to investigate 
uses a calculator and relevant ICT appropriately for a range of simple mathematical computations. 
Rating C 

accurately performs multistep calculations using the four basic operations and the order of operations 
accurately calculates with whole numbers and decimals, and uses these appropriate to context 
`1/2 xx 1/4 = ?`) and percentages (e.g. `45% of 200 = ?`), and uses these appropriate to context  accurately calculates simple fractions (e.g.
correctly compares and orders simple fractions, decimals and percentages 
correctly rounds money figures to the nearest 5 cents 
`$9.50 + $12.70 = $?` or `$10.00  $8.75 = $?`)  accurately adds and subtracts figures expressed as dollars/cents (e.g.
`100 xx 0.5c = $?`)  accurately multiplies money figures using base ten multiples (e.g.
`$100 : 3 = $?`)  accurately calculates simple divisions involving figures expressed as money (e.g.
accurately calculates the solution to simple and familiar problems involving figures expressed as money (e.g. adding prices in a catalogue; calculating change from $20; keeping a record of casual hours; calculating gross pay, ‘Fred gets $25 an hour, but pays 20% tax. How much will Fred have to spend if he works 15 hours?’) 
Rating C 

correctly identifies common metric units, their prefixes (milli, centi and kilo), their common use and relationships (e.g. mm = millimetres, mm; m and km are all measures of distance; mm^{2} is a measure of area, not a measure of distance) 
correctly converts simple metric units (e.g. 120 mm = ? m) 
accurately uses basic measuring instruments such as rulers, scales, dials and angle measurement tools 
accurately calculates length, perimeter and area of simple shapes such as rectangles and squares 
accurately calculates time intervals and simple equivalences (e.g. 2 hours less 75 minutes = ?, 265 minutes = ? hours ? minutes) 
makes reasonable estimates using routine measurements (e.g. approximate distance in metres between two objects) 
accurately solves basic problems involving different kinds of measurement (e.g. ‘A car travels constantly at 110 km for 1 hour, 35 minutes. How far has it travelled?’). 
Rating C 

correctly identifies two dimensional and routine three dimensional shapes in the real world, and can make such shapes using common instruments/given nets 
correctly numbers the sides/edges, corners/vertices and flat faces of common shapes 
identifies common angles using simple tools 
makes reasonable estimates of angles in everyday objects 
uses features, symbols and scales on simple maps and plans to answer questions about distance, direction and location 
`1:2` scale)  accurately applies simple scales (e.g. can reproduce a regular shape at a
accurately finds locations on a map using given coordinates (and vice versa) and calculates distance using given scales. 
Rating C 

correctly identifies common types and features of routine tables, graphs and charts and their uses 
accurately reads information expressed in simple tables, graphs and charts (e.g. finds the time of the next bus from a bus timetable, identifies the difference between figures represented in a bar graph or finds their average) 
makes simple tables and appropriate types of graphs to represent information (e.g. can create a bar graph showing the heights of 8 people or a table representing traffic flow: number of different types of vehicles at 10 minute intervals) 
performs calculations to interpret information from routine tables, graphs and charts. 
Rating C 

gives and follows verbal and written instructions 
asks questions and listens to replies 
uses formal and informal written mathematical language and symbolism to communicate the result of calculations 
communicates, in writing or orally, by explaining and/or describing results 
records measurements accurately using suitable units 
collects, organises and presents mathematical information using appropriate symbolism and conventions 
chooses appropriate axes for a graph to represent the data without being misleading. 
TASC recommends that providers use the ACSF to guide understanding of the appropriate levels of performance in the 5 core skills of Learning, Reading, Writing, Oral Communication and Numeracy as they relate to the course content.
Those participants aiming for an award that meets TCE standards requirements should be demonstrating the core skills at ACSF level 3 (or above) in reading and writing (to meet the everyday adult reading and writing standard) and/or in numeracy (to meet the everyday adult mathematics standard).
The performance features and sample activities of the ACSF are not in themselves equivalent to the TCE’s ‘everyday adult’ standards. Rather they are illustrative of these standards.
The performance features and sample activities of the ACSF do not replace the criteria or standards in this TASC accredited course document.
The performance features and sample activities of ACSF level 3 can be used to help teachers develop and evaluate assessment instruments and can be used to inform final (summative) assessment judgements.
See the Australian Core Skills Framework for further information.
Essential Skills – Maths Level 2 (with the award of):
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 7 ratings.
The minimum requirements for an award in Essential Skills – Maths Level 2 are as follows:
Satisfactory Achievement
7 ‘C’ (satisfactory standard) ratings
Preliminary Achievement
5 ‘C’ (satisfactory standard) ratings
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The statements of standards in this section, from the nationally agreed Common Curriculum and Assessment Framework for Languages (CCAFL), are to be used to define expectations for the meaning (nature, scope and level of demand) of relevant aspects of the sections in this document setting out course requirements, learning outcomes, the course content and standards in the assessment.
This Essential Skills – Maths course meets the requirements of units of competence from the Foundation Skills (FSK130) training package. Any references in these units to the 'workplace' should be taken to refer to ‘real life everyday adult contexts, which include but are not limited to the workplace’:
Use beginning skills with whole numbers and money up to one hundred for work (FSKNUM01)
Interpret and calculate with whole numbers and familiar fractions, decimals and percentages for work (FSKNUM14)
Estimate, measure and calculate routine metric measurements for work (FSKNUM15)
Interpret, draw and construct 2D and 3D shapes for work (FSKNUM16)
Use routine maps and plans for work (FSKNUM17)
Construct routine tables and graphs for work (FSKNUM18)
Interpret routine tables, graphs and charts for work (FSKNUM19)
Use basic functions of a calculator (FSKNUM20)
A learner who gains a qualification in this course with a Satisfactory Achievement award may reasonably expect a Registered Training Organisation with the units on its scope to grant direct recognition (Recognition of Prior Learning/credit transfer) on the basis of successful achievement in this TASC accredited course.
The relationship between Essential Skills – Maths and these units of competence is shown below.
Essential Skills  Maths Course Content  
Essential Skills  Maths  Units of Competence FSK13 
1. Use basic functions of a calculator for problem solving, investigations and applications, including:

Use basic functions of a calculator (FSKNUM20) 
2. Interpret and calculate with whole numbers and familiar fractions, decimals and percentages in an everyday adult context, including:
Criterion 3: Demonstrate basic arithmetic skills 
Interpret and calculate with whole numbers and familiar fractions, decimals and percentages for work (FSKNUM14) Use beginning skills with whole numbers and money up to one hundred for work (FSKNUM01) 
3. Estimate, measure and calculate routine metric measurements in everyday adult situations, including:
Criterion 4: Demonstrate basic skills in measurement 
Estimate, measure and calculate routine metric measurements for work (FSKNUM15) 
4. Interpret, draw and construct 2D and 3D shapes, including:
Criterion 5: Demonstrate functional skills in geometrics and using routine maps and plans 
Interpret, draw and construct 2D and 3D shapes for work (FSKNUM16) 
5. Use routine maps and plans, including:
Criterion 5: Demonstrate functional skills in geometrics and using routine maps and plans 
Use routine maps and plans for (FSKNUM17) 
6. Construct and interpret routine tables, graphs and charts, including:
Criterion 6: Demonstrate functional skills in the use and interpretation of simple tables, graphs and charts 
Construct routine tables and graphs for work (FSKNUM18) Interpret routine tables, graphs and charts for work (FSKNUM19) 
Version 1 – Accredited on 3 July 2013 for use in 2014 to 2018. This course replaces Essential Skills – Numeracy (MTN210113) that was due to expire on 31 December 2014.
Version 1.a – Removal of reference to ‘A’ ratings in ASSESSMENT section.
Version 2  Renewal of accreditation on 14 December 2018 for the period 1 January 2019 until 31 December 2021. Amendments: clarification that the six (6) compulsory units are to be to be delivered sequentially; and addition to Quality Assurance section.