FLC | Numeracy - @AkukhanYa

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AET | Mathematical Literacy - Numeracy

Quote Please

The point is with good maths skills you have just wonderful opportunities and if you don't have good maths skills, there are just so many things that you won't be able to do. ~Marcus du Sautoy

Mathematical Literacy

We hear the word maths or mathematics or numeracy and we cringe - well most of us do. We remember the despair of school in this subject & how horrible it made us feel. Most of us believe that we are to stupid to "do" maths. While all the time we are doing maths, when we are reading a recipe or a medicine bottle or working with our money or calculating travel or making a dress or a shelf or building a business or fixing something. We are involved in maths every single day.

Ali's Travels makes maths fun - we use blank paper books and crayons, coloured pencils and kokis. We draw and discover and work out. We use real life examples and we make sense of maths in everything around us and in life. At the end of every lesson we are exhausted, but feel on top of the world, and we calculated how we got there (on top of the world).

We take what we know or have already learned and we build on it. We work with money and volume, with distance and maps, with recipes and fractions, we take the world of business and we turn it into profit. We find maths in art and architecture, in music and in dancing, in soccer and in ballet, in the environment and the rhythm of time. We discover that we CAN "do" maths!

The NEED for this MODULE

The six elements in this module covers the full spectrum of numbers as we deal with them in life and the workplace.

The name of this module says it all - this is not about pure mathematics, but about using the knowledge of mathematics and discovering how we turn into another language for everyday use. We learn the beauty of mathematics as a literacy.

We discover how numbers (like love) is all around us, how it impacts on our finances, projections, economy, travel, space and form. We discover that we are already using this language - every - single - day - of our lives. We learn to hear the pattern and the music in mathematics and find out that we are NOT as stupid as we thought or were told. And yes - woman can do and love maths as much as any man.

The FLC Foundational Mathematical Literacy covers all of the above and build on foundations already laid through training and living.

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What are the expected outcomes?

The FLC Mathematical Literacy training deals with six elements

Number
Use numbers in a variety of forms to describe and make sense of situations, and to solve problems in a range of familiar and unfamiliar contexts.
Finance
Manage personal finances using financial documents and related formulae
Data and chance
Collect, display and interpret data in various ways and solve related problems.
Measurement
Make measurements using appropriate measuring tools and techniques and solve problems in various measurement contexts.
Space and shape
Describe and represent objects and the environment in terms of spatial properties and relationships.
Patterns and relationships
Describe, show, interpret and solve problems involving mathematical patterns, relationships and functions.

The FLC Mathematical Literacy module is based on the unit standards as set out by SAQA for the part- qualification Foundational Learning Competence. We follow the integrated framework to the last number, but we added a lot to make it even more relevant to real life, as well as interesting and valuable to both the learners and the organisation.

Individuals who have met all the requirements of Foundational Mathematical Literacy are able to solve problems in real contexts by responding to information about mathematical ideas that is presented in a variety of ways. Individuals will solve problems by defining the problem, analysing and making sense of the information provided, planning how to solve the problem, executing their plan, interpreting and evaluating the results, and justifying the method and solution. Using their mathematical literacy and understanding of numbers, they will make sense of the workplace and the world in which they live.

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Course duration

60 hours of instruction is required per level - this can be implemented in different ways, depending on the training methodology chosen.
See here or here.

Course hours breakdown

The course is a total of 20 credits, equating to 200 notional hours of learning.
Instruction = 30% or 60 hours
(Additional - Excursions = 5% or 12 hours)
Workplace = 50% or 100 hours
Assignments = 20% or 40 hours
* Examination is not calculated as part of the training, as this is considered to be part of the assessment process.

FLC Training Levels

NQF 2 - 4 (in one training programme)
See NQF Table

Who should attend

All workers will benefit from this training, not only those who need to upgrade their academic qualifications. This course builds on previous foundations and is suitable for all workers within an organisation who wish to improve their mathematical literacy skills.

Admin - Cloud Based

Every client's documentation is stored to a cloud webpage where it can be accessed any time using a secure password.
See more here

Entry requirements

ABET Level 3 at minimum. Learners may be exempt from this if they have a post 2008 NSC and has passed mathematical literacy or maths, however...
a placement assessment is used to determine the level of English comprehension, writing & speaking skills to determine if the learner will be able to handle the training modules. The learners are expected to be competent at an AET Level 3 English Communication level to successfully deal with this training module.

Learning methodology

Training is interactive, using various techniques and styles, even where the learner has chosen a part or total self-study route.
Every sense of the learner is engaged in the training, so that all preferred learning styles are accommodated.
We firmly believe that if the learner is not enjoying the process as much as it is stretching them, the learning is not as effective.
See Methodologies

Orientation

Clients on long term training contracts, e.g. AET, FLC or Learnerships are supported with an orientation workshop for their managers & the candidates.
See more here

Graduation

Graduations are held at the client companies. See more here.

Assessment

Assessment is a continuous process and a final summative examination through the IEB. This is a multiple choice examination and only written twice a year - June & November.
* Although the IEB does not require a Portfolio of Evidence (PoE) it is included in the VictorY! Training Programme for internal assessment & moderation purposes.
** The IEB's Assessment Guidelines are used at all times.
See more under Assessment

Certification

FLC = NQF 2-4 is certified by both the IEB & Umalusi

See the IEB site

Accreditation

Certification is done by the IEB & Umalusi. Accreditation therefore resides with the assessment bodies for FLC training programmes..

Facilitation

We have five prerequisites for all our facilitators:

Passion for the subject
Passion for training
Passion for developing learners
A creative spirit that embraces the Ali Unique philosophy
Confidentiality is essential

Skills, methodology, administrative support & all the rest can be taught, but this has to come from the heart.

See FAQ for more information

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Unit Standards - FLC Mathematical Literacy = NQF 2-4

Six Elements are integrated within the training programme for a total of 20 credits, namely:
The term 'element' is used as an organising tool to describe the different components of the Mathematical Literacy curriculum. The elements refer to the areas of knowledge, skills and processes that should be covered in a Mathematical Literacy course or programme. They are set out separately as focus areas for a numeracy programme, but are mostly taught, practiced, applied and assessed in an integrated way.

The Foundational Learning Competence in Mathematical Literacy is the minimum, generic mathematical literacy that will provide learners with an adequate foundation to cope with the mathematical demands of occupational training and to engage meaningfully in real-life situations involving mathematics.

Foundational Mathematical Literacy will also serve as the foundation for further development of an individual in mathematical literacy contexts and mathematical concepts that may be specific to an occupation or trade.

Number - Use numbers in a variety of forms to describe and make sense of situations, and to solve problems in a range of familiar and unfamiliar contexts.
Finance - Manage personal finances using financial documents and related formulae
Data and chance - Collect, display and interpret data in various ways and solve related problems.
Measurement - Make measurements using appropriate measuring tools and techniques and solve problems in various measurement contexts.
Space and shape - Describe and represent objects and the environment in terms of spatial properties and relationships.
Patterns and relationships - Describe, show, interpret and solve problems involving mathematical patterns, relationships and functions.

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