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Overview

Framework:
RQF
Level:
Level 2
Unit No:
T/617/6752
Credits:
3
Guided learning hours:
24 hours

Unit Learning Outcomes

1

Be able to recognise when to use numeracy skills in the digital or creative industries.

Examples of when to use numeracy skills in digital or creative industries could include:

  • Calculating the amount of materials needed to meet a brief
  • Making payments to suppliers when calculations are required for part payment of invoices/multiple factors are required to determine actual payment
  • Checking bills and invoices for equipment and supplies
  • Recording and analysing information on computers and other technology to keep accurate records,

Examples of situations which call for a range of different numeracy skills could include:

  • Calculating the number of staff needed for varying events and numbers of participants and calculating the resulting staffing costs
  • Calculating the number, sizes and area of designated areas which will fit into a given space

Using computers and other technology to record information and use to solve problems and assess trends/patterns or make predictions.

Assessment Criteria

  • 1.1

    Outline how numeracy skills can be used to find solutions in different digital or creative industry related situations.


2

Be able to select appropriate mathematical approach to solving problems in the digital or creative industries.

Possible mathematical methods identified could include:

  • Measuring volume –
  • Working out a temperature range from measuring temperature in different spaces or at different times – (e.g. building / facility temperature /
  • Calculating angles – (e.g. placing equipment at the correct angle)
  • Decimal notation for money; approximation and rounding
  • Calculating percentages, fractions and ratios (e.g. staff to people ratios; percentage of a facility being used)
  • Calculating percentage increases / decreases (e.g. increase / decrease in income or expenditure);
  • Calculating averages (mean, median, mode; e.g.)
  • Complex and or overlapping time calculations (e.g. start and end times, rota timings)
  • Estimating skills – (e.g. the number of staff needed for specific events; the potential costs of equipment)
  • Use of computers / technology such as spreadsheets to record and calculate data and financial transactions.

Assessment Criteria

  • 2.1

    Identify possible mathematical methods that could be used to solve specific problems in the digital or creative industries.

  • 2.2

    Select the most appropriate mathematical approach for each situation.


3

Be able to apply appropriate numeracy skills in digital or creative industries related context. 

Appropriate numeracy skills will include applying the appropriate methods as detailed in learning outcome 2 (above) in addition to:

  • Collecting and collating complex data with multiple factors (e.g. number of participants at specific age groups / users; costs of equipment in relevant multiples; booking records / quantities / timings;).
  • Checking and evaluation procedures – for accuracy – (e.g. using calculators; computers and technology for checking manual calculations; checking calculations against estimates; rounding figures; using inverse calculations i.e. checking multiplication by calculating division; considering alternative methods which may have been more suitable).

Assessment Criteria

  • 3.1

    Collect and collate supporting information needed to apply numeracy skills in a digital or creative industries related situation.

  • 3.2

    Apply different mathematical approaches, using the appropriate numeracy skills, to problems or situations in a digital or creative industries related context.

  • 3.3

    Use appropriate checking procedures and evaluate their effectiveness at each stage.


4

Be able to interpret and communicate results in situations where they have applied numeracy skills in a digital or creative industries related context.

Analysing findings could include:

  • Using spreadsheets or paper/calculator to calculate, analyse and interpret complex data (e.g. for analysing results of events with multiple factors; comparing current and potential costs to make savings)
  • Use of graphs, diagrams and, charts to present findings (e.g. graphs showing percentage of users using each area of a facility;; scaled charts showing facility layout, l, sizes and areas, income and expenditure, charts showing percentage increase/decrease of energy use)
  • Using fractions, ratios and percentages to make comparisons – (e.g. daily usage of a public services facility as a percentage of total usage; percentage increase / decrease to compare income / expenditure month to month, year to year;

Interpreting and identifying solutions can be shown through prepared feedback to a senior team member or by the use of programmes such as Excel to apply mathematical ideas in practical situations and being able to manipulate figures.

Mathematical justifications could be shown through report writing and may include:

  • Clear comparisons with other data sets showing differences or similarities - (e.g. savings that could be made on staff costs; increases / decreases in equipment expenditure and usage over set time periods; changes in types of crimes committed over varying periods of time;)
  • Identification of any errors or anomalies in the data
  • Recognition of the accuracy and reliability of the data collected, analysed and interpreted
  • Recognition of bias in the data collected and analysed –
  • Recognition that the correct mathematical methods have been used to collect, analyse, interpret and present data

Assessment Criteria

  • 4.1

    Analyse findings from the mathematical approaches applied to in a digital or creative industries related context Identify solutions to public services related problems or tasks based on their findings.

  • 4.2

    Use mathematical justifications to explain their conclusions or recommendations to others.


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