Accounting

Literacy, assessment and programme planning

Presented by Elizabeth Pitu

Introduction and Burning issues• Please introduce yourself• Please let us know any burning issues for

today

Programme planning• Considerations• Student interest• Student needs• School goals• Department goals• Principles• Values• Key competencies

Level 1

Level 2

Level 3

Accounting matrixConceptual Processing Reporting Interpretation Decision-making Systems

AS90976 1.1Concepts 3 credits X

AS90977 1.2Processing cash. 5 credits I

AS90978 1.3Financial statements 5 credits X

AS90980 1.5Interpretation 4 credits X  

AS90981 1.6Individual/group decision. 3 credits I

AS90982 1.7Cash management 4 credits I

AS90979 1.4Community organisations4 credits I

AS91174 2.1Concepts. 4 credits X

AS91175 2.2Processing software. 4 credits I

AS91176 2.3Financial statements 5 credits X

AS91177 2.4Interpretation 4 credits X

AS91481 2.5Topical issue decision making 4 credits I

AS91179 2.6Accounts receivable.3 credits I

AS91386 2.7Inventory.3 credits I

AS91404 3.1Reporting entity concepts4 credits X

AS91405 3.2Partnerships 4 credits I

AS91406 3.3Company financial statements. 5 credits X

AS91407 3.4Annual report 5 credits I

AS91408 3.5Management accounting4 credits X

AS91409 3.6Job costing 4 credits I

What’s all this about literacy?• The majority of accounting achievement

standards contribute to the NCEA literacy requirement.

• That’s all Level 1 except processing and reporting.

• At Level 2 and 3 the processing and reporting standards get the nod for numeracy.

• Remaining Level 2 and 3 achievement standards contribute to the NCEA literacy requirement.

Then there’s university entrance• From 2014 AS 91407 is the winner here• Success in the annual report standard provides

students with 5 credits in writing so they don’t need another standard

• Alternatively it can contribute to 5 credits in reading if students have writing and not reading credits

• AS 91404 also contributes to reading, but this is external and 4 credits

Literacy and language demands

• Reading, writing, speaking, listening, viewing/visual skills and the skills required to communicate information in a range of subject-specific forms, can be thought of as an interactive tool set or kete students need to acquire.

• Language is fundamental to thinking and learning.

Literacy is a shared responsibility• All teaching and learning

activities use language.• To understand language

students need to be literate.

• This requires all teachers to be teachers of language and literacy.

Sharing the love • One challenge for us is that we often think

literacy and language is implicit.• To succeed students require explicit teaching

of both content and literacy; language and language knowledge and skills in each learning area. Content, language and literacy are intertwined.

• What deliberate acts can you undertake?

Where should literacy start?• Like a,b,c and do rei me at the very beginning• Actively engage students in literacy tasks• Consider how many income statements and

balance sheets your students do in a level 1, or even level 2 or 3 year?

• How many treasurer’s reports did they write before the assessment?

• How many paragraphs did they write before they sat concepts or interpretation externals?

Encouraging your students to write• Require each student to have a 1B5 exercise

book or other note book that stays in your classroom

• Let’s apply an A, M and E criteria to this:• What are they going to write?• Why in the classroom?• How is it going to help? Going forward.

Have your students own the learning• Give them a question to respond to• Let them chose the business they will

write their concepts about• 1 to 2 to 4 to …• Conversations can be equally

important• Use a 1-10 quick quiz regularly• Repeat, repeat, repeat – be like a

stuck record!

Model Excellence – AccountingIn Accounting (Level 2 and 3):• Achievement – describe and apply • Merit – apply and explain• Excellence – explain and justify

Try WHs – what, who, where, how, why, why and why againThe final why is going forward/consequences – so what?

Providing a structure for evidence

• While Excellence students might be able to provide Excellence evidence without assistance, other students may need graphic organisers, writing frames or other structures around which to provide evidence

• Students need to know what they have to do, why they have to do that, and how they will know they have been successful

• Don’t be afraid to differentiate

What evidence?• Check the conditions of assessment – go past

individual writing – can students present evidence orally? in groups?

Accounting examples• Level 1 detailed explain for analysis and

interpretation• Treasurer’s report brain storm• Level 2 Accounts Receivable• (Chiefs) Rugby Ball analogy• Level 3 internals

Brain storm – class or groupTreasurer’s report• Divide the board/large piece of newsprint in

half• Students contribute financial and non-financial

information• Draw arrows to show the links• Keep asking why?• Why for the future of the club?• Students can then write up their own report

Reflection• How might I apply this in my teaching?• How might I contextualise this for my

students?

Thank you• Please complete your evaluation before you

leave this afternoon.

• I trust you have learned something.