WORK AND STUDY SKILLS - Instant Education Solutions · 20587 Apply knowledge of the...

Unit # Title L Cr

56 Attend to customer enquiries face-to-face and on the telephone 1 2

64 Perform calculations for the workplace 1 2

504 Produce a CV (curriculum vitae) 1 2

543 Work in a new workplace 1 3

1978 Identify and describe basic employment rights and responsibilities, and sources of information and assistance

1 3

4248 Describe requirements and expectations faced by employees within the workplace 1 3

4249 Describe care and timeliness as an employee 1 3

7120 Demonstrate knowledge of note taking 1 2

7121 Demonstrate skills to search, access, and select information 1 2

26622 Write to communicate ideas for a purpose and audience 1 4

26623 Use number to solve problems 1 4

26624 Read texts with understanding 1 3

26625 Actively participate in spoken interactions 1 3

26626 Interpret statistical information for a purpose 1 3

26627 Use measurement to solve problems 1 3

2662x-Num 26623, 26626, 26627 - Combined pack of 3 Numeracy Unit Standards 1 10

2662x-Lit 26622, 26624, 26625 - Combined pack of 3 Literacy Unit Standards 1 10

377 Demonstrate knowledge of diversity in the workplace 2 2

1979 Describe the employment relationship, and the application of employment law to that relationship 2 3

4252 Produce a personal targeted CV (curriculum vitae) 2 2

4253 Demonstrate knowledge of job search skills 2 3

7117 Produce a plan to enhance own learning 2 2

7118 Manage own learning programme 2 3

7119 Describe memory processes and demonstrate a memory technique 2 1

10780 Complete a work experience placement 2 3

10781 Produce a plan for own future directions 2 3

12382 Describe the significance of one’s work within an employing organisation 2 2

12383 Explore career options and their implications 2 3

16688 Identify and manage the effects of shift work 2 2

24871 Complete workplace forms 2 2

1980 Describe, from an employee perspective, ways of dealing with employment relationship problems 3 2

1982 Demonstrate knowledge of collective employment agreement negotiation processes 3 2

4251 Plan a career pathway 3 2

12384 Demonstrate knowledge of analytical and global thinking styles 3 2

20587 Apply knowledge of the Neuro-Linguistic Programming (NLP) model of metacognition 3 3

20588 Demonstrate knowledge of the Left Brain/Right Brain model of metacognition 3 2

WORK AND STUDY SKILLS

A division of ATC New Zealand (Est. 1984) NZQA Accredited

For more information...email us at [email protected],visit www.instant.org.nzor call 0800 864 863 21042016

Unit # Title L Cr

525 Recognise sexual harassment and describe ways of responding to it 1 2

526 Describe community services 1 2

542 Describe discrimination under the Human Rights Act 1993 and describe ways of responding to it 1 2

12350 Demonstrate knowledge of law enforcement 1 2

12356 Demonstrate knowledge of consumer problems and ways to resolve them 1 2

4247 Describe general characteristics of peoples in New Zealand 2 2

4259 Describe the role of the New Zealand Police and the services it provides in the community 2 2

4261 Identify legal rights and obligations in relation to owning and operating a private motor vehicle 2 3

7124 Demonstrate knowledge of one-to-one negotiation 2 2

7126 Respond to oral one-to-one complaints 3 2

18862 Facilitate the Peer Support programme in schools (Assessment only) 3 4

7125 Negotiate on own behalf 4 3

SOCIAL AND CO-OPERATIVE SKILLS

Unit # Title L Cr

496 Manage personal wellness 1 3

548 Demonstrate knowledge of management of alcohol and other drugs 1 2

8548 Demonstrate knowledge of accessing legal assistance 1 2

12348 Demonstrate knowledge of anger and options for dealing with anger issues 1 2

12358 Demonstrate knowledge of purchasing household consumables 1 3

1827 Identify support services and resources within the community 2 2

4255 Demonstrate knowledge of personal insurance options 2 4

4258 Describe ways of managing and coping with change 2 2

7123 Apply a problem solving method to a problem 2 2

7127 Exercise informed choice in deciding on a major goods or service purchase 2 2

12349 Demonstrate knowledge of time management 2 3

12352 Describe aspects of one’s own lineage, heritage, and cultural identity 2 3

12354 Describe implications of independent living, including renting and flatting 2 4

12355 Describe stress and ways of dealing with it 2 3

12359 Describe household conservation strategies 2 3

SELF MANAGEMENT



Unit # Title L Cr

2780 Demonstrate and apply knowledge of a personal computer system 1 3

2792 Produce simple desktop published documents using templates (Publisher) OF 1 2

5946 Use computer technology to create and deliver a presentation from given content (Powerpoint) OF 1 3

18734 Create a web page using a template 1 2

18743 Produce a spreadsheet from instructions using supplied data OF 1 2

18758 Find information using the Internet 1 2

25659 Create a web page using a mark-up language with a text editor 1 2

2781 Manage and protect data in a personal computer 2 3

2783 Demonstrate knowledge of the components of personal computer systems 2 3

2784 Create and use a computer spreadsheet to solve a problem OF 2 3

2786 Create and use a computer database to solve a problem OF 2 3

2788 Produce desktop published documents to meet a set brief (Publisher) OF 2 5

2790 Use and maintain personal computer peripherals 2 3

2791 Integrate spreadsheet and database data into word processed documents to meet a set brief OF 2 3

5940 Produce a presentation using a desktop presentation computer application (Powerpoint) OF 2 3

5957 Produce schematic diagrams using a computer application (MS Paint) 2 2

6743 Demonstrate an understanding of ergonomic principles for computer workstations 2 2

18740 Create a simple computer program to meet a set brief VS 2 3

20332 Use the Internet for information retrieval in an organisation (Not suitable for assessment by simulation) 2 3

25655 Create a website using a dedicated web-authoring tool to meet a set brief (Expression Web 4) 2 3

25656 Create a website using a mark-up language to meet a set brief 2 3

25662 Use digital communications technologies 2 3

2785 Create a computer spreadsheet to provide a solution for organisation use OF 3 5

2787 Create and use a computer database to provide a solution for organisation use (Access) AC 3 6

2789 Produce desktop published documents for organisation use (Publisher) OF 3 6

2797 Demonstrate knowledge of the principles of computer networks 3 4

5947 Use computer technology to solve a specified problem 3 3

5953 Create and monitor a project plan using a computer application (MS Project 2007) 3 3

5954 Automate processes in a computer application using a scripting language 3 5

5968 Discuss the social implications of information technology 3 3

18741 Create a computer program to provide a solution VS 3 6

25657 Create a website for a stakeholder using a mark-up language 3 6

25658 Create a website for a stakeholder using a dedicated web-authoring tool (Expression Web 4) 3 5

25661 Design and assemble an interactive media product without scripting (Powerpoint) 3 3

25782 Investigate the use of Information and Communications Technology in an organisation 3 6

18742 Produce a relational database solution for organisational use AC 4 8

COMPUTING

OF Available for MS Office 2007 OR MS Office 2010 OR MS Office 2013 VS Available for Visual Studio 2012AC Available for MS Access 2007 OR MS Access 2010



Unit # Title L Cr

101 Develop and use keyboarding skills to enter text (Word) OF 1 3

102 Consolidate keyboarding skills and produce accurate text based documents (Word) OF 1 3

12883 Enter and manage text for generic text and information management (Word) 1 4

16677 Key in text at 15 words per minute (wpm) AC 1 1

103 Use data entry skills to input data 2 3

107 Apply text processing skills to produce communications in a business or organisational context (Word) OF

2 5

111 Use a word processor to produce documents for a business or organisation (Word) OF 2 5

121 Demonstrate and apply knowledge of office equipment and administration processes 2 5

327 Document business financial transactions for an entity 2 4

329 Process financial information for cash transactions for an entity 2 4

12884 Create electronic documents and manage a file for generic text and information management (Word) 2 3

12885 Create and enhance electronic documents combining text and images for generic text and information management

2 4

16678 Key in text at 25 words per minute (wpm) 2 1

108 Apply text processing skills to produce business documents (Word) 3 5

112 Produce business or organisational information using word processing functions OF 3 5

122 Provide office reception services 3 5

123 Use office information, copying, and telecommunication systems 3 5

328 Identify the requirements for a financial record system for an entity 3 4

12886 Customise software features and create document templates for generic text and information management (Word) OF

3 6

12887 Integrate text and images and manage multiple files for generic text and information management (Word/Excel/Publisher) OF

3 6

16679 Key in text at 35 words per minute (wpm) 3 1

26768 Use a computerised accounts receivable and payable system to produce financial information 3 7

113 Produce business or organisational information using advanced word processing functions OF 4 10

335 Prepare computerised payroll and related administration records using payroll software (MYOB) 4 6

16680 Key in text at 50 words per minute (wpm) (Assessment Only) 4 1

BUSINESS ADMINISTRATION

OF Available for MS Office 2007 OR MS Office 2010 OR MS Office 2013 AC Available for MS Access 2007 OR MS Access 2010



Unit # Title L Cr

1273 Express ideas in writing and write an original story 1 4

1285 Make enquiries and complete practical transactions 1 4

1293 Be interviewed in an informal, one-to-one, face-to-face interview 1 2

2970 Independently read texts about life experiences which relate to a personal identified interest 1 3

3483 Fill in a form 1 2

3490 Complete an incident report 1 2

3501 Demonstrate knowledge of and apply listening techniques 1 3

3503 Participate and communicate in a team or group to complete a routine task 1 2

9707 Demonstrate knowledge of workplace communication requirements 1 5

10790 Converse with others 1 2

10792 Write formal personal correspondence 1 3

25060 Read texts for practical purposes 1 2

1277 Communicate information in a specified workplace (workplace placement required) 2 3

1280 Use graphics in communication 2 2

1294 Be interviewed in a formal interview 2 2

1299 Be assertive in a range of specified situations 2 4

2989 Select, read, and assess texts to gain knowledge 2 3

3488 Write business correspondence for a workplace 2 3

3492 Write a short report 2 3

9677 Participate in a team or group which has an objective 2 3

9680 Communicate within a specified organisational context 2 3

10791 Participate in an informal meeting 2 3

25073 Read texts to recognise differing points of view on a topic 2 3

1279 Write in plain English 3 3

1296 Interview in an informal situation 3 3

1304 Communicate with people from other cultures (authentic face-face communication required) 3 2

1307 Speak to a known audience in a predictable situation 3 3

1312 Give oral instructions in the workplace (workplace placement required) 3 3

2990 Read texts to research information 3 4

3491 Write a report 3 4

3494 Write minutes for a formal meeting 3 3

9681 Contribute within a team or group which has an objective 3 3

9694 Demonstrate and apply knowledge of communication process theory 3 5

9705 Give and respond to feedback on performance 3 3

11095 Write business correspondence to convey complex ideas and information 3 3

11097 Listen actively to gain information in an interactive situation 3 3

1297 Interview in a formal situation 4 5

11101 Collaborate within a team or group which has an objective 4 5

COMMUNICATION SKILLS



Unit # Title L Cr

11861 Demonstrate knowledge of personal hygiene, in a supported learning context 1 3

11866 Travel on public transport, in a supported learning context 1 3

11867 Answer a phone call and refer a phone call, in a supported learning context 1 2

11869 Make phone calls, in a supported learning context 1 1

11871 Identify effective work relationships and practices, in a supported learning context 1 4

11874 Set goals, and identify and explore pathways to achieve them, in a supported learning context 1 1

11877 Select and wear clothes for different occasions and identify need to care for clothes, in a supported learning context

1 1

11879 Grow and care for plants, in a supported learning context 1 2

11880 Use safe hygiene practices with food, in a supported learning context 1 3

11881 Eat out at a public food outlet, in a supported learning context 1 3

11882 Prepare and serve a light meal, in a supported learning context 1 4

11883 Participate in the preparation and serving of food, in a supported learning context 1 3

11888 Handle money, in a supported learning context 1 3

11890 Use a calculator to assist with functional numeracy, in a supported learning context 1 2

11891 Demonstrate functional knowledge of measuring length, in a supported learning context 1 3

11892 Demonstrate functional knowledge of measuring volume, in a supported learning context 1 3

11893 Demonstrate functional knowledge of measuring weight, in a supported learning context 1 3

11894 Demonstrate functional knowledge of measuring time, in a supported learning context 1 4

11897 Identify and use numbers one to ten in everyday life, in a supported learning context 1 2

11898 Identify and use numbers ten to one hundred in everyday life, in a supported learning context 1 3

11899 Participate in a leisure activity, in a supported learning context 1 3

11900 Produce, save, and print a text document on a computer, in a supported learning context 1 4

11902 Identify situations that trigger anger and the symptoms it may create, in a supported learning context

1 2

11904 Identify situations that trigger grief and the symptoms it may create, in a supported learning context

1 2

11907 Identify and interact with people from a culture different from own, in a supported learning context

1 2

11917 Make requests, in a supported learning context 1 1

11918 Clarify and follow received instructions, in a supported learning context 1 2

11921 Identify traditional occasions in own family, in a supported learning context 1 2

20075 Demonstrate knowledge of friendships or relationships, in a supported learning context 1 3

SUPPORTED LEARNING



AS # Title L Cr

90971(HT 1.1)

Take action to enhance an aspect of personal well-being• Includes action plan, action log and evaluation form templates.

• These templates guide students, step-by-step, through the assessment.

• They are a great way of monitoring progress and ensuring that all steps (and requirements) have been met for this assessment.

1 3

90973(HT 1.4)

Demonstrate understanding of interpersonal skills used to enhance relationships• This is a role-play and scenario-based assessment.

• The role plays are supported by detailed Listening Skills and Assertiveness Skills checklists.

• These provide clear guidance for observers, and allow students to clearly understand the requirements of this assessment.

• Includes glossary boxes for key definitions and terms to assist students.

1 5

91097(HT 1.3)

Demonstrate understanding of ways in which well-being can change and strategies to support well-being• This scenario-based assessment breaks down each requirement into manageable steps via

easy to use student response forms and tables.

• The focus here is on making the assessment as ‘user-friendly’ as possible, given the theoretical nature of the achievement standard.

• Key assessment-related terms such as ‘insightful explanation’ are explained to demystify the process.

1 4

91236(HT 2.2)

Evaluate factors that influence people’s ability to manage change• The grading for this assessment can be a difficult task given the subtle differences between

Excellence, Merit and Achieved.

• As a result, teachers are supported by full written exemplars for each of the above grades, and also for (High) Not Achieved.

• Assessor comments, which focus on how to identify the differences between the grades, give teachers further support.

2 5

91237(HT 2.3)

Take action to enhance an aspect of people’s well-being within the school or wider community• This is a group project-based assessment.

• As with HT 1.1, action plan and evidence log templates are provided, along with clear, step-by-step instructions.

• Given the practical emphasis of this assessment, the focus is on creating opportunities for students to record and gather evidence of the implementation of their action plan.

• Exemplars for Excellence, Merit, Achieved, and (High) Not Achieved follow the same project from start to finish.

2 5

91239(HT 2.5)

Analyse issues related to sexuality and gender to develop strategies for addressing the issues• Students are asked to research and then create a report

• Supporting information is provided to assist students, including advice and a checklist on gathering and documenting evidence.

• Key assessment definitions and terms are explained, and examples are given to help students follow instructions accurately.

• Teachers will find the student exemplars and assessor’s notes particularly helpful in determining whether or not their students have critically engaged with the evidence (one of the requirements for Excellence).

2 5

Health Achievement Standards (Level 1 & 2)


For more information...email us at [email protected],visit www.instant.org.nzor call 0800 864 863

Quality Assured Assessment Materials (QAAM)Quality assured assessment materials (with QAAM certification) mean you can be sure that:

• your students are given the best opportunity to achieve at each level

• the assessment schedule you are using is at the national standard.

Instant is one of the first organisations to offer assessments with the new NZQA QAAM trademark. All assessment resources are subjected to the scrutiny of a number of NZQA moderators, including the National Moderator for an academic subject area. This is a rigorous quality assurance process which ensures that our assessments meet best practice assessment methods. Once this is achieved the QAAM trademark is granted to Instant for use.

QAAMed materials are quality assured to the same standard as an external examination paper.

Teaching and learning materials which support assessmentThe content of these materials is specifically tailored to align with the requirements of the particular standard and the New Zealand Curriculum.

The materials include (where relevant):

• direct links to the assessment materials

• content and activities which help to ensure students have the knowledge and practice opportunities to achieve up to Excellence.

Teacher’s Notes key features (where relevant):

• comprehensive support notes on the delivery of learning content, with practical suggestions for how to carry out activities

• numerous resource links and references for additional learning content and activities throughout

• detailed explanation of key terms and definitions (with a particular focus on how these are to be used in the assessment)

• detailed activity answers

• templates for action plans, activity logs, evaluation forms.

Learner’s Guides key features (where relevant):

• learning content is delivered via scenarios and worked examples, which focus on ‘real life’ situations rather than loads of theory!

• use of real articles, web pages, etc that students will encounter in their research of a topic, along with explanations to develop critical thinking

• structured in a way that parallels and complements the assessment process

• glossary boxes with key terms and definitions placed alongside relevant learning content

• flowcharts showing overall process to be undertaken provide student with a roadmap of learning content, and ultimately key steps in the assessment (Level 2)

03082015

AS # Title L Cr

90956(HE 1.1)

Demonstrate knowledge of an individual’s nutritional needs• includes food plan, preparation plan and justification form templates, which guide students,

step-by-step, through the assessment.

• A great way of monitoring progress and ensuring that all steps (and requirements) have been met for this assessment.

• Indicative student exemplars include completed plans and justification forms, and detailed assessor’s comments (for Excellence, Merit, Achieved, and Not Achieved).

1 5

90957(HT 1.2)

Demonstrate understanding of societal influences on an individual’s food choices and well-being• Students are provided with a scenario to use, and alternative options are offered also.

• Full indicative student answers are provided, along with detailed assessor’s comments for Excellence, Merit, Achieved, and Not Achieved.

• Key words and terms are highlighted in the student answers, so Teachers can easily deter-mine the differences between the grades.

1 5

90959(HT 1.4)

Demonstrate knowledge of practices and strategies to address food handling issues• Completing the theory sections of this assessment is made easy with student answer forms.

• Teachers are supported by full indicative student answers for Excellence, Merit, Achieved, and Not Achieved (theory sections).

• Assessor Observation Checklists are provided for Teachers, to help determine whether or not students have met the practical requirements for this assessment.

1 5

91299(HT 2.1)*

Analyse issues related to the provision of food for people with specific food needs• Research/interview based assessment (with detailed guidelines and examples to help

students gather plenty of relevant information).

• Key assessment definitions and terms are explained in full, with examples.

• Detailed student research/interview notes are included in Teacher’s support material; in addition to indicative student answers for Excellence, Merit and Achieved. (Student answers clearly show the subtle difference between Excellence and Merit for this standard.)

2 5

91301(HT 2.3)*

Analyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand• In this assessment, students use evidence gathered from their own research to write a report.

• Due to the theoretical nature of this standard, careful attention has been given to explaining key terms and concepts. These are translated into achievable, practical steps (eg how to challenge misconceptions and assumptions).

• To help teachers determine the differences between the grades in this more complex standard, full indicative student exemplars are given for Excellence, Merit and Achieved.

2 5

91302(HT 2.4)*

Evaluate sustainable food related practices• Research/report based assessment (includes key questions to help students focus their

research on ‘implications’ and their ‘significance’).

• Step by step ‘how to’ instructions ensure students are able to cover all requirements of the assessment (eg how to draw justified conclusions).

• Indicative student exemplars for Excellence, Merit and Achieved are provided for Teachers (as detailed extracts, with supporting notes and assessor’s comments).

2 5

Home Economics Achievement Standards (Level 1 & 2)

* Level 2 Standards are produced to the same standard but are not QAAM certified.



Quality Assured Assessment Materials (QAAM)Quality assured assessment materials (with QAAM certification) mean you can be sure that:

• your students are given the best opportunity to achieve at each level

• the assessment schedule you are using is at the national standard.

Instant is one of the first organisations to offer assessments with the new NZQA QAAM trademark. All assessment resources are subjected to the scrutiny of a number of NZQA moderators, including the National Moderator for an academic subject area. This is a rigorous quality assurance process which ensures that our assessments meet best practice assessment methods. Once this is achieved the QAAM trademark is granted to Instant for use.

QAAMed materials are quality assured to the same standard as an external examination paper.

Teaching and learning materials which support assessmentThe content of these materials is specifically tailored to align with the requirements of the particular standard and the New Zealand Curriculum.

The materials include (where relevant):

• direct links to the assessment materials

• content and activities which help to ensure students have the knowledge and practice opportunities to achieve up to Excellence.

Teacher’s Notes key features (where relevant):

• comprehensive support notes on the delivery of learning content, with practical suggestions for how to carry out activities

• numerous resource links and references for additional learning content and activities throughout

• detailed explanation of key terms and definitions (with a particular focus on how these are to be used in the assessment)

• detailed activity answers

• templates for action plans, activity logs, evaluation forms.

Learner’s Guides key features (where relevant):

• learning content is delivered via scenarios and worked examples, which focus on ‘real life’ situations rather than loads of theory!

• use of real articles, web pages, etc that students will encounter in their research of a topic, along with explanations to develop critical thinking

• structured in a way that parallels and complements the assessment process

• glossary boxes with key terms and definitions placed alongside relevant learning content

NOTE: For Home Economics, QAAM certification applies to Level 1 standards only (HE1.1, HE1.2, HE 1.4)

03082015

AGRICULTURE

Unit # Title L Cr

27608 Drive a basic wheel tractor on flat terrain under close supervision 1 3

19044 Demonstrate knowledge of the legal requirements and hazards associated with tractor use 2 3

24552 Check and drive a basic wheel tractor with an attached implement on flat terrain 3 4

Tractors

Frequently asked questions over the page.

Unit # Title L Cr

27602 Ride a quad bike on flat terrain under close supervision 1 3

24554 Ride a quad bike on flat terrain in the workplace 2 4

24557 Demonstrate knowledge of the safe operation of a quad bike 2 3

24559 Ride a quad bike on hilly terrain 3 4

Unit # Title L Cr

19145 Describe hydration, nutrition, and sleep in relation to physical well-being of agriculture workers

2 4

23540 Demonstrate knowledge of hazards, hazard control, and the consequences of injury in a rural workplace

2 5

23542 Identify factors, and describe how to manage factors, that contribute to injury 3 4

Quad bikes

Health & Safety

Each delivery pack contains:Learner’s GuideTeacher’s GuideAssessment & Assessment ScheduleAssessment Sample Answers



Frequently Asked Questions

1. What type of learners are these unit standards aimed at?

2. Which of the four topics should learners start with?

3. What moderation process have the assessment materials been through?

4. Agriculture is a practical subject, why are the learner’s guides so detailed?

Agriculture Topics Covered1. Tractors • legal requirements

• potential hazards

• driving (with and without an implement)

2. Quad bikes • quad bike safety

• riding a quad bike on flat terrain

• riding a quad bike on hilly terrain

3. Health and safety • hydration, nutrition, and sleep

• hazards in rural workplaces

• factors contributing to injury

The unit standards are specifically designed for learners in schools and foundational courses The more practical units require access to tractors, quad bikes etc in a rural setting. Some units also include a requirement for the completion of a set number of driving hours.

There is no particular order in which the topics should be covered.

Within the quad bike topic, the first unit that should be completed is 24557 Demonstrate knowledge of the safe operation of a quad bike.

Within the tractor topic, the first unit that should be completed is 19044 Demonstrate knowledge of the legal requirements and hazards associated with tractor use.

All the assessments that Instant has published for agriculture units have been pre-moderated by the Primary Industries Industry Training Organisation (PITO). This means PITO has confirmed that the assessment meets the requirements of the unit standard. A copy of the pre-moderation report completed by PITO is available with each unit.

The learner’s guides have been developed to fully cover the topic of each unit standard, so that learners have both content and practice opportunities. Our aim is to give learners the best chance of successfully completing the assessment.

03082015

Unit # Title L Cr

24697 Perform income-related calculations for personal financial management 1 1

24705 Interpret financial documents and verify accuracy of financial documents for personal financial management

1 2

24709 Produce a balanced budget to manage personal finances 1 3

28087* Demonstrate understanding of the effect of life stage factors on personal income sources 1 3

28088* Demonstrate understanding of manageable and unmanageable credit and debt 1 3

28089* Demonstrate understanding of personal financial goal setting 1 3

28090* Demonstrate knowledge of personal financial saving and investment options 1 4

24695 Explain taxation and other deductions relating to personal income 2 2

24699 Make an informed decision relating to personal income and explain its consequences 2 2

28092* Analyse the effect of significant life events at different life stages on personal financial income 2 3

28093* Describe the future financial responsibilities of utilising tertiary study funding options 2 3

28094* Produce a balanced budget and adjust the budget to reflect changing financial circumstances 2 3

28095* Analyse personal financial investment opportunities 2 3

28096* Evaluate and select insurance product types in relation to events for personal finances 2 3

28097* Evaluate and select personal banking products and services in relation to personal financial needs

2 3

28098* Evaluate options to increase personal income 3 3

28099* Analyse and compare credit options and recommend strategies to manage personal finances 3 3

28100* Develop a plan to achieve a long-term personal financial goal(s) 3 4

28104* Analyse the impact(s) of external factors on personal finances 3 3

Frequently asked questions over the page.

*All these units listed allow for A/M/E grading and qualify for NCEA Endorsement.

Each delivery pack contains:Learner’s GuideTeacher’s GuideAssessment & Assessment ScheduleAssessment Sample Answers

PERSONAL FINANCIALMANAGEMENT

A division of ATC New Zealand (Est. 1984) NZQA Accredite


Frequently Asked Questions1. Why should learners

study Personal Financial Management?

2. Which PFM unit standards are available?

3. Why do the new units have AME grading?

Financial Literacy Topics Covered1. Personal Goal Setting • Setting both short term and long term life goals.

• Planning to achieve your goals financially.

2. Budgeting Skills • How to use calculations to create a budget over a specified time period.

• How to create a balanced budget and review it regularly.

• How to change a budget to ensure financial goals are achieved.

3. Making Right Choices • Weighing up financial options and considering their consequences.

• Making the best financial decision.

• How to increase income and decrease spending.

• How to choose the best savings or investment option.

4. Dealing with Significant life events • Life stages explored include secondary or tertiary education, industry training, early employment, mid-employment, and retirement.

• Life factors covered include – age, marital status, household size, employment, government support, tax, balancing needs and wants.

• Significant life events covered include - going flatting, studying, starting work, travel, employment or relationship change, raising a family, buying a first home, serious accident, living in retirement.

Personal Financial Management (PFM) is the ideal subject for helping learners understand everyday decisions around saving,spending, and earning money. Our delivery packages have been carefully designed to help learners develop financial literacy, set financial goals, and understand how to achieve these objectives. Each package is written in easy to understand language and contains a glossary to aid in literacy development.

Instant has developed a suite of PFM units that we consider tobe essential when preparing for the future. These unit standardscover basic concepts such as creating and monitoring budgets,planning, goal setting, savings and investment. We also cover comparing and choosing different financial options and how tonavigate significant life events successfully. These topics provide good, solid guidance for learners to help them evaluatepresent and future financial decisions and goals.

New PFM units now have an Achieved, Merit and Excellence criteria for assessments. This allows learners to be rewarded for maximised study and effort. In most cases Merit allows for detailed comparisons, explanations, and analysis. Excellence allows for comprehensive comparisons, explanations and justifications for processes followed.

13042016

SERVICE DELIVERY

Unit # Title L Cr

57 Provide customer service 2 2

62 Maintain personal presentation and a positive attitude in a workplace involving customer contact

2 3

376 Employ customer service techniques to accommodate customer behavioural styles in a workplace

3 2

378 Provide customer service for international visitors 3 3

11815 Answer customer enquiries on the telephone in a wide range of contexts 3 3

11816 Respond to customer enquiries by writing in a range of contexts 3 4

11818 Demonstrate and apply product and/or service knowledge 3 2

Assessment environment required* Unit standards

Assessment must occur in an actual, real workplace environment, or at least in asimulated workplace environment which uses organisational requirements that arethose of an actual, real workplace.

11818

Assessment can occur in a workplace or in a training or educational establishment,provided that workplace conditions are closely simulated, for example, in a modeloffice, salon or workshop.

57, 62, 11815

Assessment can occur in a real or simulated workplace. 376, 378, 11816

The explanatory notes for each unit standard outline the environment in which the assessment must take place. The table below lists the assessment environment required for each service delivery assessment offered by Instant.

*see the unit standards for the full explanatory notes.

All updated Service Delivery assessments are independently moderated by Service IQ.



Frequently Asked QuestionsWhat is the difference between workplace conditions that are closely simulated, a simulated workplace, and a role play?

I have a learner who wants to complete a unit that requires an actual workplace or workplace conditions that are closely simulated. The learner doesn’t have a workplace and our training/educational establishment doesn’t have a simulated workplace such as a model office or salon. Are there any other options?

When workplace conditions are closely simulated it means that the experience for learners is essentially the same as working in an actual workplace.

A simulated workplace is where some conditions can be created for the learner that are similar to a workplace. An example of this is the Instant assessment for unit 11816, which provides workplace requirements, customer requirements, and templates to use to prepare responses to customers.

A role play is the acting out of a situation. There are instances where a role play may be able to be used within a simulated workplace assessment.

The learner may be able to complete the assessment at an organisation where they are a volunteer.

The learner may be able to complete the assessment as part of a work placement that could be arranged as part of their course or learning programme.

The learner may be able to complete the assessment as part of a work placement at your training or educational establishment, for example by:

• completing a work placement in the main reception or careers centre administration office

• completing a work placement in the cafeteria

• completing a work placement in the library or sports co-ordination office.

In all these cases, the learner will need to complete the assessment in accordance with workplace requirements.

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LITERACY & NUMERACY

Literacy Units - for NCEA Level 1

Numeracy Units - for NCEA Level 1

Each pack contains...Candidate’s Assessment Guide: The candidate’s assessment guide contains a summary of the requirements for the unit, and advice for gathering evidence. For learners who require more guidance, a section is provided that contains key learning points related to the unit.

Tutor’s Assessment Guide: The tutor’s assessment guide provides a simple graphical overview of the steps involved in working with candidates to gather evidence for the unit. There are useful tips for sources of evidence, and a set of ‘sample answers’ that give an indication of the type of evidence that tutors need to gather.

Required Assessment documentation.

Numeracy and Literacy WorkbooksThese workbooks contain learning and exercises designed to provide evidence towards Level 1 NCEA numeracy and literacy credits. The practical based workbooks provide an alternative to more academic–based study.

26622 Write to communicate ideas for a purpose and audience 4 Cr

26624 Read texts with understanding 3 Cr

26625 Actively participate in spoken interactions 3 Cr

26623 Use number to solve problems 4 Cr

26626 Interpret statistical information for a purpose 3 Cr

26627 Use measurement to solve problems 3 Cr

Set of 3 (Literacy or Numeracy sets) available for a discounted price



Recommended Sources of Evidence for Literacy Units

Recommended Sources of Evidence for Numeracy Units

266- Unit Title L C

22

1273 Express ideas in writing and write an original story 1 4

1277 Communicate information in a specified workplace 2 3

1279 Write in plain English 3 3

3488 Write business correspondence for a workplace 2 6

3491 Write a report 3 4

3492 Write a short report 2 3

3494 Write minutes for a formal meeting 3 3

10792 Write formal personal correspondence 1 3

11095 Write a business correspondence to convey complex ideas and information 3 3

24

2970 Independently read texts about life experiences which relate to a personal identified interest 1 3


2990 Read texts to research information 3 4

25060 Read texts for practical purposes 1 2

25073 Read texts to recognise differing points of view on a topic 2 3

25

1277 Communicate information in a specified workplace 2 3

1285 Make inquiries and complete practical transactions 1 4

1293 Be interviewed in an informal, one-to-one, face-to-face interview 1 2

1294 Be interviewed in a formal interview 2 2

1296 Interview in an informal situation 3 3

1297 Conduct an interview in a formal situation 4 5

1304 Communicate with people from other cultures 3 2

1312 Give oral instructions in the workplace 3 3

3503 Participate and communicate in a team or group to complete a routine task 1 2

9677 Participate in a team or group which has an objective 2 3

9705 Give and respond to feedback on performance 3 3

266- Unit Title L C

23

64 Perform calculations for the workplace 1 2

24697 Perform income-related calculations for personal financial management 1 1

24709 Produce a balanced budget to manage personal finances 1 3

28089 Demonstrate understanding of personal financial goal setting 1 3

28094 Produce a balanced budget and adjust the budget to reflect changing financial circumstances 2 3

28098 Evaluate options to increase personal income 3 3

28100 Develop a plan to achieve long-term personal financial goals(s) 3 4

28101 Plan a long-term personal financial investment portfolio 3 4

28103 Analyse and select personal house financing and purchase options 3 4

26 28089 Independently read texts about life experiences which relate to a personal identified interest 1 3


27 64 Communicate information in a specified workplace 2 2

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