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.