Presentation on theme: "Accounting Literacy, assessment and programme planning Presented by Elizabeth Pitu."— Presentation transcript:
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
Accounting matrix ConceptualProcessingReportingInterpretationDecision-makingSystems AS Concepts 3 credits X AS Processing cash. 5 credits I AS Financial statements 5 credits X AS Interpretation 4 credits X AS Individual/group decision. 3 credits I AS Cash management 4 credits I AS Community organisations 4 credits I AS Concepts. 4 credits X AS Processing software. 4 credits I AS Financial statements 5 credits X AS Interpretation 4 credits X AS Topical issue decision making 4 credits I AS Accounts receivable. 3 credits I AS Inventory. 3 credits I AS Reporting entity concepts 4 credits X AS Partnerships 4 credits I AS Company financial statements. 5 credits X AS Annual report 5 credits I AS Management accounting 4 credits X AS Job 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 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 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 – Accounting In 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 again The 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?
Brain storm – class or group Treasurer’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.