8What’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.
9Then there’s university entrance From 2014 AS is the winner hereSuccess in the annual report standard provides students with 5 credits in writing so they don’t need another standardAlternatively it can contribute to 5 credits in reading if students have writing and not reading creditsAS also contributes to reading, but this is external and 4 credits
10Literacy and language demands Language is fundamental to thinking and learning.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.These are two important principles to think about.Many of the standards have less content delivery and are focused on critical thinking
11Literacy 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.In summary – there I hope you see that there is a lot to explicitly teach and we must not assume that all students bring these skills to our subjects.
12Sharing the loveOne 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?
13Where should literacy start? Like a,b,c and do rei me at the very beginningActively engage students in literacy tasksConsider 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?
14Encouraging your students to write Require each student to have a 1B5 exercise book or other note book that stays in your classroomLet’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.Why in the classroom?Why not at home?What are they going to put in this book?How is it going to help
15Have your students own the learning Give them a question to respond toLet them chose the business they will write their concepts about1 to 2 to 4 to …Conversations can be equally importantUse a 1-10 quick quiz regularlyRepeat, repeat, repeat – be like a stuck record!
16Model Excellence – Accounting In Accounting (Level 2 and 3):Achievement – describe and applyMerit – apply and explainExcellence – explain and justifyTry WHs – what, who, where, how, why, why and why againThe final why is going forward/consequences – so what?
17Providing 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 evidenceStudents need to know what they have to do, why they have to do that, and how they will know they have been successfulDon’t be afraid to differentiate
18What evidence?Check the conditions of assessment – go past individual writing – can students present evidence orally? in groups?
19Accounting examplesLevel 1 detailed explain for analysis and interpretationTreasurer’s report brain stormLevel 2 Accounts Receivable(Chiefs) Rugby Ball analogyLevel 3 internals
20Brain storm – class or group Treasurer’s reportDivide the board/large piece of newsprint in halfStudents contribute financial and non-financial informationDraw arrows to show the linksKeep asking why?Why for the future of the club?Students can then write up their own report
21Reflection How might I apply this in my teaching? How might I contextualise this for my students?Why this picture
22Thank youPlease complete your evaluation before you leave this afternoon.I trust you have learned something.