work and study skills - Instant Education Solutions

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WORK AND STUDY SKILLS
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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
21042016
A division of ATC New Zealand (Est. 1984) NZQA Accredited
SOCIAL AND
CO-OPERATIVE SKILLS
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
SELF MANAGEMENT
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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
COMPUTING
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
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)
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
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
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)
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
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
OF
AC
Available for MS Office 2007 OR MS Office 2010 OR MS Office 2013
Available for MS Access 2007 OR MS Access 2010
OF
OF
OF
VS
OF
VS
VS
Available for Visual Studio 2012
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
BUSINESS ADMINISTRATION
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)
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 functionsOF
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
OF
AC
Available for MS Office 2007 OR MS Office 2010 OR MS Office 2013
AC
Available for MS Access 2007 OR MS Access 2010
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
COMMUNICATION SKILLS
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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
A division of ATC New Zealand (Est. 1984) NZQA Accredited
03082015
SUPPORTED LEARNING
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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
Health Achievement Standards
(Level 1 & 2)
AS #
Title
L
Cr
90971
Take action to enhance an aspect of personal well-being
1
3
(HT 1.1)
•
•
•
90973
Demonstrate understanding of interpersonal skills used to enhance relationships
1
5
(HT 1.4)
•
•
•
1
4
2
5
2
5
2
5
•
91097
(HT 1.3)
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.
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.
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.
91236
Evaluate factors that influence people’s ability to manage change
(HT 2.2)
•
•
•
91237
(HT 2.3)
Take action to enhance an aspect of people’s well-being within the school or wider
community
•
•
•
•
91239
(HT 2.5)
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.
This is a group project-based assessment.
As with HT 1.1, action plan and evidence log templates are provided, along with clear, stepby-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.
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).
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 assessment
The 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)
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
Home Economics
Achievement Standards (Level 1 & 2)
AS #
Title
L
Cr
90956
Demonstrate knowledge of an individual’s nutritional needs
1
5
(HE 1.1)
•
1
5
1
5
2
5
2
5
2
5
•
•
90957
(HT 1.2)
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).
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 determine the differences between the grades.
90959
Demonstrate knowledge of practices and strategies to address food handling issues
(HT 1.4)
•
•
•
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.
91299
Analyse issues related to the provision of food for people with specific food needs
(HT 2.1)*
•
•
•
91301
(HT 2.3)*
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.)
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.
91302
Evaluate sustainable food related practices
(HT 2.4)*
•
•
•
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).
* 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.
NOTE: For Home Economics, QAAM certification applies to Level 1
standards only (HE1.1, HE1.2, HE 1.4)
Teaching and learning materials which support assessment
The 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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
AGRICULTURE
Tractors
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
Quad bikes
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
Health & Safety
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
Each delivery pack contains:
Learner’s Guide
Teacher’s Guide
Assessment & Assessment Schedule
Assessment Sample Answers
Frequently asked questions over the page.
Frequently Asked Questions
1. What type of learners
are these unit standards
aimed at?
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.
2. Which of the four topics
should learners start with?
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.
3. What moderation process
have the assessment
materials been through?
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.
4. Agriculture is a practical
subject, why are the
learner’s guides so
detailed?
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.
Agriculture Topics Covered
1. 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
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
03082015
A division of ATC New Zealand (Est. 1984) NZQA Accredited
PERSONAL FINANCIAL
MANAGEMENT
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
*All these units listed allow for A/M/E grading and qualify for NCEA Endorsement.
Each delivery pack contains:
Learner’s Guide
Teacher’s Guide
Assessment & Assessment Schedule
Assessment Sample Answers
Frequently asked questions over the page.
Frequently Asked Questions
1. Why should learners
study Personal Financial
Management?
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.
2. Which PFM unit standards
are available?
Instant has developed a suite of PFM units that we consider to
be essential when preparing for the future. These unit standards
cover 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 to
navigate significant life events successfully. These topics
provide good, solid guidance for learners to help them evaluate
present and future financial decisions and goals.
3. Why do the new units have
AME grading?
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.
Financial Literacy Topics Covered
1. 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.
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
13042016
A division of ATC New Zealand (Est. 1984) NZQA Accredite
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
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.
Assessment environment required*
Assessment must occur in an actual, real workplace environment, or at least in a
simulated workplace environment which uses organisational requirements that are
those of an actual, real workplace.
Assessment can occur in a workplace or in a training or educational establishment,
provided that workplace conditions are closely simulated, for example, in a model
office, salon or workshop.
Assessment can occur in a real or simulated workplace.
*see the unit standards for the full explanatory notes.
All updated Service Delivery assessments are independently moderated by Service IQ.
Unit standards
11818
57, 62, 11815
376, 378, 11816
Frequently Asked Questions
What is the difference
between workplace
conditions that are closely
simulated, a simulated
workplace, and a role play?
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.
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?
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 coordination office.
In all these cases, the learner will need to complete the
assessment in accordance with workplace requirements.
Updated content
New format
Interactive PDFs
(Paperless solution)
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
09112015
A division of ATC New Zealand (Est. 1984) NZQA Accredite
LITERACY & NUMERACY
Literacy Units - for NCEA Level 1
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
Numeracy Units - for NCEA Level 1
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
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 Workbooks
These 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.
Recommended Sources of Evidence for Literacy Units
266-
22
24
25
Unit
Title
L
C
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
2970
Independently read texts about life experiences which relate to a personal identified interest
1
3
2989
Select, read, and assess texts to gain knowledge
2
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
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
Recommended Sources of Evidence for Numeracy Units
266-
23
26
27
Unit
Title
L
C
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
28089
Independently read texts about life experiences which relate to a personal identified interest
1
3
28094
Select, read, and assess texts to gain knowledge
2
3
64
Communicate information in a specified workplace
2
2
For more information...
email us at [email protected],
visit www.instant.org.nz
or call 0800 864 863
26012016
A division of ATC New Zealand (Est. 1984) NZQA Accredite
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