Accounting
Literacy and assessment
Presented by Elizabeth Pitu
Introduction and Burning issues
• Please introduce yourself
• Please let us know any burning issues for
today
Accounting matrix
Conceptual
AS90976
Concepts
1.1
3 credits X
AS91174
Concepts.
2.1
Processing
Reporting
Interpretation
Decision-making
Systems
AS90977
1.2
Processing cash.
AS90980
1.5
Interpretation
5 credits I
AS90978
1.3
Financial
statements
5 credits X
AS90981
1.6
Individual/group
decision.
3 credits I
AS90982
1.7
Cash
management
4 credits I
AS91175
Processing
software.
AS90979
1.4
Community
organisations
4 credits I
AS91176
2.3
Financial
statements
AS91481
2.5
Topical issue
decision making
AS91179
Accounts
receivable.
3 credits I
2.2
4 credits X
AS91177
2.4
Interpretation
4 credits X
4 credits I
AS91404
3.1
Reporting entity
concepts
4 credits X
4 credits X
AS91405
3.2
Partnerships
4 credits I
5 credits X
AS91406
3.3
Company financial
statements.
5 credits X
2.6
4 credits I
AS91407
3.4
Annual report
5 credits I
AS91408
3.5
Management
accounting
4 credits X
AS91386
2.7
Inventory.
3 credits I
AS91409
3.6
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 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
•
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.
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?
Have your students own the learning
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•
•
•
Let them write anything they want
Give them a question to write a response to.
Guardian of the word
Let them chose the business they will write
their concepts about
Have your students own the learning
•
•
•
•
Conversations can be equally important
1 to 2 to 4 to …
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
Concepts and context
• Highlight the business (and the owner L1&2)
• Write a sentence about what the business
does
• Make sure answers relate specifically to what
the business does
Concepts questions
• Highlight the concept and the context of the
question eg
–
–
–
–
Concept = historical cost and asset = buildings
Concept = asset and asset = shop fittings
Concept = accrual basis and expense = wages
Concept = comparability and policy refers to
consistency
• Include and both the concept and the
context in relation to the business (owner) in
your answer
Writing in context of the business
Business Hallenstein Glassons
Question is why shop fittings is an asset
• Shop fittings is an asset of Hallenstein
Glassons because
• What: the shop fittings display clothes in an
attractive way
• Why: so customers will buy the clothes
• How: which brings in income and cash
increasing the asset bank and equity through
more profit
Writing in context of the business
Adding recognition criteria…
• It is probable all the Hallenstein Glassons (HG)
stores will continue to use the shop fittings to
display clothes in the future
• There is a reliable measure of the shop fittings
from a transaction document (invoice)
detailing the price paid (historical cost)
• Therefore shop fittings are reported as an
asset in HG’s Statement of Financial Position
Decision making standard
• This standard is little
changed from the
previous 3.6
• Two key additions:
• A CVP profit
statement
• Comparison of
actual results with
budgets
What internal 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 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.