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                 ISSUE FOUR 2009
         CETA Curriculum & Membership Services, PO Box 95, Oamaru, 9444

                                              GST No: 59 799 176

                                        General Notices

BEA Plan Your Own Enterprise Competition 2009 – NEW ZEALAND WINNERS
The New Zealand winners of this year‟s competition are all from King‟s College, Auckland. Congratulations to the
students and their teacher – James Buckland. The winners are:

Division 1: Henry Newell
Division 2: Sam Levy
Division 3: Hanson Unada & Lewis Wei

Henry travels to Brisbane on Sunday 18 October to join the winners from each of the Australian States and present his
Business Plan to the judging panel on Monday 19 October. Henry‟s teacher, James Buckland is also attending the
Australasian judging function.

Have you started to address the requirements of the New Zealand
Here is a Focus on the Key Competency - Thinking
A Teacher Time-Saving Student-Friendly CETA Resource
Cross Curricular - Thinking Skills
Code G16
Price $40
This resource focuses on thinking; including decision making, problem solving, asking questions, evaluating, organizing
and reflecting on ones own practice.

Overview: What is thinking? Thinking refers to the process of creating a structured series of connective transactions
between items of perceived information. Thinking skills are one of the most important areas of the curriculum. Helping
students develop and improve their thinking skills is an essential and challenging task for all educators. However, it is
often the case that what works for one student may not work at all for another student or in a different situation. The
variables within the classroom can be overwhelming. In order to meet the diverse learning needs and styles in our
teaching and learning environment we may need to change the way we think or the way we teach. An effective learning
environment is one that offers a differentiated learning programme, a programme of learning that offers:
 A range of content entry points (what the learning objective is for the individual))
 A range of processes (how they will learn it)
 A range of products (how they show their understanding)
 A range of learning environments (visual, tactile etc.)
This resource package introduces a range of thinking skills templates to assist the teacher in providing a learning
environment where the different learning styles of the students are being met.

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Content: The resource package contains the following templates A teacher‟s “How To Guide” for the thinking skills
templates; Bibliography; Bloom‟s Taxonomy Planning sheet; Consequence Chart; Diamond Ranking; Fishbone Diagram;
Flowchart; Futures Line; Futures Wheel; Placemat Chart; PMI chart; PNQ Chart; Thinking Skills; Venn Diagram; Web
Map; Y chart 1 & Y chart 2

These templates can be used across the curriculum and encourage creative, critical and connected thinking. Thinking
about problem solving, analysing, thinking outside of the square, and thinking about thinking? The templates can be
applied to any teaching situation or topic. Teachers may choose to use one or several of the templates during a lesson or
topic. At any point in a lesson students may be working on different thinking templates or all on the same template,
depending on how they learn, their entry point, how they show their understanding or the environment in which they are
working in.

     New Commerce and Economic Resources – Term 4 2009
Please note that there is a comprehensive range of previously advertised resources in each of the
Catalogues which can be found on www.nzceta.co.nz or email ceta.resources@nzceta.co.nz
requesting the specific catalogue/s you would like emailed to you. Please ensure you read the NZCETA
Sales Policy prior to purchasing resource materials.

All of these Accounting resources have been reviewed, considerably changed and completely updated.
While each contains a PowerPoint presentation, the content could be covered as teaching points. They are
also very suitable for revision purposes.
Level 1 AS90026 (1.5) & AS90023 (1.2) v3
Balance Day Adjustments
Code ACC 09/4/1
Price $35
Contents: Teacher Notes; Student Task Sheet; 20 PowerPoint Slides
This resource contains a PowerPoint presentation plus a student task sheet to accompany it. The resource includes the
concepts relating to balance day adjustments; the four types of adjustments; how to incorporate them into financial
statements and adjusting the trial balance It includes and introduction to balance day adjustments and incorporation into
Financial Statements. The student task sheet provides templates for students to apply their new knowledge to task
throughout the power point. Suitable for use with Achievement Standard 90026 (1.5) and 90023 (1.2). Also suitable for
revision at other levels. This resources was ACC 09/3/23. Updated July 2009

Level 1 AS90026 (1.5) & AS90023 (1.2) v3
An Introduction to Depreciation
Code ACC 09/4/2
Price $35
Contents: Teacher Notes; Student Task Sheet; 8 PowerPoint Slides
This resource contains a PowerPoint presentation with a student task sheet to accompany it. It includes definitions;
entries in general journal; calculations and recording in financial statements. The student task sheet provides templates
for students to apply their new knowledge to task throughout the PowerPoint. Suitable for use with Achievement
Standard 90026 version 3 (1.5) and 90023 version 3 (1.2). Also suitable for revision at other levels. This resource was
ACC 05/3/21. Updated July 2009

Level 1 AS 90025 (1.4) v3
Demonstrate an understanding of accounting systems for entities
Code ACC 09/4/3
Price $50
Contents: Teacher Notes; 13 PowerPoint Slides; Two Practice Tasks, including Suggested Solutions; One Internal
Assessment Task, including Assessment Schedule
This is a comprehensive resource package for Achievement Standard 90025 (1.4) version 3 - 3 credits. The package has
Teaching Notes covering Systems to safeguard cash for an individual/household in a 13 slides of PowerPoint
presentation; two practice tasks with suggested solutions and an internal assessment task with assessment schedule.
This resource was ACC 05/4/12. Updated September 2009

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Level 3 AS90503 (3.4) v3
Cash Flow Statements
Code ACC 09/4/4
Price $40
Contents: Teacher Notes; Student Task Sheet; 26 PowerPoint Slides
A useful resource for teaching or revising Cash Flows at Year 13. Use in conjunction with the Cash Flow PowerPoint. This
resource contains a PowerPoint presentation plus a student task sheet to accompany it - Why do a Cash Flow statement;
Calculating cash from Operating Activities; Calculating cash from Investing Activities; Calculating cash from Financing
Activities; Completing a Cash Flow Statement. The student task sheet provides templates for students to apply their new
knowledge to task throughout the PowerPoint. They should complete the full Cash Flow Statement in their books as they
go. Therefore the worksheet will contain all of the workings and in their books will be the completed Cash Flow
Statement. Suitable for use with Achievement Standard 90503 version 3 (3.4). This resource was ACC 05/3/31. Updated
July 2009

Level 3 AS 90500 (3.1) v3 Part A
Accounting Concepts
Code ACC 09/4/5
Price $40
Contents: Teacher Notes; 16 Power Point Slides; Mix and Match Card Activity
A resource for Part A of the Achievement Standard 90500 (3.1) version 2. The pack contains 10 slides of PowerPoint
teaching notes including types of entities and definitions; Financial Reporting Act 1993; NZ Framework; General Purpose
Financial Reports; Sources of Authority; Reporting Entities; Differential Reporting; Exempt Entities; Statutory
Requirements; Limitations. There is a Mix and Match Card Activity. This resource was ACC 05/4/13. Updated July 2009

                                         BUSINESS EDUCATION
A number of schools are planning and reviewing their Business and/or Financial Literacy programs ready
for 2010. CETA has resources for both available under the Business Education catalogue, including a
number linking key competencies; as well as several games/quizzes; some marketing posters; a specific
topic resource. As you know new Achievement Standards have been written and are available for Level 1
Business Studies and CETA will have resources available early next year to support these. During
November we are revising our CETA Guide for the Delivery of Business Education. We will have a
separate Guide for each level, with Level 1 available before the end of this year. We will notify availability
via our Business Chat.

                                          DIGITAL TECHNOLOGIES
                                    INFORMATION MANAGEMENT
CETA has a large number of resources in all of areas of Digital Technologies, whether it is a
resource required to introduce, develop, or review, a specific skill and/or it’s application; or whether it is
to enhance computer applications; or whether it is a number of activities which follow a particular theme;
or whether it is designed to introduce or reinforce the use of technology language; or whether it is to
develop key competencies and values; or whether it is to review or assess achievement standards or unit
standards in part or in full. Take the time to go through the CETA catalogue to see what is available to
support your students’ learning.
Bag it - be the latest logotype designer
Translate verbal ideas into visual images
Code DT 09/4/1
Price $50
This is project is an introduction to graphic design with a focus on the fundamentals of logo design. Students will become
familiar with the objectives and needs of a client and given the task to develop a logo design based on these goals.
They will be set the task of designing and creating an innovative, aesthetically pleasing, and exciting logo which is
appropriate for the purpose and target audience. Students will be given the challenge of personalising their logo so that it
makes a personal statement about who they are.
This activity pack contains:
 An “how to guide” for using Adobe Fireworks CS4 (the skills covered in this guide can also be applied to earlier
    versions of Fireworks
 For those who do not have the Adobe software there are links to tutorials for using the draw tools within MSWord to
    create images

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 Student notes on Logo Design Tips
 An activity on critical analysis of existing solutions
 Student templates
 Plus an assessment schedule
This is an authentic yet challenging project which will enable your students to express who they are in an
imaginative and creative way.
This 10-12 hour activity pack is overflowing with support material, tips, and tricks. No prior knowledge of design is
necessary and can be implemented using a range of software. This resource could easily be modified to suit a context
more appropriate to your students, for example, design a logo for a T Shirt.

These are newly written resources suitable for the teaching and assessment of the Level 3 Unit Standards.
Each contains version 4 of the Standard for easy reference, a student checklist for students to complete as
they understand the elements and performance criteria prior to completing the tests, two different kinds of
assessment tests, as well as appropriate assessment schedules and student result sheets. Teachers may
wish to use one test as a reassessment if required. Please note that we have not prepared a resource for
Unit Standard 5866 Demonstrate and explain the operation of the money market and foreign exchange
market because the content is now out of date, example fixed exchange rates have not been used in NZ
since 1985.
Level 3 Unit Standard 5863 v4 Pack
Investigate and compare the behaviour of firms under different market structures
Code ECO 09/4/1
Price $45
Contents: Teacher Notes; Unit Standard 5863 Version 4; Student Checklist; 2 Unit Standard Tests and Assessment
Schedules; Student Result Sheet
This resource is written to support Level 3 Unit Standard 5863 Version 4.The Unit Standard is awarded to students who
are able to investigate a range of market structures; and compare profit maximisation for a firm under perfect competition
with a monopolist. The student checklist covers elements and performance criteria. This assessment pack has two tests
that can be used to assess Unit Standard 5863. These tests are to be as closed book assessments requiring
approximately 40 – 50 minutes. It is suggested one test is used for the first assessment and the second test is used for
the reassessment opportunity.

Level 3 Unit Standard 5864 v4 Pack
Explain and apply the concepts of marginal utility and elasticity
Code ECO 09/4/2
Price $45
Contents: Teacher Notes; Unit Standard 5864 version 4; Student Checklist; On-going Assessment and Assessment
Schedule; Unit Standard Test and Assessment Schedule; Student Result Sheet
This resource is written to support Level 3 Unit Standard 5864 version 4 The Unit Standard is awarded to students who
are able to explain the derivation of the demand curve; calculate and apply elasticity‟s of demand and supply; and use
elasticity‟s to establish incidences of a tax or a subsidy. The student checklist covers elements and performance criteria.
The first assessment task involves on-going assessment activities as students complete various sections of a micro –
economics course
     the first task involves students surveying a family member to construct a utility schedule. This is then used by the
          student to derive a demand curve
     the second task involves students investigating the effect of changes in price and income on demand for
          tuckshop products
     the third task involves an in class simulation to show the effect of diminishing returns on the supply of a product
     all these activities will be used to gather information that can be used by students to complete exercises that will
    determine if they achieve this US
The second reassessment task is a closed book test, requiring 50min to complete

Level 3 Unit Standard 5865 v4 Pack
Examine the allocation of resources via the market and the state
Code ECO 09/4/3
Price $45
Contents: Teacher Notes; Unit Standard 5865 version 4; Student Checklist; Unit Standard Test; Unit Standard
Investigation with Assessment Schedule; PowerPoint Template for Recording the Research; Student Result Sheet
This resource is written to support Level 3 Unit Standard 5865 version 4 The Unit Standard students credit for being able
to examine allocative efficiency in resource; illustrate and explain differences between the socially optimal equilibrium and

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private market equilibrium, and examine the economics argument for provision of a good by the state. The student
checklist covers elements and performance criteria.
The first assessment task is a closed book test, requiring 50min.
The second assessment task involves an investigation into 3 government interventions that are currently in the news.
     The first story will relate to the use of subsidies in agriculture by overseas governments. The student will provide
         a graphical analysis of the effects of this subsidy on allocative efficiency.
     The second story needs to relate to a mixed good (a good with externalities) and involves an intervention, either a
         regulation, public provision, a property right, a tax, or a subsidy, by the New Zealand Government.
     The third story must relate to the government provision of a good. To identify differing viewpoints in relation to this
         issue student will interview at least 4 people who are affected differently by the government provision to find if
         they are for or against the policy, if they feel the provision should be increased or decreased and their reasoning.
Students will then use their research to complete a closed book test. Alternatively you could choose to break the research
and test into three parts so the assessment could take place inline with the learning. Once the theory has been covered,
students could find an appropriate news story, and then answer 1 question in class.

Level 3 Unit Standard 5867 v4 Pack
Demonstrate and explain national income determination
Code ECO 09/4/4
Price $45
Contents: Teacher Notes; Unit Standard 5867 version 4; Student Checklist; Unit Standard On-going Assessment and
Assessment Schedule; Unit Standard Test and Assessment Schedule; Student Result Sheet
This resource is written to support Level 3 Unit Standard 5867 version 4. The Unit Standard is awarded to students who
are able to demonstrate and explain the concepts of, and influences on aggregate supply and aggregate demand; and
demonstrate and explain the impact of a change in a market variable, and government policy on equilibrium income. The
student checklist covers elements and performance criteria.
The first assessment task involves on-going assessment activities as students complete various sections of a macro –
economics topic
     The first task involves students preparing a PowerPoint presentation of various aspects of element 1
     The second task involves students collecting articles showing events that affect AS and AD
         Students could complete each of the templates as they cover a particular aspect of the topic
         ie. Template 1 after an inquiry into factors affecting AD, Template 2 after an inquiry into factors affecting AS and
         Template 3 after an inquiry into the influence of government policy on AS AD
The second assessment task includes a closed book test, requiring 30min, for each element of US5867.

                                           CROSS CURRICULAR
We have a range of resources suitable for use in all subjects - indeed not only commerce and economics so
you may wish to alert your colleagues as they too may find them useful to incorporate in their teaching
and learning environments. Towards the end of Term 4 there is often time for teachers to upskill or to take
time to try out something new – why not try out different computer programs and applications! Or why
not give your students the opportunity to try something different or to further develop their computer
skills! There are a number of resources in the Cross Curricular section in each of the CETA catalogues
which take a ‘step by step’ self learning approach through programs, with activities included to check the
development of the skills.

Here are just some ideas:
 Use video editing software such as Windows Movie Maker – CETA code G25
 Use Gamemaker (free software) to design and create a game – CETA code G24
 Use Scratch (free software) to create own interactive stories, animations, games, music, art and share creations on
  the web – CETA code G30
 Use Google to develop students‟ internet searching skills – CETA code G20
 Use Macromedia Flash Mx 2004 to produce animated, interactive Flash application for inserting on a webpage or
  publish as a standalone application on a CD or DVD – CETA Code G13
 Use a blog and create a podcast – CETA Codes G14 and G15
 Use Microsoft PowerPoint to create simple, fun and funky interactive quiz slides – CETA code G7
 Use excel to produce a simple quiz – CETA code G26

OR what about using a computer-based resource to raise topical issues? Here are just some

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 Co-operative learning where teachers and students work together through a 10-step self-discovery process – CETA
  code G10
 Raise awareness about Social Networking through Bebo – CETA code G18 and G21
 The importance of accurately referencing resource material and recording sources of information in a bibliography –
  CETA code G23
 Developing a key competency – relating to others and participating and contributing – CETA code G28 and G29
 Ideas to support sound performance management systems and enhance teachers professional development – CETA
  title Enhancing Student Learning, Personal Critiques for Teachers
 Ensure students gain the most from their work placement experiences – CETA title Student Work Placement Portfolio

For further information you will find full descriptors of these, plus others in the Cross
Curricular section in each CETA subject catalogue.

                                                 NZCETA Sales Policy

Please note that all CETA resources are produced using Microsoft Windows XP

Ordering Resources from NZCETA
    All prices are GST inclusive.
    The order form lists all the new resources which are described in the newsletter.
 Only use the correct order form. Orders will be accepted via email, fax or post – no telephone orders are acceptable. If payment is not attached, a
    school order number must be given.
 When ordering resources from the CETA catalogue, write the name and number of the resource in the blank space provided at the end of the order
 Please remember to indicate whether you require a disk or hardcopy of the resource materials you are ordering. All resources are available on disk
    and some are available in hardcopy.
 When an order is received CETA prepares a Tax Invoice, including the CETA GST number. If payment accompanies the order, the invoice is
    stamped „Paid‟, if not it is stamped “Payment Due within Seven Days”. The invoice is sent with the order.
 Members’ differential: to take advantage of the differential we offer to CETA members, it is essential that you complete the appropriate section on
    the order form with your membership number. To receive this differential the order must be made by a member and not on behalf of another person,
    or by quoting another member‟s number. We know that members appreciate this differential, and we are keen to continue our policy, but we must
    ensure that it is not abused, or it will be necessary to reconsider.
Delivery of Resources
 All resources are sent using courier services.
 Postage fee: A flat fee of $10.00 is payable on all orders to cover courier and packaging costs. Please remember to include this in the order total.
 Courier service: The courier service CETA uses requires all mail to be addressed to a street address. For this reason, it is essential to supply a
    school street address on all resource material orders. A post office box or private bag is not acceptable.

Payment for Resources
 CETA prefers payment with order.
 Please make cheques payable to NZCETA, and crossed Not Transferable.
 CETA would like to encourage members and schools to use direct crediting when paying for subscriptions, professional development, and resource
   purchases. Schools will need to send a Direct Credit Authorisation Form to CETA for bank account details. Please note that if this type of payment is
   used it is essential to indicate what the payment is for, example “resources”, “PD”, “subs – name of member”.
 All prices include GST.

All CETA Achievement Standard and Unit Standard resources have been checked by experienced subject experts. Please note that this is not an
official NZQA moderation.

NZCETA Copyright
A copyright statement has been included in the C & MS Newsletter for a number of years. We wish to emphasise this statement as we know some
people have breached Copyright and NZCETA wishes to make it clear that it will not hesitate to take action if this continues. Reference can be made to
The Copyright Act 1994, Section 44 (revised in January 1998) regarding educational establishments. The purchasing of a resource is not gaining prior
permission. Please note the following statement which appears on all NZCETA resource materials.

  Copyright Statement
  All rights reserved. No part of publications which have the copyright statement may be reproduced, stored in a retrieval system or
  transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the
  copyright owner – NZCETA, PO Box 95, Oamaru.
  Permission is given for this resource material to be reproduced by the purchaser for their own classroom use only.
  If any person copies any copyright materials without permission of NZCETA, then that person has infringed copyright, has broken the law
  and may be subject to Court proceedings.

Use of NZQA copyright materials: CETA has obtained permission from NZQA to use, where appropriate, Achievement Standards Criteria and Unit
Standards Criteria, as well as NZQA produced NCEA resources to support CETA produced resources. Links with The New Zealand Curriculum
where appropriate are indicated by NZC Links. Should you have any queries, please do not hesitate to contact us.

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