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CURRICULUM & MEMBERSHIP SERVICES NEWS 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 Curriculum? 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. Educating Young People Who Will Be Significantly Different! 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 email@example.com requesting the specific catalogue/s you would like emailed to you. Please ensure you read the NZCETA Sales Policy prior to purchasing resource materials. ACCOUNTING 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 Educating Young People Who Will Be Significantly Different! 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 TECHNOLOGY; TECHNOLOGY ICT; COMPUTER SKILLS; INFORMATION MANAGEMENT; TEXT AND 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 Educating Young People Who Will Be Significantly Different! 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. ECONOMICS 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 Educating Young People Who Will Be Significantly Different! 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 ideas Educating Young People Who Will Be Significantly Different! 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 form. 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. Moderation/Evaluation 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. Educating Young People Who Will Be Significantly Different!
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