1106 Teacher Guide

8/10/2019 1106 Teacher Guide

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Teacher guide

A Balancing Act

Series 11 Flexible Learning Toolbox

Certificate IV in Financial Services (Bookkeeping) FNS40207

flexiblelearning.net.au/toolbox


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A copy of the Toolbox Implementation Guide can be found athttp://toolboxes.flexiblelearning.net.au/documents/index.htm. It has been designed to help youget started with your Toolbox project, and is based on the experiences of training proidersnationally who hae been wor!ing with Toolbox products oer the last few years. The guidefocuses mainly on supporting teachers inoled in Toolbox product implementation, but willalso be a useful reference for technical, support and other staff. It contains four main sections:

". #inding your way around Toolbox products $ things you should !now.

%. &ifferent ways you can use your Toolbox product for training deliery and support.

'. (lanning for the implementation of your Toolbox product.

). #urther reading and helpful websites.

Coon!ealt" of A#stralia 200$

%"e vie!s e&presse' "erein 'o not necessaril represent t"e vie!s of t"e Coon!ealt" of A#stralia %"is !ork iscoprig"t Apart fro an #se as peritte' #n'er t"e *opyright Act "+-* no part a +e repro'#ce' + an process!it"o#t prior !ritten perission fro t"e Coon!ealt" ,e-#ests an' en-#iries concerning repro'#ction an' rig"tss"o#l' +e a''resse' to %raining Coprig"t* .epartent of /'#cation* /ploent an' orkplace ,elations* 13 Bo&$$0 Can+erra Cit AC% 2506 or eailcoprig"ttrainingcoa#

A#stralian Fle&i+le 8earning Frae!ork
mailto:[email protected]:[email protected]:[email protected]


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A Balancing Act %ool+o& Certificate IV in Financial Services (Bookkeeping) %eac"er 1#i'e

Table of Contents

Introduction.......................................................................................................................................................................4

General overview of the Toolbox...................................................................................................................................4

A+o#t t"is %rainer9s 1#i'e 4Conte&t 4%arget a#'ience 4%eac"ers:trainers #sing t"e %ool+o&4Assessent ;olistic treatent of #nits 5,ecognition of rior 8earning (,8)7

Getting started..................................................................................................................................................................9

Advice and tips for trainers................................................................................................................................... ........9

?sing t"e %ool+o& for t"e first tieCop#ter an' Internet re-#ireentsNe! to online learning@60=aintaining t"e %ool+o&60C#stoising t"e %ool+o& content60Ans!ers an' teplates for t"e trainer 60

Structure and design.......................................................................................................................................................11

Navigation, elements and pathways within the Toolbox..............................................................................................11

Basic %ool+o& str#ct#re66Site ap 62%"e "oe page6,eso#rces repositor67

Teaching and learning strategy.....................................................................................................................................18

General learning approach.........................................................................................................................................1

,ationale 6$8earners !it" special nee's6$8earner'irecte' 'esign6$Fle&i+le learning pat"!as6S#pporting 'ifferent learner nee's6

Main screens within the Toolbox...................................................................................................................................20

Main screens within the Toolbox...................................................................................................................................21

The !ob brief................................................................................................................................................................."1

The #ase st$dy............................................................................................................................................................."%

The Networ&ing tab....................................................................................................................................................."4

Australian #lexible earning #ramewor! 2


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ccounting Syste!s........................................................................................................................................................2"

%opic overvie!2;Alignent to #nit:s of copetenc2;e feat#res 2;Assessent 2;Colla+orative learning opport#nities2;

otential iss#es 2;%asks 2;Do+ +rief 6 E Cas" transactions25Do+ +rief 6 E Cas" transactions E Case st#'27Do+ +rief 2 E Accr#als2$Do+ +rief 2 E Accr#als ECase st#'2Do+ +rief E Balance 'a0Do+ +rief E Balance 'a ECase st#'6

#ayroll..............................................................................................................................................................................$2

%opic overvie!2Alignent to #nit:s of copetenc2e feat#res 2Assessent 2Colla+orative learning opport#nities2otential iss#es 2

ssets % in&entory......................................................................................................................................................... .$$

%opic overvie!Alignent to #nit:s of copetence feat#res Assessent Colla+orative learning opport#nitiesotential iss#es

'e(orts.............................................................................................................................................................................$4


)inancial state!ents.......................................................................................................................................................$"

%opic overvie!;Alignent to #nit:s of copetenc;e feat#res ;Assessent ;Colla+orative learning opport#nities;otential iss#es ;

*S % Instal!ents.........................................................................................................................................................$+


Australian #lexible earning #ramewor!


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IntroductionGeneral overview of the Toolbox

%"e A Balancing Act %ool+o& !ill s#pport a total of eleven #nits fro t"e ne!l release' FNS40207Certificate IV in Financial Services (Bookkeeping) -#alification

A''itionall* learning o+ects an' s#pport aterials !it"in t"e %ool+o& !ill ena+le ,8 processes an'strealine' learning pat"!as to facilitate fasttrack learning an' "olistic assessent processes

About this Trainers Guide

%"is g#i'e "as +een 'evelope' to assist an' s#pport o# in #sing t"e %ool+o& reso#rce It e&plains all t"econtent t"e %ool+o& contains* an' offers s#ggeste' strategies for c#stoisation an' 'eliver %"esestrategies !ill provi'e opport#nities to a&iise t"e learning e&perience an' take a'vantage of t"ecolla+orative learning environent t"at can +e ac"ieve' t"ro#g" facilitate' 'isc#ssion an' inforations"aring aongst a gro#p of learners

%"e 'eliver strategies 'etaile' in t"is g#i'e are + no eans e&"a#stive E !e enco#rage o# to #se o#rcreativit to 'evelop a''itional eaningf#l learning e&periences for o#r learners

%"e %ool+o& can Gstan' alone9 an' serve as a selfpace' learning reso#rce !it" ini# inp#t fro o#*"o!ever t"is a not +e t"e ost effective 'eliver strateg an' t"e learner !ill not +e a+le to cover all t"ere-#ire' copetencies + #sing t"e %ool+o& content alone Ho#r role is critical in ens#ring a positivelearning e&perience

Context

%o gro#n' learning in a realistic conte&t representative of t"e 'ato'a !ork of a +ookkeeper* a fictionalsetting "as +een create' %"e learner !ill !ork t"ro#g" a series of Go+s9 for t"eir clients in t"e seasi'e to!nof S#erville %"is etap"or is not a ke coponent of t"e learning* nor 'oes it place t"e learner in aGrolepla9 sit#ation* it erel provi'es a conte&t#al frae!ork for t"e tasks

Target audience

%"e target learners for t"is %ool+o& !ill +e persons eit"er c#rrentl !orking in t"e +ookkeeping or financefiel' or seeking career progression fro !it"in t"e in'#str %"e !ill alrea' "ol' a Certificate III inFinancial Services -#alification* or +e eligi+le for ,8 at a Certificate III level +ase' on t"eir prior in'#stre&perience

%picall* t"is gro#p are at#reage'* !ell e'#cate' professionall an' personall* an' are in'epen'entlearners %"e nee' for fle&i+le learning options is critical* as t"is learner gro#p !ill ost likel +e eploe'an' t"erefore fin' it 'iffic#lt to atten' tra'itional facetoface training

8earners are likel to +e failiar !it" cop#ter+ase' acco#nting* an' !it" relevant soft!are packages#se' !it"in t"e +ookkeeping profession >o!ever* t"e %ool+o& s#pports learning in +ot" an#al an'

cop#terise' proce'#res an' in ost cases 'eonstrates t"e f#ll an#al process for all transactions

Teachers/trainers using the Toolbox

%"is %ool+o& !ill s#it a range of 'eliver an' assessent conte&ts* incl#'ing

!orkplace trainers !orking in a onetoone or gro#p training sit#ation

vocational trainers an':or assessors in an e'#cational or !orkplace setting !"o 'eliver training* con'#ct

assessents an' iss#e -#alifications

tea lea'ers:s#pervisors an':or line anagers !"o are involve' in ipleenting learning in t"e

!orkplace an' assessing its effectiveness

ne! practitioners* parttie or f#lltie* cas#al or sessional



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%"e copliance activit is !ritten o#t in f#ll on t"e follo!ing page

Compliance actiities

In t"is section* o# !ill copose an' copile vario#s 'oc#ents !"ic" !ill contri+#te to o#r

assessent portfolio %"ese 'oc#ents are integral in t"e 'evelopent of policies an'proce'#res to ens#re copliance an' !ill assist in t"e 'evelopent of o#r +#siness'oc#entation

Section 1 # $ndustr! context

". Letter of engagementHo# are to create a letter of engageent to foralise o#r arrangeent !it" o#r clients ,efer tot"e Internet for e&aples A sample engagement letter is proided here0

%. $nestigate professional bodies releant to !our chosen careerCreate a s#ar of t"e re-#isites for oining* an' list t"e a'vantages an' 'isa'vantages ofe+ers"ip of at least t!o s#c" organisations

'. Ans"er the follo"ing%

o "at 3>S iss#es 'o o# nee' to consi'er !"en setting #p o#r "oe office@

o "at professional organisations !o#l' o# +elong to an' !"@

o "at are in'#str co'es of practice@

o "ic" in'#stries are covere' + stat#tor co'es of con'#ct@

o "at are t"e a'vantages an' 'isa'vantages of a Nonprofit organisation +eing

incorporate'@o 8ist t"e a'vantages an' 'isa'vantages of eac" tpe of +#siness str#ct#re

Section & # 'rocedures manual

A an#al can +e #sef#l to store #sef#l inforation t"at !ill g#i'e o#r !ork* an' per"aps even inforations"eets o# can give to clients =ake a start to!ar's o#r procedures manual+ researc"ing t"e topics+elo!

Ho#r an#al mustcover +#t not be limitedto t"e follo!ing

6 Accounting S!stems66 >o! to register for 1S%62 rocess for pett cas" incl#'ing sec#rit6 rocess for +anking incl#'ing sec#rit64 Controls over cas" in t"e organisation6; Application for cre'it fors for c#stoers65 rocess for follo!ing #p 'e+tors67 /n' of ear preparation c"eck list

2 'a!roll26 /ploent proce'#res22 In'#ction process2 /ploer recor' keeping re-#ireents24 ?sef#l !e+ sites:pages !it" 'escriptions2; aroll ta&25 Saple eploee recor' fors27 >o! to register for a As Ho# 1o (AH1) !it""ol'ing2$ "at is incl#'e' in t"e S#perann#ation 1#arantee C"arge

2 Controls over paroll260 /n' of ear c"eck list266 Back #p process an' protection of 'ata



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()S6 /ploer an' eploee o+ligations2 Fors for "aJar' i'entification an' reporting Acci'ent report fors

4 *nd of 'eriod Chec+ List46 Create a series of #sef#l en' of perio' c"eck lists to g#i'e o#rself an' a +#siness o!ner

Other assessment items Case studies and net"or+ing

%"ese sections are for o#r learning an' contain no cop#lsor assessent re-#ireents #nlesso#r trainer specifies ot"er!ise

Actiities and ,ui--es

3t"er assessent ites a incl#'e copletion of activities or -#iJJes S#+ission of t"ese itess"o#l' +e negotiate' !it" o#r facilitator

ualification and units supported b! the Toolbox

A Balancing Act s#pports learning an' assessent for a total of eleven #nits in t"e FNS40207 -#alification%"e fo#r Gin'#str core #nits9 are coon to a range of -#alifications !it"in t"e FNS04 %raining ackage*an' t"e seven Gsectoral core #nits9 are specific to t"e skills an' kno!le'ge re-#ire' in t"e +ookkeepingprofession

%"e #nits c"osen are all core re-#ireents of t"e -#alification an' "ave areas of coonalit in skills an'kno!le'ge* ena+ling t"e to for a co"erent gro#p for 'eliver of training in t"is area %"e #nits s#pporte'+ t"is %ool+o& are as follo!s


INDUSTRY CORE UNITS

FNSIC1/N06B Co#nicate in t"e !orkplace

FNSIC1/N02B ?se tec"nolog in t"e !orkplace

FNSIC1/N04B Appl "ealt" an' safet practices in t"e !orkplace

FNSICIN.406B Appl principles of professional practice to !ork in t"e financial in'#str

SECTORAL CORE UNITS

FNSB1406A .evelop an' ipleent policies an' practices relevant to +ookkeepingactivities

FNSB1402A /sta+lis" an' aintain a cas" acco#nting sste

FNSB140A /sta+lis" an' aintain an accr#al acco#nting sste

FNSB1404A Carr o#t +#siness activit an' instalent activit stateent tasks

FNSACC%40;B repare financial stateents

FNSACC%405B =aintain asset an' inventor recor's

FNSB140;A /sta+lis" an' aintain a paroll sste


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Ac"ieveent of t"e f#ll -#alification re-#ires t"e copletion of an a''itional t!o elective #nits* !"ic" arenot s#pporte' + A Balancing Act as t"e c"oice for electives is varie' For ore 'etail regar'ing "o! t"ese#nits are treate' !it"in t"e %ool+o&* please refer to page 2$ on!ar's in t"is g#i'e

apping and progress chec+list

it"in t"e 8earning an' Assessent section (click t"e ?nit apping ta+)* a sprea's"eet "as +een provi'e'for learners to track t"eir progress t"ro#g" t"e topics an' tasks %"is is also a apping atri& of topic:taskto eac" #nit of copetenc an' its eleents of copetenc* !"ic" akes it a #sef#l tool for trainers an'assessors as !ell %"e sae c"ecklist is also availa+le via t"e 'rop'o!n s"ortc#t en# on an contentscreen %"e c"ecklist can +e easil o'ifie' if o# !is"* as it is an /&celK sprea's"eet

)olistic treatment of units

As !e kno! t"e learner co"ort is e&perience' in +ookkeeping f#n'aentals* a "olistic approac" toG'elivering9 t"e re-#ireents of eac" #nit "as +een taken %"is takes into acco#nt +ot" t"e personal an'professional nee's of t"e learners

%"e "olistic treatent of t"e #nits e+e's copetencies an' skill sets fro several #nits into ot"ers %"isre'#ces t"e ao#nt of content re-#ire' an' ena+les tasks* activities an' proects to +e far ric"er* oreengaging an' intellect#all sti#lating %"e follo!ing 'iagra s"o!s t"e !a in !"ic" t"e re-#ire'o#tcoes for eac" in'ivi'#al #nit !ill +e a''resse' to strealine:fasttrack content 'eliver an' a&iiseengageent

#igure % $ 1olistic treatment of units

Australian #lexible earning #ramewor! $


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%"e seven sectoral core #nits align !it" t"e si& topics in t"e %ool+o& as follo!s

#igure ' $ 1olistic treatment of units

0ecognition of 'rior Learning 0'L2

%"e target learners for t"is %ool+o& !ill +e persons eit"er c#rrentl !orking in t"e +ookkeeping or financefiel'* or t"ose seeking career progression fro !it"in t"e in'#str %"e !ill alrea' "ol' a Certificate III in

Financial Services -#alification* or +e eligi+le for ,8 at a Certificate III level +ase' on t"eir prior in'#stre&perience %"e a also +e eligi+le for ,8 in soe or all of t"e #nits in t"e Certificate IV -#alification

%"e %ool+o& offers an ,8 /&press!a feat#re t"at can +e #se' to 'eterine a person9s eligi+ilit for ,8*an' to provi'e inforation a+o#t t"e ,8 assessent process lease note t"at t"is does notfacilitate norprocess an ,8 application or assessent as t"at #st +e anage' an' s#pporte' + an ,%3 It 'oes*"o!ever* provi'e an e&cellent insig"t into !"at9s involve' !it" ,8 an' also offers a range of #sef#l toolsfor +ot" ,8 can'i'ates an' ,8 assessors

#igure ) $ The 2( 3xpressway opening screen

%"e ,8 /&press!a opens in a separate !in'o! to t"e %ool+o&* an' is a f#ll selfcontaine' reso#rce Itcan +e separate' fro t"e %ool+o& if o# !is" to #se it as a stan'alone ,8 reso#rce Content !it"in t"e,8 /&press!a is arrange' into si& separate areas to ake it easier for #sers to locate t"e inforationan' reso#rces t"e9re intereste' in

=ost 'oc#ents are provi'e' in =icrosoftK or' forat* so t"e can easil +e c#stoise'


FNSB1402A FNSB140;A FNSACC%405B FNSACC%405B FNSB140;B FNSB1404A

FNSB140A


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%"e contents of t"e ,8 /&press!a reso#rce are as follo!s

About the 0'L 'rocess # rovi'es an overvie! of ,8* an' "o! t"e assessent process !orks It alsoprovi'es "ints an' tips for ,8 can'i'ates to "elp t"e prepare for t"eir ,8 assessent

Self Assessment # er"aps t"e ost #sef#l part of t"e reso#rce* t"is section provi'es a selfassessent-#estionnaire for eac" #nit t"at can +e #se' + t"e can'i'ate to 'eterine !"et"er t"e a +e s#ita+le for,8 F#ll copetenc 'etails for eac" #nit (fro N%IS) are also provi'e' "ere

uestion ban+ # /&plains a+o#t t"e Gcopetenc conversation9 intervie! !it"in t"e assessent process*an' provi'es an e&aple G-#estion +ank9 an' Grecor' of conversation9 'oc#ent for eac" #nit %"ese aree&cellent tools for t"e ,8 assessor* +#t also provi'e t"e can'i'ate !it" an insig"t into !"at t"e !ill +easke' '#ring t"e copetenc conversation* an' t"e kin' of evi'ence t"eir assessor is looking for

'ractical tas+s for 0'L # Contains a n#+er of e&aple practical tasks t"at a +e #se' for t"e ,8assessent of eac" #nit* an' an Go+servation recor'ing s"eet9 t"at "ig"lig"ts !"at an assessor !ill +elooking for in t"e tasks

0'L FA and Glossar! # Contains a list of fre-#entl aske' -#estions* an' a glossar of ,8relate'ters

0'L documents # rovi'es a selection of 'oc#ents t"at s#pport t"e ,8 process

A f#ll apping atri& for all #nits to t"e -#estion +ank an' practical tasks is availa+le for assessors Ho#

can fin' t"is on o#r %ool+o& C.* in t"e fol'er lecturers3onl!* an' t"en t"e s#+fol'er rpl3ass3tables

=ost of t"e inforation an' reso#rces !it"in t"e ,8 /&press!a "ave +een copie' !it" perission frot"e ,8 Assessor it 'evelope' + t"e State of


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Getting startedAdvice and ti! for trainer!

4sing the Toolbox for the first timeIt9s ver coon for people to #p straig"t in an' start #sing t"e %ool+o&* !it"o#t act#all rea'ing t"einstr#ctionsL As a res#lt* o# ig"t fin' t"at learners "ave tro#+le fin'ing t"eir !a aro#n'* or feel t"at t"estr#ct#re is conf#sing

Al!as enco#rage ne! #sers to go t"ro#g" t"e %3?, on t"eir first visit %"e to#r is availa+le as a link frot"e "oe page* an' also fro t"e ain content screen insi'e t"e %ool+o& via t"e 'rop'o!n s"ortc#t en#%"ere9s also a printa+le version of t"e to#r t"at can +e kept as a "an' reference to #se an tie

Computer and $nternet re,uirements

Not"ing spoils a cop#ter+ase' learning e&perience ore t"an tec"nical pro+les an' 'iffic#lties 3n t"eopening screen of t"e %ool+o& (!"ere o# click /N%/, %338B3M to get to t"e "oe page)* t"ere9s a link

to SHS%/= ,/


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C.,3= 'oes not !ork on Apple =acintos"K cop#ters* so #sers !ill nee' to open t"e %ool+o& via t"ein'e&"t page t"at is locate' in t"e opening 'irector of t"e C.,3=

7ro"ser specific issues # Safari 1.8

Soe of t"e feat#res in t"is %ool+o& !ill not +e availa+le to people #sing t"e =acintos"K Safari+ro!ser version 6* +eca#se of its liitations in "an'ling Davascript Specificall

t"e searc" feat#re in t"e G,eso#rces9 section !ill not +e availa+le

t"e ta+le in t"e G,eso#rces9 section !ill not +e availa+le

Ggre+o&9 pop#ps !ill appear in a ne! !in'o!

t"e Gaccor'ion9 coponents on t"e content pages !ill 'efa#lt to open vie!* t"at is t"e !ill +e f#ll

e&pan'e' at all ties an' #sers !ill not "ave t"e option to collapse:e&pan' ites

t"e %o#r !ill +e presente' in plain te&t forat rat"er t"an t"e interactive version !it" navigation

+#ttons

t"e GS"o! >elp9 feat#re on t"e content pages !ill not +e availa+le

?sers !ill not +e a!are t"at t"ese feat#res are not availa+le to t"e* as t"e %ool+o& !illa#toaticall 'etect if a #ser "as Safari 6 an' appl t"ese c"anges ,eoval of t"esefeat#res:f#nctions for Safari #sers 'oes not 'egra'e t"e learning e&perience in an !a* as allvital content !ill still +e availa+le

6e" to online learning9

3nline learning is a ne! e&perience for an people* so soe siple tips can reall "elp t"e get t"e ostfro t"e opport#nities it presents If o#9re #sing e+ 20 tec"nologies or co#nication tools s#c" as'isc#ssion +oar's or c"at roos* o#9ll nee' to provi'e s#pport (eg a t#torial) for learners !"o areine&perience' !it" t"ese e'ia

Ho# also "ave a .#t of Care to ens#re t"at online learners are learning safel (3>S)

Ho# ig"t also like to look at t"e !e++ase' t#torials availa+le fro est3ne Services* !"ic" incl#'e aG1#i'e to t"e Internet9 an' a G1#i'e to learning online9 %"ese are availa+le free of c"arge online at"ttp::!!!!estone!agova#:co#rses:g#i'e

For a great range of a'vice an' #sef#l strategies to a&iise colla+orative learning in an online 'eliverenvironent* o# can look t"ro#g" t"e 1#i'e to Social /8earning* availa+le at"ttp::socialelearningfle&i+lelearningneta#:in'e&"t

aintaining the Toolbox

As !it" an reso#rce* inforation !it"in t"e %ool+o& a at soe stage +ecoe o#t of 'ate or incorrect%"e %ec"nical 1#i'e t"at9s availa+le on t"e %ool+o& C.,3= provi'es instr#ctions on c#stoising content*so o# can alter or #p'ate te&t as an' !"en re-#ire' Before #sing t"e %ool+o&* o# s"o#l' c"eck t"at anlinks to !e+sites are still c#rrent* an' #p'ate t"e !"ere necessar

Customising the Toolbox content

Nearl all of t"e %ool+o& is 'evelope' #sing stan'ar' >%=8* !"ic" is easil c#stoisa+le >o!ever* t"e"oe page (p"oto sli'es"o! an' +l#e +#ttons) are 'evelope' #sing Flas"K soft!are* an' !ill re-#ire a"ig"er level of tec"nical e&pertise to c#stoise %"e interactive eleents "ave +een 'evelope' !it" Flas"Ksoft!are "o!ever t"e content is 'riven + M=8 an' can t"erefore +e easil o'ifie'

>%=8 an' M=8 pages can +e c#stoise' #sing an >%=8 e'itor s#c" as A'o+e .rea!eaverO*=icrosoftK FrontageK* A'o+e >oeSiteO* or =icrosoftK or'a'

If o#9re a novice at e'iting >%=8* !e s#ggest o# seek soe g#i'ance fro a person !it" e&perience* #stto ake it easier !"ile o#9re learning ,ee+er to A8AHS keep a +ack#p version of t"e original%ool+o& prior to aking an o'ifications

For ore inforation a+o#t c#stoising t"e %ool+o&* please refer to t"e tec"nical g#i'e t"at9s availa+le ont"e %ool+o& C.,3=

Ans"ers and templates for the trainer

All ans!er kes are provi'e' for o#r convenience in one location on t"e %ool+o& C.,3= Ho#9ll fin' t"eall in t"e fol'er nae' lecturers3onl!* t"en t"e s#+fol'er calle' actiit!3ans"ers

http://www.westone.wa.gov.au/courses/guidehttp://socialelearning.flexiblelearning.net.au/index.htmhttp://www.westone.wa.gov.au/courses/guidehttp://socialelearning.flexiblelearning.net.au/index.htm


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%eplates for all t"e sprea's"eets #se' in t"e %ool+o& are also availa+le %"ese are containe' !it"in t"eSo#rce 'oc#ents section for eac" of t"e tasks



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Structure and designNavi"ation# ele$ent! and athwa%! within the Toolbox

7asic Toolbox structureA Balancing Act "as a fairl siple str#ct#re* !it" a foc#s on clean an' logical navigation for t"e learnerFig#re 6 (+elo!) s"o!s a +asic site ap of t"e %ool+o& str#ct#re

#igure 4 $ 5asic Toolbox structure

For eac" topic* specific content an' reso#rces "ave +een selecte' to s#pport learning an' copletion of t"etasks 8earners s"o#l' also +e enco#rage' to e&plore t"e larger ,/S3?,C/S repositor* !"ic" "ol'sever ite of content an' ever learning reso#rce fro all topics an' tasks !it"in t"e %ool+o& %"isrepositor is e&plaine' in ore 'etail later in t"e g#i'e

%"e follo!ing section provi'es a 'etaile' e&planation of eac" coponent of t"e A Balancing Act %ool+o&

Australian #lexible earning #ramewor! 6;


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Site map

#igure $ 6ite map



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The home page

#igure 7 $ A 5alancing Act home page

12 'hoto slidesho"

"en o# first arrive at t"e "oe page* o# !ill see t"isp"otograp" of S#erville +eac" %"is is part of a p"otosli'es"o! t"at intro'#ces S#erville* an' t"e clients t"at

t"e learner !ill +e !orking !it"

Clicking t"e (pla) +#tton !ill start t"e p"oto sli'es"o!*!"ic" !ill r#n at a set spee' for coforta+le vie!ing

Alternativel* o# can #se t"e an'+#ttons to look t"ro#g" t"e p"otograp"s one at a tie Agreen "ig"lig"t appears over t"e +#ttons !"en o# o#seover t"e

%e&t !ill appear t"ro#g"o#t t"e sli'es"o!* to e&plain t"estor +e"in' t"e p"otos


3

4

5

#igure - $ The photo slideshow


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&2 The topic naigation%"e +l#e +#ttons on t"e "oe page provi'e navigation to eac" of t"e si& topics !it"in t"e %ool+o&

#igure + $ 5lue topic/tas! buttons when inactie

,olling o#r o#se over eac" +#tton !ill reveal t"e tasks !it"in eac" topic* an' replace t"e p"otosli'es"o! !it" a topic overvie! %"is gives a +rief intro'#ction to t"e topic* t"e tasks an' t"eir alignent!it" t"e #nit:s of copetenc fro FNS40207* as pict#re' +elo!

#igure "8 $ 5lue topic/tas! buttons when actie, showing the three tas!s within each topic,and the topic oeriew replacing the photo slideshow

Fro "ere* o# can navigate 'irectl to a specific task !it"in a topic + clickingt"e %ask title in t"e +l#e +#tton* as s"o!n in Fig#re 66

Australian #lexible earning #ramewor! 6$

#igure "" $ Three tas!s within thetopic for direct naigation


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82 Lin+s to additional features

%"e gre +#ttons on t"e "oe page !ill eac" la#nc" a ne! !in'o! %"e inforation +e"in' eac" one is asfollo!s

#igure "% $ Grey buttons for additional information/features from the home page

Learning : Assessment %"is provi'es an overvie! of "o! learning an' assessent takes place!it"in t"e %ool+o& conte&t* an' provi'es a ?nit apping atri& to s"o!"o! t"e topics align !it" t"e ?nits of copetenc It also contains anassessent task t"at is a''itional to t"e tasks !it"in t"e act#al %ool+o&

0'L *xpress"a! 8a#nc"es a ne! !in'o! containing t"e ,8 /&press!a reso#rce

Toolbox Tour %"is to#r is 'esigne' for firsttie visitors to t"e %ool+o&* an' takes o#

t"ro#g" a screen+screen e&planation of !"at t"e %ool+o& contains an'"o! to navigate aro#n' it

;2 Text ersion of home page

Beca#se t"e "oe page is +#ilt ostl in Flas"K soft!are to ena+le t"e interactivit* soe #sers a nee'to access a nonFlas"K version for navigation %"is link !ill take o# to a plain >%=8 page t"at containslinks to all t"e sae eleents t"at are on t"e "oe page

#igure "' $ The text9based ersion of the home page



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0esources repositor!

All of t"e content an' reso#rces !it"in t"e %ool+o& "ave +een collecte' in to one repositor for ease ofaccess %"is can also +e separate' fro t"e %ool+o& an' #se' as a stan'alone reso#rce if re-#ire'

#igure " $ 2esources

"en o# first arrive "ere* t"e list of reso#rces !ill +e 'isplae' alp"a+eticall + reso#rce title Ho# canclick an of t"e col#n "ea'ings to sort + reso#rce title* topic* or reso#rce tpe Clicking a reso#rce title!ill open it in a gre +o&over

%o searc" for a specific topic or ite o# can #se t"e ke!or' searc" %"e searc" !ill start as soon as o#tpe into t"e searc" +o&* an' o# !ill +e presente' !it" onl t"e relevant reso#rces %o reset t"e searc" o##st nee' to click t"e gre +#tton arke' GVie! all reso#rces9

%"e glossar is also containe' !it"in t"is repositor E sipl click t"e 1lossar ta+ to go t"ere ?se t"eletter +#ttons across t"e top to go to eac" letter alp"a+eticall* or click S>3 A88 to open #p t"e f#llglossar

#igure "7 $ Glossary



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Teaching and learning strategyGeneral learnin" aroach

0ationale

%"e content t"at #n'erpins t"e copetencies in t"e FNS40207 -#alification consists ainl of policies*proce'#res* legislation an' ot"er re-#ireents specific to t"e '#ties of a +ookkeeper in t"e "ig"l reg#late'financial services in'#str In tra'itional facetoface 'eliver* a lot of tie is spent covering t"is content*!"ic" can +e fr#strating to learners as often t"e ost effective !a of learning t"is tpe of aterial is +rea'ing an' eorising* follo!e' + practical application in a Greallife9 setting rat"er t"an passivellistening in a lect#restle presentation

%"e ore proce'#ral aspects of t"e +ookkeeper9s role are ver consistent t"ro#g"o#t t"e in'#str* an'

often s#+ect to legislative or reg#lator re-#ireents* an' t"erefore also -#ite foral an' str#ct#re' %"eke varia+les in proce'#re are in t"e interaction:s a +ookkeeper "as !it" "is or "er clients an' t"e initiativet"e s"o! in solving pro+les %"ese are t"e areas in !"ic" A Balancing Act provi'es a virt#al client +ase!it" !"o t"e learner interacts in t"eir role as a +ookkeeper !it"in t"e learning setting an' +#il' t"eir skills*kno!le'ge an' confi'ence +efore vent#ring o#t into t"e Greal !orl'9 It is t"is practical application t"at +ringst"e learning to life* an' co#nters a "ig" level of engageent to t"e potentiall 'r nat#re of t"e content %"e#ltie'ia an' casest#'ies #se' in t"e tasks* activities an' proects in A Balancing Act "elp to en"ancet"e practical learning opport#nities an' gro#n' t"e learning in a Greal life9 conte&t

Learners "ith special needs

%"e A Balancing Act %ool+o& "as +een 'evelope' in accor'ance !it" estan'ar's for %raining (A#stralianFle&i+le 8earning Frae!ork)* an' riorit 6 C accessi+ilit g#i'elines for t"e visionipaire' an'learners !it" 'isa+ilities It is f#ll screenrea'er copati+le for #sers !it" assistive tec"nolog

For #sers !"o re-#ire avascript to +e 'isa+le' on t"eir Internet +ro!ser* t"e %ool+o& !ill still !ork f#ll"o!ever soe feat#res (eg t"e Gsort9 feat#re in ,eso#rces) !ill no longer !ork

Learner5directed design

Beca#se an of t"e learners #n'ertaking t"is -#alification "ave prior kno!le'ge an':or e&perience as a+ookkeeper* often t"e 'o not nee' to sit t"ro#g" #ltiple Glessons9 for t"is content 'eliver an' can fin' a

str#ct#re'* pre'eterine' training 'eliver sc"e'#le fr#strating an' incongr#o#s to t"eir nee's In ABalancing Act t"ere are no Glessons9 as s#c" 8earners are presente' !it" a GDo+ Brief9 fro t"eir client*!"ic" re-#ires t"e to !ork in'epen'entl t"ro#g" a n#+er of tasks an' transactions %"e can alsointeract !it" casest#'ies +ase' on t"e +ooks an' acco#nts of ot"er copanies o#tsi'e of S#erville*t"ro#g" !"ic" t"e can learn "o! to perfor t"e transactions an' follo! re-#ire' processes an'proce'#res

8earners !ill +e a+le to c"oose an' access content !"en an' !"ere t"e nee' to* in accor'ance !it" t"eiro!n learning nee's %"is rat"er a'#lt approac" to 'eliver of t"e content is entirel appropriate for t"elearner co"ort* an' gives t"e f#ll control over !"at an' "o! #c" t"e nee' an' !ant to learn

Beca#se +ookkeeping is often a rat"er sing#lar task* opport#nities an' strategies for colla+orative learning!it" ot"er +ookkeeping st#'ents are presente' in t"e GNet!orking9 section* to en"ance t"e learninge&perience



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Flexible learning path"a!s

=an learners !ill prefer to c"oose t"e learning pat"!a t"at +est s#its t"eir nee's* an' ake a 'ecisiona+o#t t"eir learning re-#ireents on a Gnee' to kno!9 +asis %"e 'esign of A Balancing Act incorporatesfle&i+le entr an' e&it points* a content repositor* an' str#ct#re' tasks appe' to a copetenc atri&%"ese ena+le self'irecte' learning targete' to eac" in'ivi'#al9s nee's

8earners can c"oose to !ork t"ro#g" coplete topics an' all tasks !it"in t"e* or to select in'ivi'#al topicsan':or tasks t"at eet t"eir learning nee's %"e %ool+o& offers an 'ifferent levels of engageent !it"t"e content* incl#'ing

coplete t"e Do+ +rief as a stan'alone task !it"o#t #sing t"e content an' reso#rces

coplete t"e Do+ +rief an' engage !it" soe of t"e s#pporting content an' reso#rces* as re-#ire'

coplete t"e Do+ +rief an' engage !it" all of t"e s#pporting content an' reso#rces* as re-#ire'

coplete t"e Do+ +rief an' engage !it" soe or all of t"e s#pporting content an' reso#rces* as

re-#ire'* an' e&plore t"e ain ,eso#rces area to fin' a''itional content an' reso#rces

rea' t"ro#g" t"e Case st#' to +ecoe failiar !it" t"e process an' proce'#re re-#ire' +efore

copleting t"e Do+ +rief

select specific parts of t"e Case st#' to !ork t"ro#g"

!ork t"ro#g" t"e coplete Case st#'

!ork t"ro#g" soe or all of t"e Case st#'* engaging !it" content an' reso#rces as re-#ire'

!ork t"ro#g" t"e coplete Case st#'* engaging !it" all t"e content an' reso#rces provi'e'

3f co#rse* t"at is #st a saple of t"e !as in !"ic" learners a c"oose to engage !it" t"e %ool+o&content >o!ever* t"e list a +e #sef#l as a g#i'e for o# to refer to !"en provi'ing learners !it" g#i'ancean' s#pport in #sing t"e %ool+o&

Supporting different learner needs

Beca#se learners !ill arrive at t"e %ool+o& !it" 'iffering nee's* t"e level of s#pport an' g#i'ance t"ere-#ire !ill var "ilst it "as +een 'esigne' priaril for a ore in'epen'ent* self'irecte' learner !it"e&isting skills an' kno!le'ge in +ookkeeping* t"e %ool+o& !ill also +e s#ita+le for an' s#pport t"ose !"oare less e&perience' an':or self'irecte' %"e follo!ing ta+le presents soe s#ggestions to assist o# ins#pporting 'ifferent learner nee's

Learner profile Learner behaiour

/&perience' in+ookkeeping* confi'entcop#ter #ser*in'epen'ent an' self'irecte'

%"is tpe of learner !ill ost likel !ant to #st get on !it" t"e task* an' nee' ver littles#pport or g#i'ance %"e !ill +e confi'ent e&ploring t"e %ool+o& to fin' content* if an'

!"en t"e nee' it

Suggested learning path"a!

1o straig"t to t"e Do+ Brief an' !ork t"ro#g" t"e instr#ctions provi'e' /nco#rage t"e toe&plore t"e reso#rces relevant to t"at topic + accessing t"e navigation at t"e rig"t "an'si'e of t"e screen

Soe!"at e&perience' in+ookkeeping* confi'entcop#ter #ser* reasona+lin'epen'ent +#t re-#ires

reass#rance an' g#i'ancet"at t"e9re going 3

Learner behaiour

%"is learner tpe s"o#l' +e enco#rage' to tr an' !ork t"ro#g" t"e Do+ Brief* +#t s"o#l' +e'irecte' to t"e Case St#' as re-#ire' to assist !it" an proce'#ral areas t"at t"e9re nots#re a+o#t %"e s"o#l' +e confi'ent eno#g" to e&plore t"e %ool+o& an' fin' t"e contentt"e nee'* "o!ever o# can 'irect t"e to t"e c#stoise' content en# to t"e rig"t of t"eDo+ Brief* !"ere t"e9ll fin' s#pporting inforation to "elp t"e coplete t"e task

Suggested learning path"a!1o straig"t to t"e Do+ Brief an' i'entif !"ic" part:s t"e feel t"e can 'o on t"eir o!n1#i'e t"e to relevant sections of t"e Case St#' for an part:s for !"ic" t"e nee's#pport an':or learning* an' to t"e relevant s#pporting content



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Learner profile Learner behaiour

8o!level e&perience in+ookkeeping* confi'ent

cop#ter #ser* re-#ires areasona+le level of s#pportan' g#i'ance t"ro#g" t"elearning process

%"is learner tpe s"o#l' +e s"o!n t"e Do+ Brief* an' enco#rage' to tr an' !ork t"ro#g" itG#p front9* +#t it !ill ost likel +e ore appropriate for t"e to !ork t"ro#g" t"e Case St#'first to ens#re t"at t"e Gkno!9 "o! to carr o#t t"e processes an' proce'#res re-#ire' fort"e task

%"e !ill pro+a+l +e confi'ent in navigating t"e %ool+o& to fin' t"e content an' reso#rcest"e nee'* +#t o# s"o#l' enco#rage t"e to #se t"e c#stoise' content en# to t"e rig"tof t"e Do+ Brief* rat"er t"an Gleaving t"e9 to fin' t"e content t"eselves


1o straig"t to t"e Do+ Brief an' i'entif !"ic" part:s t"e feel t"e can 'o on t"eir o!n1#i'e t"e to relevant sections of t"e Case St#' for an part:s for !"ic" t"e nee's#pport an':or learning* an' to t"e relevant s#pporting content

8o!level e&perience in+ookkeeping* not confi'entcop#ter #ser

Learner behaiour

%"is learner tpe !ill nee' a "ig" level of g#i'ance an' s#pport* at least for t"e first fe!tasks t"e coplete


%ake t"e learner t"ro#g" a Case St#' in 'etail* e&plaining "o! to #se t"e c#stoise'content en# provi'e' 3nce t"e case st#' "as +een s#ccessf#ll coplete'* s#pportt"e as t"e !ork t"ro#g" t"e Do+ Brief* provi'ing fee'+ack an' reass#rance along t"e!a As t"eir confi'ence gro!s* an' t"e +egin to +#il' #p t"eir skills* kno!le'ge an'#n'erstan'ing* t"e level of s#pport an' g#i'ance re-#ire' s"o#l' +e less

,ee+er* it is e&pecte' t"at learners "ave eit"er a Certificate III in Financial Services -#alification* ore-#ivalent* an':or relevant in'#str e&perience* an' t"erefore s"o#l' +e failiar !it" t"e core concepts in ABalancing Act


My notes


26/38


Main screens within the ToolboxThe &ob brief

8earners !"o are e&perience' in +ookkeeping s"o#l' +e a+le to !ork t"ro#g" t"e o+ +rief* accessingcontent an' reso#rces onl if re-#ire'

#igure "- $ ob brief

12 The =ob brief tab

"en o# first arrive at a task* o# !ill +e presente' !it" t"e Do+ +rief screen %"e ot"er ta+s (Case St#'

an' Net!orking) can +e #se' to navigate to t"ose sections* !"ic" are e&plaine' later

&2 The >ob brief

%"is provi'es t"e learner !it" t"e 'etails of t"eir o+* !"ic" re-#ires t"e to process vario#s transactionsfor t"e client

82 Source documents

In or'er to coplete t"e transactions in t"e o+ +rief* t"e learner !ill nee' to access an' process a n#+erof so#rce 'oc#ents s#c" as receipts* invoices an' ot"er financial recor's* as relevant to t"e o+

Australian #lexible earning #ramewor! 2;

3

4

5

6

7

9

0

8


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;2 ?or+ to submit%"is section of t"e o+ +rief 'etails e&actl !"at !ork t"e learner nee's to s#+it for t"e task %"is !orka for part of t"eir evi'ence to!ar's assessent if o#9re #sing it for t"at p#rpose3ptions are provi'e' for +ot" an#al an' cop#ter+ase' acco#nting et"o's %"e ans!ers for t"e o+ +rief arelocate' in a fol'er nae' lect#rersPonl on t"e C.,3=* t"en a s#+fol'er calle' activitPans!ers


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#igure %" $ 1elp feature actiated and ;help< text onscreen

The Ca!e !t'd%

%"e case st#' presents an e&aple se-#ence of +ookkeeping transactions* proce'#res an' processes

t"at irror t"ose re-#ire' in t"e Do+ +rief It is in essence t"e Gcontent9 !it" !"ic" learners !ill interact tolearn t"e skills an' kno!le'ge re-#ire' to coplete t"e task in t"e o+ +rief

%"e Case st#' provi'es a practice e&aple t"at learners can coplete an' c"eck to see if t"e !orke' t"etransactions correctl an' s#ccessf#ll All of t"e ain feat#res an' navigation on screen are t"e sae ast"e !ere on t"e Do+ +rief screen* onl t"e ain content section c"anges

#igure %% $ The *ase study screen

12 Scenario and tas+

%"is section provi'es t"e +ackgro#n' inforation to t"e case st#'

&2 Source documents

%"is links to t"e so#rce 'oc#ents re-#ire' to coplete t"e case st#'

82 Steps in the >ob

%"e case st#' "as +een set #p into steps* eac" one of !"ic" a "ave several s#+steps %"e first"ea'ing (in t"e gre ro!) is t"e ain step %"e s#+se-#ent "ea'ings (in t"e green +ars) are t"e s#+steps


3

4

5


29/38


Ho# can click eac" of t"e green +ars to reveal ore inforation relating to t"e s#+step E t"is gives learnerst"e option of #st skiing t"ro#g" t"e steps to failiarise t"eselves !it" t"e process an' proce'#resre-#ire' for t"e Do+ +rief* or t"e can e&pan' eac" of t"e s#+steps to go t"ro#g" t"e case st#' in 'etail

/ac" s#+step !ill reain open once clicke'* so t"e screen can get -#ite long an' o#9ll nee' to scroll

'o!n to rea' it all

Ho# can also c"oose to e&pan' or collapse all steps + clicking t"e pl#s or in#s +#ttons

;2 Content and resources

it"in soe steps* o# !ill fin' linke' content an':or reso#rces for t"e learner to #se Clicking t"e link !illopen #p t"e ite


30/38


If o# nee' i'eas on !e++ase' colla+oration tools o# can #se* visit t"e A#stralian Fle&i+le 8earning!e+site an' searc" for collaboration tools or e5learning applications !!!fle&i+lelearningneta#

#igure %) $ =etwor!ing screen

12 Scenario%"is section provi'es an interesting +ookkeeping scenario as a +asis for st#'ent researc" an' 'isc#ssion

&2 Self reflection topic

%"e self reflection topic propts st#'ents to reflect on t"eir o!n +ookkeeping practice

82 0esearch topic

%"is provi'es researc" topics !"ic" can +e e&plore' t"ro#g" net!orking !it" fello! st#'ents*

potential clients an' finance in'#str professionals

;2 Eiscussion topic

%"is section poses -#estions relate' to t"e scenario t"at can +e #se' as t"e +asis for gro#p'isc#ssion As a facilitator o# s"o#l' !ork !it" o#r st#'ents to 'eci'e "o! t"ese 'isc#ssionss"o#l' take place


31/38


Note t"at t"ese sections a appear in a 'ifferent or'er on t"e vario#s net!orking pages 'epen'ing on!"at is ost s#ita+le



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Accounting SystemsTopic oerie"

%"is topic covers t"e core skills an' kno!le'ge relate' to esta+lis"ing an' aintaining a +ookkeeping

sste on a cas" +asis* an' an accr#al +asis It erges t!o of t"e +iggest #nits fro t"e FNS40207-#alification* an' provi'es #c" of t"e #n'erpinning concepts an' #n'erstan'ings t"at for t"e fo#n'ationof t"e +ookkeeping role* its processes an' proce'#res

N3%/ %"is topic "as 'eli+eratel +een place' first in t"e list of topics on t"e "oe page* as it9srecoen'e' t"at learners coplete t"ese tasks first alt"o#g" of co#rse t"at9s not an'ator For learners!"o alrea' "ave t"eir Certificate III -#alification* an':or "ave previo#s in'#str e&perience* t"ese areper"aps t"e onl tasks in !"ic" t"e !ill coe across concepts an' processes !it" !"ic" t"e are notfailiar

Alignment to unit/s of competenc!

#=65>(G)8%A: 3stablish and maintain a cash accounting system%"is #nit 'escri+es t"e perforance o#tcoes* skills an' kno!le'ge re-#ire' to esta+lis" an' aintain a+ookkeeping sste on a cas" +asis %"is #nit is a prere-#isite #nit to FNSB140A /sta+lis" an'aintain an accr#al acco#nting sste Vario#s aspects of t"e %a& Act* 1oo's an' Services %a& (1S%),#lings an' ot"er legislation appl to t"is #nit at t"e tie of en'orseent

#=65>(G)8'A: 3stablish and maintain an accrual accounting system

%"is #nit 'escri+es t"e perforance o#tcoes* skills an' kno!le'ge re-#ire' to esta+lis" an' aintain a+ookkeeping sste on an accr#al +asis Vario#s aspects of t"e %a& Act* 1oo's an' Services %a& (1S%),#lings an' ot"er legislation appl to t"is #nit at t"e tie of en'orseent

'otential issuesAs an of t"e concepts an' processes !it"in t"ese tasks a +e ne! or #nfailiar to learners* o# a

nee' to provi'e ore s#pport an' g#i'ance t"ro#g" t"is topic As the assessor you would make sure the

answers are correct, paying special attention to the use of recurring or memorised transactions, and that

correct GST codes have been used.

Tas+s

%"is topic contains t"ree tasks (Do+ +riefs)

6 Cas" Acco#nting

2 Accr#als Balance .a

an' one s#pporting Case st#' for eac" task* !it" t"e e&ception of t"e GAccr#als9 task t"at "as t!o Casest#'ies



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PayrollTopic oerie"

%"is section covers t"e esta+lis"ent an' aintenance of t"e paroll for a sall organisation %opics

incl#'e setting #p of paroll an' eploee car's* processing paroll* reconciling paroll an' painglia+ilities


#=65>(G)84A: 3stablish and maintain a payroll system.

%"is #nit 'escri+es t"e perforance o#tcoes* skills an' kno!le'ge re-#ire' to process paroll froprovi'e' 'ata in an#al or cop#terise' paroll sstes %"is #nit is relate' to BSBA.=;0;A =anageparoll an' BSBA.=0$A rocess paroll

'otential issues

Be s#re to c"eck

t"at correct AH1 rates are #se'

learners "ave applie' t"e correct set#p for paroll lia+ilities an' e&penses

linke' acco#nts

correct pa 'etails

NOTE:The tax amounts in the answers provided will be different as the tax rate change each year

and you will need to keep your answer key up to date.

Tas+s


6 rocess aroll2 rocess 8eave /n' of


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Assets & inventory

Topic oerie"%"is topic covers t"e esta+lis"ent an' aintenance of asset an' inventor sstes

%opics incl#'e +#ing an' selling an asset* tra'ing an asset* an' setting #p an' aintaining an inventorsste


#=6A**T)85: ?aintain asset and inentory records

%"is #nit 'escri+es t"ose f#nctions associate' !it" t"e aintenance of recor's for fi&e' assets an'inventor

'otential issues

Ho#9ll nee' to keep an ee on t"e follo!ing

Correct calc#lations for t"e 'epreciation as per t"e asset car's

=ake s#re ite invoices "ave +een #se' for p#rc"ases an' sales

Note %"e cost of inventor a not atc" t"e ans!er keQ t"is co#l' +e '#e to a transaction +eing 'elete'

or ro#n'ing

Tas+s


6 B# an' Sell2 %ra'e Inventor

an' one s#pporting Case st#' for eac" task



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e!ortsTopic oerie"

%"is section covers t"e preparation an' presentation of final reports %opics incl#'e calc#lating an'

recor'ing of accr#als* prepai's* 'epreciation an' cost of goo's


%"is topic 'oesn9t specificall ap to an in'ivi'#al ?nit of Copetenc* it s#pports a range of skills an'kno!le'ge t"at are re-#ire' !it"in a n#+er of t"e ?nits* as ost of t"e contain a copetenc relate' toreporting n#+er of copetencies fro 'ifferent #nit 'escri+es t"ose f#nctions associate' !it" t"eaintenance of recor's for fi&e' assets an' inventor

You can check the mapping matrix for a more detailed breakdown of how these tasks align to the Unit/s.

'otential issues

Ho#9ll nee' to keep an ee on t"e follo!ing

Correct 'epreciation rates "ave +een #se' as per asset car's

No 1S% on prepaents

Correct calc#lations for t"e 'epreciation as per t"e asset car's

Tas+s


6 A'#stents2 Closing le'gers Final reports




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"inancial statements

Topic oerie"%"is section covers t"e preparation of financial stateents %opics incl#'e notforprofit organisations an'c"anges in partners"ip arrangeents


#=6A**T)845: (repare financial statements

%"is #nit covers t"e copetenc to i'entif skills an' o#tcoes associate' !it" t"e 'evelopent of financialreports

'otential issues

Students need to be aware that these are different business structures and are accounted for in a

specific way.

For the non-profit organisation:

check the sales figure in the Debtors Control includes GST and the sales figure in the income

statement does not included GST

correct 'epreciation rates "ave +een #se' as per asset car's no 1S% on prepaents

correct calc#lations for t"e 'epreciation as per t"e asset car's

Tas+s


6 Single entr2 Not for profit artners"ips


Australian #lexible earning #ramewor! ;


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#AS & Instalments

Topic oerie"%"is section covers t"e preparation an' lo'geent of B#siness Activit Stateents %opics incl#'ecopliance re-#ireents* co'ing of transactions an' reconciliation


#=65>(G)8)A: *arry out business actiity and instalment actiity statement tas!s

%"is #nit 'escri+es t"e perforance o#tcoes* skills an' kno!le'ge re-#ire' to carr o#t tasks relate' toB#siness Activit Stateents (BAS) an' Instalent Activit Stateents (IAS)* incl#'ing t"e copletion ofActivit Stateents Vario#s aspects of t"e %a& Act* 1oo's an' Services %a& (1S%) ,#lings an' ot"erlegislation appl to t"is #nit at t"e tie of en'orseent

'otential issues

AH1 !ill +e 'ifferent

=ake s#re incoe an' e&penses are in t"e sae acco#nting perio'

C"eck on c#rrent legislation re 1S% an' 'ates

C"eck correct ta& co'es "ave +een #se'

Tas+s


6 Copliance2 Verif 'ata 8o'ge BAS




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1106 Teacher Guide

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