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CATALOGUEEconomicsTerm 4 2009

NZCETA SALES POLICYPlease 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

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NZCETA CopyrightA 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.

Educating Young People Who Will Be Significantly Different!

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Copyright StatementAll 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.

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Should you have any queries, please do not hesitate to contact us.

ECONOMICS BOOKLETS

Teachers’ Guide for the Economics Syllabus Level 4EB1Price $90Published June 2007This booklet addresses the requirements for Level 4 or NCEA Level 3 (both Achievement Standards and Unit Standards) and can be easily adapted for individual school’s Year 13 Economics Level 4 Scheme of Work. The booklet is in three sections. Section A gives an overview of Economics including ideas on programme design; teaching strategies; resources and assessment; while Section B has four unit plans, one for each of the Level 3 Achievement Standards and included is colour coding to address unit standard requirements. Section C contains the appendix including a comprehensive glossary. The unit plans cover specific achievement standards objectives; content development; learning activities; assessment; revision; suggested time allocation, and some appropriate resources.Remember that Syllabus Level 4 equates to NCEA Level 3 or Year 13.

Teachers’ Guide for the Economics Syllabus Level 3EB2Price $90Revised February 2007This booklet addresses the requirements for Level 3, which focuses on a study of the New Zealand economy, how it has developed, the issues it faces, and its place in the global economy. The booklet is in three sections, Section A gives an overview of Economics including ideas on programme design; teaching strategies; resources and assessment; while Section B contains units presented in two ways. One: topics – Inflation, Trade, Growth. Each topic also incorporates statistics and policies (each of which is colour coded so teachers who want to teach by standard can easily cut and paste this information out. Teachers would thus only need to teach these 3 topics to prepare students for the 4 AS externals AND the AS internal.) Each topic also incorporates the content necessary to complete its associated unit standard (ie for Inflation US 5861, for Trade US 5860, for Growth US 5862). Two: Achievement Standards – 2.1 Inflation – AS 90794 (EXT), 2.2 Trade – AS 90795 (Ext), 2.3 Growth – AS 90796 (Ext), 2.4 Process, present and analyse stats – AS 90797 (Ext). Section C contains a glossary and list of useful websites.Remember that Syllabus Level 3 equates to NCEA Level 2 or Year 12.

Teachers’ Guide for the Economics Syllabus Level 2EB3Price $90Revised September 2005This booklet addresses the requirements for Level 2 which is an introductory study of the market in New Zealand’s mixed economy. The booklet is in three sections, Section A gives an overview of Economics including ideas on programme design; teaching strategies; resources and assessment; while section B has a chapter for the Achievement Standards AS 90195 – 90201 each containing a unit plan, assessment and assessment schedule. Section C contains a glossary and list of useful websites.Remember that Syllabus Level 2 equates to NCEA Level 1 or Year 11.

Teachers’ Guide for the Economics Syllabus Level 1EB4Price $90Published August 2003This is an essential resource for all teachers of Year 9/10 economics. The focus is on the development of economic literacy in order that students gain an understanding of the key economic concepts, which will impact on their everyday life as well as forming the basis for a further study of economics. The resource


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includes sections on teaching and learning; skills, attitudes and values; resources; assessment and evaluation; as well as comprehensive units of work, with activities and assessment covering the syllabus requirements.Remember that Syllabus Level 1 equates to Years 9/10.


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Developing Language Skills in Economics EB5Price $50Revised March 2006This comprehensive booklet is to support the teaching of Economics and is particularly useful for ESOL/NESB students, and is a valuable resource for a wide range of students in their development of language skills. It is designed to help teachers integrate English language with concepts and skills used in an Economics context. The general aim is to compliment and reinforce students’ knowledge, skills, and communicative competence, as well as providing activities designed to develop students’ competence in handling text and enhance their own writing skills.


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CROSS-CURRICULAR RESOURCES, INCLUDING FINANCIAL LITERACY RESOURCES & GIFTED & TALENTED RESOURCES

Developing Language Skills in Economics (A useful resource in other subject areas)GB1Price $50Revised March 2006This comprehensive booklet is to support the teaching of Economics and is particularly useful for ESOL/NESB students, and is a valuable resource for a wide range of students in their development of language skills. It is designed to help teachers integrate English language with concepts and skills used in an Economics context. The general aim is to compliment and reinforce students’ knowledge, skills, and communicative competence, as well as providing activities designed to develop students’ competence in handling text and enhance their own writing skills.

Commerce and Economics Integrating TechnologyGB2Price $40This booklet has been developed to help teachers of accounting, business education, economics and technology ICT/information technology incorporate the essential learning area ‘Technology in the New Zealand Curriculum’ into their programmes of work. It contains a section on each subject area which includes issues relating to how to incorporate technology as well as six units of work which can be used or adapted to meet individual teacher requirements. The emphasis is on how technology fits into each subject not how the subjects fit into technology.

Enhancing Student Learning Personal Critiques for TeachersGB3Price $40This document aims to assist teachers to acknowledge and build on their personal development. It supports sound performance management systems. The booklet aims to help recognise the individuality of students in such a way that teachers contribute to the development of the students’ knowledge, skills, attitudes and values – which will help them to teach their full potential. The document addresses enhancing the individual’s professional development; learning to develop and manage the environment; acknowledging systems and personal constraints; contributing towards developing a collegial culture; assisting student learning;; and taking personal responsibility for updating content and teaching methods. Included are a number of templates and check lists to support each of the areas addressed.

Student Work Placement PortfolioGB4Price $20Ensure your students gain the most from their work placement experiences or their own enterprise tasks with this excellent portfolio for students to complete when involved in work placement experiences. It is designed to ensure students develop work-related competencies and skills through experience outside the classroom or through their own enterprise experiences. The booklet contains information on generic work-related competences, work placement partners and material appropriate for two different work placement experiences, including a work placement agreement; student profile; workplace profile; workplace timesheet; workplace task sheets (for up to six weeks); student reflection; supervisor’s assessment; workplace report and investigating an issue. The portfolio booklet can be used in any subject area.

Skills and Study GuideGB5Price $20Revised 2005This resource crosses all subject boundaries and levels. Designed to guide students through their study and to give ideas and skills on how to study, techniques and methods. For example some of the areas covered are Planning; Presenting Information; Exam Preparation and Technique.


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Introductory Skills in Microsoft WordGB6Price $40This teaching unit is designed for use with the students or indeed teachers who are unfamiliar with MSWord. It has step by step instructions for the teacher covering a range of skills such as: page setup; formatting of fonts; tabs; tables; columns; alignment of text and paragraphs; manipulation of graphics; using the autoshapes; header/footer; shortcut keys; basic data in a spreadsheet; graphs. Whether you are a specialist teacher using computers or a homeroom teacher using computers in the curriculum – this unit can be of assistance. Never be afraid to take your class to the computer room again!

Student Hints for Assessment/ExaminationsCode G1Price $5A comprehensive list of hints to assist students when preparing for internal and external assessments and examinations. It includes a section to assist students to set up their study schedule. There is a section that deals with hints when tackling examination questions in general, followed by specific guides for answering multi choice; data response; and extended writing questions.

Improving Students’ Literacy SkillsCode G2Price $5This resource covers a range of practical strategies that teachers can use in any curriculum area to help their students improve their literacy skills. It is essential to determine literacy outcomes before commencing a topic, using the Essential Learning Areas documents, syllabus or other resource material – in this resource, student outcomes are suggested for Talking and Listening; Reading; and Writing. There is a range of strategies included to help teachers address these. A student checklist for literacy outcomes is also included.

How to Evaluate a Web Page’s Usefulness for Student ResearchCode G3Price $5This resource contains four templates primarily for student use, but teachers would also find it helpful to evaluate a webpage’s usefulness. The checklists are for use with Business or Marketing Webpages; Informational Webpages; Advocacy Webpages; and Personal Webpages. Each covers the areas of Authority, Accuracy, Objectivity, Timelines and Coverage. They are suitable for any subject area.

Be a Comic WriterCode G4Price $5A resource which is student focussed. It looks at what makes cartoons appealing; creating cartoons; easy steps to make cartoons; and a checklist for success. There are activities that can be used by groups or individuals. Can be used in any subject area and is great for developing research and information skills.

How Well Do You Know Microsoft Word?Code G5Price $40A self-instruction pack containing helpful hints for getting the most out of Microsoft Word. Useful for both students and teachers, there are quick tricks for formatting resources, making tables, using bullets, and working with the Draw toolbar. The resource also contains a comprehensive list of keyboard shortcuts.

Making a Website Using FrontPageCode G6Price $40Contains a comprehensive tutorial for making a website using FrontPage, website folder with files and images to go with the tutorial, teacher resources and two student assessments with marking schemes. An example of the completed website is also included. An entire unit of work. Available on disk only. NOTE this is the same resource as that advertised under Information Management/Technology as IT 06/3/2.


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Visual Basic Programming in PowerPoint PresentationsA Beginner’s GuideCode G7Price $40This easy to follow, 35-page user friendly teaching resource will guide you through a step by step tutorial teaching you how to create simple, fun and funky interactive quiz slides within Microsoft PowerPoint. You will quickly learn how to use the more advanced tools within PowerPoint as well as the Visual Basic Editor tools to design pop-up message boxes, feedback statements and easy navigation structures within your slideshows. The resource includes a quick revision test and examples of cross curricular, student designed learning activities.

A “How To” Guide For Beginners Web Designer Using Macromedia Dreamweaver MX 2004 Code G8/APrice $50

OR

Just the 2 instructional books Code G8/B Price $35

This easy, “Pick up and Go” resource is a MUST for any teacher. Are you wishing to: Create your own Departmental Website? Update or revamp the look of your Departmental Website? Create resources the students can access from home?

Or Use web design as one of your Technology ICT assessments Assess either Levels 1, 2 or 3 Generic Computing Web Design Unit Standards?This is a co-operative learning resource where teacher and students work together to create a website using Macromedia Dreamweaver. You will learn to: Plan the design and layout of your web pages Create a site map Add multimedia elements such as movies and sound Create hyperlinks, add images, import text and create templates.

Either purchase the whole unit standard package or just the Macromedia Dreamweaver Instructional Books. This resource pack incorporates:

A step by step instructional guide to creating web pages using Macromedia Dreamweaver MX 2004 (including the instructional files)

A step by step instructional guide to creating templates using Macromedia Dreamweaver MX 2004 (including the instructional files)

A Practice Assessment Task for the Level 3 Generic Computing Unit Standard 18737 -Create a website for organisation use. Assessment Topic “The History of the Internet”

A Final Assessment Task and Assessment Schedule for Level 3 Generic Computing Unit Standard 18737. Assessment Topic “The History of Fashion”

A Resit Task for Level 3 Generic Computing Unit Standard 18737Teachers will find this comprehensive pack will help them overcome the challenge of teaching web design. It bridges the gap between the theory and reality of designing and creating your own website.

How Well Do You Know Your Students?Code G9Price $30This is a MUST for every teacher. A fun filled, fact finding activity to discover how your students tick – a very good way to start the year! Have you ever had a student in your class who you just couldn’t quite figure out? Now you can find out. This exciting new resource pack contains three quick and easy tasks to help you and your students find out how their minds really work. The resource pack contains: A Student Survey; a Personality Plotting Chart; a ‘Who Am I, The Plot Thickens’ Response Chart; PLUS a quick reference wall poster ‘Get to Know Me Before You Teach Me’


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Who Wants to be an EntrepreneurCode G10Price$40This resource is suitable for teachers of Business; Careers; Gateway; Enterprise programmes; Economics and Accounting. It is a co-operative learning resource where the teacher and students work together through a 10-step self-discovery process of how to become a successful entrepreneur. The resource incorporates a number of hands-on self-evaluating tasks for the students to complete as they work through a PowerPoint presentation. It bridges the gap between the theory and reality of starting your own business and gives the students that competitive edge necessary in the business and marketing world. The package is suitable for both junior and senior students. It contains a PowerPoint Presentation ‘Who wants to be an entrepreneur ‘Successful Venture Creation’; a number of StudentWorksheets to be used in conjunction with the PowerPoint presentation; a Wall Poster ‘Who Wants to Be An Entrepreneur’ 10 step guide to ‘Successful Venture Creation.

The Double Bubble – Compare/ContrastCode G11Price $20This package is a cross curricular teacher/student resource incorporating literacy skills; research skills; ICT skills; thinking skills and communication skills and is an essential ingredient in any teacher resource kit. Teachers will find using the Double Bubble model a fast and effective way to introduce a new topic or review an old one. NCEA assessments often require students to compare and contrast terms, scenarios or situations however many students experience difficulty with interpreting this instruction or understanding the compare/contrast concept. By introducing the Double Bubble model to your teaching programme you will find students quickly become familiar with the concept and the process behind it. They can then transfer this skill to a wider range of assessment type tasks such as essay and report writing. How does the Double Bubble model work? - students’ research a topic or concept then carry out a process of identifying the ‘differences’ and ‘similarities of terms, ideas or topics within that concept. They use the Double Bubble template to record their findings. Additionally, teachers may ask students to report back on their findings using the Double Bubble chart as a basis for their report.

Yr 9–13 Self Paced Learning of PowerPointCode G12Price $30 An interactive resource where students practice the skills used in producing a presentation as they are introduced to them via PowerPoint slides, using MS PowerPoint 2003. Suitable for any subject area and any year level.How To Guide includes instructions on:

Using the basic vector graphics tools Selecting a manipulating vector objects Using symbols (movie, graphic and button symbols) Using the library Importing to the library

Flash AnimationMacromedia Flash Mx 2004Code G13Price $40Achievement Objectives To teach students (and teachers) the essentials of using Macromedia Flash Mx2004 in preparation for: Unit Standard 5963, Level 3, Credits 3, v5 Design and assemble a multimedia computer application without scripting and Unit Standard 5947, Level 3, Credits 3, v5 Use computer technology to solve a specified problem. However, this resource could be used in preparation for the following:Level 2 Computing Unit Standard Assessments and 5939, Credits 3, v5 Produce computer graphics using base functions and 5946 Credits 3, v5 Use computer technology to present a topic or any NCEA Level 1-3 Technology ICT Achievement Standards (Internal assessments)Purpose: This resource could be used across the curriculum to assist you in creating interactive, exciting teaching resources. However, this resource would be particularly appropriate for use in Technology ICT, Computer Skills/Studies or Information Management. The purpose of the resource is to provide a step by step guide on how to use the basic elements of Macromedia Flash Mx 2004. Any resources needed for the tutorial are provided. Students will learn how to produce an animated, interactive Flash application that can be either inserted into a web page or published as a standalone application on a CD or DVD.


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Overview: What is Flash? Flash is a drawing, animation and multimedia application that allows you to draw and create a range of animations from the most simple to the most complex. These animations could include such elements as a movie clip, sound, vector graphics, bitmap graphics, photos and user interaction. Flash does not require programming skills and is easy to learn. With relatively little effort, you can create very sophisticated projects. Flash can also be used to create exciting learning resources, web pages, tutorials, games, simulations, and exciting promotional materials. Flash produces high-quality files that play well on all browsers and operating systems. Reasons for choosing to use Flash To Differentiate: The use of animation, interaction, and multimedia elements can accommodate the diverse needs and preferences of all ages. Flash allows you to use audio, visuals, and movement to convey ideas. To Engage: Flash can be used to design engaging materials that will motivate users. The combination of movement, multiple media, and interaction immerses users in a virtual experience.To Teach: Flash can be used to develop effective instructional materials and learning environments. This step by step How To Guide includes instructions on:

Using the basic vector graphics tools Selecting a manipulating vector objects Using symbols (movie, graphic and button symbols) Using the library Importing to the library Creating frame-by-frame and tweened animations Using preset timeline effects Creating interactivity with the use of buttons and behaviours Inserting video and sound Publishing a flash files a SWF file Publish a flash files as a standalone file suitable for CD

Contents: Teacher Notes; 1 x Flash Animation example; 1 x SWF example; Skills checklist; 2 x Video file resources to go with the tutorial; A PowerPoint presentation on the skills used in Flash Mx2004.

E-Learning Tools – BloggingCode G14Price $40You may well be asking “What are e-learning tools and when/how/why would I use them?” The Ministry of Education’s Enabling the 21st Century Learner. An e-Learning Action Plan for Schools 2006-2010 publication defines e-learning as the Learning and teaching that is facilitated by or supported through the smart use of information and communication technologies. A Blog (web log) is an example of such a technology. This resource Starting your own Blog will help you answer the why, when and how questions. It will guide you through the steps to setting up your own blog and give you some suggestions as to how you might use a blog in your teaching and learning environment. The resource could be used in conjunction with CETA G15 Creating a Podcast This resource contains a How To Guide for setting up a blog and suggested ideas for using a blog in your classroom. By using a blog as a teaching tool you are transforming the way your students will learn. You are providing the opportunity for your students to use 21st century learning tools and to become confident, capable users of ICT. Your students will become “anywhere, anytime” learners. They will be able to access resources, give feedback on a research topic, access homework information or post comments to a class discussion at anytime of the day.

E-Learning Tools - PodcastingCode G15Price $40You may well be asking “What are e-learning tools and when/how/why would I use them?”The Ministry of Education’s Enabling the 21st Century Learner. An e-Learning Action Plan for Schools 2006-2010 publication defines e-learning as the Learning and teaching that is facilitated by or supported through the smart use of information and communication technologies. A Podcast is an example of such a technology. Podcasting is the buzzword for 21st century teaching and learning. It is a powerful publishing platform that embraces different learning styles. A podcast is highly mobile and provides the opportunity for you to deliver content to your students “anywhere, anytime.” This pack contains two resources with suggested project ideas. A Podcasting How To Guide A Podcast planning worksheetFind out about: the FREE software you would need to download to be able to create a podcast the steps to follow to create a podcast ideas for using a podcast in the classroom


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The second resource contains a planning sheet for students. This resource will help students plan out the various elements of their podcast. Just think about some of these possibilities: Students create a podcast to record their findings from a research project. (they could add this podcast

to their blog site) Students create a podcast about a class trip to share with other students (throughout the world

perhaps??). Record your lesson for students to download as a podcast. These podcasts are used by students who

are absent as well as by those who need extra reinforcement or want to review the lesson. (the podcast could be added to the class blog site)

The resource could be used in conjunction with CETA G14 BloggingThe possibilities are endless. Download the software and start Podcasting Now.

Cross Curricular - Thinking SkillsCode G16Price $40 Achievement Objectives: To improve teacher planning and student learning. Students are actively involved in their learning and are continually reconstructing their understandings as new experiences and learning opportunities arise. They are acquiring knowledge and applying this knowledge to new situations NZC Links. Key Competencies: 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. Content: This 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 2These 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.

Year 9/10 Global Warming – Fact or Fiction?Code G17Price $40This resource can be used across the curricular and is intended for junior level. Students analyse video footage to help them draw conclusions and make decisions with reference to real life situations and concerns. Students will consider the issue of Global Warning and the influence the video clips might have on the audience. The resource covers many of the aspects of the key competencies with a focus on thinking. However, students will also learn about working in a team, relating to others, sharing ideas, problem solving, asking questions Students will reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions NZC LinksBy the end of this unit students will demonstrate the ability to: Employ a range of reflective thinking capacities to explore contested issues about global warming

theories Challenge assumptions commonly held about the cause of global warming Explore ethical concerns such as the protection of the natural environment Interpret and evaluate multimedia material


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This resource package contains: The Global Warming – Fact or Fiction unit including teacher notes; an explanation of Edward De Bono’s 6 hats; a Thinking Skills task sheet; 4 QuickTime video files; and a student evaluation form. All you need to do is print the resources for your students and run with it. The unit of work could be a stand alone unit or could be offered in conjunction with the other resources in the Global Warming Series G19 Hot or Not and G22 My Backyard. A very newsworthy and thought provoking unit for engaging higher order thinking skills.

Exploring Social Networking through Bebo - blog everything, blog oftenCode G18Price $40Curriculum Level This unit of work would be best used in a junior class. NZC Links Key Competencies Focus – relating to others - Social networking requires students to relate to others and be aware of the way they are portrayed and the way they make judgements on other people. They need to have an awareness of their actions on others and be involved in positive learning interactions.Others – thinking; participating and contributing - This resource contains some simple thinking strategies and questions that require student to demonstrate higher order thinking skills. It also requires students to participate in a group learning activity and make connections with others. Contents: Teacher Notes; Survey Summary; Analyse ToolsThe objective of this unit of work is to raise students’ awareness of social networking and for students to engage in conversations about social networking. This resource is focusing on Bebo as the social networking site. It takes students through a survey that contains higher order thinking questions that should encourage them to look at why they use Bebo, they will summarise the surveys in groups and then report their outcomes back to the class in a range of different ways. This approach is to encourage discussion and awareness.The package includes

A survey Survey summary forms

A range of ways to analyse the survey summaries.

Year 9 -10 Global Warming – Hot or Not?Code G19 Price $40This resource focuses on the nature of technology at year 9 or 10. However, it could be used across the curricular at junior level. Students will explore technological developments and how they have impacted on society. Students will analyse historical data, how this data could influence future decision making and in turn how it impacts on the values of others. This project has the potential to demand higher-order thinking skills of analysis, synthesis and evaluation in order to solve problems, draw conclusions and make decisions related to real life situations and concerns. This resource covers many of the aspects of the key competencies with a focus on using language, symbols and text. However, students will also learn about working as team, relating to others, share ideas and thinking, problem solving, asking questions A study of local or international global warming provides many possibilities for students to identify and clarify issues and gather, organise, interpret and transform information. NZC Links By the end of this unit students will demonstrate the ability to: Research real-time and historic temperature data for New Zealand and another country of their choice

for a period of at least 10 years. Identify, gather, calculate, graph and interpret data using mean, median, and mode Draw conclusions from the analysed data

Access new areas of knowledge and see their world from new perspectives Interpret and evaluate what the statistics showThis resource package contains: The Global Warming – Hot or Not unit including teacher notes, Global Warming – Hot or Not unit outline with teacher notes, KWHL chart for students to fill in as a planning sheet, Mindmap example for students, A blank Mindmap template plus a student evaluation form.

Internet Searching with GoogleCode G20Price $40Curriculum Level This unit of work could be used at any curriculum level. NZC LinksKey Competencies Main Focus – using language, symbols and textsAssessment: Formative Assessment Teacher feedback from Activity Sheets Possible Summative Assessment


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Unit Standard 18758 (v2), Level 1, Credit 2Demonstrate navigation skills using a browser

Contents: Teacher Guidelines; Lesson Outline; Google Tips; Google Search Activity Sheet; Go Googling Activity SheetThe objective of this unit of work is to develop students’ Internet Searching skills using Goggle. The teaching and learning process is focused on the key competency of using language, symbols and texts. The students will use ICT to access information and work with and make meaning of language, symbols and text in which knowledge is expressed in Google.

Current Events in Social NetworkingCode G21Price $35Contents: Teacher Notes; 5 different activities for the classroom; 11 different templates for activities NZC LinksThe objective of this unit of work is to raise students’ awareness of social networking; for students to engage in conversations about social networking and for them to beware of current Bebo events. This resource is focusing on Bebo as the social networking site. It provides teachers with a range of thinking tools and worksheets that they can use when studying current events. This approach is to encourage discussion and to look at values. This resource could be used with G18 Exploring Social Networking through Bebo

Year 9/10 Global Warming – My Backyard?Code G22Price $40This resource focuses on the nature of technology at year 9 or 10. However, it could be used across the curricular at junior level. Students will analyse a range of multimedia and web data to help them draw conclusions and make decisions with reference to real life situations and concerns. They will then present their findings in a format of their choice. This resource covers many of the aspects of the key competencies with a focus on thinking. Students will reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.NZC LinksBy the end of this unit students will demonstrate the ability to: Employ a range of reflective thinking capacities to explore contested issues about global warming

theories Challenge assumptions commonly held about the cause of global warming Explore ethical concerns such as the protection of the natural environment Interpret and evaluate multimedia material Create a multimedia presentationThis resource package contains: The Global Warming – My Backyard unit including teacher notes, suggested assessment schedule, student resource sheet, Fishbone diagram, Consequence chart, PMI chartAll you need to do is print the resources and run with it. The unit of work could be a stand alone unit or could be offered in conjunction with the other resources in the Global Warming Series G17 Fact or Fiction and G29 Hot or Not. A very newsworthy and thought provoking unit for engaging higher order thinking skills.

This is Your Life (referencing & bibliography) Code G23 Price $40 This resource focuses on teaching students the importance of accurately referencing resource material and recording all sources of information in a bibliography. The resource covers many of the aspects of the key competencies with a focus on using language, symbols and text and thinking skills.By the end of this unit students will demonstrate the ability to: Search, Identify, gather, and interpret data using from a variety of sources Interpret and evaluate data Draw conclusions from the analysed data Access new areas of knowledge Accurately record bibliographic information from each source Synthesize all information gathered and present a report using ICT Evaluate their outcomeWith this resource package you will receive:

Bibliography and Referencing “How To” notes “This is your life” Student Activity (with Teacher notes) 2 blank Bibliography Progress charts A Student evaluation form


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Life’s a GameCode G24Price $45Life’s a game! It is full of challenges and surprises! Learning is fun. In this unit students are asked to Use Gamemaker - free software to design and creates a game following technological practice built around an authentic opportunity linked to key competencies and values. NZC LinksThe unit is suitable for years 11 and 12 although it could be used and/or adapted for other year levels (eg year 13) It is designed to embed key competencies into learning activities, around the need to effectively communicate and be team players. The resource can be used in total for up to thirty weeks or it can be divided into parts to develop specific skills. The major focus of the unit is to facilitate effective communication through the use of digital media. The final outcome being a game which promotes meaningful interaction. Emphasis is on the learner developing skills related to social negotiation and shared responsibility.The resource contains Teacher Guidelines including strategies to promote the key competencies - Using language symbols and texts, Thinking and Participating and Contributing Useful website addresses; How to use game maker; How to create a game. Templates for developing strategies and skills for the 21st century learner. A comprehensive range of student activities are presented in the unit planner which is intended to build students skills in order that they can carry out the processes required to produce a game

Beast or Burden, the paradox of bullying Code G25Price $40Using video editing software such as Windows Movie Maker, to design and create a digital story on bullyingThis unit is suitable for Digital Technologies at years 9 or 10 although it could be used and/or adapted for other year levels (eg year 11 health, peer support programme, staff professional development, pastoral care) NZC Links The aims of this unit are to: develop students ability to consider and reflect on their own and others behavior and values appreciate the impact on individuals and/or the school community when bullying occurs develop students ability to work as a team to create a YouTube video on some aspect of bullying (This resource could be used in conjunction with the NZCETA resource IT 06/2/2 Windows Movie Maker - Tell Me a Story a resource which steps through the process of how to use Microsoft Windows MovieMaker to create digital stories)Contents:Teacher Guidelines are included which will identify curriculum key competency and values links and assist the teacher in the use of this unit. Notes to guide the teacher in creating successful group work; how to create a YouTube video; and how to make it popular.Hard copies of the PowerPoint content and additional activities are provided.PowerPoint presentation including: Discussion points on “what is bullying”Anti bullying quiz Self reflection activityRole play activitiesBrainstorming activitiesLiteracy task (Word clouds)

What’s the Score!Code G26Price $40In this is a cross curricula unit where students are asked to produce a simple quiz using excel. The focus is on using planning tools around an authentic opportunity linked to key competencies and values. It is also an introduction to the application of the skills of programming and graphic design. NZC Links This unit is suitable for Years 9 Level 4 although it could be used and/or adapted for other year levels (eg Year 10) There is opportunity within the unit for students to work at their own pace. Embedded in the learning activities design are the key competencies of Thinking and Participating and Contributing. The time frame approximately 20 one hour lessons. The resource contains Teacher Guidelines including strategies to promote the key competencies: Thinking and Participating and Contributing; step by step instructions; and how to write the quiz in excel. To assist with brain storming a “y” chart template is included, as well as a student planning log and a flow chart for planning quiz questions.


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Anywhere, Anytime E-PortfolioCode G27Price $40This unit is suitable for cross curricular at Years 9 or 10 although it could be used and/or adapted for other year levels Using the free Web Design software Yola (also known as Synthasite) get your students to create their own e-portfolio. Electronic Portfolios are a creative means of organizing, summarizing, and sharing electronic date, information, and ideas about teaching and/or learning. A portfolio is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students and/or faculties with a way to organize, archive and display pieces of work. NZC LinksA portfolio is a sampling of the breadth and depth of a person's work conveying their range of abilities, personal growth, and educational development. Electronic portfolios are becoming a popular alternative to traditional paper-based portfolios because they offer teachers, parents and students the opportunity to review, communicate and assess information in an asynchronous and exciting manner. The aims of this unit are to: develop students ability to design and create effective online portfolios develop students ability to manage their time effectively develop students ability to effectively reflect on their learning experiences and thus enhance learningContentsTeacher Guidelines are included which will identify curriculum key competency and values links and assist the teacher in the use of this unit. Notes to guide the teacher in creating successful online e-portfolios, how to create online slides, plus how to use a range of widgets within the Yola interface.

Relating to Others - A Start to Developing a Key Competency Code G28Price $40Suitable for the New Zealand Curriculum Levels 4 to 6.This Key Competency as outlined in the New Zealand Curriculum contains a complex composition of skills, attitudes, values, and understandings that can be difficult to develop and assess. The Key Understanding is that students know when it is appropriate to compete and when it is appropriate to co-operate. The attitudes and values is the students being open to new learning and the Key Skills being developed are active listening recognising different points of view, being able to negotiate and share ideas and able to take different roles in different situations. NZC Links Relating to others is very much about the ability to communicate your ideas, suggestions and opinions in a respectful manner within a team or group environment. The activities in the resource focus on developing the student’s personal knowledge and understandings of this communication style, identifying the abilities and skills that come with this and learning strategies to deal with extreme communication styles, all necessary for creating efficient teams that work well together. This resource also encourages and models the value of having respect for themselves and others.The resource could fit alongside department schemes/units that contain group tasks or projects and would be addressed prior to the group work. It is suggested that the resource could be added to the section on development of this Key Competency in the department’s programme of work.

Participating and Contributing - A Start to Developing a Key Competency Code G29Price $40Suitable for the New Zealand Curriculum Levels 4 to 6.This Key Competency as outlined in the New Zealand Curriculum contains a complex composition of skills, attitudes, values, and understandings that can be difficult to develop and assess. The Key Understanding is that students will understand the importance of balancing rights, roles, and responsibilities, and contribute to the quality and sustainability of social, physical and economics environments. The attitudes and values is the students having the confidence to participate and contribute actively in new roles and the Key Skills being developed are responding appropriately as a group member, making connections to others and creating opportunities for including people. NZC Links Participating and Contributing requires confidence, which is partly developed from an understanding and knowledge of what you are trying to achieve and the purpose of it. This is reflected within a team or group environment that has spent time building positive relationships and its members knowing clearly the role they play in their group. The activities in the resource focus on developing the student’s knowledge and understanding of group dynamics and the roles we take on in group situations. The resource also encourages, and models the value of having a sense of community and participation for the common good. The resource could fit alongside department schemes/units that contain group tasks or projects and would be addressed prior to the group work. It is suggested that the resource could be added to the section on development of this Key Competency in the department’s programme of work.


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Years 9/10 (Year 11 as an Introduction to Programming) SCRATCHING the surface CreativelyCode G30Price $40SCRATCH is a new programming language that makes it easy for students to create their own interactive stories, animations, games, music, and art, and share their creations on the web. Incorporating SCRATCH into your teaching and learning program will help your students to develop 21st century learning skills. Your students will learn how to become critical thinkers, problem solvers and decision makers and will work in a creative, innovative and collaborative environment. As they create SCRATCH projects, students learn important mathematical and computational ideas, while also gaining a deeper understanding of the process of design. This unit of work includes a series of tutorials plus a Scratch project and assessment template. Please note: The tutorials have been downloaded from a range of websites and are free. The links are supplied for the tutorials.

FINANCIAL LITERACY RESOURCES

Year 9/10 Business Education Literacy ActivitiesCode FL 07/1/1 Price $20This resource addresses literacy comprehension using newspaper case studies. There are five examples with instructions, as well as a template on how to create similar activities. NOTE also suitable for Business

Year 10 Business Education How to Survive Financially at UniversityCode FL 07/1/2 Price $20A set of activities designed to enhance personal financial literacy skills for junior students who are considering tertiary study in the future. The students complete activities using websites to present a PowerPoint presentation on costs and ways to manage financial when studying at university.NOTE also suitable for Business

Year 10 Business Education/Financial Literacy www.sorted.org.nzCode FL 07/1/3 Price $40 The activities in this resource give students a comprehensive study of this website. The activities include poster creation; matching terms; creating budgets; how to get into and how to get out of debt, including the ‘cost’ of debt. There are teacher notes on each section of the website and their uses. NB students will need access to the Internet. NOTE also suitable for Business

Years 10 to 12 ICT has Transformed the World, Now Transform Your ClassroomCode FL 07/1/4 Price $60This resource pack has been designed to help teachers of accounting, business, economics or financial literacy incorporate a computer based element into their teaching programme. Teachers are provided with six comprehensive units of work ranging from critiquing a business website; interviewing a local small business owner; business budgeting; accounting statements. The units contain detailed teacher notes; student driven tasks; suggested solutions; and where necessary, spreadsheet templates for classroom use. It is a ‘pick up and go’ resource which the computer novice will also find useful. It has easy to follow instructions; easy to open files; exciting tasks providing challenging and reflective thinking questions.

Who Wants to be a Homeowner – A Financial Decision-Making GameCode FL 07/4/1 Price $30This resource covers the topics of consumer financial decision-making and leads students through basic home lending criteria. The teacher notes are suitable as handouts for students. It explains the basic home lending criteria and allows students to assess the suitability of applicants in terms of qualifying for a home loan. The resource develops higher order thinking skills within Blooms Revised Taxonomy that enables students to Analyse, Evaluate and Create. Students will be able to:

Analyse the consumer behaviour of loan applicants according to the information provided


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http://www.sorted.org.nz/

Evaluate the suitability of loan applicants against the lending criteria provided and discuss lending options

Make an informed decision and justify reasons for that decision Reflect on the decision making process

The resources can be used as “one off” lessons in Financial Literacy or as an introduction to a related topic or a review lesson/s after the related topic. It is suitable across year levels 10 to 13. Students could create their own lending scenarios and swap with others as a cooperative learning activity.

Literacy Strategy Tackling Texts - Developing an Efficient Business Organisation Code FL 07/4/2 Price $30How hard is it to get students to go beyond just watching a DVD and forgetting the key ideas immediately afterwards? Here’s a cooperative literacy strategy based on Blooms Taxonomy which develops students’ thinking skills and ensures that learning occurs at a deeper level. Thanks to Disney Pixar’s Monsters Inc we can now get student engagement in literacy (a DVD is included with the resource). The resource has activities designed to encourage closer reading of a visual text. It enables students to read and encourages thinking from lower order to higher order across the six levels of Blooms Revised Taxonomy. The same strategies can be used to encourage closer reading of a written text. Newspaper articles around current affairs and related topics are excellent resources. Students will be able to:

Activate prior knowledge around the vocabulary involved in the visual text Predict what the visual text is about before viewing it Work cooperatively in groups to learn from as well as teach each other Apply thinking skills from lower to higher order to develop a structured approach to learning

The resources can be used as starter topic lessons to enable students to incorporate literacy strategies in Business, Economics, Accounting or any cross curricular environment.

Budgeting SkillsCode FL 09/2/1 Price $40Levels 4 - 5 of the New Zealand Curriculum (Years 9 -10)This resource is a general budgeting exercise where the students are given a basic overview of income for a household and expenses. Various scenarios are given where the budget will need to be altered, with related questions. A specific budgeting exercise of planning a weeks worth of dinners within a set budget, which involves the students having to investigate the cost of goods and evaluating the most cost effective methods of falling within budget. ie: bulk buying, coupon shopping etc. It is suggested that the students take part in some field research at the supermarket as well as some investigation into whether shopping at alternative places such as fruit and vege markets are more cost effective. NZC Links

Venture into Enterprise Code BB3 Price $75An interesting and extremely useful booklet to be used with a Year 9 or Year 10 Financial Literacy, Economics, Business Studies or Enterprise class. This comprehensive ready-to-go booklet can be printed and given to each student in your class or used as individual class activities. It includes at least one term’s work and incorporates classroom and research activities as well as homework activities. This resource could be used as part of the effective integration of all key competencies into your students’ course NZC Links.Content: (a) information and activities on enterprise, entrepreneurs, innovation, patents, trademarks, intellectual property, profiles and case studies of entrepreneurs and entrepreneurial businesses, marketing and branding and (b) information required for students to set up and run their own enterprise/business, such as income and expenditure sheet, market research, descriptors, business card, income statement, balance sheet and evaluation.A resource to save teachers hours of work and provide them with a refreshing and exciting course for their students. The booklet has already been successfully trialled and improved over the last two years.


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GIFTED AND TALENTED EDUCATION

ACCOUNTING

Accounting for Gifted and Talented EducationCode ACC 07/1/8Price $90An introductory section addresses why should Accounting teachers be interested in GATE?; what the Ministry of Education expects schools to address in the area of gifted and talented; what ERO is interested in; the content (what), process (how), products (outcomes) learning and teaching strategy starters.

This resource is available as a pack or as individual resources as listed below

Level 1 Processing Accounting InformationCode ACC 07/1/8/1Price $30The idea behind this activity is for gifted and talented students to be able to see the processing of accounting as a whole and not in compartments. It is based around Achievement Standards 90024 and 90026. The pack lends itself to students doing independent learning. A textbook or other resource should be available to help them. This activity is designed to run over the course of the Year 11 programme with the emphasis on cash based accounting only.

Level 2 Full AccountsCode ACC 07/1/8/2 Price $30This is an activity that is designed to give gifted and talented students the opportunity to act as Accountants for a business dealing with final accounts. The ‘client’ gives them the trial balance from their package, as well as additional information, and the student is required to process all of this right through to prepare for the next financial year. This will give the students a clear view of the full picture of Level 2 Accounting.

Level 2 Analysis and InterpretationCode ACC 07/1/8/3Price $30This activity is designed to enhance the communication skills of year 12 students in a business context. The students choose a company of their choice to analyse and interpret. The idea of the activity is to improve the students’ written communication skills in preparation for Level 3 Accounting. The students prepare a written report on the performance and position of their chosen company after they have calculated the analysis measures from the Level 2 External Achievement Standard 90225 (2.6). The activity pack includes an instruction booklet to give to the students, detailing exactly which analysis measures are to be calculated and how the report is to be laid out.

Level 3 Reporting and InterpretationCode ACC 07/1/8/4Price $30This resource is a selection of ideas for GATE students at Level 3. It includes ideas on how to best use the Annual Report that is chosen for use in Scholarship; how to further students’ cost/volume/profit skills; and how to improve the interpretation of the Cash Flow Statement by using case studies.

ECONOMICS

Economics/ Financial Literacy UnitCode ECO 07/1/1 Price $50This is a resource which is both a starter and a demonstration unit for GATE in Economics with activities included.


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An introductory section addresses why Economics/Financial Literacy teachers should be interested in GATE; what the Ministry of Education expects schools to address in the area of gifted and talented; what ERO is interested in; the content (what), process (how), products (outcomes) learning and teaching strategy starters.

This unit introduces Economics and Financial Literacy. It is designed to demonstrate how one of the most basic units of Economics can be adapted for differentiated learning programmes giving a guide for the development of further differentiated units of work. It is clear that in mixed ability option subjects there will be a wide range of experience regarding money, but there is a need to ensure that every student does have basic Financial Literacy skills. The topic is Money with basic concepts covered but further activities are included. These activities are provided to allow curriculum differentiation for average, above average and GATE students. There is a particular focus to provide activities for GATE students that are interesting and stimulating without being a burden or something that seems ‘just more work’.

DIGITAL TECHNOLOGIES

ICT/Information Management for Gifted and Talented EducationCode IT 07/1/5Price $100 packThe package is primarily for teachers of ICT/Information Management/Computing and Technology ICT. However, some of the resources within this package may be suitable for use across the curricula, in particular Business Education, Social Studies or Enterprise Education.

An introductory section addresses what the Ministry of Education expects schools to address in the area of gifted and talented; what ERO is interested in; the content (what), process (how), products (outcomes) learning and teaching strategy starters. The package is to be used as a framework to help teachers provide valuable and enriched learning experiences for the Gifted and Talented students within their teaching programme. It includes: A clear definition of what GATE is A detailed guideline on how to identify the Gifted or Talented ICT or Technology student within the

classroom A glossary of commonly used GATE terms Suggested teacher strategies to help the teacher implement a differentiated learning programme Units of work including: How To Do notes, suggested Accelerated and Enrichment Learning activities,

suggested marking guidelines and additional online resources

This resource is available as a pack or as individual resources as listed below

The resources have been divided into the following year levels:

Yrs 9/10 IM/Computer Studies/Technology ICTCode IT 07/1/5/1Price $30

Design and create a PowerPoint presentation Design, create, and enhance documents

Yrs 9/10 IM/Computer Studies/Technology ICT/ Business / Economic Studies/Enterprise Studies/Social StudiesCode IT 07/1/5/2Price $30

Use a range of data and formulae to produce a spreadsheet file from instructions

Year 11 IMCode IT 07/1/5/3Price $30

Separated into the seven Achievement Standards and ideas for Accelerated and Enrichment Learning for each. This resource pack is divided into three sections including three sub-sections of work. Each section of work outlines how the teacher could apply diagnostic testing to help deliver an accelerated and enriched learning programme for gifted and talented students in their class. Replacement strategies are provided in each of the skill areas.


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Year 11 TechnologyCode IT 07/1/5/4Price $30

Develop a technological solution to address a given brief Develop a technological solution that addresses the requirements of a brief

Year 12/13 Computing/TIM/Technology ICT Lv2 and 3Code IT 07/1/5/5Price $30

Personalised Digital Gift Business Website Community based project with a given scenario

The resource also includes a list of competitions and on-line/distance learning opportunities that are available for student/teacher use.


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ECONOMICS RESOURCE MATERIALS

Level 3 NCEA Exchange RatesCode ECO 05/3/5Price $20Contents: Teacher Notes; Definitions, Terminology and Measurements; Reflection Questions, with Solutions; Summary Questions; 3 Student ActivitiesThis activity provides an in-depth look at exchange rates. Topics covered include: Determining the Rate; Causes of Changes in the Exchange Rate and Consequences of Changing the Exchange Rate. Each section has reflection questions, solutions included. Summary questions. There are three activities for students to research and present their conclusions, covering the topics: To what extent can the Reserve Bank control the exchange rate value of the New Zealand dollar; Explain how variations in the exchange rate could affect the external balance and other government economic objectives; Explain how the value of the New Zealand dollar is determined, and discuss the effects of movements in the rate on selected sectors of the New Zealand economy. Suitable for use with external Achievement Standard 90632 (3.4) v1.

Level 2/3 NCEA Level 2/3 Fiscal PolicyCode ECO 05/3/6Price $20Contents: Teacher Notes; Reflection Questions, with Solutions; Summary Questions; Student ActivityThis activity provides an in-depth look at fiscal policy. Topics covered include: Definition and Scope; Budget Outcome; Level of Government Intervention; Government Spending; and Tax Structure. Each section has reflection questions, solutions included. Summary questions. There is an activity for students to research and present their conclusions, on the topic: Economists suggest that taxes should be assessed according to certain principles or criteria. Describe these principles and use them to evaluate the tax system in New Zealand. Suitable for use with external Achievement Standards 90238 (2.3) v2 and 90632 (3.4) v1.

Year 9/10 Budgeting Using SpreadsheetsCode ECO 05/3/7Price $10Contents: Teacher Notes; ActivitiesThis resource has four straightforward budgeting activities, using spreadsheets. An extension activity is also included.

Year 9/10 Economics BingoCode ECO 05/3/8Price $18Contents: Teacher Notes; Instructions; Question Sheets; Bingo CardsEconomics Bingo is a useful game to help students learn economic terms, and to illustrate money supply, demand and inflation. Teacher instructions on how to play the game are included, and it is suggested that token money be used to give the game added interest. Two different sets of bingo questions and cards are included in the pack.

Year 12 Developing an EconomyCode ECO 05/3/9Price $30Contents: Teacher Notes; Case Study; QuestionA comprehensive activity on a developing economy, which focuses on a case study of an imaginary nation. The first part includes a range of questions relating to sections of the economy, for example: natural factors, resource ownership, culture, wealth distribution, education, corruption, colonial history, health, trade relations, and foreign debt. The second part includes comments and questions on equity and equality.

All Levels Learning Strategies for Economics Code ECO 05/3/10 Price $30Contents: Teacher Notes; Practice Assessment; Suggested Solutions


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A collection of over 60 teaching and learning techniques, designed as a guide or stimulation for new ideas to capture the attention and minds of the students. The resource begins with the reasons why a variety of strategies should be used in every classroom. It contains an A-Z outline list of Teaching and Learning techniques including Acronyms, Association Maps, Celebrity Heads, Thinking Programme Debates, Interactive worksheets, Oxford Debate, Scavenger Hunt, Six Thinking Hats, Tree diagrams, Visualisation and Word Sleuths, to name but a few. Also included is an ideas list to address the learning styles – Concrete Sequential, Abstract Sequential, Abstract Random, Concrete Random. Some examples are provided. The resource is suitable at any level.

Year 11 ‘I Have, Who Has?’Code ECO 05/3/11Price $12Contents: Teacher Notes; Instructions; GameThis revision activity covers several achievement standards. It is a game in the form of revision cards covering economic terms and definitions. Instructions are included.

Year 12/13 Possibility Curve ActivitiesCode ECO 05/3/12Price $20Contents: Teacher Notes; 8 ActivitiesA resource that contains 8 different scenarios, seven of which have a series of questions relating to Production Possibility Curves and one which addresses Consumption Possibility Curve. Students are required to draw graphs and interpret the information.

Year 12 InflationCode ECO 05/3/13Price $20Contents: Teacher Notes; Definition; Reflection Questions, with Solutions; Summary Questions; 3 Student ActivitiesThis activity provides an in-depth look at Inflation. Topics covered include: Calculations; Reserve Bank Target; Causes of Inflation; Why Inflation is Low; Why Does It Rise; and Consequences of Inflation. Summary questions are included. There are three activities for students to research and present their conclusions, covering the topics: How is inflation measured and Discussion on the Reserve Bank’s target for inflation; What are the main causes of inflation and Why has inflation been relatively low in the 1990s; How does an economy benefit from a low rate of inflation.

Year 10 Genie EconomicsCode ECO 05/3/14Price $15Contents: Teacher Notes; Instructions; 4 Activity TemplatesA junior activity where students are granted one wish - that is, to choose 40 items they would like. The wish list is firstly divided into goods and services, then into primary, secondary and tertiary products. Students prepare a list of items consumed or purchased the previous day, dividing them into needs and wants, making comparisons with explanations of why the wish list and the consumed/bought list are different.

Year 10 Great Economic MysteriesCode ECO 05/3/15Price $15Contents: Teacher Notes; True/False Questions; Guide to Economic Thinking; 7 True/False Questions with Clues; Instructions for Designing Student Economic Mystery GameA resource to develop students’ economic thinking. It requires them to think laterally and apply knowledge. A student guide to economic thinking is given, which is used to analyse a series of questions. Students then use the model to design their own economic mystery.

Year 13 Role of GovernmentCode ECO 05/3/16Price $20Contents: Teacher Notes; Reflection Questions, with Solutions; Summary Questions; 3 Student ActivitiesThis activity provides an in-depth look at Role of Government. Topics covered include: Economic Problem of Scarcity; The Need for an Economic System or Framework; Macro- and Microeconomic Failures. Summary questions are included. There are three activities for students to research and present their conclusions, covering the topics: Why does the Government intervene in the economy; How does the Government


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intervene in the economy; Briefly indicate the size of the government sector in the New Zealand economy and describe the main economic role of the Government.

Year 12 The Island GameCode ECO 05/3/17Price $20Contents: Teacher Notes; Instructions; Decision-making Activities; Decision and Results Form TemplateA comprehensive game where students become the Government of a small island. The Government has to set production levels, price levels, total wage bill, and decide whether to undertake investment. The game is won by the island with the highest standard of living, measured by total consumption of the products made in the island’s factories. A decision and results form is included.

Year 12/13 Production Trader Simulation GameCode ECO 05/3/18Price $20Contents: Teacher Notes; How to Use; 5 Group Activity Instructions; 3 Appendix TemplatesA simulation game where students and groups represent imaginary countries. Each country receives resources, enabling them to produce something better than the other countries. Goods must be produced to trade, in order to provide food, clothing and housing to satisfy their people. Students are expected to describe why production between countries differs; advantages of specialisation and trade; and use inquiry, analysis, calculations, planning and cooperative skills.

Level 3 NCEA Equilibrium of the FirmCode ECO 05/3/19Price $15Contents: Teacher Notes; Activities, Suggested SolutionsThis very useful resource contains four activities using graphs. Students are required to label axes and curves, show level of output to maximise profit, show unit prices and costs, subnormal profits and supernormal profits, and to consider socially desirable equilibrium, whether or not the firm should shut down, and if profits can be increased. Solutions are included. Suitable for use with external Achievement Standard 90269 (3.1).

Year 13 Economics Quick QuizzesCode ECO 05/3/20Price $20Contents: Teacher Notes; 8 Quick Quizzes; SolutionsA useful set of revision questions. The format allows for easy copying onto OHPTs. Eight quick quizzes with five questions each. Examples of questions are Define Price Elasticity of Demand; Name the Economic idea to which the following statement refers; on a fully labelled graph, show a Marginal Utility curve; List the features of Perfect Competition. Some other subjects covered include: Opportunity Costs; Law of Diminishing Returns; Duopolies; Production Possibility Frontier; Merit Goods; Natural Monopolies and Spillover Benefits. Graphs are provided. Solutions included.

Level 3 NCEA 10 Challenges Associated with ElasticityCode ECO 05/3/21Price $25Contents: Teacher Notes; Notes; 10 Challenges; 10 Questions on Elasticity in Action; SolutionsA comprehensive resource covering Elasticity, which includes notes, 10 challenges, set of 10 questions on Elasticity in Action, with solutions included. Easily copied onto OHPTs. Useful for student revision and for use with external Achievement Standard 90630 (3.2) V1.

Year 12 Monetary PolicyCode ECO 05/3/22Price $20Contents: Teacher Notes; 4 ActivitiesA resource with four activities relating to monetary policy for students to research and present their conclusions. Subjects include: Why is monetary policy likely to be more successful in slowing an overheating economy than leading an economy out of recession; Explain how a rise in interest rates would be expected to affect; Why did the Reserve Bank tighten monetary policy during 2000 and Explain how the Reserve Bank can influence the level of economic activity. Could easily be copied onto OHPTs.


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Year 9/10 A Study of EconomicsCode ECO 05/3/24Price $15Contents: Teacher Notes; Introduction; What is Economics?; Activities; Definition of EconomicsA resource suitable for an introduction to Economics or as a revision activity for Years 9 or 10. This resource would also be suitable for individual student work or a relief teacher lesson. It addresses the question “What is Economics?” by looking at wants, resources, earning and spending income, individual wants, unlimited wants and scarce resources, ending with the students writing their own definition of Economics. A number of activities are included.

Year 9/10 Traditional Economic SystemsCode ECO 05/3/25Price $15Contents: Teacher Notes; Five Film Observation Activities; Comparisons between a Traditional and Modern EconomyA Year 9 or 10 resource based on the film “The Gods Must Be Crazy”, set in Botswana. The bushmen are found in the Kalahari Desert of south-west Africa. They are one of the few traditional subsistence economies left in the world today. Short answer questions cover basic needs, natural resources, capital resources, technology, and a comparison between a traditional and modern economy.

Year 10 Taking the Sweat out of the Swoosh – the Nike StoryCode ECO 05/3/26Price $24Contents: Teacher Notes; the History of Nike; Questions; Letter Writing ActivityAn interesting activity for students with high literacy levels, addressing the history of Nike, including issues such as sweatshops, sponsorship and product endorsement. A number of question are included, which can easily be adjusted to suit the school’s programme and students’ ability. Suitable for Year 10.

Year 13 Hunt for Work – A Game about EmploymentCode ECO 05/3/27Price $24Contents: Teacher Notes; How to Play the Game; Game Cards; Game Board; AnswersAn investigation board game based on the theme of youth unemployment/employment, and the effects on the economy as a whole, as well as on society, individuals and families. The game can be played with two to six players. The objective is to become the first player to get a job by reaching the end of the game by following the rules and correctly answering the questions.

Year 11/12/13 The Circular Flow of IncomeCode ECO 05/3/28Price $20Contents: Teacher Notes; Introduction; The Exercise; Terms; The ActivityAn activity to develop economic thinking. The circular flow of income appears in most programmes and will generally be covered before the deeper intricacies of broader macro-economic policy are approached. The following lesson offers an opportunity for students to cease being just receivers of information and encourages them to become involved and to think. It is best undertaken before the class has had any teaching about national income and is an ideal and simple introductory lesson on the circular flow of income. Could be used for Years 11, 12 or 13.

Year 9/10 Managing MoneyCode ECO 05/3/29Price $25Contents: Teacher Notes; Four Topics with Activities; AssessmentA year 9 or 10 resource that will enable students to: identify and evaluate a range of services provided by financial institutions; investigate the use of credit and the role credit plays in people’s lives; identify attributes of wise buying; and study people’s needs and wants, addressing earning money, race, gender and culture issues. An assessment activity is included.


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Year 13 Investigating Strategies for Lowering UnemploymentCode ECO 05/3/30Price $20Contents: Teacher Notes; How to Use; Group Report Sheet; Group Information Sheets; Voting Forms; Suggested SolutionsA good activity for Year 13, particularly when New Zealand has an unemployment problem. In groups, students investigate strategies for lowering unemployment, based around a simulated election. By the end of the activity, students should be able to: identify some policies used to reduce unemployment; discuss how these policies will reduce the unemployment rate; list some ‘fors’ and ‘againsts’ for each policy; and understand that there are two sides to each government policy and that government must try to balance these. The activity is also designed to develop skills of group work and presentation. Suggested solutions are included.

Year 9/10/11/12 Economics Mystery TourCode ECO 05/3/31Price $30Contents: Teacher Notes; How to Use; Three Stages of the Tour; Sector Circular FlowA resource suitable for Years 9 – 12, depending on the school programme, which allows students to see the circular flow in action. Students individually or in groups use their local business district to investigate, observe, and interview, followed by the interpretation and analysis of the data collected. The three stages could be addressed either individually or together. The first observes a section of the business district, with a series of economic questions; the second includes exports, tourism and government involvement; while the third looks at imports and standard of living. The resource ends with the completion of a circular flow model relating to the tour. The resource could be adapted to suit the local environment.

Year 12 Economic GrowthCode ECO 05/3/32Price $20Contents: Teacher Notes; Introduction; 6 Reflection Questions, with Solutions; Summary Questions; 4 Student ActivitiesThis activity provides an in-depth look at economic growth. Topics covered include: Measurement; Interpreting GDP Data; Benefits; Costs of Growth; Sources and Causes of Growth. Each section has reflection questions, solutions included. Summary questions. There are four activities for students to research and present their conclusions, covering the topics: Use an appropriate model to highlight the sources and causes of economic growth; How is growth measured, and describe the extent to which rises in GDP indicate economic development; discuss the causes and sources of economic growth; Discuss the relationship between economic growth and inflation, and economic growth and unemployment.

Year 10 Small Business ModelCode ECO 05/3/33Price $35Contents: Teacher Notes; 22 Topic Lessons; Worksheets and Assignments; Assessment; EvaluationThis is a comprehensive resource suitable for Year 10 Economics, covering the aspects of running a small business. It allows for approximately 22 hours of student involvement. Students will develop an understanding of organisations and the role of a business in the private sector, including the establishing, operating and working of a small business. Business accounting procedures are also introduced.

Year 11 Economics DominoesCode ECO 05/3/36Price $20Contents: Teacher Notes; Instructions; 6 Master Sheets of Domino PiecesThe aim of this resource is to link dominoes together in a chain, linking terms and definitions. It is a very useful and fun way to revise terms and definitions, and covers the content of the Year 11.

Year 11 The Market Card GameCode ECO 05/3/38Price $15Contents: Teacher Notes; How to Use; Graphs Relating to The Market; Headings for Each Graph (Terms); Explanations and/or Examples of Each Graph; Suggested SolutionsA great introduction and revision activity for The Market for Year 11, which could also be used for Years 12 and 13 revision. It is a group activity that covers the basics, with terms, graphs and definitions. There are


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three sets of cards: one with graphs relating to The Market; one with headings for each graph (terms); and one with explanations and/or examples for each graph. Suggested solutions are included.

Year 13 Public Sector CardsCode ECO 05/4/2Price $12Contents: Ideas for Use; Suggested Solutions; 3 Sets of Cards – Terms, Graphs, Explanations/ExamplesA great revision activity for AS 90631 (3.3). The resource contains three sets of cards: graphs relating to AS 3.3; headings for each graph; explanations and/or examples for each graph and concept. It includes seven different ideas on how the cards may be used. A simple but effective revision activity.

Level 3 Perfect Competition & Monopoly PowerPointCode ECO 05/4/3Price $30Contents: Teacher Notes; 33 PowerPoint SlidesAn excellent PowerPoint resource for Level 3, containing 33 PowerPoint slides of a selection of graphs and definitions, which could be copied onto overheads if preferred. Includes cost curves; perfect competition including features, price taker, short-run profits, marginal analysis, long-run, short-run to long run, short-run losses, short-run shutdown; measuring performance; monopoly including price and output, short-run losses, price discrimination, long-run; oligopoly including market feature, price and output policy, non-price competition, other issues; monopolistic competition including price and output policy, long-run, performance.

All Levels The Survival GameCode ECO 06/1/1Price $15Contents: Teacher Notes; Instructions for the Individual; Patterns; Instructions for GroupsThe Survival Game can be played individually or in groups, and is based on the scenario of being stranded at the South Pole and the need to survive by producing shelter, food and clothing, with instructions on how to help the individual or group survive their predicament. Suitable for any age group.

All Levels Graphs DiskCode ECO 06/2/1Price $50Contents: Teacher Notes; Circular Flow Models; Demand and Supply Models; Production Possibility Curves; Lorenz Curves; Aggregate Supply and Aggregate Demand Graphs; Firm Graphs; Social Marginal Benefit and Social Marginal CostThis resource is intended to assist teachers by saving them time in processing graphs, and ensuring that they have access to an accurate graph to suit a range of situations. It contains templates of 84 graphs relating to the topics listed above, and is suitable for all levels of Economics. Teachers will be able to use the graphs as is, or adjust them to suit specific teaching requirements.

Level 3 Economics of LabourCode ECO 06/2/14Price $15This resource contains questions requiring a graphing answer to the effect of policies and events on the supply and demand of labour; changes in actual labour force over time; and review questions. Suggested solutions are included.

NCEA Level 3 Economics Calculations PowerPoint Pack Code ECO 06/4/4Price $40Designed to practise all the calculations required for Level 3 Economics this pack includes a formulae sheet for students, PowerPoint of 60 slides and student worksheets of practice tasks. The PowerPoint takes you through worked examples (utility, elasticity, costs, revenue, accounting and economic profit, GDP, BOP, terms of trade and foreign exchange) with practice tasks for students and answers to the tasks. An excellent resource for revision before NCEA exams.

Economic Decision Making as an Inquiry Process Code ECO 08/2/1 Price $40Contents: Teacher Notes; Economic decision making activity presented as pages from a department scheme; A cost benefit graphic organiser; An economic decision-making grid; A PMI chart for students to


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comment on the EDM process(ie. an exit card for this activity); Sharing information strategies; Global Café; Placemat; Graffiti Walls; A Y Chart for identifying the impact of decisions on others. NZC LinksThis activity has been developed to demonstrate how a unit of work could be prepared to meet the requirements of the recently released The New Zealand Curriculum (NZC). A differentiating feature of the new curriculum is its emphasis on values and key competencies. If students are to improve and progress in the key competencies and values then units of work must include specific activities designed to improve students’ skills with these. In addition, as recommended in the NZC method of learning is through the inquiry model. The activity thus includes opportunities for students to improve their key competencies while acquiring knowledge in the Social Sciences learning area. - the specific achievement objective is Understanding how economic decisions impact on people, communities and nations (which is part of the Economic World strand at Level 5). The key competencies being focused on are:

- Thinking- Relating to others

The activity has been presented on a template that could be a part of a department scheme of work. Values and key competencies grids have also been included. It would be beneficial to fill these in with a written description that show what, where and how values and key competences are being delivered rather than just a tick to say they are being covered.

Consumer Rights and Responsibilities Code ECO 08/2/2 Price $40Contents: Teacher Notes; Consumer rights activity presented as pages from a department unit plan/scheme; Being ripped off scenario template card; Example of an Exit card; Web addresses for information about

- Consumers Guarantees Act- Fair Trading Act

The activity has been developed for the Economic World strand of the Social Sciences learning area of The New Zealand Curriculum. NZC Links It is relevant to the Level 4 achievement objective Understand how producers and consumers exercise their rights and meet their responsibilities. This activity would be a part of a unit of work and some prior teaching would probably be necessary. The activity has been presented on a template that could be part of a department unit plan/scheme of work. Values and key competencies grids have also been included. It would be beneficial to fill these in with a written description of what, where and how values and key competences are being delivered rather than just a tick to say they are being covered. If students are to improve and progress in the key competencies and values then there must be some focus in the activity on how to improve these. For example, to improve students’ ability to work in groups there could be a class discussion on what being a good group member means.

Year 11 Producers, Resources and ProductionCode ECO 08/2/9Price $40This 14 page Level 1 Economics resource can be used as a formative assessment for AS 90196(Producers, resources and production) and US 5855 (Explain the production process in Economics). It is based on the Independent Financial Review Case Study (Note this resource was sent free of charge in schools in 2997, to the attention Business Education Teacher – contact CETA if you require further information) on Fonterra and the Fonterra website but it can be completed independently. Ideally undertaken as an end of topic revision to prepare students for their summative assessment, applying content taught to the Dairy Industry, this activity will take a week of class time to complete. Answers are provided for easy checking once the activity has been completed.

Year 12/13 Simulations Code ECO 08/4/1Price $40Contents: Teacher Notes; The Share Market Game; The Economic Growth Game; The Current Account Deficit GameThe three simulations are designed to improve economic understanding and to get students to participate and contribute as members of a team or as assessors or umpires. The Share Market Game and The Economic Growth game have been built around processes developed by Edward de Bono. The Current Account Deficit game has been adapted from a game developed by John Wolinski in the UK. The games might look at bit daunting at first but once you get into them they are quite straightforward. You are encouraged to give them a go. Perhaps have a small-scale trial before running the game with a full class. The framework for each game can be adapted to suit your purpose or as you think of new ideas, or it


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can be used with other content that you may wish to develop (once you start you will see all sort of possible applications).

Year 12 Economic Growth - Cinderella Discovers Economics GrowthCode ECO 08/4/2Price $35Contents: Teacher Notes; Cinderella Discovers Economic Growth story; Questions; Suggested AnswersThis activity relates to Economics Growth and could be used as an introductory activity at the beginning of the topic and/or a revision/summary activity at the end. Suggested questions and answers have been provided for both scenarios. The resource begins with a ‘Once upon a time …’ Cinderella story. There are Pre-unit and Post-unit questions with suggested answers.

Level 1 Economics Multiple Choice Tests Code ECO 09/1/1Price $60Contents: Teacher Notes; Level 1 Economics Multi Choice PowerPointThis resource contains computer based multiple choice tests (using PowerPoint) which allow students to work through questions at their own pace. They receive instant feedback as to whether they are correct or not, and if incorrect, they are given advice on things to consider. Each test has approximately 35 questions incorporating terminology, definitions and application of ideas. They are ideal for end of topic revision or to put on the school intranet site for students to access in their own time. They could also be used in class through a data projector for individual or team quizzes.The Multi Choice Tests come in 5 sets1 Consumers and Demand2 Producers and Supply3 The Market4 Production and Resources5 Circular Flow

Levels 4 - 5 of the New Zealand Curriculum (Years 9 -10) Budgeting SkillsCode ECO 09/2/1 Price $40This resource is a general budgeting exercise where the students are given a basic overview of income for a household and expenses. Various scenarios are given where the budget will need to be altered, with related questions. A specific budgeting exercise of planning a weeks worth of dinners within a set budget, which involves the students having to investigate the cost of goods and evaluating the most cost effective methods of falling within budget. ie: bulk buying, coupon shopping etc. It is suggested that the students take part in some field research at the supermarket as well as some investigation into whether shopping at alternative places such as fruit and vege markets are more cost effective. NZC Links

Getting Competent with Economic ModelsCode ECO 09/2/2Price $60Note it is expected that this unit would prepare Yr 11 students for the proposed 3 credit internal developed to assess the L6 New Zealand Curriculum A02 “Understand how the different sectors of the New Zealand economy are interdependent.” NZC LinksThis comprehensive resource has 3 goals:1 Demonstrate the steps to follow when adding a key competency (ies) to an existing unit of workNote this resource adds the KC – Using symbols, language and text (ie economic modelling) and the includes a review of the current 1.5 unit in the Level 2 NZCETA Guide for Teachers (to see what changes needed to be made to bring it into line with the front end of the new curriculum) as well an inspiration document that provides evidence of the brainstorming that underpinned the newly developed unit.2 Produce the unit of work that results from goal 1 and the resulting unit includes:

the scheme template which describes how the key competency has been incorporated and developed by identifying the learning outcomes at each stage of the unitNote Rose Hipkins notes that “key competencies can be taught as well as caught”1 so this unit includes specific teaching strategies that develop the competence of students with economic models and doesn’t rely on students developing the key competency simply by being exposed to a unit of work that incorporates economic models

the specific resources required to allow students to develop the key competencies including research activities, excel modelling exercises, worksheets, video and YouTube references


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activities that the learning needs of all students can be catered for; for example by including modelling exercises that are relatively simplistic for low ability students but can be extended to catered for gifted students as wellNote a variety of assessment possibilities are also suggested as a means of engaging the greatest number of students

That teachers are able to see that a unit of work developed around the principles encompassed in the front end of the new New Zealand Curriculum can be developed that prepares students for NCEA assessments without making these the focus of the unit

1 = from powerpoint presented by Rose Hipkins at the PPTA Workshop April 6 2009


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ECONOMICS ACHIEVEMENT STANDARDS RESOURCES

All CETA Achievement Standards assessments have had expert subject evaluation. Please note this is not NZQA moderation.

LEVEL 1

Level 1 AS90196 v2 McDonald’s Field TripCode ECO 05/3/23Price $15Contents: Teacher Notes; Introduction; ActivitiesAn assignment resource suitable for external Level 1 Achievement Standard 90196 (1.2) version 2. It revises concepts introduced in the producers' decision-making part of the Year 11 syllabus. It gives students a real life example by visiting McDonald’s to observe, and associate what they are seeing on their visit with the activities given. It would be useful to give McDonald’s a copy of this before your visit.

Level 1 AS90200 v2 Economic Decision MakingCode ECO 05/3/34Price $30Contents: Teacher Notes; Resource Sheet; Decision Making Student Answer Template; Suggested Solution; Marking ScheduleA resource that has been developed to address the Level 1 Internal Achievement Standard 90200 (1.6) version 2 – Understand and use the consumer decision-making model. The topic, The Washing Dilemma, allows the students to use the Economic Decision-making Model (EDM) to consider four washing machines. The suggested time is two periods of class time.

Level 1 AS90196 v2 Student Group ActivitiesCode ECO 05/3/35Price $15Contents: Teacher Notes; Resource Poker; Mix ’n’ Match Production ParticipantsA resource that contains two games for use when teaching Level 1 external Achievement Standard 90196 (1.2) version 2 – describe producers, production, and resources and their use. The first game, Resource Poker, is a group card game that distinguishes between renewable and non-renewable resources, and classifies human, capital and natural resources. The second game, Mix ‘n’ Match Production Participants, is a matching card game to identify the individuals and groups who participate in the production of goods and services.

Level 1 Pizza Demand TasksCode ECO 06/3/1Price $40This class activity provides practice questions covering all the demand concepts in Achievement Standard 90195 (1.1) with tasks relating to consumer demand for pizzas. The resource covers definitions; graphing; changes in quantity demanded; changes in demand; implications of changes in demand. The pack includes: teacher instructions; printing/photocopy colour masters and answers to the tasks. This resource is designed to be used in stations with students collecting and completing the tasks at their own pace.

Level 1 Economics Bingo Games Code ECO 07/1/8 Price $35This resource pack is designed to revise all the economic terms that students must know for achievement standards: AS 90195, AS 90196, AS 90198 in three separate games. The pack contains instructions for the Bingo games along with: a set of 20 Bingo cards for each standard, definitions for the teacher to read out and a checklist for each Achievement Standard. This is an excellent revision tool that can be used on the completion of each Achievement Standard throughout the year as well as revision before exams.


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Level 1 Revision Pack External Achievement Standard 90195 v3 Describe concepts related to consumer choice and demandCode ECO 08/2/3 Price $30Contents: Achievement Standard 90195 (1.1); Assessment Specifications 2008; Teaching Points; Student Checklist; Terms and Definitions; List of Practice Examination Questions. Undated for version 3, replacing Eco 05/3/40

Level 1 Revision Pack External Achievement Standard 90196 v3 Describe producers, resources and productionCode ECO 08/2/4 Price $30Contents: Achievement Standard 90196 (1.2); Assessment Specifications 2008; Teaching Points; Student Checklist; Terms and Definitions; List of Practice Examination Questions Updated for version 3, replacing Eco 05/3/41

Level 1 Revision Pack External Achievement Standard 90197 v3 Describe the concept of supplyCode ECO 08/2/5 Price $30Contents: Achievement Standard 90197 (1.3); Assessment Specifications 2008; Teaching Points; Student Checklist; Terms and Definitions; List of Practice Examination Questions Updated for version 3, replacing Eco 05/3/42

Level 1 Revision Pack External Achievement Standard 90198 v3 Describe the market and market equilibriumCode ECO 08/2/6 Price $30Contents: Achievement Standard 90198 (1.4); Assessment Specifications 2008; Teaching Points; Student Checklist; Terms and Definitions; List of Practice Examination Questions Updated for version 3 replacing Eco 05/3/43

Level 1 Revision Pack External Achievement Standard 90199 v3 Describe major sectors of the economy and the relationships between themCode ECO 08/2/7Price $30Contents: Achievement Standard 90199 (1.5); Assessment Specifications 2008; Teaching Points; Student Checklist; Terms and Definitions; List of Practice Examination Questions Updated for version 3 replacing Eco 05/3/44

Pack of all Level 1 External Achievement Standards Pack v3 Code ECO 08/2/8 Price $90

LEVEL 2

Level 2 Achievement Standard 90795 Trade PowerPointDescribe international trade and its causes and effects using economic models. Code ECO 07/1/2Price $40A 60 comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Achievement Standard 90795

Level 2 Achievement Standard 90796 Growth PowerPointDescribe economic growth and its causes and effects using economic models Code ECO 07/1/3Price $40A 64 comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Achievement Standard 90796.


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Level 2 Achievement Standard 90794 Inflation PowerPoint Describe inflation and its causes and effects using economic models. Code ECO 07/1/4Price $40A 54 comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Achievement Standard 90794

Level 2 Achievement Standard 90798 Government Policies PowerPoint Describe government policies in relation to economic issues Code ECO 07/2/1Price $50An 88 slide comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Achievement Standard 90798.

Level 2 Economics Bingo Games Code ECO 07/1/7 Price $25This resource pack is designed to revise all the economic terms that students must know for Level 2 NCEA exams in a fun way. The pack contains instructions for the Bingo game, a set of 20 Bingo cards, definitions for the teacher to read out and a checklist. This is an excellent revision tool that is designed as an end of year revision activity before exams.

Level 2 Practice Questions 2007 – Achievement Standard 90794 (2.1) Describe inflation and its causes and effects using economic models Code ECO 07/3/1 Price $18Contains Teacher Notes; Achievement Criteria; Questions; Assessment ScheduleThis end of topic practice question pack relates to Level Two Achievement Standard 90794 (2.1) It contains Achievement Criteria, with descriptions as to how to gain Achieved; Merit and Excellent; a series of four questions covering the topic requirements and a comprehensive Assessment Schedule. An excellent resource to use after teaching the topic Inflation, or as revision prior to internal or external assessment.

Level 2 Practice Questions 2007 – Achievement Standard 90795 (2.2) Describe international trade and its causes and effects using economic models Code ECO 07/3/2 Price $18Contains Teacher Notes; Achievement Criteria; Questions; Assessment ScheduleThis end of topic practice question pack relates to Level Two Achievement Standard 90795 (2.2) It contains Achievement Criteria, with descriptions as to how to gain Achieved; Merit and Excellent; a series of four questions covering the topic requirements and a comprehensive Assessment Schedule. An excellent resource to use after teaching the topic Trade, or as revision prior to internal or external assessment.

Level 2 Practice Questions 2007 – Achievement Standard 90796 (2.3) Describe economic growth and its causes and effects using economic models Code ECO 07/3/3 Price $18Contains Teacher Notes; Achievement Criteria; Questions; Assessment ScheduleThis end of topic practice question pack relates to Level Two Achievement Standard 90796 (2.3) It contains Achievement Criteria, with descriptions as to how to gain Achieved; Merit and Excellent; a series of five questions covering the topic requirements and a comprehensive Assessment Schedule. An excellent resource to use after teaching the topic Economic Growth, or as revision prior to internal or external assessment.

Level 2 Practice Questions 2007 – Achievement Standard 90798 (2.5) Describe government policies in relation to economic issues Code ECO 07/3/4 Price $18Contains Teacher Notes; Achievement Criteria; Questions; Assessment ScheduleThis end of topic practice question pack relates to Level Two Achievement Standard 90798 (2.5). It contains Achievement Criteria; a series of nine questions, three for each of the topics inflation; trade; growth. A comprehensive Assessment Schedule. An excellent resource to use after teaching the topics inflation, trade, growth, or as revision prior to internal or external assessment.


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Pack of Four Level 2 Practice Questions 2007 (ECO 07/3/1; ECO 07/3/2; ECO 07/3/3; ECO 07/3/4)Code ECO 07/3/4/1 Price $45

Level 2 Revision Pack for External Achievement Standard 90794 (2.1)Describe inflation and its causes and effects using economic modelsCode ECO 07/3/5 Price $20Contents: Achievement Standard 90794; Assessment Specifications 2007; Checklist; Definitions List; Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checklist and list of definitions highlight the content which should be covered to achieve success in the end of year examinations and a Practice Exam Question Grid. A complementary resources is ECO 07/3/1 Level 2 Practice Questions 2007 – Achievement Standard 90794 (2.1)

Level 2 Revision Pack for External Achievement Standard 90795 (2.2)Describe international trade and its causes and effects using economic modelsCode ECO 07/3/6 Price $20Contents: Achievement Standard 90795; Assessment Specifications 2007; Checklist; Definitions List; Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checklist and list of definitions highlight the content which should be covered to achieve success in the end of year examinations and a Practice Exam Question Grid. A complementary resources is ECO 07/3/2 Level 2 Practice Questions 2007 – Achievement Standard 90795 (2.2)

Level 2 Revision Pack for External Achievement Standard 90796 (2.3)Describe economic growth and its causes and effects using economic modelsCode ECO 07/3/7 Price $20Contents: Achievement Standard 90796; Assessment Specifications 2007; Checklist; Definitions List; Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checklist and list of definitions highlight the content which should be covered to achieve success in the end of year examinations and a Practice Exam Question Grid. A complementary resources is ECO 07/3/3 Level 2 Practice Questions 2007 – Achievement Standard 90796 (2.3)

Level 2 Revision Pack for External Achievement Standard 90798 (2.5)Describe government policies in relation to economic issuesCode ECO 07/3/8 Price $20Contents: Achievement Standard 90798; Assessment Specifications 2007; Checklist; Definitions List; Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checklist and list of definitions highlight the content which should be covered to achieve success in the end of year examinations and a Practice Exam Question Grid. A complementary resources is ECO 07/3/4 Level 2 Practice Questions 2007 – Achievement Standard 90798 (2.5)


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Pack of Four Level 2 Revision Packs for External Achievement Standard (ECO 07/3/1; ECO 07/3/2; ECO 07/3/3; ECO 07/3/4)Code ECO 07/3/8/1 Price $60

Level 2 NCEA Questions & Answers 2003-2006 AS90794 (2.1) Code ECO 07/4/1 Price $30Contains: NCEA Questions and NCEA Questions and AnswersThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. It has been necessary to amend some questions/answers to ensure that they meet the requirements for the year 2007. The resource is in two parts: File 1 is the questions relating to AS90794 (2.1) Inflation which have appeared in the NCEA Externals from 2003 to 2006. File 2 contains the questions and answers. There are 23 questions relating to Inflation and where appropriate answers of Achieved, Merit, Excellence.

Level 2 NCEA Questions & Answers 2003-2006 AS90795 (2.2) Code ECO 07/4/2 Price $30Contains: NCEA Questions and NCEA Questions and AnswersThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. It has been necessary to amend some questions/answers to ensure that they meet the requirements for the year 2007. The resource is in two parts: File 1 is the questions relating to AS90795 (2.2) Trade which have appeared in the NCEA Externals from 2003 to 2006. File 2 contains the questions and answers. There are 20 questions relating to Trade and where appropriate answers of Achieved, Merit, Excellence.

Level 2 NCEA Questions & Answers 2003-2006 AS90796 (2.3) Code ECO 07/4/3 Price $30Contains: NCEA Questions and NCEA Questions and AnswersThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. It has been necessary to amend some questions/answers to ensure that they meet the requirements for the year 2007. The resource is in two parts: File 1 is the questions relating to AS90796 (2.3) Growth which have appeared in the NCEA Externals from 2003 to 2006. File 2 contains the questions and answers. There are 38 questions relating to Growth and where appropriate answers of Achieved, Merit, Excellence.

Level 2 NCEA Questions & Answers 2003-2006 AS90798 (2.5) Code ECO 07/4/4 Price $30Contains: NCEA Questions and NCEA Questions and AnswersThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. It has been necessary to amend some questions/answers to ensure that they meet the requirements for the year 2007. The resource is in two parts: File 1 is the questions relating to AS90798 (2.5) Government Policies which have appeared in the NCEA Externals from 2003 to 2006. File 2 contains the questions and answers. There are 57 questions relating to Government Policies and where appropriate answers of Achieved, Merit, Excellence.

Pack of Four Level 2 NCEA Questions & Answers (ECO 07/4/1; ECO 07/4/2; ECO 07/4/3; ECO 07/4/4)Code ECO 07/4/4/1 Price $95


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LEVEL 3

Level 3 Revision Pack for External Achievement Standard 90629 (3.1) Understand marginal analysis and the behaviour of firms. Code ECO 06/3/2 Price $30Contents: Achievement Standard 90629; Assessment Specifications 2006; Checksheet; Definitions List, Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checksheet and list of definitions highlight the content which should be covered to achieve success in the end of year examinations. The Practice Exam Questions Grid indicates a range of questions that are available for Achieved, Merit and Excellence. Suitable for use in class or for student self-paced learning and revision.

Level 3 Revision Pack for External Achievement Standard 90630 (3.2) Describe an economic problem, allocative efficiency, and market responses to change. Code ECO 06/3/3 Price $30Contents: Achievement Standard 90630; Assessment Specifications 2006; Checksheet; Definitions List, Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checksheet and list of definitions highlight the content which should be covered to achieve success in the end of year examinations. The Practice Exam Questions Grid indicates a range of questions that are available for Achieved, Merit and Excellence. Suitable for use in class or for student self-paced learning and revision.

Level 3 Revision Pack for External Achievement Standard 90631 (3.3) Describe market failure and government interventions to correct for market failure. Code ECO 06/3/4Price $30Contents: Achievement Standard 90631; Assessment Specifications 2006; Checksheet; Definitions List, Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checksheet and list of definitions highlight the content which should be covered to achieve success in the end of year examinations. The Practice Exam Questions Grid indicates a range of questions that are available for Achieved, Merit and Excellence. Suitable for use in class or for student self-paced learning and revision.

Level 3 Revision Pack for External Achievement Standard 90631 (3.4) Describe aggregate economic activity Code ECO 06/3/5Price $30Contents: Achievement Standard 90632; Assessment Specifications 2006; Checksheet; Definitions List, Practice Exam Questions GridThis revision pack has been developed to assist teachers and students as they prepare for external assessment in this Achievement Standard. The checksheet and list of definitions highlight the content which should be covered to achieve success in the end of year examinations. The Practice Exam Questions Grid indicates a range of questions that are available for Achieved, Merit and Excellence. Suitable for use in class or for student self-paced learning and revision..

Pack of all Level 3 External Achievement Standards Revision PacksCode ECO 06/3/5/1 Price $90

Level 3 Economics Bingo Games Code ECO 07/1/6 Price $40This resource pack is designed as a fun activity to revise all the economic terms that students must know for each external achievement standard: AS 90629, AS 90630, AS 90631, AS 90632. The pack contains 4 games – one for each AS. Included are instructions for the Bingo game along with a set of 20 Bingo cards, definitions for the teacher to read out and a checklist for each Achievement Standard. This is an excellent


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revision tool that can be used on the completion of each Achievement Standard throughout the year as well as revision before exams.


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ECONOMICS UNIT STANDARDS RESOURCES

All CETA Unit Standards assessments have had expert subject evaluation. Please note this is not NZQA moderation.

LEVEL 1

Level 1 Unit Standard 5856 v4 PackExplain concepts related to consumer choice in economicsCode ECO 06/2/3Price $30Contents: Teacher Notes; Unit Standard 5856 v4; Student Checklist; Unit Standard Assessment; Assessment Schedule; Student Result SheetThe Unit Standard allows students credit for being able to: explain the way in which the limited means of consumers influences patterns of consumer spending; and explain the concept of, and consequences of, economic scarcity. The resource contains a student checklist covering elements and performance criteria in the Unit Standard, an assessment with marking schedule, and a student result sheet. Updated 24 April 2009

Level 1 Unit Standard 5855 v4 Pack Explain the production process in economics Code ECO 06/2/5 Price $30Contents: Teacher Notes; Unit Standard 5855 v4; Student Checklist; Unit Standard Assessment; Assessment Schedule; Student Result SheetThe Unit Standard allows students credit for being able to: explain how producers combine resources in production; explain how internal and external factors influence the productivity of firms; and describe the motives for, and consequences of, the diversification and integration of firms. The resource contains a student checklist covering elements and performance criteria in the Unit Standard, an assessment with marking schedule, and a student result sheet. Updated 18 August 2009

LEVEL 2

Level 2 Unit Standard 5862 v4 Economic Growth Portfolio of ActivitiesUse measures of economic growth, explain changes in growth and the impact of growth policies Code ECO 06/2/7Price $40Contents: Unit Standard 5862 v4; Teacher Guidelines; Marking Schedule; Student GuidelinesThe Unit Standard allows students credit for being able to: use measures of economic growth; explain and demonstrate changes in economic growth; explain the effects of economic growth; and describe the economic impact of a policy designed to promote growth. The resource is in the form of activities that students have to complete as they work through a unit on Growth.

Level 2 Unit Standard 5859 v4 Employment Pack Analyse and describe the labour market in economics Code ECO 06/2/9 Price $30Contents: Teacher Notes; Unit Standard 5859; Student Checklist; Summative Test; Marking Schedule; Student Recording SheetAll CETA Achievement Standard and Unit Standard assessments have had expert subject evaluation. Please note this is not NZQA moderation. The resource contains a student checklist covering the elements and performance criteria in the Unit Standard, an assessment with a marking schedule, and student recording sheet.


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Level 2 Unit Standard 5861 v4 Inflation Pack Describe and measure inflation, its causes and effects, and the impact of a policy to reduce inflationCode ECO 06/2/11Price $40Contents: Teacher Notes; Unit Standard 5861; Student Checklist; Summative Test; Marking Schedule; Student Recording SheetAll CETA Achievement Standard and Unit Standard assessments have had expert subject evaluation. Please note this is not NZQA moderation. The resource contains a student checklist covering the elements and performance criteria in the Unit Standard, an assessment with a marking schedule, and student recording sheet. Updated October 2009

Level 2 Unit Standard 5862 v4 Growth Pack Use measures of economic growth, explain changes in growth and the impact of growth policiesCode ECO 06/2/12 Price $40Contents: Teacher Notes; Unit Standard 5862; Student Checklist; Summative Test; Marking Schedule; Student Recording Sheet. All CETA Achievement Standard and Unit Standard assessments have had expert subject evaluation. Please note this is not NZQA moderation. The resource contains a student checklist covering the elements and performance criteria in the Unit Standard, an assessment with a marking schedule, and student recording sheet.

Level 2 Unit Standards Pack of Four Level 2 Unit Standards Code ECO 06/2/4Price $80Contents: Employment Unit Standard 5859 v4 Test; Trade Unit Standard 5860 v4 Test; Inflation Unit Standard 5861 v4 Test; Growth Unit Standard 5862 v4 Test; Assessment SchedulesThis resource contains a set of four Unit Standards tests as listed above, suitable for Year 12 Economics. The tests could be used as formative or summative assessments.

Level 2 NCEA Unit Standard 5860 v4 Trade Portfolio of ActivitiesCode ECO 07/1/5Price $40Contents: Unit Standard 5860 v4; Teacher Guidelines; Marking Schedule; Student GuidelinesThis is a project for Economics Level 2 Internal Assessment of Unit Standard 5860 v4. The Unit Standard allows students to gain credit for being able to calculate trade related statistics, demonstrate and explain the basis for international trade, explain effects of a change in trade patterns, demonstrate and explain the economic impact of policy designed to promote trade. The resource is in the form of a portfolio of activities that students have to complete as they work through a unit on trade. It contains guidelines for the teacher; comprehensive student guidelines and a marking schedule.

Level 2 NCEA Unit Standard 5861 v4 Inflation PowerPointDescribe and measure inflation, its causes and effects and the impact of policies to reduce inflation. Code ECO 07/2/2Price $40A 69 slide comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Unit Standard 5861 version 4

Level 2 NCEA Unit Standard 5860 v4 Trade PowerPointCode ECO 07/2/3Price $40Describe and measure trade, its causes and effects and the impact of policies to. A 61 slide comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Unit Standard 5860 version 4


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Level 2 NCEA Unit Standard 5862 v4 Growth PowerPointUse measures of economic growth, explain changes in growth and the impact of growth policies. Code ECO 07/2/4Price $40A 48 slide comprehensive animated PowerPoint which covers all the Economics Syllabus requirements for Unit Standard 5862 version 4

Level 2 Unit Standard 5860 v4 Trade PackDemonstrate and explain the basis for trade, and the impact of a trade policy Code ECO 07/2/5Price $30Contents: Teacher Notes; Unit Standard 5860; Student Checklist; Summative Test; Marking Schedule; Student Recording SheetThe resource contains a student checklist covering the elements and performance criteria in the Unit Standard, an assessment with a marking schedule, and student recording sheet. The resource contains a student checklist covering the elements and performance criteria in the Unit Standard, an assessment with a marking schedule, and student recording sheet.

Level 2 NCEA Unit Standard 5861 v4 Inflation Portfolio of ActivitiesCode ECO 07/2/6Price $40Contents; Unit Standard 5861 v 4; Teacher Guidelines; Marking Schedule; Student GuidelinesThis is a project for Economics NCEA Level 2 (Year 12) Internal Assessment of Unit Standard 5861 v4. The Unit Standard allows students to gain credit for being able to describe and measure inflation, its causes and effects, and the impact of a policy to reduce inflation. This assessment requires the student to complete 4 tasks each of which will require up to 1 term to allow students to complete the research associated with them. As a result this project would be ideally suited to teaching programmes that are organised by achievement standard so the project tasks can be spread throughout the year and so fit neatly into the teaching programme. Two tasks require students to collect articles from secondary sources. In each case students are asked to collect more articles than required to pass the standard so students may set benchmark dates and advise students of articles that are appropriate and limit the in class test to just the number of articles required to pass the standard marking schedule.

LEVEL 3

Level 3 Unit Standard 5863 v4 Pack Investigate and compare the behaviour of firms under different market structures Code ECO 09/4/1 Price $40Contents: Teacher Notes; Unit Standard 5863 Version 4; Student Checklist; 2 Unit Standard Tests and Assessment Schedules; Student Result SheetThis 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 elasticityCode ECO 09/4/2 Price $40Contents: Teacher Notes; Unit Standard 5864 version 4; Student Checklist; On-going Assessment and Assessment Schedule; Unit Standard Test and Assessment Schedule; Student Result SheetThis 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 elasticities of demand and supply; and use elasticities 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


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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 stateCode ECO 09/4/3 Price $40Contents: 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 SheetThis 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 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 $40Contents: 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 SheetThis 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 topicie. 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.


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CETA ECONOMICS PRACTICE EXAMINATIONS

Level 1 NCEA Economics CETA Practice Exam 2005Price $80An examination that covers the five external Achievement Standards 90195 (1.1), 90196 (1.2), 90197 (1.3), 90198 (1.4), and 90199 (1.5) version 2. Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 2 NCEA Economics CETA Practice Exam 2005Price $80An examination that covers the five external Achievement Standards 90758 (2.1), 90759 (2.2), 90238 (2.3) version 2, 90761 (2.6), and 90762 (2.7). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 3 NCEA Economics CETA Practice Exam 2005Price $80An examination that covers the four external Achievement Standards 90629 (3.1), 90630 (3.2), 90631 (3.3), and 90632 (3.4). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 1 NCEA Economics CETA Practice Exam 2006Price $80An examination that covers the five external Achievement Standards 90195 (1.1), 90196 (1.2), 90197 (1.3), 90198 (1.4), and 90199 (1.5) version 2. Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 2 NCEA Economics CETA Practice Exam 2006Price $80An examination that covers the five external Achievement Standards 90758 (2.1), 90759 (2.2), 90238 (2.3) version 2, 90761 (2.6), and 90762 (2.7). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 3 NCEA Economics CETA Practice Exam 2006Price $80An examination that covers the four external Achievement Standards 90629 (3.1), 90630 (3.2), 90631 (3.3), and 90632 (3.4). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 1 NCEA Economics CETA Practice Exam 2007Price $80An examination that covers the five external Achievement Standards 90195 (1.1), 90196 (1.2), 90197 (1.3), 90198 (1.4), and 90199 (1.5). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 2 NCEA Economics CETA Practice Exam 2007Price $80An examination that covers the four external Achievement Standards 90794 (2.1), 90795 (2.2), 90796 (2.3) 90798 (2.5). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 3 NCEA Economics CETA Practice Exam 2007 Price $80An examination that covers the four external Achievement Standards 90629 (3.1), 90630 (3.2), 90631 (3.3), and 90632 (3.4). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.

Level 1 NCEA Economics CETA Practice Exam 2008


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Price $80An examination that covers the five external Achievement Standards 90195 (1.1), 90196 (1.2), 90197 (1.3), 90198 (1.4), and 90199 (1.5). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.



Level 1 NCEA Economics CETA Practice Exam 2009Price $80An examination that covers the five external Achievement Standards 90195 (1.1), 90196 (1.2), 90197 (1.3), 90198 (1.4), and 90199 (1.5). Includes Assessment Tasks, Assessment Schedule and Assessment Sheet for each of the Achievement Standards.




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€¦ · web vieweconomics. term 4 2009. nzceta sales policy. please note that all ceta resources...

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