Accounting – the theory and systems to analyse the financial position and performance of an organisation
What was the best thing about this programme: “To see how the business runs and if the decisions are changed what effect it has on the business not only short term but long term.” Jur Na, Student, Auckland Grammar School- 93% of pilot group 1 wanted more of these simulations used in their future education
Objectives
These are simulations designed for year 12 accounting students and are based on NCEA level2 curriculum and Cambridge International A levels.
- The simulations tests students accounting knowledge and gets them to use what they have learned in simulated problems and to make interactive and holistic decisions.
- Learned material can be aggregated into bigger “chunks” and then applied holistically to broader problems.
- The simulations should be done one at a time as the content is covered in class.
- Hints can be requested, as well as the solution if the student cannot solve the problem first time.
- Simulations can be run at home or in the classroom with students working individually or as teams.
- The simulation works well as homework, the teacher can easily check the homework is completed and see where students had trouble.
- The simulations assist teachers by providing real time/rapid feedback of student’s performance that shows them what areas the class is having problems with, and which individual students are having trouble with the course.
The simulations are based on the qualifications as shown in the table below.
Accounting: NCEA Level 2 Achievement Standards
| AS | Description | Sim Title |
|---|---|---|
| 2.1 | Describe the conceptual basis of accounting for a sole proprietor | Accounting for a sole proprietor |
| 2.3 | Investigate and report on accounting subsystems | Accounting subsystems |
| 2.4 | Demonstrate understanding of accounting processes for accounting subsystems | Accounting processes for accounting subsystems |
| 2.5 | Prepare financial statements and related accounting entries for sole proprietors | Financial statements for sole proprietors |
| 2.6 | Analyse and interpret information and make recommendation(s) for a sole proprietor | Recommendation(s) for a sole proprietor |
| 2.7 | Use computer software to process financial transactions for a sole proprietor | Computer software and financial transactions |
Accounting: Cambridge International A Levels
| Topic | Sim Title |
|---|---|
| The accounting System: Double entery system, Accounting concepts, Principals of accounting control systems | Accounting System |
| Financial accounting: Financial statements, stock valuation, capital | Financial accounting |
| Financial report and interpretation: Users of financial statements, Calculation of ratios Analysis and interpretation of accounting information, Limitations, Company financing | Financial report and interpretation |
| Elements of managerial accounting: Costing principles and systems, labour and overheads, Budgeting, Investment appraisal | Elements of managerial accounting |
*Note: availability of some simulations based on certain achievement standards are limited due to authoring time constraints. However all simulations will be completed by December 2010.
The Great Restaurant – a 7-minute video
Watch this 7-minute video clip to see an example of our Great Restaurant business simulation and get an idea of how it can complement your teaching. This type of real-world context can be broken up into small 5-minute knowledge “blobs” that the student can learn easily and later build upon and integrate into a big picture.
Components of the Sim
A sim consists of a teacher briefing, a student briefing, a video introduction, pre and post tests, the simulation, and use of the platform. Clicking on the active links above gives the resources used in the pilot and below is an image of the Great Restaurant sim that may be used for accounting.
Results from the Business Pilot
Students liked that the programme was interactive, competitive, and realistic to what it would be like to run a business.
- 93% of pilot group 1 wanted more of these simulations used in their future education
- Based on pre and post test results both pilot groups 1 and 2 showed on average a 20% increase in learning while the control group recorded a 3% increase in learning.
- “It was a fun week and I enjoyed it and learnt a lot” Mate Banicevich, Student, Auckland Grammar School
- “The graphs are detailed and useful.” L.F.C Poelman, Student, Auckland Grammar School
Click Contact us now if you need more information.
Click Join Us to join the community, give us your feedback and tell us your areas of interest.