Assess: Where am I? What am I doing? What do I do next?
Refer to the assessment guide to see the types of learning outcomes that can be gathered as evidence of learning.
Where am I? What am I doing? What do I do next? 
Prestructural 
Unistructural 
Multistructural Need it/Know it 
Relational Think it/Link it 
Extended Abstract Extend it/Defend it 

Manage money and income
Money

I cannot list different ways of paying and receiving payments for goods without support. 
I can list one relevant way of paying and receiving payment for goods. 
I can list several relevant ways of paying and receiving payment for goods. 
I can compare different ways of paying and receiving payment for goods, e.g. debit cards and credit cards. I can explain the differences. 
I can compare different ways of paying and receiving payment for goods, e.g. debit cards and credit cards. I can explain the differences and can make judgments about what is the best option for me. 
Manage money and income
Spending

I need support to describe different ways to get value for money when spending. 
I can discuss one way to get value for money when spending. 
I can describe several relevant ways to get value for money when spending. 
I can describe several relevant ways to get value for money when spending and apply this to my own spending choices. 
I can describe several relevant ways to get value for money when spending and apply this to my own spending choices. I can reflect on my spending and look for ways to improve. 
I need support to discuss external factors that can affect people’s financial choices. 
I can discuss one relevant external factors that can affect people’s financial choices. 
I can discuss several relevant external factors that can affect people’s financial choices. 
I can discuss several relevant external factors that can affect people’s financial choices, and I can explain what influences me. 
I can discuss several relevant external factors that can affect people’s financial choices and I can explain what influences me. I can reflect on what external factors motivate me, and change my behaviours. 

Manage money and income
Credit and debt 
I need support to understand debt . 
I can list one relevant idea about debt . 
I can list several relevant ideas about debt . 
I can discuss differences between “good” and “bad” debt . 
I can discuss differences between “good” and “bad” debt and I can evaluate why one is good to have and the other is not. 
Manage money and income
Saving and investing

I can list one relevant idea about saving choices for individuals, whānau or groups with support. 
I can list one relevant idea about saving choices for individuals, whānau or groups. 
I can list several relevant ideas about saving choices for individuals, whānau or groups. 
I can compare differences in saving choices and outcomes between individuals, whānau or groups and explain these differences. 
I can compare differences in saving choices and outcomes between individuals, whānau or groups and explain these differences. I can evaluate which is the best option for different situations. 
Financial management
Budgeting is a financial tool.

I can identify a financial commitment with support. 
I can identify one regular financial commitment individuals, whānau or groups have to make. 
I can identify several regular financial commitments individuals, whānau or groups have to make. 
I can identify regular financial commitments individuals, whānau or groups have to make and can explain the positive and negative impacts of these. 
I can identify regular financial commitments individuals, whānau or groups have to make, and can explain the positive and negative impacts of these. I can make a generalisation about the impact these outgoings have on my potential savings . 
I can read a simple bank statement with support.

I can read one part of a statement to monitor a given budget. 
I can read several parts of a bank statement to monitor a given budget.

I can use money management tools, including bank statements, to monitor a given budget. 
I can use money management tools, including bank statements, to monitor a given budget. I can respond to impacts and adjust when necessary. 

I cannot start a budget without support. 
I can plan a budget with limited elements. 
I can plan a budget using several relevant elements. 
I can plan relevant shortterm, mediumterm and longterm aspects within a proposed financial plan and can explain why these are relevant. 
I can plan relevant shortterm, mediumterm and longterm aspects within a proposed financial plan and can explain why these are relevant. I can create a budget for a specific activity and time frame that is relevant to me. 
Learners will use their mathematical knowledge and toolbox of strategies to solve problems. Problemsolving involves finding out what works and what doesn’t, and clearly communicating the strategy and skills used to solve the problem.
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to use a range of multiplicative strategies when operating on whole numbers. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to understand addition and subtraction of fractions, decimals and integers. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to apply simple linear proportions, including ordering fractions. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know the equivalent decimal and percentage forms for everyday fractions. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know the relative size and place value structure of positive and negative integers and decimals to three places. 
I can:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to form and solve simple linear equations. 
I can:

Assess: Where am I? What am I doing? What do I do next?
Refer to the assessment guide to see the types of learning outcomes that can be gathered as evidence of learning.
Where am I? What am I doing? What do I do next? 
Prestructural 
Unistructural 
Multistructural 
Relational 
Extended 

Spending
Compare spending choices and priorities of individuals/whānau in relation to age and circumstance.
Financial capability contexts include: Buying insurance /inihua. 
I can only relate priorities and spending choices to my own situation. 
I can list spending choices and priorities of individuals and whānau in relation to age and circumstance, but they are not always relevant. 
I can compare spending choices and priorities of individuals/whānau in relation to age and circumstance at different stages of life, and describe what these are. 
I can compare spending choices and priorities individual/whānau in relation to age and circumstance, and can analyse these choices. 
I can compare spending choices and priorities of individuals/whānau in relation to age and circumstance, and can justify these choices. 
Credit and Debt Different investment /whakangao product as a way of saving. Financial capability contexts include: KiwiSaver and the different fund options 
I need help to understand that investment /whakangao is a means of saving. 
I can list several different investment /whakangao products. 
I can describe different investment /whakangao products as a way of saving. 
I can describe different investment /whakangao products as a way of saving and can explain how they work. 
I can describe different investment /whakangao products as a way of saving and can explain how they work. I can justify what investment /whakangao would be best at different stages of life. 
Identifying and managing risk Describe ways of managing risk involved in different investments/whakangao. Financial capability contexts include: KiwiSaver and the different fund options 
I need help to identify possible investment /whakangao risks or can identify a risk for one type of investment /whakangao. 
I can identify risks but cannot discuss ways to manage these risks across different investments/whakangao. 
I can describe several relevant ways of managing risk involved in different investments/whakangao. 
I can describe investment /whakangao risks and explain how they can be managed to minimise potential loss over the time of an investment /whakangao. 
I can describe the risks of investments/whakangao and explain how they can be managed to minimise potential loss on an investment
/whakangao 
Learners will use their mathematical knowledge and toolbox of strategies to solve problems. Problemsolving involves finding out what works and what doesn’t, and clearly communicating the strategy and skills they used to solve the problem.
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to reason with linear proportions.

I am able to:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to understand operations on fractions, decimals, percentages and integers. 
I am able to:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know commonly used fraction, decimal and percentage conversions. 
I am able to:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to use rates and ratios. 
I am able to:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know and apply standard form, significant figures, rounding and decimal place value.

I am able to:

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to form and solve linear and simple quadratic equations. 
I am able to:

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Equipping young people for their financial future, embedding good money habits early on.
Hāpaitia te ara tika, pūmau ai te rangatiratanga mo ngā uri whakatipu.
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