Financial sustainability assessment for

health and PE

Formative assessment is an ongoing process throughout teaching and learning. The assessment rubric can be downloaded, and learning outcomes highlighted and/or hyperlinked to evidence.

Level 4

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.

 

Health achievement objectives

Societal attitudes and values: Investigate and describe lifestyle factors and media influences that contribute to the wellbeing of people in New Zealand.

Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

I can identify some lifestyle factors but they may not be linked to wellbeing.

I can identify positive or negative impacts these factors might have on myself.

 

 

I can list lifestyle factors that contribute to wellbeing.

 

I can identify the positive or negative impacts these factors might have on myself and others.

I can describe lifestyle factors and influences that contribute to wellbeing.

 

I can describe how wellbeing is impacted positively or negatively by the factors.

 

 

 

I can explain how and why lifestyle factors and influences contribute to wellbeing.

 

I can explain why factors have positive or negative impacts on myself, others, and society.

 

I can identify what people can do to promote positive impacts on self or others. Evidence could include impacts of financial choices and planning on financial wellbeing and hauora.

I can reflect on societal influences on lifestyle factors that have positive or negative impact on wellbeing of self, others, society.

I can propose what could be done to promote positive impacts and overcome negative impacts on self or others. Evidence could include impacts of financial choices and planning on financial wellbeing and hauora.

Community resources: Investigate and/or access a range of community resources that support wellbeing and evaluate the contribution made by each to the wellbeing of community members.

I can find some information on resources and strategies that support the wellbeing of elderly people.

I can list a range of resources and strategies that support the wellbeing of elderly people.

 

I can list and describe a range of resources and strategies that support the wellbeing of elderly people.

I can compare a range of existing resources, opportunities and strategies that support the wellbeing of elderly people.

I can formulate a plan to promote personal and group involvement, for example, in relation to elderly recreational and wellbeing opportunities.

I can evaluate a range of existing resources and strategies that promote the wellbeing of elderly people.

I can take action to promote personal and group involvement, for example, in relation to elderly recreational and wellbeing opportunities.

I can give evidence of this action.

 

 

Formative Assessment

Where am I?

What am I doing?

What do I do next?

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

Manage money and income

Explain how income contributes to the wellbeing of individuals, whānau and groups.

 

Examples of CFFC -related contexts:

Superannuation (NZ Super) payments

  • Services used by the elderly
  • Active and passive income

 

I need help to identify how income contributes to the wellbeing of individuals, whānau and groups.

 

 

I can list ways that income contributes to the wellbeing of individuals, whānau and groups.

I can explain how income contributes to the wellbeing of individuals, whānau and groups and can provide examples.

I can explain how income contributes to the wellbeing of individuals, whānau and groups and can analyse the impacts of having or not having an income .

 

I can make inferences about what would happen to individuals, whānau and groups if sources of income such as NZ Super cease to exist.

 

Manage Risk

 

Compare and contrast different sorts of financial advice.

 

Examples of CFFC -related contexts:

  • Fee structure
  • Interest rates
  • Terms of contracts
  • Role of person giving advice and hidden costs
  • KiwiSaver fund options
  • Purchasing insurance/inihua
  • Retirement/whakatā schemes

 

I am unaware that there are a range of providers that give financial advice.

I am aware there are a range of providers that give financial advice and can list one or two useful things to ask when seeking financial advice.

I can describe different types of financial advice and services.

 

 

I can compare services and financial advice and can decide which service would be best suited for different times and circumstances.

 

 

I can evaluate and be discerning of the advice offered by financial advisors for different times and circumstances.

Level 5

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.

 

Health achievement objectives

Community resources: Investigate community services that support and promote people’s wellbeing and take action to promote personal and group involvement.

Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

I can find some information on resources and strategies that support the wellbeing of elderly people in a community, but I am unaware of how to take action and promote personal and group involvement by elderly people in recreation and wellbeing opportunities.

 

I can list a range of resources and strategies that support the wellbeing of elderly people in a community.

I can identify one possible course of action to promote personal and group involvement by elderly people in recreation and wellbeing opportunities.

I can list and describe a range of resources and strategies that support the wellbeing of elderly people in a community.

I can identify several possible courses of action to promote personal and group involvement by elderly people in recreation and wellbeing opportunities.

I can compare a range of existing resources, opportunities and strategies that support the wellbeing of elderly people in a community.

I can formulate a plan to promote personal involvement, and I can put this action in place by elderly people in recreation and wellbeing opportunities.

I can evaluate a range of existing resources and strategies that promote the wellbeing of elderly people in a community.

I can take action to promote personal and group involvement by elderly people in recreation and wellbeing opportunities.

I can give evidence of this action.

Rights, responsibilities, and laws: Identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community.

 

Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

I need help to identify the rights or responsibilities of consumers.

I can identify the rights and responsibilities of consumers and use this information to list the health and recreational services and products in a community.

I can identify the rights and responsibilities of consumers and use this information describe the health and recreational services and products in a community.

I can identify the rights and responsibilities of consumers and use this information to compare the health and recreational services and products in a community.

 

I can identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in a community.

 

Financial capability learning progressions

Where am I?

What am doing?

What do I do next?

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

 

Spending

Compare spending choices and priorities of individuals, whānau and groups in relation to age and circumstance.

 

Examples of CFFC -related contexts:

  • Buying insurance/inihua.

 

I can identify spending choices and priorities relevant to my own age group.

I can list spending choices and priorities of individuals, whānau and groups in relation to my own life stage and circumstances, but the examples I provide are not always relevant.

 

I can compare spending choices and priorities of individuals, whānau and groups in relation to my own life stage and circumstances, and can describe what these are.

 

I can compare spending choices and priorities of individuals, whānau and groups in relation to my own life stage and circumstances, and can analyse these choices.

 

I can compare spending choices and priorities of individuals, whānau and groups in relation to my own life stage and circumstances, and can justify these choices.

Credit and debt

 

Different investment /whakangao products as a way of saving.

 

Examples of CFFC -related contexts:

  • KiwiSaver and the different funds and schemes
  • Bonds
  • Property
  • Shares

 

I need help to make the connection that investment /whakangao is a way of saving.

 

I can list several different investment /whakangao products.

I can describe different investment /whakangao products as a way to grow savings over time.

 

I can describe different investment /whakangao products as a way to grow savings 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 types of investment /whakangao products are best suited to different life stages.

 

Budgeting and financial management

 

Describe life stage financial event/s and the financial decisions required.

 

Examples of CFFC -related contexts:

  • Needs during the decades leading to retirement/whakatā

 

I need help to identify financial decisions that need to be made at different stages of life.

 

I can provide examples of financial decisions that need to be made at different stages of life.

I can make links between financial decisions and events at different stages of life.

 

I can describe the potential consequences of financial decisions made at different stages of life.

 

I can create a decision-making chart to show the financial decisions made at different life stages and can assess the potential impact of these decisions.

 

Identifying and managing risk

 

Describe ways of managing risk involved in different investments/

whakangao.

 

Examples of CFFC -related contexts:

  • KiwiSaver
  • Bonds
  • Stock
  • Property

I need help to identify any investment /whakangao related risks or can only identify a risk for one type of investment /whakangao.

I can identify investment /whakangao-related risks but I need help to discuss options 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-related risks and I can explain how these risks can be managed to minimise potential losses over time.

 

Rights and responsibilities

 

Compare and contrast different sorts of financial advice.

 

Examples of CFFC -related contexts:

  • Fee structure
  • Interest rates
  • Terms of contracts
  • Role of person giving advice and hidden costs
  • KiwiSaver fund options
  • Purchasing insurance/inihua
  • Retirement/whakatā schemes

 

I am unaware that there are a range of providers that give financial advice.

I am aware there are a range of providers that give financial advice and can list one or two useful things to ask when seeking financial advice.

I can describe different types of financial advice and services.

 

 

I can compare services and financial advice and can decide which service would be best suited for different times and circumstances.

 

 

I can evaluate and be discerning of the advice offered by financial advisors for different times and circumstances.

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