Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of an organisation’s financial decision-making involves:
- describing options available for an organisation to address a need, issue, or opportunity
- describing a decision using supporting information from a financial tool
- describing how the decision addresses the need, issue, or opportunity.
Examine an organisation’s financial decision-making involves:
- explaining how stakeholder perspectives informed the decision-making
- explaining possible consequences of the decision for the organisation and stakeholders.
Evaluate an organisation’s financial decision-making involves:
- analysing how the decision integrates stakeholder perspectives and responds to possible consequences.
Explanatory Note 2
As part of the evidence provided, students must include discussion of pūtake in the context of the organisation’s financial decision-making.
Explanatory Note 3
An organisation is a group of people who work together with a particular purpose.
Examples include:
- whānau, hapū, or iwi
- clubs
- charities
- businesses.
Explanatory Note 4
Financial tools are tools that are used by an organisation for financial management.
Examples include:
- a price/feature comparison chart
- a SWOT analysis
- a budget
- a cost-benefit analysis
- an online calculator or form (for example, in considering finance options).
Explanatory Note 5
Stakeholders are people or groups with a shared interest in an organisation.
Examples include:
- employees
- suppliers
- whānau, hapū, or iwi.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This Achievement Standard is derived from the Social Sciences Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Assessors should ensure student evidence at any achievement level includes discussion of pūtake in the context of an organisation’s financial decision-making. The evidence that shows understanding of pūtake is necessary to pass the Standard but does not contribute to the Achievement, Achievement with Merit, or Achievement with Excellence grade.
Assessor involvement during the assessment event is limited to monitoring and guiding the early direction of the work, including guidance on the selection and use of a financial tool. If helpful, assessors can provide checkpoints at specific stages to check progress on:
- gathering evidence
- sourcing financial documents
- preparing a presentation.
Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.
At the start of the assessment event, assessors need to stipulate or approve the selection of an organisation, its pūtake, and a decision that they could make or have made.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
Financial decision-making is a key part of running an organisation. This Standard asks ākonga to show an understanding of this decision-making. Decisions will respond to a need, issue, or opportunity.
Ākonga will explore what informs an organisation’s financial decisions. They will draw on information from a financial tool to support their decision-making. Ākonga will reflect on how an organisation’s financial decision may impact its stakeholders. These stakeholders may include customers, community, iwi, or investors. This reflection will strengthen their ability to relate to others and understand diverse viewpoints.
Ākonga will consider pūtake in their study of financial decision-making. In doing so, they will show how an organisation’s values inform its decision-making. They will learn to balance financial needs with social factors. Through this, ākonga will strengthen their ability to address complex problems.
Making reliable judgements
To achieve this Standard, ākonga must discuss pūtake in the context of an organisation’s financial decision-making. In Commerce, pūtake is an organisation’s reason for being. This is shaped by the organisation’s values and beliefs. Pūtake may in turn inform how the organisation sees the need, issue, or opportunity. It will also shape how they choose to respond.
Ākonga must connect the decision to information from the financial tool. Non-financial factors may drive the financial decision-making. Ākonga will have to show an understanding of the financial impact of their decisions.
At higher levels of achievement, ākonga will engage with the effects of the decisions. These effects can be felt by both the organisation and its stakeholders. Ākonga will weigh the consequences of possible decisions against one another. They will work to balance pūtake, stakeholder perspectives, and financial information.
Collecting evidence
Ākonga will use a financial tool to support the financial decision of their chosen organisation. Examples of such tools include a SWOT analysis, a budget, or a cost-benefit analysis. Online calculators or forms may be used, for example, in considering finance options.
Possible contexts
Ākonga will focus on one organisation. This could include whānau, hapū, iwi, a community organisation, or a business. Within this Achievement Standard, ākonga may study a real or imagined organisation. The financial decision could be one that has already been made or one that is yet to come. If it is a decision that has [already] been made, ākonga will still need to describe options that were available leading up to the decision.
Using a real organisation may give ākonga an opportunity to connect with a representative of the organisation. If appropriate and manageable, they could consult them to better understand the organisation’s pūtake or the needs of their stakeholders.
The intent of the Standard
Financial decision-making is a key part of running an organisation. This Standard asks ākonga to show an understanding of this decision-making. Decisions will respond to a need, issue, or opportunity.
Ākonga will explore what informs an organisation’s financial decisions. They will draw on information from a financial tool to support their decision-making. Ākonga will reflect on how an organisation’s financial decision may impact its stakeholders. These stakeholders may include customers, community, iwi, or investors. This reflection will strengthen their ability to relate to others and understand diverse viewpoints.
Ākonga will consider pūtake in their study of financial decision-making. In doing so, they will show how an organisation’s values inform its decision-making. They will learn to balance financial needs with social factors. Through this, ākonga will strengthen their ability to address complex problems.
Making reliable judgements
To achieve this Standard, ākonga must discuss pūtake in the context of an organisation’s financial decision-making. In Commerce, pūtake is an organisation’s reason for being. This is shaped by the organisation’s values and beliefs. Pūtake may in turn inform how the organisation sees the need, issue, or opportunity. It will also shape how they choose to respond.
Ākonga must connect the decision to information from the financial tool. Non-financial factors may drive the financial decision-making. Ākonga will have to show an understanding of the financial impact of their decisions.
At higher levels of achievement, ākonga will engage with the effects of the decisions. These effects can be felt by both the organisation and its stakeholders. Ākonga will weigh the consequences of possible decisions against one another. They will work to balance pūtake, stakeholder perspectives, and financial information.
Collecting evidence
Ākonga will use a financial tool to support the financial decision of their chosen organisation. Examples of such tools include a SWOT analysis, a budget, or a cost-benefit analysis. Online calculators or forms may be used, for example, in considering finance options.
Possible contexts
Ākonga will focus on one organisation. This could include whānau, hapū, iwi, a community organisation, or a business. Within this Achievement Standard, ākonga may study a real or imagined organisation. The financial decision could be one that has already been made or one that is yet to come. If it is a decision that has [already] been made, ākonga will still need to describe options that were available leading up to the decision.
Using a real organisation may give ākonga an opportunity to connect with a representative of the organisation. If appropriate and manageable, they could consult them to better understand the organisation’s pūtake or the needs of their stakeholders.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for numeracy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for numeracy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.