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Formative Assessment.

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Facilitate the team discussion by giving teacher prompts when needed. Scaffold and guide

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Facilitate the team discussion by giving teacher prompts when needed. Scaffold and guide

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Perhaps use of manipulative to do this

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Get students to get into their role as analyst of the business. They must be able to see the authentic learning elements

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Get students to get into their role as analyst of the business. They must be able to see the authentic learning elements

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Have a good platform for students to incorporate real and relevant data to form meaningful financial ratios.

Examples and contexts have to be something they can relate to, ie F&B, Gaming industry etc

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apply what they had learnt and understand

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Authentic learning and allow students to link the topics together and see the big picture.

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Collaboration and discussion. Students must be given adequate time to discuss and look at the ratios together. Allow students to use the internet to research and gather information

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Collaboration and discussion. Students must be given adequate time to discuss and look at the ratios together. Allow students to use the internet to research and gather information

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Help students to see how they can apply their accounting fundamentals into something more analytical and meaningful.

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Link the assessment objectives to that of the syllabus outline (How students should craft their observations must be similar to how they will answer in the exam)

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Link the assessment objectives to that of the syllabus outline (How students should craft their observations must be similar to how they will answer in the exam)

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instructional + active learning

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ICT tools must be appropriate, with adequate scaffolds and clear instructions. Inject elements of collaboration among students. Provide a platform for student-student as well as student-resource interaction. E.g. let students explore the SGX portal and read the financial report, instead of just giving them the figures

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ICT tools must be appropriate, with adequate scaffolds and clear instructions. Inject elements of collaboration among students. Provide a platform for student-student as well as student-resource interaction. E.g. let students explore the SGX portal and read the financial report, instead of just giving them the figures

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Good to have students look at how their peers comment on the ratios, which can help them reflect on their own comments and improve their quality of comments.

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Understanding your students to utilise the right pedagogy or ICT tool to enhance their learning and understanding.

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the linkage btw the topics
practicability (authentic learning)
higher ownership of knowledge

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To learn and reflect how the skills in FSA can help them in real life

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To learn and reflect how the skills in FSA can help them in real life

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Encourage collaborative activities to share views and knowledge

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Encourage collaborative activities to share views and knowledge

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Allow students to see for themselves how the learning outcomes in chapter 16 can be useful not just for exams but also for their knowledge about businesses around them. To also motivate them to learn POA by providing a platform for sense-making and authenticity. 

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Allow students to see for themselves how the learning outcomes in chapter 16 can be useful not just for exams but also for their knowledge about businesses around them. To also motivate them to learn POA by providing a platform for sense-making and authenticity. 

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Encourage visible thinking. To facilitate AfL, teachers can scaffold the activities so that we can observe how students perform at each step.

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Important to go through the interpretation of each ratio and get students to understand, so that they would not just memorise what each observation should mean.

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Allow authentic learning (using actual financial statements) will help motivate students to learn financial ratio analysis and understand how it can be applied in real context