1106 Teacher Guide

Teacher guide
A Balancing Act
Series 11 Flexible Learning Toolbox
Certificate IV in Financial Services (Bookkeeping) FNS40207
flexiblelearning.net.au/toolbox
A copy of the Toolbox Implementation Guide can be found at

http://toolboxes.flexiblelearning.net.au/documents/index.htm. It has been designed to help you
get started with your Toolbox project, and is based on the experiences of training providers
nationally who have been working with Toolbox products over the last few years. The guide
focuses mainly on supporting teachers involved in Toolbox product implementation, but will
also be a useful reference for technical, support and other staff. It contains four main sections:
1.
Finding your way around Toolbox products things you should know.
2.
Different ways you can use your Toolbox product for training delivery and support.
3.
Planning for the implementation of your Toolbox product.
4.
Further reading and helpful websites.
Commonwealth of Australia 2008
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is
copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process
without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights
should be addressed to Training Copyright, Department of Education, Employment and Workplace Relations, GPO Box
9880 Canberra City ACT 2601 or email copyright@training.com.au.
Australian Flexible Learning Framework
A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide
Table of Contents
Introduction.......................................................................................................................................................................4
General overview of the Toolbox...................................................................................................................................4
About this Trainers Guide.............................................................................................................. 4
Context........................................................................................................................................... 4
Target audience.............................................................................................................................. 4
Teachers/trainers using the Toolbox................................................................................................ 4
Assessment.................................................................................................................................... 5
Qualification and units supported by the Toolbox............................................................................5
Mapping and progress checklist..................................................................................................... 6
Holistic treatment of units................................................................................................................ 6
Recognition of Prior Learning (RPL)............................................................................................... 7
Getting started..................................................................................................................................................................9
Advice and tips for trainers...........................................................................................................................................9
Using the Toolbox for the first time.................................................................................................. 9
Computer and Internet requirements.............................................................................................. 9
New to online learning?................................................................................................................ 10
Maintaining the Toolbox................................................................................................................ 10
Customising the Toolbox content.................................................................................................. 10
Answers and templates for the trainer..........................................................................................10
Structure and design.......................................................................................................................................................11
Navigation, elements and pathways within the Toolbox..............................................................................................11
Basic Toolbox structure................................................................................................................. 11
Site map........................................................................................................................................ 12
The home page............................................................................................................................. 13
Resources repository.................................................................................................................... 17
Teaching and learning strategy.....................................................................................................................................18
General learning approach.........................................................................................................................................18
Rationale....................................................................................................................................... 18
Learners with special needs......................................................................................................... 18
Learner-directed design................................................................................................................ 18
Flexible learning pathways............................................................................................................ 19
Supporting different learner needs................................................................................................19
Main screens within the Toolbox...................................................................................................................................20
Main screens within the Toolbox...................................................................................................................................21
The job brief.................................................................................................................................................................21
The Case study.............................................................................................................................................................23
The Networking tab.....................................................................................................................................................24
Accounting Systems........................................................................................................................................................25
Topic overview.............................................................................................................................. 25
Alignment to unit/s of competency................................................................................................25
Key features.................................................................................................................................. 25
Assessment.................................................................................................................................. 25
Collaborative learning opportunities.............................................................................................. 25
Potential issues............................................................................................................................. 25
Tasks............................................................................................................................................ 25
Job brief 1 Cash transactions.................................................................................................... 26
Job brief 1 Cash transactions Case study...............................................................................27
Job brief 2 Accruals................................................................................................................... 28
Job brief 2 Accruals Case study............................................................................................... 29
Job brief 3 Balance day............................................................................................................. 30
Job brief 3 Balance day Case study........................................................................................31
Payroll..............................................................................................................................................................................32
Topic overview.............................................................................................................................. 32
Key features.................................................................................................................................. 32
Assessment.................................................................................................................................. 32
Assets & inventory..........................................................................................................................................................33
Topic overview.............................................................................................................................. 33
Key features.................................................................................................................................. 33
Assessment.................................................................................................................................. 33
Reports.............................................................................................................................................................................34
Topic overview.............................................................................................................................. 34
Key features.................................................................................................................................. 34
Assessment.................................................................................................................................. 34
Financial statements.......................................................................................................................................................35
Topic overview.............................................................................................................................. 35
Key features.................................................................................................................................. 35
Assessment.................................................................................................................................. 35
BAS & Instalments.........................................................................................................................................................36
Topic overview.............................................................................................................................. 36
Key features.................................................................................................................................. 36
Assessment.................................................................................................................................. 36
Introduction
General overview of the Toolbox
The A Balancing Act Toolbox will support a total of eleven units from the newly released FNS40207
Certificate IV in Financial Services (Bookkeeping) qualification.
Additionally, learning objects and support materials within the Toolbox will enable RPL processes and
streamlined learning pathways to facilitate fast-track learning and holistic assessment processes.
About this Trainers Guide

This guide has been developed to assist and support you in using the Toolbox resource. It explains all the
content the Toolbox contains, and offers suggested strategies for customisation and delivery. These
strategies will provide opportunities to maximise the learning experience and take advantage of the
collaborative learning environment that can be achieved through facilitated discussion and information
sharing amongst a group of learners.
The delivery strategies detailed in this guide are by no means exhaustive we encourage you to use your
creativity to develop additional meaningful learning experiences for your learners.
The Toolbox can stand alone and serve as a self-paced learning resource with minimum input from you,
however this may not be the most effective delivery strategy and the learner will not be able to cover all the
required competencies by using the Toolbox content alone. Your role is critical in ensuring a positive
learning experience.
Context
To ground learning in a realistic context representative of the day-to-day work of a bookkeeper, a fictional
setting has been created. The learner will work through a series of jobs for their clients in the seaside town
of Summerville. This metaphor is not a key component of the learning, nor does it place the learner in a
role-play situation, it merely provides a contextual framework for the tasks.
Target audience
The target learners for this Toolbox will be persons either currently working in the bookkeeping or finance
field or seeking career progression from within the industry. They will already hold a Certificate III in
Financial Services qualification, or be eligible for RPL at a Certificate III level based on their prior industry
experience.
Typically, this group are mature-aged, well educated professionally and personally, and are independent
learners. The need for flexible learning options is critical, as this learner group will most likely be employed
and therefore find it difficult to attend traditional face-to-face training.
Learners are likely to be familiar with computer-based accounting, and with relevant software packages
used within the bookkeeping profession. However, the Toolbox supports learning in both manual and
computerised procedures and in most cases demonstrates the full manual process for all transactions.
Teachers/trainers using the Toolbox

This Toolbox will suit a range of delivery and assessment contexts, including:
workplace trainers working in a one-to-one or group training situation
vocational trainers and/or assessors in an educational or workplace setting who deliver training, conduct
assessments and issue qualifications
team leaders/supervisors and/or line managers who are involved in implementing learning in the
workplace and assessing its effectiveness
new practitioners, part-time or full-time, casual or sessional.
Learning and Assessment

A Balancing Act does not specifically support assessment of the FNS40207 competencies, as assessment
methodologies and practices can vary greatly for RTOs nationally. However, it can definitely support the
assessment process as learners will be working on tasks that directly align with the competencies and will
be producing evidence of their skills and knowledge through the work they complete in the Toolbox.
Further assessment requirements to supplement the Toolbox content are the RTOs responsibility, in
accordance with AQTF standards and requirements for competency-based assessment.
We strongly suggest that you read all the information in the Learning and Assessment section of the Toolbox
(available from the home page via the button pictured below), and ensure that learners also read all this
information. The window will open at the Learning section click the other tabs to navigate through the
other information it contains.
Figure 1 Learning and Assessment
Compliance activity
Learners will need to complete the compliance activities to satisfy the requirements of the Industry Core
units that are not directly mapped to the Toolbox tasks. Learners may like to complete parts of this task as
they work through the Toolbox, or complete the whole task on its own, separate to the work theyre doing in
the task. You should consider the option that will work best for your learner/s.
Here are some tips to help you facilitate successful completion of the compliance activities.
Section 1
Make sure all information is up-to-date and current you may need to issue new or modified instructions if
legislation and/or regulations change.
Section 2
Students are to create a procedures manual which can be used to guide themselves or their clients in the
topic areas.
Check on the layout of the report and the wording as this can be used to assess the Use Business
Technology and Communication units.
Its important that learners understand the task isnt simply to compile a file of items they find on the
Internet, they have to actually research this information and develop their own resources for assessment.
The compliance activity is written out in full on the following page.
Compliance activities
In this section, you will compose and compile various documents which will contribute to your
assessment portfolio. These documents are integral in the development of policies and
procedures to ensure compliance and will assist in the development of your business
documentation.
Section 1 Industry context
1. Letter of engagement
You are to create a letter of engagement to formalise your arrangement with your clients. Refer to
the Internet for examples. (A sample engagement letter is provided here)
2. Investigate professional bodies relevant to your chosen career
Create a summary of the requisites for joining, and list the advantages and disadvantages of
membership of at least two such organisations.
3. Answer the following:
o
o
o
o
o
o
What OHS issues do you need to consider when setting up your home office?
What professional organisations would you belong to and why?
What are industry codes of practice?
Which industries are covered by statutory codes of conduct?
What are the advantages and disadvantages of a Non-profit organisation being
incorporated?
List the advantages and disadvantages of each type of business structure.
Section 2 Procedures manual

A manual can be useful to store useful information that will guide your work, and perhaps even information
sheets you can give to clients. Make a start towards your procedures manual by researching the topics
below.
Your manual must cover but not be limited to the following:
1. Accounting Systems
1.1. How to register for GST
1.2. Process for petty cash including security
1.3. Process for banking including security
1.4. Controls over cash in the organisation
1.5. Application for credit forms for customers
1.6. Process for following up debtors
1.7. End of year preparation check list
2. Payroll
2.1. Employment procedures
2.2. Induction process
2.3. Employer record keeping requirements
2.4. Useful web sites/pages with descriptions
2.5. Payroll tax
2.6. Sample employee record forms
2.7. How to register for Pay As You Go (PAYG) withholding
2.8. What is included in the Superannuation Guarantee Charge
2.9. Controls over payroll
2.10. End of year check list
2.11. Back up process and protection of data
3. OHS
3.1. Employer and employee obligations
3.2. Forms for hazard identification and reporting
3.3. Accident report forms
4. End of Period Check List
4.1. Create a series of useful end of period check lists to guide yourself and a business owner.
Other assessment items
Case studies and networking

These sections are for your learning and contain no compulsory assessment requirements unless
your trainer specifies otherwise.
Activities and quizzes
Other assessment items may include completion of activities or quizzes. Submission of these items
should be negotiated with your facilitator.
Qualification and units supported by the Toolbox

A Balancing Act supports learning and assessment for a total of eleven units in the FNS40207 qualification.
The four industry core units are common to a range of qualifications within the FNS04 Training Package,
and the seven sectoral core units are specific to the skills and knowledge required in the bookkeeping
profession.
The units chosen are all core requirements of the qualification and have areas of commonality in skills and
knowledge, enabling them to form a coherent group for delivery of training in this area. The units supported
by this Toolbox are as follows.
INDUSTRY CORE UNITS

FNSICGEN301B
Communicate in the workplace
FNSICGEN302B
Use technology in the workplace
FNSICGEN304B
Apply health and safety practices in the workplace
FNSICIND401B
Apply principles of professional practice to work in the financial industry
SECTORAL CORE UNITS

FNSBKPG401A
Develop and implement policies and practices relevant to bookkeeping

activities
FNSBKPG402A
Establish and maintain a cash accounting system
FNSBKPG403A
Establish and maintain an accrual accounting system
FNSBKPG404A
Carry out business activity and instalment activity statement tasks
FNSACCT405B
Prepare financial statements
FNSACCT406B
Maintain asset and inventory records
FNSBKPG405A
Establish
Australian
Flexible Learning Framework
and maintain a payroll system
Achievement of the full qualification requires the completion of an additional two elective units, which are
not supported by A Balancing Act as the choice for electives is varied. For more detail regarding how these
units are treated within the Toolbox, please refer to page 28 onwards in this guide.
Mapping and progress checklist

Within the Learning and Assessment section (click the Unit mapping tab), a spreadsheet has been provided
for learners to track their progress through the topics and tasks. This is also a mapping matrix of topic/task
to each unit of competency and its elements of competency, which makes it a useful tool for trainers and
assessors as well. The same checklist is also available via the drop-down shortcut menu on any content
screen. The checklist can be easily modified if you wish, as it is an Excel spreadsheet.
Holistic treatment of units

As we know the learner cohort is experienced in bookkeeping fundamentals, a holistic approach to
delivering the requirements of each unit has been taken. This takes into account both the personal and
professional needs of the learners.
The holistic treatment of the units embeds competencies and skill sets from several units into others. This
reduces the amount of content required and enables tasks, activities and projects to be far richer, more
engaging and intellectually stimulating. The following diagram shows the way in which the required
outcomes for each individual unit will be addressed to streamline/fast-track content delivery and maximise
engagement.
Figure 2 Holistic treatment of units

The seven sectoral core units align with the six topics in the Toolbox as follows.
FNSBKPG402A
FNSBKPG405A
FNSACCT406B
FNSACCT406B
FNSBKPG405B
FNSBKPG404A
FNSBKPG403A
Figure 3 Holistic treatment of units
Recognition of Prior Learning (RPL)

The target learners for this Toolbox will be persons either currently working in the bookkeeping or finance
field, or those seeking career progression from within the industry. They will already hold a Certificate III in
Financial Services qualification, or be eligible for RPL at a Certificate III level based on their prior industry
experience. They may also be eligible for RPL in some or all of the units in the Certificate IV qualification.
The Toolbox offers an RPL Expressway feature that can be used to determine a persons eligibility for RPL,
and to provide information about the RPL assessment process. Please note that this does not facilitate nor
process an RPL application or assessment as that must be managed and supported by an RTO. It does,
however, provide an excellent insight into whats involved with RPL and also offers a range of useful tools
for both RPL candidates and RPL assessors.
Figure 4 The RPL Expressway opening screen
The RPL Expressway opens in a separate window to the Toolbox, and is a fully self-contained resource. It
can be separated from the Toolbox if you wish to use it as a stand-alone RPL resource. Content within the
RPL Expressway is arranged into six separate areas to make it easier for users to locate the information
and resources theyre interested in.
Most documents are provided in Microsoft Word format, so they can easily be customised.
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The contents of the RPL Expressway resource are as follows.

About the RPL Process Provides an overview of RPL, and how the assessment process works. It also
provides hints and tips for RPL candidates to help them prepare for their RPL assessment.
Self Assessment Perhaps the most useful part of the resource, this section provides a self-assessment
questionnaire for each unit that can be used by the candidate to determine whether they may be suitable for
RPL. Full competency details for each unit (from NTIS) are also provided here.
Question bank Explains about the competency conversation interview within the assessment process,
and provides an example question bank and record of conversation document for each unit. These are
excellent tools for the RPL assessor, but also provide the candidate with an insight into what they will be
asked during the competency conversation, and the kind of evidence their assessor is looking for.
Practical tasks for RPL Contains a number of example practical tasks that may be used for the RPL
assessment of each unit, and an observation recording sheet that highlights what an assessor will be
looking for in the tasks.
RPL FAQ and Glossary Contains a list of frequently asked questions, and a glossary of RPL-related
terms.
RPL documents Provides a selection of documents that support the RPL process.
A full mapping matrix for all units to the question bank and practical tasks is available for assessors. You
can find this on your Toolbox CD, in the folder lecturers_only, and then the sub-folder rpl_ass_tables.
Most of the information and resources within the RPL Expressway have been copied with permission from
the RPL Assessor Kit developed by the State of Queensland (Department of Education, Training and the
Arts), available free of charge in document form on the Resource Generator at
www.resourcegenerator.gov.au.
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Getting started
Advice and tips for trainers
Using the Toolbox for the first time
Its very common for people to jump straight in and start using the Toolbox, without actually reading the
instructions! As a result, you might find that learners have trouble finding their way around, or feel that the
structure is confusing.
Always encourage new users to go through the TOUR on their first visit. The tour is available as a link from
the home page, and also from the main content screen inside the Toolbox via the drop-down shortcut menu.
Theres also a printable version of the tour that can be kept as a handy reference to use any time.
Computer and Internet requirements

Nothing spoils a computer-based learning experience more than technical problems and difficulties. On the
opening screen of the Toolbox (where you click ENTER TOOLBOX to get to the home page), theres a link
to SYSTEM REQUIREMENTS. As with the tour, many people dont check this before using the Toolbox.
They then discover that they dont have the required software installed on their computer, or that their
computer doesnt meet the minimum requirements.
Having said that, Toolboxes are designed for a low specification computer and for a slower Internet
connection, so most users shouldnt experience any problems, however its best to check! You can help by
making sure your learners have checked their computer against the minimum specifications listed, and
where necessary help them to download required plugins etc. For your reference, here is a copy of the
information presented on the System Requirements link from the opening page.
Hardware (computer) IBM compatible with a 1000 MHz processor running Windows 2000, XP, Vista, or
Apple Macintosh with a 500 MHz processor running OSX v10.3.0, with a minimum of:
256 Mb RAM
1024 x 768 pixel display
CD-ROM drive
56K Internet access
Sound card
Printer (optional but handy)
Software/plug-ins required (all of these are available free of charge at the websites listed)
Internet Explorer 6.0 or above (http://www.microsoft.com/ )

-- OR --
Firefox 2.0 or above (http://www.mozilla.com/ )

-- OR --
Safari 1.3 or above (http://www.apple.com/ )
Microsoft Word 97 or a similar word processing program to open and use downloadable forms,
checklists and worksheets.
Adobe Flash Player 9. If you havent got this plug-in, you can download and install the latest free
version from: www.adobe.com
Adobe PDF Reader 6.0 or above. If you havent got this plug-in, you can download and install the
latest free version from: www.adobe.com
Incorrect versions of these applications could result in information being shown in an unreadable form or not
shown at all.
NOTE: The Toolbox will immediately detect if a user does not have the required plug-ins and provide
directions to specific web sites to get the free downloads. Please also note that the auto-run function of the
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CD-ROM does not work on Apple Macintosh computers, so users will need to open the Toolbox via the
index.htm page that is located in the opening directory of the CD-ROM.
Browser specific issues Safari 1.3

Some of the features in this Toolbox will not be available to people using the Macintosh Safari
browser version 1.3, because of its limitations in handling Javascript. Specifically:
the search feature in the Resources section will not be available

the table in the Resources section will not be available
grey-box pop-ups will appear in a new window
the accordion components on the content pages will default to open view, that is they will be fully
expanded at all times and users will not have the option to collapse/expand items
the Tour will be presented in plain text format rather than the interactive version with navigation
buttons
the Show Help feature on the content pages will not be available.
Users will not be aware that these features are not available to them, as the Toolbox will
automatically detect if a user has Safari 1.3 and apply these changes. Removal of these
features/functions for Safari users does not degrade the learning experience in any way, as all
vital content will still be available.
New to online learning?

Online learning is a new experience for many people, so some simple tips can really help them get the most
from the opportunities it presents. If youre using Web 2.0 technologies or communication tools such as
discussion boards or chat rooms, youll need to provide support (eg a tutorial) for learners who are
inexperienced with these media.
You also have a Duty of Care to ensure that online learners are learning safely (OHS).
You might also like to look at the web-based tutorials available from WestOne Services, which include a
Guide to the Internet and a Guide to learning online. These are available free of charge online at
http://www.westone.wa.gov.au/courses/guide.
For a great range of advice and useful strategies to maximise collaborative learning in an online delivery
environment, you can look through the 'Guide to Social E-Learning', available at
http://socialelearning.flexiblelearning.net.au/index.htm.
Maintaining the Toolbox

As with any resource, information within the Toolbox may at some stage become out of date or incorrect.
The Technical Guide thats available on the Toolbox CD-ROM provides instructions on customising content,
so you can alter or update text as and when required. Before using the Toolbox, you should check that any
links to websites are still current, and update them where necessary.
Customising the Toolbox content

Nearly all of the Toolbox is developed using standard HTML, which is easily customisable. However, the
home page (photo slideshow and blue buttons) are developed using Flash software, and will require a
higher level of technical expertise to customise. The interactive elements have been developed with Flash
software however the content is driven by XML and can therefore be easily modified.
HTML and XML pages can be customised using an HTML editor such as Adobe Dreamweaver,
Microsoft FrontPage, Adobe HomeSite, or Microsoft WordPad.
If youre a novice at editing HTML, we suggest you seek some guidance from a person with experience, just
to make it easier while youre learning. Remember to ALWAYS keep a backup version of the original
Toolbox prior to making any modifications.
For more information about customising the Toolbox, please refer to the technical guide thats available on
the Toolbox CD-ROM.
Answers and templates for the trainer

All answer keys are provided for your convenience in one location on the Toolbox CD-ROM. Youll find them
all in the folder named lecturers_only, then the sub-folder called activity_answers.
13
Templates for all the spreadsheets used in the Toolbox are also available. These are contained within the
Source documents section for each of the tasks.
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Structure and design

Navigation, elements and pathways within the Toolbox
Basic Toolbox structure
A Balancing Act has a fairly simple structure, with a focus on clean and logical navigation for the learner.
Figure 1 (below) shows a basic site map of the Toolbox structure.
Figure 5 Basic Toolbox structure
For each topic, specific content and resources have been selected to support learning and completion of the
tasks. Learners should also be encouraged to explore the larger RESOURCES repository, which holds
every item of content and every learning resource from all topics and tasks within the Toolbox. This
repository is explained in more detail later in the guide.
The following section provides a detailed explanation of each component of the A Balancing Act Toolbox.
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Site map
Figure 6 Site map
16
The home page
Figure 7 A Balancing Act home page
(1) Photo slideshow

When you first arrive at the home page, you will see this
photograph of Summerville beach. This is part of a photo
slideshow that introduces Summerville, and the clients that
the learner will be working with.
Clicking the
(play) button will start the photo slideshow,
which will run at a set speed for comfortable viewing.
Alternatively, you can use the
and
buttons to look through the photographs one at a time. A
green highlight appears over the buttons when you mouseover them.
Figure 8 The photo slideshow
Text will appear throughout the slideshow, to explain the

story behind the photos.
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(2) The topic navigation

The blue buttons on the home page provide navigation to each of the six topics within the Toolbox.
Figure 9 Blue topic/task buttons when inactive
Rolling your mouse over each button will reveal the tasks within each topic, and replace the photo
slideshow with a topic overview. This gives a brief introduction to the topic, the tasks and their alignment
with the unit/s of competency from FNS40207, as pictured below.
Figure 10 Blue topic/task buttons when active, showing the three tasks within each topic,
and the topic overview replacing the photo slideshow
From here, you can navigate directly to a specific task within a topic by clicking
the Task title in the blue button, as shown in Figure 11.
Figure 11 Three tasks within the

topic for direct navigation
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(3) Links to additional features

The grey buttons on the home page will each launch a new window. The information behind each one is as
follows.
Figure 12 Grey buttons for additional information/features from the home page
Learning & Assessment
This provides an overview of how learning and assessment takes place

within the Toolbox context, and provides a Unit mapping matrix to show
how the topics align with the Units of competency. It also contains an
assessment task that is additional to the tasks within the actual Toolbox.
RPL Expressway
Launches a new window containing the RPL Expressway resource.
Toolbox Tour
This tour is designed for first-time visitors to the Toolbox, and takes you
through a screen-by-screen explanation of what the Toolbox contains and
how to navigate around it.
(4) Text version of home page

Because the home page is built mostly in Flash software to enable the interactivity, some users may need
to access a non-Flash version for navigation. This link will take you to a plain HTML page that contains
links to all the same elements that are on the home page.
Figure 13 The text-based version of the home page
19
From here, you simply click any of the green bars to open up that content, as pictured below. A scroll bar will
appear, so you can navigate down the screen to read all the content.
You can click the Flash home page tab at any stage to go back to the home page.
Figure 14 Content showing after clicking the green bar
(5) Credits and disclaimer

Finally, the links down on the bottom right-hand corner will launch the Credits and Disclaimer information for
the Toolbox, in a new window. Depending on your screen size, you may need to scroll down the screen to
read it all.
Figure 15 Copyright and Disclaimer information for the Toolbox
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Resources repository
All of the content and resources within the Toolbox have been collected in to one repository for ease of
access. This can also be separated from the Toolbox and used as a stand-alone resource if required.
Figure 16 Resources
When you first arrive here, the list of resources will be displayed alphabetically by resource title. You can
click any of the column headings to sort by resource title, topic, or resource type. Clicking a resource title
will open it in a grey box-over.
To search for a specific topic or item you can use the keyword search. The search will start as soon as you
type into the search box, and you will be presented with only the relevant resources. To reset the search you
just need to click the grey button marked View all resources.
The glossary is also contained within this repository simply click the Glossary tab to go there. Use the
letter buttons across the top to go to each letter alphabetically, or click SHOW ALL to open up the full
glossary.
Figure 17 Glossary
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Teaching and learning strategy

General learning approach
Rationale
The content that underpins the competencies in the FNS40207 qualification consists mainly of policies,
procedures, legislation and other requirements specific to the duties of a bookkeeper in the highly regulated
financial services industry. In traditional face-to-face delivery, a lot of time is spent covering this content,
which can be frustrating to learners as often the most effective way of learning this type of material is by
reading and memorising, followed by practical application in a real-life setting rather than passively
listening in a lecture-style presentation.
The more procedural aspects of the bookkeepers role are very consistent throughout the industry, and
often subject to legislative or regulatory requirements, and therefore also quite formal and structured. The
key variables in procedure are in the interaction/s a bookkeeper has with his or her clients and the initiative
they show in solving problems. These are the areas in which A Balancing Act provides a virtual client base
with whom the learner interacts in their role as a bookkeeper within the learning setting and build their skills,
knowledge and confidence before venturing out into the real world. It is this practical application that brings
the learning to life, and counters a high level of engagement to the potentially dry nature of the content. The
multimedia and case-studies used in the tasks, activities and projects in A Balancing Act help to enhance
the practical learning opportunities and ground the learning in a real life context.
Learners with special needs

The A Balancing Act Toolbox has been developed in accordance with e-standards for Training (Australian
Flexible Learning Framework), and Priority 1 W3C accessibility guidelines for the vision-impaired and
learners with disabilities. It is fully screen-reader compatible for users with assistive technology.
For users who require javascript to be disabled on their Internet browser, the Toolbox will still work fully
however some features (eg the sort feature in Resources) will no longer work.
Learner-directed design
Because many of the learners undertaking this qualification have prior knowledge and/or experience as a
bookkeeper, often they do not need to sit through multiple lessons for this content delivery and can find a
structured, pre-determined training delivery schedule frustrating and incongruous to their needs. In A
Balancing Act there are no lessons as such. Learners are presented with a Job Brief from their client,
which requires them to work independently through a number of tasks and transactions. They can also
interact with case-studies based on the books and accounts of other companies outside of Summerville,
through which they can learn how to perform the transactions and follow required processes and
procedures.
Learners will be able to choose and access content when and where they need to, in accordance with their
own learning needs. This rather adult approach to delivery of the content is entirely appropriate for the
learner cohort, and gives them full control over what and how much they need and want to learn.
Because bookkeeping is often a rather singular task, opportunities and strategies for collaborative learning
with other bookkeeping students are presented in the Networking section, to enhance the learning
experience.
22
Flexible learning pathways

Many learners will prefer to choose the learning pathway that best suits their needs, and make a decision
about their learning requirements on a need to know basis. The design of A Balancing Act incorporates
flexible entry and exit points, a content repository, and structured tasks mapped to a competency matrix.
These enable self-directed learning targeted to each individuals needs.
Learners can choose to work through complete topics and all tasks within them, or to select individual topics
and/or tasks that meet their learning needs. The Toolbox offers many different levels of engagement with
the content, including:
complete the Job brief as a stand-alone task without using the content and resources
complete the Job brief and engage with some of the supporting content and resources, as required
complete the Job brief and engage with all of the supporting content and resources, as required
complete the Job brief and engage with some or all of the supporting content and resources, as
required, and explore the main Resources area to find additional content and resources
read through the Case study to become familiar with the process and procedure required before
completing the Job brief
select specific parts of the Case study to work through
work through the complete Case study
work through some or all of the Case study, engaging with content and resources as required
work through the complete Case study, engaging with all the content and resources provided.
Of course, that is just a sample of the ways in which learners may choose to engage with the Toolbox
content. However, the list may be useful as a guide for you to refer to when providing learners with guidance
and support in using the Toolbox.
Supporting different learner needs

Because learners will arrive at the Toolbox with differing needs, the level of support and guidance they
require will vary. Whilst it has been designed primarily for a more independent, self-directed learner with
existing skills and knowledge in bookkeeping, the Toolbox will also be suitable for and support those who
are less experienced and/or self-directed. The following table presents some suggestions to assist you in
supporting different learner needs.
Learner profile
Experienced in
bookkeeping, confident
computer user,
independent and selfdirected.
Learner behaviour
This type of learner will most likely want to just get on with the task, and need very little
support or guidance. They will be confident exploring the Toolbox to find content, if and
when they need it.
Suggested learning pathway
Go straight to the Job Brief and work through the instructions provided. Encourage them to
explore the resources relevant to that topic by accessing the navigation at the right hand
side of the screen.
Learner behaviour
Somewhat experienced in
computer user, reasonably
independent but requires
reassurance and guidance
that theyre going OK.
This learner type should be encouraged to try and work through the Job Brief, but should be
directed to the Case Study as required to assist with any procedural areas that theyre not
sure about. They should be confident enough to explore the Toolbox and find the content
they need, however you can direct them to the customised content menu to the right of the
Job Brief, where theyll find supporting information to help them complete the task.
Go straight to the Job Brief and identify which part/s they feel they can do on their own.
Guide them to relevant sections of the Case Study for any part/s for which they need
support and/or learning, and to the relevant supporting content.
23
Learner profile
Low-level experience in
computer user, requires a
reasonable level of support
and guidance through the
learning process.
Learner behaviour
This learner type should be shown the Job Brief, and encouraged to try and work through it
up front, but it will most likely be more appropriate for them to work through the Case Study
first to ensure that they know how to carry out the processes and procedures required for
the task.
They will probably be confident in navigating the Toolbox to find the content and resources
they need, but you should encourage them to use the customised content menu to the right
of the Job Brief, rather than leaving them to find the content themselves.
Go straight to the Job Brief and identify which part/s they feel they can do on their own.
Guide them to relevant sections of the Case Study for any part/s for which they need
support and/or learning, and to the relevant supporting content.
Low-level experience in
bookkeeping, not confident
computer user.
Learner behaviour
This learner type will need a high level of guidance and support, at least for the first few
tasks they complete.
Take the learner through a Case Study in detail, explaining how to use the customised
content menu provided. Once the case study has been successfully completed, support
them as they work through the Job Brief, providing feedback and reassurance along the
way. As their confidence grows, and they begin to build up their skills, knowledge and
understanding, the level of support and guidance required should be less.
Remember, it is expected that learners have either a Certificate III in Financial Services qualification, or
equivalent, and/or relevant industry experience, and therefore should be familiar with the core concepts in A
Balancing Act.
My notes
24
Main screens within the Toolbox

The job brief
Learners who are experienced in bookkeeping should be able to work through the job brief, accessing
content and resources only if required.
7
1
10
6
3
Figure 18 Job brief
(1) The Job brief tab

When you first arrive at a task, you will be presented with the Job brief screen. The other tabs (Case Study
and Networking) can be used to navigate to those sections, which are explained later.
(2) The job brief
This provides the learner with the details of their job, which requires them to process various transactions
for the client.
(3) Source documents
In order to complete the transactions in the job brief, the learner will need to access and process a number
of source documents such as receipts, invoices and other financial records, as relevant to the job.
25
(4) Work to submit

This section of the job brief details exactly what work the learner needs to submit for the task. This work
may form part of their evidence towards assessment if youre using it for that purpose.
Options are provided for both manual and computer-based accounting methods. The answers for the job brief are
located in a folder named lecturers_only on the CD-ROM, then a sub-folder called activity_answers.
(5) Additional Information
This section will provide further instruction, as and when necessary.
(6) Customised content
The menu over on the right-hand side of the Job brief contains selected content and resources relevant to
the main topic. Its arranged under headings, as shown. Clicking each heading will drop down a list of the
item/s it contains. You then simply click the item title to open it up. The content or resource will open in a
grey box over the top of the main screen. To close the grey box and return to the main screen you can
either click the close button, or click on the main screen.
(7) Topic navigation bar
This blue bar along the top can be used as a short-cut navigation to get to another topic.
(8) Task navigation bar
This blue section contains links to all tasks within the topic, and can be used as a short-cut navigation to get
to another task.
(9) Short-cut menu
This drop-down menu provides short-cut navigation to other sections of the Toolbox.
Clicking the
arrow will reveal the menu, as shown below. You then simply click a link to go straight to
that section of the Toolbox. These sections are explained in more detail later.
Figure 19 Short-cut menu
(10) Show/hide help

This feature gives on-screen help when you move your mouse over the sections and navigation of the
page. The help feature is turned off by default simply click the icon to show the help (this will now change
to a blue icon and say Hide Help. To turn the help feature off, click the icon again.
Figure 20 Help feature not activated (default setting)
26

Figure 21 Help feature activated and help text on
screen
The Case study

The case study presents an example sequence of bookkeeping transactions, procedures and processes
that mirror those required in the Job brief. It is in essence the content with which learners will interact to
learn the skills and knowledge required to complete the task in the job brief.
The Case study provides a practice example that learners can complete and check to see if they worked the
transactions correctly and successfully. All of the main features and navigation on screen are the same as
they were on the Job brief screen, only the main content section changes.
5
Figure 22 The Case study screen
(1) Scenario and task

This section provides the background information to the case study.
(2) Source documents
This links to the source documents required to complete the case study.
(3) Steps in the job
The case study has been set up into steps, each one of which may have several sub-steps. The first
heading (in the grey row) is the main step. The subsequent headings (in the green bars) are the sub-steps.
27
You can click each of the green bars to reveal more information relating to the sub-step this gives learners
the option of just skimming through the steps to familiarise themselves with the process and procedures
required for the Job brief, or they can expand each of the sub-steps to go through the case study in detail.
Each sub-step will remain open once clicked, so the screen can get quite long and youll need to scroll
down to read it all.
You can also choose to expand or collapse all steps by clicking the plus
or minus
buttons.
(4) Content and resources

Within some steps, you will find linked content and/or resources for the learner to use. Clicking the link will
open up the item.
(5) Progress check
This link will open up a document that enables learners to check their progress in the case study, and
confirm that their bookkeeping thus far is correct. The answers are presented in an Excel spreadsheet,
with colour coded tabs along the bottom (see picture below), so students can check all the different sections
of the transactions theyre working on. The colour coding is as follows:
Journals - green tabs
Ledgers - blue tabs
Other purple tabs.
Figure 23 Coloured tabs along the bottom of the answer key
The Networking tab

To encourage collaborative learning, the Networking section contains a range of additional activities that
learners can explore. In some cases, these will require some facilitation on your part, and some initial set-up
such as making a discussion board or chat forum available.
Completion of this section is optional, so you should let students know which parts they need to complete
and whether the completed work will be assessable.
28
If you need ideas on web-based collaboration tools you can use, visit the Australian Flexible Learning
website and search for collaboration tools or e-learning applications. www.flexiblelearning.net.au
2
3
4
5
Figure 24 Networking screen
(1) Scenario
This section provides an interesting bookkeeping scenario as a basis for student research and discussion.
(2) Self reflection topic
The self reflection topic prompts students to reflect on their own bookkeeping practice.
(3) Research topic

This provides research topics which can be explored through networking with fellow students,
potential clients and finance industry professionals.
(4) Discussion topic

This section poses questions related to the scenario that can be used as the basis for group
discussion. As a facilitator you should work with your students to decide how these discussions
should take place.
(5) Activity
This provides students with an opportunity to build on their procedures manual. It may involve the
creation of self checklists, procedures and information sheets that can be distributed to clients.
29
Note that these sections may appear in a different order on the various networking pages depending on
what is most suitable.
30
Accounting Systems
Topic overview
This topic covers the core skills and knowledge related to establishing and maintaining a bookkeeping
system on a cash basis, and an accrual basis. It merges two of the biggest units from the FNS40207
qualification, and provides much of the underpinning concepts and understandings that form the foundation
of the bookkeeping role, its processes and procedures.
NOTE: This topic has deliberately been placed first in the list of topics on the home page, as its
recommended that learners complete these tasks first although of course thats not mandatory. For learners
who already have their Certificate III qualification, and/or have previous industry experience, these are
perhaps the only tasks in which they will come across concepts and processes with which they are not
familiar.
Alignment to unit/s of competency

FNSBKPG402A: Establish and maintain a cash accounting system
This unit describes the performance outcomes, skills and knowledge required to establish and maintain a
bookkeeping system on a cash basis. This unit is a prerequisite unit to FNSBKPG403A Establish and
maintain an accrual accounting system. Various aspects of the Tax Act, Goods and Services Tax (GST)
Rulings and other legislation apply to this unit at the time of endorsement.
FNSBKPG403A: Establish and maintain an accrual accounting system
This unit describes the performance outcomes, skills and knowledge required to establish and maintain a
bookkeeping system on an accrual basis. Various aspects of the Tax Act, Goods and Services Tax (GST)
Rulings and other legislation apply to this unit at the time of endorsement.
Potential issues
As many of the concepts and processes within these tasks may be new or unfamiliar to learners, you may
need to provide more support and guidance through this topic. As the assessor you would make sure the
answers are correct, paying special attention to the use of recurring or memorised transactions, and that
correct GST codes have been used.
Tasks
This topic contains three tasks (Job briefs)
1. Cash Accounting
2. Accruals
3. Balance Day
and one supporting Case study for each task, with the exception of the Accruals task that has two Case
studies.
31
Payroll
Topic overview
This section covers the establishment and maintenance of the payroll for a small organisation. Topics
include setting up of payroll and employee cards, processing payroll, reconciling payroll and paying
liabilities.

FNSBKPG405A: Establish and maintain a payroll system.
This unit describes the performance outcomes, skills and knowledge required to process payroll from
provided data in manual or computerised payroll systems. This unit is related to BSBADM505A Manage
payroll and BSBADM308A Process payroll.
Potential issues
Be sure to check:
that correct PAYG rates are used
learners have applied the correct set-up for payroll liabilities and expenses
linked accounts
correct pay details.
NOTE: The tax amounts in the answers provided will be different as the tax rate change each year
and you will need to keep your answer key up to date.
Tasks
1. Process Payroll
2. Process Leave
3. End of Quarter
and a supporting Case study for each task.
32
Assets & inventory

Topic overview
This topic covers the establishment and maintenance of asset and inventory systems.
Topics include buying and selling an asset, trading an asset, and setting up and maintaining an inventory
system.

FNSACCT406B: Maintain asset and inventory records
This unit describes those functions associated with the maintenance of records for fixed assets and
inventory.
Potential issues
Youll need to keep an eye on the following.
Correct calculations for the depreciation as per the asset cards.
Make sure item invoices have been used for purchases and sales.
Note: The cost of inventory may not match the answer key; this could be due to a transaction being deleted
or rounding.
Tasks
1. Buy and Sell
2. Trade
3. Inventory
and one supporting Case study for each task.
33
Reports
Topic overview
This section covers the preparation and presentation of final reports. Topics include calculating and
recording of accruals, prepaids, depreciation and cost of goods.

This topic doesnt specifically map to an individual Unit of Competency, it supports a range of skills and
knowledge that are required within a number of the Units, as most of them contain a competency related to
reporting. number of competencies from different unit describes those functions associated with the
maintenance of records for fixed assets and inventory.
You can check the mapping matrix for a more detailed breakdown of how these tasks align to the Unit/s.
Potential issues
Youll need to keep an eye on the following.
Correct depreciation rates have been used as per asset cards.
No GST on prepayments.
Correct calculations for the depreciation as per the asset cards.
Tasks
1. Adjustments
2. Closing ledgers
3. Final reports
34
Financial statements
Topic overview
This section covers the preparation of financial statements. Topics include not-for-profit organisations and
changes in partnership arrangements.

FNSACCT405B: Prepare financial statements
This unit covers the competency to identify skills and outcomes associated with the development of financial
reports.
Potential issues
Students need to be aware that these are different business structures and are accounted for in a
specific way.
For the non-profit organisation:
check the sales figure in the Debtors Control includes GST and the sales figure in the income
statement does not included GST
correct depreciation rates have been used as per asset cards
no GST on prepayments
correct calculations for the depreciation as per the asset cards.
Tasks
1. Single entry
2. Not for profit
3. Partnerships
35
BAS & Instalments

Topic overview
This section covers the preparation and lodgement of Business Activity Statements. Topics include
compliance requirements, coding of transactions and reconciliation.

FNSBKPG404A: Carry out business activity and instalment activity statement tasks
This unit describes the performance outcomes, skills and knowledge required to carry out tasks related to
Business Activity Statements (BAS) and Instalment Activity Statements (IAS), including the completion of
Activity Statements. Various aspects of the Tax Act, Goods and Services Tax (GST) Rulings and other
legislation apply to this unit at the time of endorsement.
Potential issues
PAYG will be different
Make sure income and expenses are in the same accounting period.
Check on current legislation re GST and dates.
Check correct tax codes have been used
Tasks
1. Compliance
2. Verify data
3. Lodge BAS
36
Toolbox contact details:

Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/toolbox
For more information contact:
Phone: 07 3307 4700
Fax: 07 3259 4371
Email: enquiries@flexiblelearning.net.au
Website: flexiblelearning.net.au
GPO Box 1326
Brisbane, QLD 4001
37

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Teacher guide

Certificate IV in Financial Services (Bookkeeping) FNS40207

A copy of the Toolbox Implementation Guide can be found at

Planning for the implementation of your Toolbox product.

Further reading and helpful websites.

Commonwealth of Australia 2008

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

About this Trainers Guide

Teachers/trainers using the Toolbox

workplace trainers working in a one-to-one or group training situation

new practitioners, part-time or full-time, casual or sessional.

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Learning and Assessment

Figure 1 Learning and Assessment

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

The compliance activity is written out in full on the following page.

Section 2 Procedures manual

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Other assessment items

Case studies and networking

Qualification and units supported by the Toolbox

INDUSTRY CORE UNITS

Communicate in the workplace

Use technology in the workplace

Apply health and safety practices in the workplace

Apply principles of professional practice to work in the financial industry

SECTORAL CORE UNITS

Develop and implement policies and practices relevant to bookkeeping

Establish and maintain a cash accounting system

Establish and maintain an accrual accounting system

Carry out business activity and instalment activity statement tasks

Prepare financial statements

Maintain asset and inventory records

and maintain a payroll system

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Mapping and progress checklist

Holistic treatment of units

Figure 2 Holistic treatment of units

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Recognition of Prior Learning (RPL)

Figure 4 The RPL Expressway opening screen

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

The contents of the RPL Expressway resource are as follows.

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide

Computer and Internet requirements

1024 x 768 pixel display

56K Internet access

Printer (optional but handy)

Internet Explorer 6.0 or above (http://www.microsoft.com/ )

Firefox 2.0 or above (http://www.mozilla.com/ )

Safari 1.3 or above (http://www.apple.com/ )

Australian Flexible Learning Framework

A Balancing Act Toolbox Certificate IV in Financial Services (Bookkeeping) Teacher Guide