PAS 10, Chapter 12 of the book of CFAS (Conceptual Framework for Accounting Standards) addresses the

treatment of events that occur after the reporting period. These events are those that occur between
the end of the reporting period and the date on which the financial statements are authorized for issue.

According to PAS 10, there are two types of events that need to be considered:

Adjusting events: These are events that provide further evidence of conditions that existed at the
reporting date. For example, if a customer dispute is resolved after the reporting date but before the
financial statements are authorized for issue, this could be considered an adjusting event that would
require an adjustment to the financial statements.

Non-adjusting events: These are events that are indicative of conditions that arose after the reporting
date. For example, if a company announces a major acquisition after the reporting date but before the
financial statements are authorized for issue, this would be considered a non-adjusting event that would
not require an adjustment to the financial statements.

PAS 10 also outlines the disclosure requirements for events that occur after the reporting period. In
general, the financial statements should disclose the nature of the event and an estimate of its financial
effect (or state that such an estimate cannot be made).

If an event occurs after the financial statements have been authorized for issue, but before they are
actually issued, the entity may need to issue revised financial statements or include additional
disclosures to address the event.

It's worth noting that the specific requirements for events after the reporting period may vary by
accounting standard or jurisdiction, so it's important to consult the relevant accounting guidance and
regulations.
 THE 10-DAYS READING LESSON PLAN FOR GRADE 6:

Day 1: Introduction to Vocabulary Building

Objective: To introduce students to new words and concepts.

Activity: Choose a text that introduces new vocabulary. Have students read the text and identify
unfamiliar words. Discuss the meaning of these words and ask students to use them in sentences.

Title: The Great Barrier Reef

The Great Barrier Reef is the largest coral reef system in the world. It is located off the
coast of Australia and is home to thousands of different species of marine life. The reef
spans over 2,300 kilometers and can be seen from outer space.

One of the most important species in the Great Barrier Reef is the coral. Coral is a living
organism that is made up of tiny polyps. These polyps create hard skeletons that form
the structure of the reef. The reef is also home to many different types of fish, such as
clownfish, barracudas, and sharks.

However, the Great Barrier Reef is facing many threats, such as climate change and
pollution. The rising temperature of the ocean is causing coral to bleach and die, while
pollution is damaging the ecosystem.

New Vocabulary: coral, polyps, organisms, skeletons, ecosystem

After students have read the text, ask them to identify the unfamiliar words and write
them down. Then, discuss the meaning of these words and provide examples to help
students understand. Finally, ask students to use the new vocabulary in sentences to
reinforce their understanding. For example:

 Coral is a living organism that forms the structure of the Great Barrier Reef.
 Polyps are tiny creatures that create the hard skeletons of the coral.
 An ecosystem is a community of living organisms and their environment.
 Day 2: Comprehension Practice

Objective: To develop reading comprehension skills.

Activity: Select a text and have students read it. Ask comprehension questions, such as "What was the
main idea of the text?" "Who were the characters?" "What was the problem in the story?"

Title: The Ant and the Grasshopper

Once upon a time, there was an ant and a grasshopper. The ant worked hard all
summer, storing food for the winter. The grasshopper, on the other hand, spent his days
singing and playing in the sun. When winter came, the grasshopper was hungry and
cold, while the ant had plenty of food and a warm shelter.

Comprehension Questions:

1. What was the main idea of the story?

2. Who were the characters in the story?
3. What did the ant do all summer?
4. What did the grasshopper do all summer?
5. What happened to the grasshopper in the winter?

Answers:

1. The main idea of the story is that hard work and preparation pay off in the long
run.
2. The characters in the story were the ant and the grasshopper.
3. The ant worked hard all summer, storing food for the winter.
4. The grasshopper spent his days singing and playing in the sun.
5. The grasshopper was hungry and cold in the winter because he did not prepare
for the season.

After asking these questions, well encourage students to discuss the story further and
ask them what they can learn from it. For example, what can they do to prepare for their
future and achieve their goals?
 Day 3: Analyzing Text Objective: To develop critical reading skills.

Activity: Choose a text and ask students to analyze it. Ask them to identify the tone, mood, and theme of
the text.

Title: The Caged Bird

A caged bird sits on a perch, looking out at the world. He sees other birds flying freely in
the sky, and he longs to join them. He flaps his wings and sings his songs, but he cannot
escape his cage.

The bird's owner feeds him and gives him water, but the bird feels trapped and alone.
He dreams of soaring through the sky and feeling the wind beneath his wings.

As the days go by, the bird grows weaker and quieter. He stops singing and simply sits
on his perch, resigned to his fate. But still, he dreams of freedom and the life he could
have had.

Questions for analysis:

1. What is the tone of the text?

2. What is the mood of the text?
3. What is the theme of the text?

Answers:

1. The tone of the text is sad and melancholy.

2. The mood of the text is one of longing, isolation, and despair.
3. The theme of the text is the desire for freedom and the emotional toll of being
trapped and unable to fulfill one's potential.

After analyzing the text, encourage students to discuss how the themes and emotions in
the story relate to real life experiences. For example, they could talk about times when
they have felt trapped or unable to achieve their goals, and what they have done to
overcome those feelings. They could also discuss ways that they can help others who
may be struggling with similar challenges.
 Day 4: Reading Strategies Objective: To introduce different reading strategies.

Activity: Introduce students to different reading strategies, such as predicting, visualizing, and
questioning. Model how to use these strategies while reading a text and then have students practice
using them.

Title: Using Reading Strategies to Improve Comprehension

Objectives:
 Introduce students to different reading strategies.
 Demonstrate how to use reading strategies while reading a text.
 Practice using reading strategies with a partner or in a small group.
 Discuss how using reading strategies can improve comprehension.
Materials:
 Short text appropriate for Grade 6 level (e.g. a short story or article)
 Whiteboard or chart paper
 Markers or chalk
Procedure:
1. Introduction (5 minutes)
 Introduce the concept of reading strategies and explain how they can help
readers better understand a text.
 Discuss the different reading strategies, such as predicting, visualizing, and
questioning.
 Write each strategy on the whiteboard or chart paper.
2. Modeling (10 minutes)
 Choose a short text and read it aloud to the class.
 As you read, model how to use each of the reading strategies. For example, you
could make a prediction about what might happen next, visualize the setting and
characters in your mind, and ask questions about the text to deepen your
understanding.
 Write down your predictions, visualizations, and questions on the whiteboard or
chart paper.
3. Practice (20 minutes)
 Divide students into pairs or small groups.
 Give each group a different text to read and ask them to use the reading
strategies they learned to better understand the text.
 Encourage them to write down their predictions, visualizations, and questions as
they read.
4. Sharing (15 minutes)
 Bring the class back together and ask each group to share their predictions,
visualizations, and questions.
 Discuss how using these strategies helped them better understand the text.
  Ask students to reflect on which strategies were most helpful for them and why.
5. Conclusion (5 minutes)
 Summarize the importance of using reading strategies to improve
comprehension.
 Encourage students to use these strategies while reading independently and to
share their thoughts and ideas with their peers.
Assessment:
 Monitor student participation during the practice and sharing phases of the
lesson.
 Review students' written predictions, visualizations, and questions to assess their
use of reading strategies.
 Ask students to reflect on which strategies were most helpful for them and why.

Day 5: Reading Fluency Objective: To improve reading fluency.

Activity: Have students practice reading aloud. Provide feedback and encouragement to help them
improve their reading speed and accuracy.

Day 6: Literary Elements Objective: To teach students about literary elements.

Activity: Teach students about literary elements such as characterization, setting, and plot. Ask them to
identify these elements in a text and discuss how they contribute to the overall story.

Day 7: Reading Response Objective: To develop critical thinking skills.

Activity: After students have read a text, ask them to write a response. This could be in the form of a
summary, a reflection, or a personal connection. Encourage students to use evidence from the text to
support their response.

Day 8: Independent Reading Objective: To encourage independent reading.

Activity: Allow students to choose a book to read independently. Provide time in class for them to read
and ask them to write a short summary of what they read.
 Day 9: Group Discussion Objective: To encourage critical thinking and collaboration.

Activity: Divide students into groups and assign them a text to read. Have them discuss the text and
come up with a group response.

Great idea! Here is a more detailed procedure:

Objectives:

 Apply reading strategies to a text in a group setting

 Collaborate with peers to develop a group response to a text

Materials:

 Different texts for each group (appropriate for the grade level and reading
abilities of the students)
 Paper and pens for each group

Procedure:

1. Divide students into groups of 3-5 and assign each group a different text to read.
2. Instruct students to read the text silently, making note of any important details
and using reading strategies to aid comprehension.
3. Once students have finished reading, have them discuss the text as a group.
Encourage them to share their thoughts, ideas, and any questions they may have.
4. As a group, have students develop a response to the text. This could be a
summary, analysis, opinion piece, or any other type of response that is
appropriate for the text and the students' abilities.
5. Provide each group with paper and pens and have them work together to write
their response.
6. Once all groups have finished writing their response, have them share their work
with the class. Encourage other groups to ask questions and provide feedback on
each other's work.
7. Facilitate a class discussion about the different texts and group responses.
Encourage students to compare and contrast the texts and the different
approaches that groups took in their responses.

Assessment:

 Observe students' participation in group discussions and their ability to apply

reading strategies to the text.
  Review each group's written response to the text, assessing their comprehension
and ability to work collaboratively.
 Evaluate the quality of the group responses and provide feedback to each group.

Day 10: Final Review Objective: To review all the concepts covered during the previous nine days.
Activity: Review all the concepts covered in the previous nine days through a fun activity or game. Allow
students to ask any questions they may have.

One fun activity that can be used to review all the concepts covered in the previous nine
days is a "Jeopardy" style game. Here's how it could work:

1. Divide the class into teams.

2. Create a set of review questions that cover the concepts learned in the previous
nine days. These questions could be based on the notes taken during class,
handouts, or readings assigned.
3. Assign point values to each question based on its level of difficulty.
4. Set up a "Jeopardy" style board on the whiteboard or on a screen, with categories
and point values.
5. Call on teams to choose a category and point value, and read the corresponding
question aloud.
6. The team that buzzes in first gets to answer the question. If they answer correctly,
they get the points. If they answer incorrectly, the other teams have a chance to
buzz in and answer.
7. Play until all questions have been answered or until time runs out.
8. The team with the most points at the end of the game wins.

During the game, allow students to ask any questions they may have about the
concepts covered in the previous nine days. This can provide an opportunity to clarify
any confusion and solidify their understanding of the material.
Proof of cash is a process used in accounting to reconcile a company's cash balance to
the balance reported on its bank statement. It involves comparing the transactions
recorded in the company's accounting records to the transactions recorded by the bank
to identify any discrepancies.

Here are some steps to perform a proof of cash:

1. Obtain a copy of the company's bank statement for the relevant period.
2. Compare the deposits recorded in the company's accounting records to the
deposits recorded by the bank. Any discrepancies should be investigated and
resolved.
3. Compare the checks issued recorded in the company's accounting records to the
checks cleared by the bank. Any discrepancies should be investigated and
resolved.
4. Add any deposits in transit (deposits that have been recorded in the company's
accounting records but have not yet been recorded by the bank) to the bank
balance.
5. Deduct any outstanding checks (checks that have been issued by the company
but have not yet been cleared by the bank) from the bank balance.
6. Reconcile the adjusted bank balance to the cash balance recorded in the
company's accounting records. Any discrepancies should be investigated and
resolved.

Performing a proof of cash can help identify errors in the company's accounting records
or fraudulent activity such as check kiting. It can also ensure that the company's cash
balance is accurately reported in its financial statements.
Inadequate e-commerce platforms can be a major problem for small clothing line businesses. Here
are some reasons why:

1. Limited features: Many e-commerce platforms may not offer all the features that a small
clothing line business requires to showcase their products effectively. For example, they may
not have options for zooming in on product images or showing different angles of the
product.
2. Lack of customization: Small clothing line businesses may want to customize their e-
commerce platform to match their brand and aesthetic, but many platforms may not allow
for this level of customization. This can make it difficult for them to stand out from their
competitors and create a unique brand identity.
3. High costs: Some e-commerce platforms charge high fees for their services, which can be
prohibitive for small businesses with limited budgets. These costs can include transaction
fees, subscription fees, and fees for additional features.
4. Difficulty in managing inventory: An inadequate e-commerce platform may not have features
for managing inventory effectively, leading to overselling or underselling of products. This
can lead to unhappy customers and lost sales.

Overall, an inadequate e-commerce platform can make it difficult for small clothing line businesses
to effectively showcase their products, create a unique brand identity, and manage their inventory,
leading to lost sales and unhappy customers.

Why developing a well-crafted busines is one of the possible solution for small clothing line business
Developing a well-crafted business strategy can be a possible solution for small clothing line
businesses for several reasons:

1. Differentiation: A well-crafted business strategy can help a small clothing line business
differentiate itself from competitors. By identifying their unique selling proposition (USP) and
 using it to guide their marketing and product development efforts, a small business can
create a distinct brand identity that resonates with customers.
2. Targeting the right audience: A well-crafted business strategy can help a small business
identify and target the right audience for their products. This can help them focus their
marketing efforts on the customers most likely to be interested in their products and
improve their chances of making sales.
3. Managing costs: A well-crafted business strategy can help a small business manage costs
more effectively. By identifying their key expenses and finding ways to reduce them, a small
business can improve their profit margins and ensure long-term viability.
4. Adaptability: A well-crafted business strategy can also help a small business be more
adaptable to changing market conditions. By identifying potential risks and opportunities, a
small business can pivot quickly and take advantage of new trends or customer needs.

Overall, developing a well-crafted business strategy can help small clothing line businesses create a
strong brand identity, target the right audience, manage costs, and be more adaptable to changing
market conditions, which can all contribute to long-term success.
How would you enhance small clothing line business with the resources of 5M
If a small clothing line business had access to resources of 5M, there are several ways they could
enhance and grow their business. Here are some possible strategies:

1. Expand product offerings: With access to more resources, a small clothing line business could
invest in developing and producing new products to offer their customers. This could include
expanding their line of clothing items or adding accessories like shoes, bags, or jewelry.
2. Increase marketing efforts: A larger budget for marketing and advertising could allow a small
clothing line business to reach a wider audience and increase brand awareness. This could
include investing in social media advertising, influencer partnerships, or creating more
targeted marketing campaigns.
3. Improve website and e-commerce platform: With more resources, a small clothing line
business could invest in improving their website and e-commerce platform to make it more
user-friendly, visually appealing, and efficient. This could include optimizing for mobile
devices, improving site speed, and adding new features like virtual try-on or personalized
recommendations.
4. Expand distribution channels: A larger budget could allow a small clothing line business to
expand their distribution channels, including opening physical stores in new locations or
partnering with new online retailers to reach more customers.
5. Invest in sustainability: With consumers increasingly interested in sustainable and eco-
friendly products, a small clothing line business could use some of the resources to invest in
sustainable manufacturing processes, materials, and packaging.

By investing in these areas, a small clothing line business could enhance their operations, improve
their customer experience, and position themselves for long-term growth and success.