Learner Workbook

LEARNER’S GUIDE
BSB50120 Diploma of Business
BSBFIN501
Manage Budgets and Financial Plans
Mode | Classroom Delivery
Assignment Cover Sheet
Student ID
Student Name
Unit BSBFIN501
Unit Name Manage Budget & Financial Plans

Trainer/Assessor SOFIA
Date Submitted
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s
Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student
administration.
Declaration of Originality:
By submitting this assignment for assessment, I acknowledge and agree that:

▪ This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic
Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the
penalties attached to being found guilty of committing such offence
▪ No part of this assessment task/work has been copied from any other source without acknowledgement of
the source
▪ No part of this assessment task/work has been written by any other person, except to the extent of team
and/or group work as defined in the unit/assessment task
▪ A copy of the original assessment task/work is retained by me and that I may be required to submit the
original assignment to the trainer/assessor upon request
▪ The trainer/assessor may, for the purpose of assessing this assessment task/work: o Provide a copy of this
assignment to another member of the faculty for review and feedback; and/or o Submit a copy of this
assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may
then retain a copy of this assessment task/work on its database for the purpose of future plagiarism
checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted
and may delay the assessment outcome. You may also need to resubmit work as per college’s
Reassessment Policy.
I declare that this assessment is my own work.
Student
Date:
signature:
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BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 1 of 32

Learner’s Guide | V 1.0 | March 2021
The Canberra Training School Pty Ltd t/a Canberra Business & Technology College Provider
Code: 40882 | CRICOS Code: 03465J
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The Canberra Training School Pty Ltd t/a Canberra Business & Technology College
Provider Code: 40882 | CRICOS Code: 03465J
BSBFIM501 Manage Budgets and Financial Plans
Supporting: BSB50120 Diploma of Business; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2021
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Table of Contents
1. Introduction......................................................................................................................................................................... 4
2. Unit Overview..................................................................................................................................................................... 4

3. Competency Standards........................................................................................................................................................5
AQF Descriptor..................................................................................................................................................................5
4. Delivery Plan....................................................................................................................................................................... 8
Delivery Arrangement........................................................................................................................................................ 8
Delivery Conditions............................................................................................................................................................8
Lesson Topics and Plan......................................................................................................................................................8
Suggested Learner Resources...........................................................................................................................................10
5. Assessment Plan................................................................................................................................................................ 17
Assessment Method..........................................................................................................................................................17
Submission of Work......................................................................................................................................................... 18
6. Assessment Tasks.............................................................................................................................................................. 20
Assessment Task 1:........................................................................................................................................................... 20
Assessment Task 2:........................................................................................................................................................... 23
Assessment Task 3:........................................................................................................................................................... 26
7. Academic Policies and Processes.......................................................................................................................................30
Assignment Cover Sheet........................................................................................................................................................32
Unit of Competency : BSBFIM501 Manage Budgets and Financial Plans

Total Delivery Hours : TBA
Schedule : TBA
Cluster/Term : TBA
1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification BSB50120 Diploma of
Business. This guide provides you with essential information on competency standards, delivery plan and
schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:
▪ Provide you with information on delivery schedule and plan of this unit
▪ Ensure that you understand how students will be assessed in this unit
▪ Provide information on assessment methods, strategies, and evidence requirements
▪ Provide information on learning activities and assessment tasks
▪ List resources which may assist in student learning and assessment tasks
2. Unit Overview
This unit describes the skills and knowledge required to undertake financial management in an organisation or
work area. It includes planning and implementing financial management approaches and supporting and
evaluating effectiveness of financial management processes.
The unit applies to managers in a wide range of organisations and sectors who have responsibility for the
effective use of financial resources within work teams. They are responsible for ensuring that financial
resources are managed in line with the financial objectives of the team and organisation.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
▪ Plan financial management approaches

▪ Implement and monitor financial management plans
▪ Review and evaluate financial management plans
As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These are
summarised in the Competency Standards section below.
Prerequisite Requirements
This unit does not have a pre-requisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy
is available either through the faculty coordinator or college’s website.

3. Competency Standards
This unit is derived from the Business Service training package BSB for the qualification BSB50120 Diploma of
Business.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview),
performance criteria, required skills, required knowledge, embedded employability skills components,
assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency
and ensure that they have received all the relevant information and support from the trainer and assessor that
might be detrimental to their academic performance and outcomes.
AQF Descriptor
The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake
advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will
have specialised and integrated technical and theoretical knowledge with depth within one or more fields of
work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and
apply methods and technologies to:
▪ Analyse information to complete a range of activities

▪ Interpret and transmit solutions to unpredictable and sometimes complex problems
▪ Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined
responsibility in contexts that are subject to change and within broad parameters to provide specialist advice
and functions.
Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of
competency:
Element Performance Criteria

1. Plan financial management
approaches 1.1 Access budget and financial plans for work team
1.2 Evaluate budget and financial plan outcomes with required
organisational personnel
1.3 Negotiate any changes required to be made to budget and
financial plans with required organisational personnel

1.4 Prepare contingency plans in the event that initial plans need
to be varied
2.1 Communicate details of agreed budget and financial plans to

relevant team members
2.2 Support team members to access resources and systems to
perform required roles
2. Implement and monitor financial
2.3 Implement processes to monitor actual expenditure, control
management plans
costs and modify contingency plans as required according to
financial objectives
2.4 Report on budget and expenditure according to
organisational protocols
3.1 Collect information on effectiveness of financial

management processes within work team
3.2 Analyse variance between actual and budgeted finances
3. Review and evaluate financial 3.3 Identify and recommend improvements to existing financial
management plans management processes
3.4 Implement agreed improvements according to financial
objectives of work team and organisation
3.5 Evaluate agreed improvements
Performance Evidence
Evidence of the ability to:
▪ Manage the budget and financial plan of an organisation for one reporting period. In the course of the
above, the candidate must:
▪ Communicate with relevant people to clarify budget and financial plans, negotiate changes and
disseminate information
▪ Prepare, implement and modify financial contingency plans
▪ Monitor expenditure and control costs
▪ Support and monitor team members
▪ Report on budget and expenditure
▪ Review and make recommendations for improvements to financial processes
▪ Meet record-keeping requirements for Australian taxation Office (ATO) and for auditing purposes.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
▪ Basic accounting principles

▪ Types of budgets and financial plans
▪ Legislation and current ATO requirements, including the goods and services tax (GST)
▪ Key requirements for financial record keeping and auditing

▪ Principles for managing work teams
▪ Principles and techniques involved in managing:
o Budgeting o Cash flows o
Electronic spreadsheets o Goods and services tax o
Ledgers and financial statements o Profit and
loss statements o Evaluation of budget and
financial plans.

4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning
and/or project sessions. Within the class room environment, delivery is supported by classroom-based
activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development
of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading,
feedback, and practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a class-room training environment
through a structured learning program comprising of (but not limited to) lectures, presentations, case studies,
practical projects, group discussion and class-room based activities. Delivery schedule of this unit of
competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each
academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are
relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be
on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity
to gain an insight into key technological processes, professional environment and workplace practices.
Delivery Conditions
▪ Learners are required to attend the prescribed delivery sessions, in particular where assessment plan,
schedule, projects, and in-class activities and tasks are planned
▪ On commencement, the learners should review and understand all the course related information
including course structure, prerequisites and competency requirements for each unit of competency
▪ This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of
the unit and must be adhered to by all the learners
▪ The learners have the responsibility to maintain the required attendance and participate in all the
inclass activities and assessment/project tasks to be able to develop the required skills and
knowledge.
▪ The learners must keep record of their activities, assessments and research and take an active interest
in exploring new concepts and ideas
▪ On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these
lesson plans into their own session plans. Trainers must take a special note of the activities planned in the
right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not
marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit include;
Lesson Topics Activities

Unit overview Compare two
Assessment information financial plans and
Key terms and definitions discuss the
Understanding basic accounting principles - Australia business situation
1 Overview of financial plans of each
Introduction to budgeting organisation
Legislative and regulatory requirements and obligations
Introduction: MS
Review of sample budgets and financial plans (Components & Structure) Excel
Overview of Financial Management processes Download annual

Basics of financial management reporting
Understanding accounting principles requirements for
2 Legislative and reporting requirements for entities profit and not-
Financial reporting processes forprofit companies
Financial control principles from ASIC and
Financial contingency plans compare
Understanding Financial Statements
Practice: Review the
Profit and Loss Statement (Income Statement) financial statements
Balance Sheet of the given sample
Overview: Assets, liabilities, expenses, equity, historical balancing organisation and
analyse the financial
Overview: Cash flow, GST, tax, payroll, employee costs
data – write a brief
3-4
report
Financial Analysis
Profit Analysis Practice: Excel:
Break-Even Analysis Financial analysis
Ratios tools/formulas
Evaluating Financial Management Practices

Financial Planning Processes Principles Prepare a simple
of: sales budget
Budgeting
Cash flows Review and analyse
GST cash position of a
Ledgers and financial statements company from the
5-7 Profit and loss statements sample cash flow
Budgeting and Managing a Budget Practice: Organising

Managing Cash Flow and summarising
Credit and Collections the financial data
Budget variance analysis and reporting for reporting
Risk management purpose

Financial Management Systems
Accounting packages and available technology
Paper-based systems and financial records Print various
8 Financial communications and teams – work teams and responsibilities financial reports
Organisational resources, requirements and systems from MYOB and
analyse the data
Process: Financial record-keeping and auditing

Lecture/Class
Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
Monitoring financial management processes

How would you
Monitoring and adjusting budgets evaluate
Ensuring team performance and feedback performance of a
9
Evaluating system effectiveness financial
Organisational record keeping and auditing management
Developing and maintaining contingency plans process? Discuss.
Improving the processes
Revision and review

Assessment follow
10 Student questions and answers
up
Unit evaluation and feedback
Suggested Learner Resources
Anandarajah A., Aseervatham A., and Reid H., 2015, Manage Budgets & Financial Plans, Pearson
CCH, 2018, Australian Master Financial Planning Guide 2018/19 - 21st Edition, Wolters Kluwer
Day J., et al., 2018, Australian Financial Planning Handbook 2018-2019, Thomson Reuters
Other Resources
Clowes R., and Scriven V., 2010, Budgeting: A Practical Approach eBook (2e), Pearson
Sands J., et al, Managerial Accounting: Asia-Pacific Edition, Cengage
CPA Australia Toolkit: https://www.cpaaustralia.com.au/professional-resources/financial-planning/toolkit
CPA Australia: A Practical Guide to Organisational Budgeting - Learning Manual, CPA Australia
Marsden S. J., 2017, Australian Practical Accounting Guide, Wolters Kluwer
Referencing Guide
Harvard Referencing Generator: http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing -generator/harvard
__________________________________________________________________________________________

Lecture/Class
Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
TED ED https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT) https://www.youtube.com/user/MIT

Channel
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
CrashCourse https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses https://www.youtube.com/channel/UChA8eZOWYhdLsv8HlBrJcg/videos
Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos
__________________________________________________________________________________________

5. Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in
order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
▪ To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
▪ To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
▪ To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;
▪ Written Assessment Tasks

▪ Practical/Analytical Tasks
▪ Test/Examinations
▪ Projects
▪ Observation
▪ Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally

provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is
to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of
instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge
of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.
▪ Workplace Verification through RPL application

▪ Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed
as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission. Assessment Cover Sheets
are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted
for “approval” within this context must demonstrate care and attention to detail, such that the student
inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted
within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.
Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method

1 Review and Analyse Financial Reports Individual Written
2 Prepare and present a Project Budget: Team Project Group Written
3 Knowledge Test Individual Written Test
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6. Assessment Tasks
Assessment Task 1:
Assessment Task Review and Analyse Financial Reports

Schedule TBA
Performance Criteria:
1.1, 2.1, 4.1, 4.2

Outcomes Assessed
Addresses some elements of required skills and
knowledge as shown in the Assessment Matrix
Description:
Financial statements are written records that convey the business activities and the financial performance of a
company. Financial statements include the balance sheet, income statement, and cash flow statement.
Financial statements are often audited by government agencies, accountants, firms, etc. to ensure accuracy
and for tax, financing, or investing purposes.
Financial plan can also be used as tools to conduct a comprehensive evaluation of an organisation's current
and future financial state by using currently known variables to predict future cash flows, asset values and
withdrawal plans (Investopedia, 2018). Financial plans should be fluid, with occasional updates when financial
changes occur.
In this assessment task you will be given sample financial plans of a company for the purpose of reviewing and
analysing the financial situation of the company. The sample plans will include;
▪ Current and projected balance sheet for the next two financial years
▪ Current and projected profit and loss statement for the next two financial years
▪ Current and projected cash flow statements for the next two financial years
It is expected that you have developed a basic understanding of key concepts used in this assessment task and
had an opportunity to learn and review them in your preceding learning sessions.
Context:
For the purpose of simulation, consider the following organisational context in addition to the data sets;
Bean’s Coffee is a family owned private company operating a busy coffee shop in the city centre. The shop
employs fifteen workers on the shop floor and five administrative staff members in the back office. Apart from
operating the coffee shop, the company also imports and distributes its coffee beans to other coffee shops
across Australia.
While the coffee shop returned a total turnover of $1.85 million in the last financial year, the wholesale of
coffee beans generated revenue of $0.8 million. In this current financial year, the company is looking to expand
both its retail and wholesale businesses with plans for two more coffee shops and expansion of coffee beans

distribution to other parts of the country. The company has a number of shareholders from within the family
and managed by Mrs Bean’s and her husband.
Roleplay:
Assume that you are working as part of the accounts team at Bean’s Coffee (e.g. Junior Accountant). Using the
sample data and the organisational context as above, analyse and report on company’s financial statements as
per the instructions below. For the purpose of this task, your trainer/assessor will the role of the Team Leader
and the Accountant. Where needed, the class audience (or a group selected by the trainer/assessor) will play
the role of organisational stakeholders.
Task:
Review the given financial plans and;
▪ Analyse projected incomes and provide reason(s) for variances

▪ Analyse projected expenses and provide reason(s) for variance
▪ Analyse company’s asset positions over the projected period and provide reason(s) for variance
▪ Analyse the case flow and discuss company’s cash health over the projected period
▪ Identify and explain any problems in company’s financial situation
▪ Identify and explain any perceived risks involved with any of the financial decisions (projections)
▪ Provide a verbal summary report to your manager (trainer/assessor roleplay) and seek feedback
▪ Prepare a brief report on the current financial situation of the company from the available data
The report should contain an overview of the business activities and the underlying assumptions.
The plan must be word processed and structured with appropriate headings and sub-headings as needed. It
must be written as a formal report (Introduction/Executive Summary, Body, Conclusion). The report should be
supported by data/calculations and the accompanying analysis substantive enough to make the conclusions. It
is expected that each of the part above will provide a descriptive analysis of at least 200 words each.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work.
▪ Used and applied the given organisational context and the roleplay
▪ Used the correct data set and undertook calculations/analysis using MS Excel
▪ Maintained the required communication and protocols within the roleplay
▪ Considered the given assumptions/additional information and used in the report
▪ The report is appropriately structured and written as a formal business document
▪ Appropriate headings and sub-headings are used to structure the contents
▪ Company’s current analysis includes comments on current financial strengths or weaknesses of the
company
▪ Current cash flow, assets and liabilities, including GST and tax, are reviewed and analysed
▪ Analysis of future income identifies and explains reasons for increase/fall in revenues
▪ Analysis of projected assets identifies and explains reason for variance in asset position
▪ Analysis of projected expenses highlights inconsistencies, if any, in expenditure
▪ Analysis of projected cash flow identifies and explains cash position of the company

▪ Overall analysis of company’s financial projections highlights interdependencies and impact of
financial decisions across different areas (e.g. Investment in assets impacts cash flow variances)
▪ Provided an analysis of company’s anticipated financial situation based on projections
▪ Identified and explained potential risk areas in the plans (e.g. cash short fall, decline in revenues)
▪ Demonstrated knowledge of the structure of the financial statements and accounting principles
▪ Demonstrated analytical and data analysis skills within the context of this task
▪ Was able to interpret data and support/justify own conclusions from the analysis
Submission Guidelines
This assessment task should be completed in a designated session in presence of a trainer/assessor.
Submit;
▪ Word processed analysis report

▪ Calculation worksheets (Excel file and printouts)
▪ Accompanying notes, if any
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.
Assessment Task 2:
Prepare and Present a Project Budget:
Assessment Task
Team Project

Schedule TBA
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2,
Outcomes Assessed 4.3
Addresses some elements of required skills and

knowledge as shown in the Assessment Matrix
Description:
A budget is a financial document the outlines a projection of future income and expenses for a business or a
function of business. Typical budgets include sales, production, cash, marketing, project, revenue, and
expenditure budgets.
This is a team task and the teams should be formed early in the term to allow for team communications and
task delegation.
Data for this major project is derived from Assessment Task 2 of this unit. The team may also use any other
sample data set for this task in consultation with your trainer/assessor. The team will assume the role of the
accounts team and use the organisational context as in the previous task. Ensure that your tram obtains all
the necessary information, clarification, and approval of the final data from your Manager (trainer/assessor
roleplay).
In this assessment task, your team will be required to prepare and present a project budget that your team will
utilise for a proposed project within a business area. Assume that due to business expansion plans and an
increase in the business activity within the last twelve months, the management has decided to organise and
run key projects to support the business. Consider the following planned activities for the next financial year;
▪ Acquisition of additional floor space (425 SQM @$350 per SQM)

▪ Capital investment in the new coffee machines (up to $54,000)
▪ Hiring of additional staff (average $55,000 pa salary plus super plus 7% employment costs)
▪ International business visits (to Ghana and Vietnam) – coffee contracts
▪ Corporate logo and image rebranding
▪ New company website
▪ New POS software system
▪ Staff training
▪ Expansion of catering business – Feasibility Plan development
▪ Sports sponsorship (local and international – at least two events)
Discuss the above initiatives within your team and seek clarifications on the scope/cost range from your
Manager (trainer/assessor roleplay). Make assumptions based on sample data/research where needed.
Using the financial reports and other financial information provided as part of the above assessment task, your
team is required to prepare financial budgets and forecasts for the next financial year. You may use the same
Excel worksheet template provided for the budgets in Task 1. For Bean’s Coffee, prepare;

▪ Budgeted Balance Sheet
▪ Budgeted Profit and Loss
▪ Budgeted Expenses
Ensure that you make consideration of GST and tax provisions and liabilities in your budget. Contingency plans
and strategies for effective financial control and management should also be developed as part of the budget.
The team is not limited to above choices and may select any other project based on team’s interest and
collective knowledge area, as long as it relevant to the profile organisation chosen. While the budget will be a
projection of financial data, the team will also need to prepare an accompanying budget proposal documents
covering;
▪ Purpose of the budget

▪ Project Details o Project Team o Key tasks o Timelines
o Cost
▪ Project budget (Budgeted balance sheet, profit and loss, cash flow)
▪ Budget assumptions and considerations
▪ Monitoring of project expenses
▪ Budget evaluation process
▪ Contingency plan
▪ Strategies for financial and budgetary controls
▪ Recommendations (Effective Financial Management)
Your final proposal should also include a statement on team dynamics (e.g. available skills and knowledge),
roles and contributions to this task.
Your team will be preparing two key documents;
1. Project Budget (MS Excel)

2. Proposal/Rationale (MS Word)
Your team will be expected to hold meetings to discuss the task and make their contributions.
Presentation:
Using Microsoft PowerPoint, present your plan to the class when completed, assuming the class audience as
organisational stakeholders. Ensure that your team obtains audience feedback on the presentation and
contents. In particular, describe the budgetary controls, evaluation process, and the recommendations for an
effective financial management based on the organisational profile/business activities.
Duration: Fifteen (15) minutes with five (5) minutes of question time.
The team may use existing/samples budget templates to prepare your budget. Ensure that you acknowledge
the source in your paper.
Assessment Criteria

▪ Maintained the roleplay and roleplay communications as instructed
▪ Completed the task within the given organisational context
▪ Used valid and appropriate data for the task
▪ Established and articulated realistic budget objectives
▪ Budget objectives are specific, measurable, achievable, realistic, time-bound and consistent with the
business situation
▪ The budgets and forecasts are supported by appropriate articulation of mitigating factors, rationale,
assumptions, and analysis of market trends
▪ The budget documentation is appropriately structured and presented as a formal financial document
reflecting a real-life example and practice
▪ Appropriate headings and sub-headings are used to structure the contents
▪ The content flow covers all the required elements of the plan and contains a logical sequence of the
topics/analyses
▪ The proposal is appropriately structured and written as a formal business document
▪ The financial budget is prepared based on all the considerations of the project tasks
▪ The budget is balanced and covers all the expected income/funding sources and expenditures
▪ Budget is prepared using a spreadsheet template and commonly used format consistent with
accounting principles
▪ Prepared a budgeted balance sheet
▪ Budgeted balance sheet data is consistent with previous year data
▪ Prepared budgeted profit and loss
▪ Budgeted profit and loss data are consistent with previous year data
▪ Prepared an expense budget and the intended cash flow
▪ The budgets are prepared based on all the considerations of the financial items
▪ Budget is prepared as a team task and team communications and contributions are highlighted
▪ Monitoring provisions are included to monitor team/project expenditures
▪ Budget evaluation plan includes feedback on team process and analysis of feedback data
▪ Budget proposal includes a contingency plan for the team covering of any likelihoods of unexpected
events impacting on the project
▪ Processes for monitoring actual expenses and costs are developed and proposed as part of
continuous monitoring
▪ Formulas/tools/resources for calculating and presenting budget variations are developed
▪ Made recommendations for an effective financial management process based on best practice
▪ Presentation summarises and covers the charter contents
▪ Presentation slides are audience friendly and structured
▪ Audience feedback is sought and received
▪ Presentation summarises and covers the major budget highlights
▪ Presentation slides are audience friendly and structured
▪ Audience feedback is sought and received
Submit;
▪ A copy of budget proposal

▪ A copy of the actual project budget
▪ Copies of presentation slides
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

Assessment Task 3:
Assessment Task Knowledge test
Schedule TBA
Required Knowledge
Outcomes Assessed
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix
Description:
This is a closed book test and must be undertaken in presence of an assessor. All the questions must be
answered.
Duration: 1 Hour
Test Paper: BSBFIN501 Manage Budgets and Financial Plans: Assessment Task 3
Student Number : __________________ Student Name: ________________________________________

Group : __________________ Date Taken: ____________________________
Assessor : ___________________________________________________________________________
Q1. Describe at least four basic accounting principles that business owners should be aware of in Australia.
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Q2. List and briefly describe six basic account types in Balance Sheet and Profit and Loss statements
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Q3. Describe two main function of financial management.
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
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Q4. Name at least four legislative areas that may impact upon financial management obligations of a
company in Australia.
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Q5. What are the key characteristics of a budget? Describe general aims and objectives of the budgeting
process in organisations
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Q6. Explain the obligations of the organisations to produce and keep financial records according to
legislative compliance requirements
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Assessment criteria
▪ Test completed in presence of an assessor

▪ All the questions are attempted and answered
▪ Questions are consistent with model answers

Submit;
▪ Completed Test paper
7. Academic Policies and Processes
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all
possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:
▪ Language, literacy and numeracy (LLN)

▪ Assistive technology
▪ Additional materials or tutorials
▪ Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and participate
in education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They
clarify the obligations of training providers to ensure that learners who have a disability are able to access and
participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
▪ Personal support services, e.g. a reader, Auslan interpreter, a scribe

▪ assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
▪ modifying the presentation method, e.g. visual, oral, print, electronic
▪ adjustments to timeframes, e.g. providing materials prior to class, extended time limits ▪
adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the group and/or individual being assessed (Disability
Standards for Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required
skills and knowledge in the specific areas of competency through work/industry experience and/or completed
eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to
successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit
transfer learners will finish the course in a shorter duration and are advised to consult appropriate
authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and
consider they are able to meet the unit purpose may seek recognition. The college acknowledges skills and
knowledge obtained through:
▪ Formal training (conducted by industry or educational institutions in Australia or overseas)
▪ Work experience
▪ Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning
occurred.
To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement; and/or

2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a
recognised industry or workplace representative or challenge testing
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.

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LEARNER’S GUIDE

BSB50120 Diploma of Business

Unit Name Manage Budget & Financial Plans

By submitting this assignment for assessment, I acknowledge and agree that:

I declare that this assessment is my own work.

Admin Use Only

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 1 of 32

BSBFIM501 Manage Budgets and Financial Plans

© Skillworks Australia Pty Ltd, 2021

Skillworks Australia Pty Ltd

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 2 of 32

A complete validation report is filed and available for reference.

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 3 of 32

Unit of Competency : BSBFIM501 Manage Budgets and Financial Plans

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 4 of 32

On successful completion of this unit, the learner/trainee will be able to;

▪ Plan financial management approaches

This unit does not have a pre-requisite.

Skill Recognition and Credit Transfer

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 5 of 32

They can also be viewed at:

▪ Analyse information to complete a range of activities

Element Performance Criteria

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 6 of 32

2.1 Communicate details of agreed budget and financial plans to

3.1 Collect information on effectiveness of financial

Evidence of the ability to:

The following knowledge must be assessed as part of this unit:

▪ Basic accounting principles

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 7 of 32

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 8 of 32

Lesson Topics and Plan

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 9 of 32

Lesson Topics Activities

Overview of Financial Management processes Download annual

Evaluating Financial Management Practices

Budgeting and Managing a Budget Practice: Organising

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 10 of 32

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 11 of 32

Monitoring financial management processes

Revision and review

Suggested Learner Resources

Sands J., et al, Managerial Accounting: Asia-Pacific Edition, Cengage

CPA Australia Toolkit: https://www.cpaaustralia.com.au/professional-resources/financial-planning/toolkit

Marsden S. J., 2017, Australian Practical Accounting Guide, Wolters Kluwer

Harvard Referencing Generator: http://www.harvardgenerator.com/

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 12 of 32

Misc. Videos and Online Educational Channels (General ref)

TED Talks https://www.youtube.com/user/TEDtalksDirector/channels

Massachusetts Institute of Technology (MIT) https://www.youtube.com/user/MIT

Google for Education https://www.youtube.com/user/eduatgoogle

Big Think https://www.youtube.com/user/bigthink/videos

Microsoft Education https://www.youtube.com/user/Microsoftedu

Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos

Management Skills Courses https://www.youtube.com/channel/UChA8eZOWYhdLsv8HlBrJcg/videos

Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

BSB50120 | BSBFIN501 Manage Budgets and Financial Plans Page 13 of 32

The purposes of this assessment are;

Formative tasks are not assessed.

▪ Written Assessment Tasks

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▪ Workplace Verification through RPL application

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Student Number : Student Name: ______________________