This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 06/04/2022 13:31:08
|
Title of Module: Interp'ing Fin Acc Statements |
|---|
|
Code: ACCT08010 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Dalia
Alezzah |
|---|
| Summary of Module |
|---|
The module will allow you to use financial statements prepared to international accounting standards and to interpret these financial accounts for both a sole trader and for a limited company, as well as looking at the information needs of non-financial users.
The syllabus content will include:
- Profitability ratios
- Liquidity ratios
- Gearing ratios
- Non financial users and their needs
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Interpret a set of accounts for both a sole trader and a limited company.
L2.
Compare and contrast the accounts of two businesses.
L3.
Demonstrate an understanding of the layout of a profit and loss account and balance sheet. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate and/or work with:
•An overall appreciation of financial accounting.
•Knowledge that is embedded in the main theories, concepts and principles of financial accounting.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge, skills and understanding:
• In using a range of professional skills, techniques, practices and/or materials associated within financial accounting.
• In carrying out routine lines of enquiry, development or investigation into financial accounting.
|
| Generic Cognitive skills |
SCQF Level 8.
• Undertake critical analysis and evaluation of information and issues that are within financial accounting.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some advanced and specialised skills associated with financial accounting to:
• Convey complex information to a range of audiences and for a range of purposes.
• Use and evaluate numerical data to analyse a business' financial performance.
|
| Autonomy, Accountability and Working with others |
SCQF Level 8.
• Exercise autonomy and initiative in some activities within financial accounting.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| This module will use a traditional lecture and tutorial format of delivery. Lectures will use accounts prepared using international accounting standards. The lectures will be supported by tutorial discussion questions, allowing students to apply the ideas introduced in lectures. Knowledge and understanding will be enhanced by reference to analysis of international companies. Through assessment students will be able to demonstrate their evaluation, analysis and interpretative skills. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Independent Study | 88 |
| 100
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
BPP ACCA F7 text book (current edition).
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Accounting, Finance and Law |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Accounting, Finance & Law |
|---|
| Moderator | Patricia Connelly |
|---|
| External Examiner | C Soan |
|---|
| Accreditation Details | It is anticipated that the module with contribute towards exemptions from paper F3 of ACCA. |
|---|
| Version Number | 1.04 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Report (100)% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|