Accountancy

A-LEVEL ACCOUNTANCY

Faculty: Maths
Subject: A-Level Accountancy
Staff and Responsibility: Mr Kabir
Exam Board: AQA

Assessment Format

To enable Accountancy students, to show their breadth of knowledge and understanding, the accounting exam uses a mixture of question types including multiple choice, short answer and scenario based questions. Assessment remains 100% exam based.

In Year 13 the students sit 2 exams each one of 3 hours duration:

  • Paper 1 – Financial Accounting
  • Paper 2 – Accounting for analysis and decision-making

Subject Overview

You do not need to have studied Accountancy at GCSE level.

This course helps students to understand the responsibilities of the accountant and the impacts of their recommendations, on the business and the wider environment.

Students will build knowledge and understanding of key concepts, principles and techniques that they can apply to real-life scenarios, developing the ability to solve problems logically, analyse data methodically, make reasoned choices and communicate effectively. Areas studied include:

  • An introduction to the role of the accountant in business
  • Types of business organisation
  • The double entry model
  • Verification of accounting records
  • Accounting concepts used in the preparation of account records
  • Preparation of financial statements of sole traders
  • Limited company accounts
  • Analysis and evaluation of financial information
  • Budgeting
  • Marginal costing

Potential Career Options

Accountancy combines well with a range of subjects including Business Studies, Maths and ICT.  Students with an advanced level in Accountancy will have access to a wide range of career and higher education opportunities, in areas such as accountancy both chartered and management, banking, human resources and government.
Other

UK Accountancy qualifications are widely recognised throughout the world.  In recent years there has been an increased demand for British qualified accountants, with many offering five figure salaries.

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