What can current and future students and their teachers learn from this?
During the learning:

• Accounting should be studied for understanding. There are several synoptic topics in this subject such as depreciation, revaluation, bad debts and bank reconciliation. Teachers should provide opportunities for students to apply the knowledge and skills acquired in a wide variety of contexts across the entire Accounting syllabus.
• Teachers should provide opportunities for students to practise analysing data with emphasis on decision-making and communication of conclusions arrived at as a result of analysis.
• Students should get into the habit of showing all supporting work as this allows them to check back for errors and mistakes and helps to ensure accuracy.

Prior to and during the examination:

• Candidates should be familiar with past examination papers, marking schemes and sample solutions, which are available on the SEC website www.examinations.ie.
• Candidates should ensure that all parts of the syllabus are fully prepared during studies. Attempting to predict the examination paper and omitting elements of the syllabus is a risky strategy and may lead to lower final grades.
• Candidates should continue to develop and practise examination technique, using sample solutions to practise and become familiar with the required techniques and terminology associated with the examination.
• Candidates should read the full examination paper at the start of the examination, before attempting any questions. Each question should be read and all instructions followed carefully. The full allocation of time allowed for the examination should be used.
• Candidates should attempt the required number of questions.
• Candidates should show all of their work. Marks are generally not awarded for an incorrect answer but if relevant t-accounts and other workings are shown then candidates may get credit for this work.
• Candidates should make sure they understand the meaning of the ‘command words’ used on the examination paper. For example, take the time to provide detailed answers in response to question cues such as ‘distinguish’ or ‘explain’, which require more development than instructions like ‘state’ or ‘outline’.