Programme Specification

Transcription

1 Faculty of Business and Law HMRC Professional tudies in Taxation Programme pecification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme pecification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA ubject Benchmark tatements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education Document Date: 13/01/2014

2 Versioning of Programme pecification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: 02 December Effective date of Approved/Reviewed Programme pecification: 20/03/ /08/ This Version effective from: March Version number: HMRC/Mar2012/V2 tudents who commenced their study on awards within this programme specification prior to 20/03/2012 should refer to the previous version of the programme specification published on the CAQE website. Modifications to Programme pecification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in ection H (Log of Modifications) at the back of the document. Cross Referencing of Programme pecifications The following Award Programme pecification elements of provision included in this document is/ are also included in the following programme specifications Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above CAQE Page 1 of 74 Programme pecification

3 CENTRE FOR ACADEMIC TANDARD & QUALITY ENHANCEMENT Programme pecification The information in this document is organised into the following sections: ection A Administrative and Regulatory Information ection B Outcomes ection C tructure ection D Teaching, Learning and Assessment ection E Programme Management ection F Mapping ection G Points of Reference ECTION A ADMINITRATIVE AND REGULATORY INFORMATION 1 Overarching Programme pecification Title HMRC Professional tudies in Taxation 2 Brief ummary UG The programme has been developed in collaboration with Her Majesty s Revenue and Customs (HMRC) and aims to provide the opportunity to gain an academic award for HMRC staff who undertake the Tax Professional Qualifications (TPQ) provided by HMRC. PG A Master of cience degree in Taxation and Fiscal Policy has been developed for senior staff in HMRC and similar organisations to provide the opportunity for staff to continue their academic development. The focus of the course is on government policy and provides an Masters level knowledge for key decision and policy makers. 3 Awarding institution MMU 4 Home Faculty Business and Law 5 Home Department/ chool/ Institute Postgraduate, Professional and Corporate 6 UCA/GTTR code(s) N/A CAQE Page 2 of 74 Programme pecification

4 7 Framework for HE Qualifications position of final award(s) idance/pages/the-framework-for-higher-education- qualifications-in-england-wales-and-northern- Ireland.aspx 8 Alignment with University Curriculum Framework ions/curriculum-frameworks.php Intermediate (Level 5) Honours (Level 6) Masters (Level 7) Flexible 9 Engagement with the University s Uniwide Language Provision Uniwide is not available for Postgraduate/ Externally Validated programmes. 10 Compliance with University Assessment Regulations ions/assessment.php Flexible Framework 11 Approved Variations/Exemptions from University Assessment Regulations ions/assessment.php The following variations to the Undergraduate Assessment Regulations have been approved for the Undergraduate awards: The unit pass mark to be 60%; Units of sizes 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 and 55 credits be permitted; Classification of honours to be determined by Method 1 (weighted average) only. 12 Relationship with Faculty Foundation Year N/A Awards 13 Final award title(s) Certificate in Professional tudies in Taxation Foundation Degree Professional tudies in Taxation BA (Hons) Professional tudies in Taxation Mc Taxation and Fiscal Policy 14 Combined Honours There is no Combined Honours provision within this programme specification 14a (i) Combined Honours Awards N/A available eg: Bc/BA (Hons) AB Bc/BA (Hons) AB and XY Bc/BA (Hons) AB with XY CAQE Page 3 of 74 Programme pecification

5 (ii) ingle Honours Awards available through Combined Honours (ie Named Awards) (iii) Approved ubject Combinations administered by this Programme pecification (ie home combinations) 14b Approved ubject Combination administered by other Programme pecifications Approved Combination N/A Home Programme pecification & Home Dept 15 Interim exit awards and ubject title(s) Certificate in Professional tudies in Taxation Postgraduate Certificate in Taxation and Fiscal Policy Postgraduate Diploma in Taxation and Fiscal Policy Arrangements with Partners 16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership Her Majesty s Revenue and Customs (HMRC) (only for undergraduate awards) External validation 17 Articulation and Progression Arrangements with Partners Partner Name N/A Details of Arrangements Professional, tatutory and Regulatory Bodies 18 PRB(s) associated with final award of any route within the programme specification 19 Date and outcome of last PRB approval/accreditation N/A N/A Approval tatus 20 Date and outcome of most recent MMU review/ approval (i) Latest review/approval Approved in 2011/12 as part of the Executive Programmes Network. CAQE Page 4 of 74 Programme pecification

6 (ii) Major Modifications to Programme pecification since last review/approval Major Modification to include postgraduate award December Next cheduled Review Date: 2014/15 22 Programme pecification effective date: February 2014 ECTION B - OUTCOME 23 MMU Graduate Outcomes On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field. 24 Programme Rationale UG The programme has been developed in collaboration with Her Majesty s Revenue and Customs (HMRC) and aims to provide the opportunity to gain an academic award for HMRC staff who undertake the Tax Professional Qualifications (TPQ) provided by HMRC. PG This programme was developed directly in response to the award of a contract (via Capita) to provide students from senior HMRC staff. The programme itself is a complement to the postgraduate economics offerings and is truly distinctive offering training and academic development in policy to decision makers in government and similar organisations. The programme will have considerable research benefits with the cohort often already working / researching in policy and producing research within MMU on topics highlighted by HMRC as key CAQE Page 5 of 74 Programme pecification

7 areas they would like research in and using unique data sets (access negotiated on an individual basis). 25 QAA Benchmark tatement(s) Foundation Degree Qualification Benchmark UG Accounting Benchmark UG Finance Benchmark Masters Benchmarks for Management and Business Programme pecific Outcomes (a) Final Award Learning Outcomes On completion of the Undergraduate Honours degree programme graduates will be able to: PLO1. upport the strategic objectives of HMRC, by being capable and highly trained tax professionals, demonstrating a systematic understanding of key aspects of tax regulation law and casework PLO2. Use their acquired skills and knowledge to perform effectively in a variety of senior tax professional roles across HMRC PLO3. Deploy accurately, established techniques of analysis and enquiry within the discipline PLO4. Apply the methods and techniques learned to review, consolidate, extend and apply their knowledge and understanding to their case work and other projects. PLO5. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem. PLO6. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. PLO7. Demonstrate the exercise of initiative and personal responsibility PLO8. Take decisions in complex and unpredictable contexts PLO9. Demonstrate learning ability ed to undertake appropriate further training of professional or equivalent nature. On completion of the Foundation degree programme graduates will be able to: PLO1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis PLO2. Effectively communicate information, arguments and analysis in a variety of forms of specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. PLO3. Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within their business unit. PLO4. Demonstrate the qualities and transferable skills necessary for employment which CAQE Page 6 of 74 Programme pecification

8 requires the exercise of personal responsibility and decision-making. On completion of the Masters degree programme graduates will be able to: PLO1. Demonstrate an Masters level knowledge of the aims of fiscal policy. PLO2. Demonstrate an Masters level knowledge of the aims of taxation and tax policy. PLO3. Critically evaluate and demonstrate an advanced understanding of the interaction of policy, the functions of the economy and economic growth. PLO4. Critically evaluate policy decisions using appropriate data. PLO5. Analyse the effect(s) and / or forecast the implications of policy. PLO6. Produce independent research concerning policy, for career development or further policy research. (b) Combined Honours Learning Outcomes N/A (c) Pass Degree Learning Outcomes N/A 27 Interim Award Learning Outcomes Certificate in Professional tudies in Taxation (Level 5/6). Holders of this award will be able to: Partially demonstrate the learning outcomes expected for a Foundation degree above, sufficient to award 60 credits at level 5, or combination of credits at level 5 and level 6 totalling 60 credits. On successful completion of a Postgraduate Certificate in Taxation and Fiscal Policy, students will be able to: PLO1. Demonstrate a Masters level knowledge of the aims of fiscal policy. PLO2. Demonstrate a Masters level knowledge of the aims of taxation and tax policy. PLO3. Critically evaluate and demonstrate an advanced understanding of the interaction of policy, the functions of the economy and economic growth. On successful completion of a Postgraduate Diploma in Taxation and Fiscal Policy, students will be able to: PLO1. Demonstrate a Masters level knowledge of the aims of fiscal policy. PLO2. Demonstrate a Masters level knowledge of the aims of taxation and tax policy. PLO3. Critically evaluate and demonstrate an advanced understanding of the interaction of policy, the functions of the economy and economic growth. CAQE Page 7 of 74 Programme pecification

9 PLO4. PLO5. Critically evaluate policy decisions using appropriate data. Analyse the effect(s) and / or forecast the implications of policy. ECTION C TRUCTURE 28 tructures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements There are two ways to progress through the programme. tudents who are enrolled on an HMRC Tax Professional Development Programme follow a prescribed study schedule which will be drawn from the TPDP units described below. These will be supplemented where necessary by continuing professional development units. Other students will accumulate credits from the CPD framework through studying a series of individual small units and can opt into the award route when they have successfully completed 60 credits of CPD accredited study. FdA Professional tudies in Taxation Level 4 Exempt. All entrants to this programme will have advanced standing equivalent to 120 credits at level 4 for their previous HMRC Tax Professional training and a minimum of 2 years work experience. This will be acknowledged by entry with specific credit to Level 5. The FdA is an exit award and is not available to students who are continuing to complete all of level 6. uper-units are combinations of units that are studied together and assessed by a combined exam. Level 5 Overarching tructure Admission with specific credit of 120 credits at level 4, from years 1 and 2 of Tax Professional Foundation Level Programme Level 5 Option: taught tax professional -units or CPD units (90 credits) Core: Work Based Learning (30 credits ) Tax Professional CPD Route Development Route Tax Professional Unit Code CPD Core unit No of credits CAQE Page 8 of 74 Programme pecification

10 Core Unit Work-based learning - level 5 (30 credits) Options Tax professional Development Units Business Profits level 5 (20 credits) Company Tax level 5 (50 credits) Accountancy level 5 (20 credits) Case Working kills (5 credits) Unit Code 5C2240 Work based learning level 5 30 CPD Framework Units 5C2350 5C2380 Commencement and cessation 5 5C2370 Partnerships 5 5C2330 Assessing profits 5 5C2340 Non business income 5 5C2300 5C2280 Close companies and control 15 5C2310 Groups 10 5C2320 Corporate succession 5 5C2270 Intangibles 10 5C2260 International part C2460 5C2360 Increasing financial awareness 10 5C2210 Applying accounting standards 10 Units not included in tax professional scheme CPD units 5C2290 Termination payments 5 5C2410 Employment status, IR35 and managed 5 service companies 5C2420 Employment income and National 5 Insurance Contribution (NICs) 5C2400 Taxable persons and VAT grouping 5 provisions 5C2430 Land and buildings 5 5C2490 Complex Issues in VAT part one (BDDP 10 stream only) 5C2390 Capital goods scheme 5 5C2440 Disposal of a business 5 5C2220 Reconciling private worth 5 5C2230 5C2250 Dispute resolution 5 Level 6 units as indicated below (no maximum) can be included in the award of the Foundation Degree for those not continuing to the Honours degree award. Double counting of units is not permitted. Foundation Degree CAQE Page 9 of 74 Programme pecification

11 To gain the final exit award: Foundation Degree in Professional Taxation a minimum of 120 credits must be obtained from a combination of the units detailed below with at least 90 credits being accumulated from the taught units and 30 credits being accumulated from the work based learning unit. The taught units can be TPDP units or individual units from the CPD framework that are additional to the content of the selected TPDP units. The 90 credits of taught units should be passed before submitting the assessment for the Work based Learning unit. Units at level 6 can be included for this award but these units cannot then be used towards the BA (Hons) award. The FdA is an approved progression route for students successfully completing the foundation degree to BA (Hons) Professional tudies in Taxation. tudents who do not wish to progress to the BA (Hons) award may include level 6 units in the 90 credits taught units. BA (Hons) Professional tudies in Taxation Level 6 Overarching structure tudents will accumulate units within the following framework. Level 6 Level 6 Option: tax professional units or CPD units (90 credits) Core: Work Based Learning (30 credits ) Tax Professional Development Route Tax Professional Route Core Unit Work-based learning level 6 (30 credits) Tax Professional Development Units Business Profits level 6 (25 credits) Company Tax level 6 (20 CPD Route Unit code CPD Route Core unit No of credits Unit code 5C3600, 5C3510 (PT) 5C3820, 5C3580 5C3570, 5C3840 (PT) 5C3620, 5C3860 (PT) 5C3660, 5C3700 (PT) 5C3690, 5C3540 (PT) 5C3850, 5C3490 Work based learning level 6 30 CPD Framework Units Trade - scope and meaning 5 Capital v revenue 10 Trade deductions 10 Distributions 10 CAQE Page 10 of 74 Programme pecification

12 credits) (PT) (PT) 5C3900, 5C3480 (PT) Capital Gains 1 Individuals (25 credits) Capital Gains 2 Companies (30 credits) 5C3930 5C3920 5C3740, 5C3640 (PT) 5C3680, 5C3760 (PT) 5C3730, 5C3780 (PT) 5C3710, 5C3530 (PT) 5C3650, 5C3790 (PT) 5C3750, 5C3610 (PT) International part 2 10 Further aspects of Capital Gains Tax (CGT) hares and debt for individuals 5 Capital Gains Tax (CGT) reliefs for individuals Further aspects of Capital Gains (CG) for companies Groups and Capital Gains (CG) 10 Company reorganisations and share exchanges 10 Units not included in tax graduate scheme 5C3550, 5C3870 (PT) 5C3500, 5C3800 (PT) 5C3470, 5C3890 (PT) 5C3450, 5C3560 (PT) 5C3910, 5C3520 (PT) 5C3950 5C3460, 5C3830 (PT) 5C3940 CPD Units The scope of VAT complex supply issues Vouchers and business promotion schemes Option to tax 10 Partial exemption 10 VAT anti avoidance 5 Complex Issues in VAT part two (BDDP 15 stream only) Analysing complex VAT issues 5 Capital Gains for Individuals (BDDP stream only) 25 CAQE Page 11 of 74 Programme pecification

13 5C3770, 5C3590 (PT) Corporate finance 25 On successful completion of 120 credits at level 6 students are eligible for the BA (Hons) Professional Taxation award from MMU. The taught units can be the tax professional units or individual units from the CPD framework that are additional to the content of the tax professional units. The mapping of units is shown in the tables above. The 90 credits of taught units should be passed before submitting the assessment for the Work based Learning unit. Certificate in Professional tudies in Taxation (Level 5/6) This is available to students who do not wish to progress to a full 120 credit award and who have completed a minimum of 60 credits of option units. The Work-based Learning unit is not included as part of this award. Continuing Professional Development units HMRC will keep records of students taking individual CPD units. The conduct and assessment of standalone units will be subject to normal MMU quality assurance arrangements including moderation by MMU and by the External Examiner. tudents may opt into an award when they have a minimum of 30 units for the Certificate in Professional tudies or 60 units for the Foundation Degree and will then be registered on MMU systems. Mc Taxation and Fiscal Policy (Part-Time) Level 7 Core Units Code tatus Unit Title No of credits 5C4340 Academic & Professional Development 30 Behavioural Economics, Compliance & Policy 30 Fiscal Policy, Taxation & The Economy 30 ocial & Economic Issues in Taxation 30 5C4050 Dissertation 60 On successful completion of the following Level 7 credits: 60 credits: interim/final exit award PG Certificate in Taxation and Fiscal Policy 120 credits: interim/final exit award PG Diploma in Taxation and Fiscal Policy 180 credits: Final exit award - Mc in Taxation and Fiscal Policy ECTION D - TEACHING, LEARNING AND AEMENT CAQE Page 12 of 74 Programme pecification

14 29 Articulation of Graduate Prospects UG Graduates will be capable professionals, employable in the tax profession, both within HMRC and externally. PG Graduates of the Mc in Taxation and Fiscal Policy will have a high level knowledge of tax and fiscal policy, the economy and policy analysis, enabling career development and / or employment in a wide variety of policy making bodies, policy advice or analysis institutes and any organisation with a direct interest in the forecasting or analysis of government policy. 30 Curriculum Design UG HMRC deliver all of the programme to their staff for levels 5 and 6 of the MMU programmes. The whole taught programme, falls into two levels foundation and higher. Each level is subdivided into units of varying credit sizes. The MMU awards at Foundation degree level and Honours degree level will be accrediting units at levels five and six. The MMU awards will comply with the QAA Benchmarks as detailed in section 18 above. The HMRC staff who are undertaking the MMU award fall into three categories as follows: 1) Graduates who join the organisation to complete the Tax Professional Development Programme (TPDP) which is a structured training course over a four year period. The students work through all of the taught units and develop a work-based portfolio to evidence their practical skills and competence level. 2) Graduates or non graduates, within HMRC, with acceptable entry qualifications may apply for the TPDP scheme, and may join at the beginning of the four year programme above, or if they have sufficient prior tax professional training units, may be offered missing units (referred to as bridging units) which will ensure they are trained to the equivalent of completing year two of the TPDP programme. This is sometimes referred to within HMRC as the accelerated programme. 3) HMRC staff who do not join the TPDP programme at all, but nevertheless will be required to take additional units of study on an ad hoc basis as a result of business or continued personal development. Units studied on the first 2 years of the HMRC TPDP programme have been accredited by AAT (Association of Accounting Technicians) and mainly fall into levels 3 & 4. MMU are accrediting units covered by the TPDP programme in years 3 and 4 of the programme, for level 5 and level 6 awards. All students entering the level 5 study will have completed the equivalent of years 1 & 2 of the TPDP scheme and have a minimum of 2 years work experience with HMRC. Due to the varying credit sizes of the units studied within this programme, students will CAQE Page 13 of 74 Programme pecification

15 accumulate credits that will contribute to an MMU award at specific points. For an MMU award each unit has been reviewed and a credit and level awarded to it based on unit learning outcomes reflecting the technical difficulty of the subject matter and the student learning hours. In addition to the TPDP mapped units the programme will include work based learning units that allows the student to receive credit for the practical activities undertaken which are linked directly to application of learning from the specialist units as well as for recognition of tasks carried out as part of their job role. tudents are supported throughout their learning experience by their Business Learning Manager (BLM), are able to pose questions to their tutors during the course and are able to develop relationships with peers through an online messaging and conferencing service. PG The Mc in Taxation and Fiscal Policy has been developed by an extensive consulting process with HMRC to provide direct employer input into the design process. The units were further reviewed by a series of stakeholder feedback meetings within HMRC to provide feedback from all relevant aspects of this national organisation. 1. Behavioural Economics, Compliance & Policy Unit reviewed by HMRC and informed by an existing successful unit (Behavioural Finance). 2. Fiscal Policy, Taxation & The Economy - reviewed by HMRC and informed by an existing successful unit (Economics of The Financial ystem). 3. ocial & Economic Issues in Taxation Reviewed by HMRC. 4. Academic & Professional Development - reviewed by HMRC and an existing successful unit. 5. Dissertation - reviewed by HMRC (specific research topics for HMRC staff) and an existing successful unit The units on this Mc will combine to meet all Programme Learning Outcomes and provide the knowledge and skills expected from a graduate of a Mc in Taxation & Fiscal Policy. Both MMU and HMRC perceive that this knowledge and understanding will allow students to achieve meaningful career progression and meet the programme and graduate learning outcomes. 31 Learning and Teaching UG On a prescribed programme of studies there is a teaching cycle. which varies per super-unit. This is 8-15 weeks learning; 3 week revision and exam; 4 week review period for re-assessment. A sample schedule for the course is attached in Appendix 6. tudents will mainly work on distance learning materials. tudents are provided with study packs for all units. Each unit has a defined element of class contact or computer-based learning materials and a defined element of self-study using the learning materials provided. tudents will also be provided with revision guides. These are supplemented with face to face workshops provided to help students prepare for examination. CAQE Page 14 of 74 Programme pecification

16 Formative assessment is provided through on-line practice tests and mock exam questions. tudents studying the individual CPD units will self-study using the distance learning materials and on-line formative feedback. They can then attend a workshop for the unit if they wish. tudents on this route decide when they are ready to take an examination. Induction The MMU awards with HMRC are part of a larger series of development. When students start on the 4 year HMRC prescribed programme that culminates in an MMU award they have a two day induction programme. The MMU Link Tutor will be involved in this induction and give an overview of the MMU awards. When students enrol on the MMU award stage of their programme with HMRC they will use some e-learning material, developed with HMRC, to find the information they about their MMU award and the University regulations. CPD Route When students taking individual CPD units enrol on the MMU award they will use e-learning material, developed with HMRC, to find the information they about their MMU award and the University regulations. PG Mc Taxation & Fiscal Policy Year Modules Total Time in MMU tudent tudy Time Year 1 APD 12 days 900 hours (minimum) EIT BF & TP Year 2 EF&T Dissertation 8 days 900 hours (minimum) A diagrammatic, intuitive and case study approach will be taken rather than a complex mathematical and econometric approach, this recognises the of employees to present data to a wide audience. Through an intensive taught programme and an extended individual investigation the student will develop through the course in line with their career aims and their current positions within HMRC or their respective organisations. Generally a student will have 4 days face to face teaching (lectures / workshops / group work / computer labs) within MMU supplemented with material provided online through a VLE. The face to face sessions will be comprised of a mixture of lecture and workshop sessions, incorporating group work where appropriate. CAQE Page 15 of 74 Programme pecification

17 32 Assessment UG Formative assessment is varied and engaging and can take the form of classroom feedback on taught courses, on-line practice tests and practice exams. For the work based learning units formative assessment will be feedback from managers who have a supervisory role for the student. For the taught units summative assessment will be testing the learning outcomes through a written examination and the work based learning assessment will be in the form of a reflection of the practical activities undertaken evidenced in a portfolio. Feedback on the examination will come from tutors and will be one-to-one verbal or written. tudents may take individual units from the programme and will be awarded certificates of credit for the units taken. Foundation Degree and Honours Degree The minimum pass mark on the level 5 and level 6 units of the programme will be 60% on all assessments. This is because the MMU grade descriptors in the range describe a level of competence which is not adequate for the job role in which these students are employed. ee Appendix 4 for Business chool Undergraduate Grade Descriptors All examination assessments undertaken in the training programme have a pass mark of 70% which is an HMRC requirement. MMU recognise the reasons for this pass mark, and have agreed with HMRC a conversion of the HMRC pass range to an MMU pass range of The conversion is based on the range of pass marks achieved over the last two years, compared with an MMU profile of % achievement at different levels. MMU HMRC (2.1) and over (1 st ) 77 and over ee Appendix 5 for pass mark conversion matrix. The Work-based Learning and Tax Professional Portfolio units will be marked on a matrix based on the MMU grading criteria for undergraduate programmes. s tudents taking the foundation degree and honours degree will normally sit examinations which vary in length depending on the size of the unit. ome large units may have two exam papers.. tudents taking individual units as CPD will sit a shorter separate paper for each unit. The length of the examination is related to the credit total of the units being assessed. Exam covering 30 credits; 4-5 hours (two papers) Exam covering 15 credits: hours Exam covering 5 credits: 45 mins-1 hour CAQE Page 16 of 74 Programme pecification

18 papers can include long case-study questions so time is allowed within the time set for the examination for reading the questions. PG tudents taking the Mc will be assessed through coursework only: APD: 1. An individual piece of written work (1500 words) which requires the student to critically reflect on aspects of their profession, use the MMU online library resources and apply the Harvard referencing system. 2. An individual piece of written work (3500 words) in the style of a research brief proforma or professional journal article structured in such a manner that allows unit learning outcomes 3,4,5,6 and 7 to be effectively assessed and graded. BE,C&P: Two 2500 word essays; one concentrating the development of behavioural theory studied in depth, and one focussing on the application of this theory in the development or analysis of public policy. FP,T&E: Two 2500 word essays; one concentrating on the theory of taxation or fiscal policy studied in depth, and one focussing on the application of this theory in the development or analysis of policy generally expected to be relevant to the student s role within the HMRC business type structure (or their particular interest or organisation). EIT: Assessment will involve an extended individual investigation into a chosen area, the student will thoroughly research the tax implications of a subject, in line with the economic and social issues of a taxation policy (how the tax policy supports the business area, fosters growth etc.), as well as the technical principles and a comparison with other systems. It is intended that the student will have the ability to define the study in-line with their own interests and / or the interests of HMRC (or their organisation) and the broad scope of the course. Assessment Choice 1 Taxation of Alcohol & Tobacco Assessment Choice 2 European Taxation, e.g. Greece in Crisis Assessment Choice 3 A topic chosen in-line with the student s position / interests / Organisation requirements. 25% - A 1500 word research review and overview of the selected topic to be submitted in advance of final face to face session, for feedback and advice. Formative Research Proposal with online support from the tutor produced before session CAQE Page 17 of 74 Programme pecification

19 two. 75% - A 4000 word in-depth investigation into the chosen topic focussing on the social and economic impacts of the chosen area. 33 Inclusive Practice The programmes comply with the University s Equality and Diversity Policy and relevant legislation regarding accessibility of learning opportunities. taff seek to pre-empt students support s through the provision of pre-course and induction information, and through early assessment and feedback. The differing dimensions of students as full time and part time learners and as international students require different responses. The Faculty has the resource an International tudent upport Officer in addition to the standard support mechanisms. 34 Technology Enhanced Learning UG This programme is a validation of material and internal training provided by HMRC. PG The University VLE forms the foundation for technology enhanced learning on the network. All units engage with the VLE and there are additional programme areas to provide additional resources and communications with groups of students. tudents are introduced to the VLE at induction and reinforced by unit staff. Online learning is playing an increasing role in delivery, to support learning. Examples of this are staff podcasting their lectures and provision of online resources that enable students to engage in further learning. An online research methods course is being developed as a supplementary resource for full time students, and to replace some of the face-to-face attendance requirements of part time students. The development of technology enhanced learning is an on-going process; staff are supported in this by the Faculty e-learning upport Officer. 35 Work-related Learning and/or Placement UG As this programme is a collaborative programme between HMRC and MMU work based learning will be an integral and accredited element of the programme of study and will comply with the MMU Code of Practice on Work Based Learning. The aim of the units undertaken is that they will develop the skills and knowledge relevant to a student s employment, whilst providing academic recognition of the learning that students acquire in the workplace. CAQE Page 18 of 74 Programme pecification

20 The unit outcomes are designed around activities that the students will undertake in their workplace either because of their job role or from the practical activities attached to the taught units studied. The work based learning units will be a core requirement for all students. tudents on the HMRC development programme are required to maintain a portfolio detailing management and leadership competences reached. The student has overall responsibility for his or her own portfolio, and supported by a work-based learning supervisor, who is their business manager. The initial assessment to assess the competences is by the business manager at level 5 and at level 6 by an independent manager as this the end of the HMRC development programme and is linked to internal promotion for the student. This portfolio forms the basis for assessment of the Work-Based Learning Unit. In addition students who are not on the HMRC development programme maintain a reflective portfolio on the practical activities undertaken in relation to the tax professional units studied. Prior to starting the portfolio students are given advice on the requirements of the portfolio and the assessment process in the HMRC publication Practical Work Assessment Guide. All students who study the taught units have to demonstrate the application of this knowledge by undertaking practical activities attached to each unit. The types of activities will vary per unit but could include: Investigate appropriate legislation and/or case work Apply correct legislation to the case Update case notes, report to supervisor, write to customer or other suitable closing activity On completion of this unit the student will produce a portfolio demonstrating how they applied the theory in practice detailing and reflecting on areas for self-development. The portfolio will be assessed initially by the business manager using an agreed set of marking criteria, and then it is independently reviewed. All taught units will also include an element of learning to apply the knowledge gained on the job. PG Throughout the Master s course it is anticipated that the student will be able to tailor their reading, assignments and research to particular functions within HMRC or their respective organisation. A student could focus their Master s on taxation, customs or other aspects of policy and then to the analysis or design of policy within these areas. 36 Engagement with Employers UG As this programme is a collaborative programme between MMU and HMRC the two parties have CAQE Page 19 of 74 Programme pecification

21 worked closely throughout this development stage of the accreditation through regular meetings and the sharing of information relevant to the production of approval paperwork When the programme is fully accredited engagement at an operational level will be through the link tutors and through HMRC representation on the programme committees and boards. PG The Mc, whilst a sole MMU provision, has been designed closely with HMRC the programme will continue to work closely with HMRC through the development of research topics and access to data. Furthermore HMRC will provide 21 students for the course. The knowledge and skills base of this programme support career progression within the civil service and other relevant institutions. 37 Personal Development Planning UG MMUB: A model comprising four quadrants has been developed that identifies the PDP s appropriate for our students from level 5 and 6. These have been mapped into the curriculum with a specific unit at each level taking responsibility for PDP, but with development of skills and knowledge being across the curriculum. Within this model there is specialisation by discipline and to enable each student to identify their individual s. Quadrant Year Level 5 (UG Yr 2) Level 6 (UG Yr 3/4) A Transitions Career Development Career Management B Tools for Learning Project Management Tools for Research C Business kills Basic, complex Basic, complex, advanced professional D elf Awareness Working with others Image management Professionalism Building a management style Professionalism Foundation degree and Undergraduate Honours degree Personal development planning and review is an integral part of the programme and is also embedded into HMRC s existing arrangements for personal development review and appraisal system. Throughout the programme students will be required to gather evidence of their skills development and record these within their individual personal development plans. At each level students will complete an assessed work based unit (30 credits) which will include personal development planning. The aim at level 5 is to demonstrate personal development as a competent professional. The aim at level 6 is personal development as a leader or a manager. The competences are based on HMRC leadership behaviours. These are evidenced through: A portfolio either: CAQE Page 20 of 74 Programme pecification

22 reflecting the leadership competences achieved (Work-Based Learning unit). The level and complexity of casework will be illustrated in the practical activities list attached to each unit the student studies. reflecting the leadership competences achieved (Work-Based Learning unit). tudents will be required to show competence at more complex casework and being able to work with the minimum supervision/work, independently demonstrated through an assessed portfolio (Tax Professional Portfolio unit) PG The programme generally caters for students on a career path, and as such there is an emphasis on the acquisition of academic knowledge and skills, however there is a reflexive exercise where students consider their own career and objectives. Furthermore Mc students are actively encouraged to investigate areas and develop analysis skills particular to their own career aims. ECTION E - PROGRAMME MANAGEMENT 38 Programme pecific Admission Requirements Undergraduate Admission to the programme is restricted to students put forward for admission by HMRC. Admissions Requirements for Entry to the Foundation Degree tudents who have successfully completed the HMRC TPDP years 1 and 2 since January 2006 will be admitted with specific credit of 120 credits direct to level 5 on the Foundation Degree programme or through individual APL Admissions Requirements Entry to the Undergraduate Honours Degree Entry to the level 6 BA (Hons) programme is successful completion of the FdA credits or through individual APL mapped to the learning outcomes of the Foundation Degree Admission requirements to individual units at level 5 or 6 tudents who have successfully completed the AAT Tax Diploma and have at least two years work experience with HMRC or who have completed the AAT Powers and Compliance Diploma and have at least 3 years work experience with HMRC are eligible to undertake individual units for credit. tudents on individual CPD units will be registered with HMRC. If students wish to register for an award they to register with MMU as follows for the Certificate in Professional tudies after successfully completing 30 credits of MMU units. For the Foundation Degree/Honours degree after successfully completing no more than 60 credits of cpd units. CPD units are consider eligible for the award if they have been completed in the 10 years prior to entry. The applicant must demonstrate through the APL process their currency of knowledge and coherence in the academic content of the programme through applying knowledge at work. CAQE Page 21 of 74 Programme pecification

23 Admission with specific credit of 45 credits will be granted to students on the HMRC Tax professional Development Programme 2009 cohort for the Business Profits units at levels 5 and 6. These students will be eligible for the honours degree award. tudents who leave the programme early must have completed 120 credits to be considered for the Foundation Degree award. Admission for students who have completed alternative qualifications with HMRC are detailed in Appendix 7. Exemption from units up to a maximum of 60 credits for students who have taken previous HMRC programmes as shown in Appendix 8. Postgraduate Mc Taxation & Fiscal Policy Admission Routes: 1. A (2:2) honours degree (or international equivalent) plus employment in relevant organisation / role. 2. An honours degree (or international equivalent) plus at least 3 years work experience in a relevant organisation / role. 3. A combination of qualification and experience, may be considered on individual application. Applicants whose first language is not English and whose first degree was not taught in English are required to produce evidence of English Language proficiency of IELT 6.5 with no less than 5.5 in any paper, or alternative qualifications as specified at NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus 39 Programme pecific Management Arrangements tandard programme management arrangements apply in relation to both programmes with the programme committee being located at HMRC. This will enable the student voice for both levels of award to be singularly included. The UG programme will be managed on a day to day basis by the HMRC and MMU link tutors and the PG programme by the MMU programme leader (as outlined below.) The whole programme will be administered to support effective relationship with HMRC through a single administrative point. Due to the commercial nature of the course and the expected employer sponsorship, there may be additional requirements for student progress / attendance reports. If required these will be produced by the MMU programme. CAQE Page 22 of 74 Programme pecification

24 Board of examiner arrangements Undergraduate ub-boards of the MMU Corporate Programmes Board of Examiners will meet as Tier 1 Boards to consider progression results at the end of each assessment and reassessment period. The MMU Link Tutor and an MMU enior Administrator will attend these boards. tudents being put forward for award will be considered at a Tier 2 Corporate Board of Examiners at MMU. Representatives from HMRC will attend for that section of the Board. Postgraduate The PG programme results will be considered by the MMUB Tier 1 and Tier 2 Corporate Board of Examiners. NB: the University s Management of Programme Delivery is available from: 40 taff Responsibilities Programme Leader /Link Tutors Link Tutors will be appointed at MMU and also by HMRC. The MMU Link Tutor will be a member of the Department of Accounting, Economics and Finance with appropriate specialist knowledge. The HMRC Link Tutor will be the Tax Professional Development Programme (TPDP) Course Director for students on the HMRC Graduate Programme, and the Team Leader for HMRC Central Policy for the students not on the HMRC Graduate Programme. The Link tutors will follow the guidelines issued in the MMU link tutor handbook and the operations manual for this programme and will take the lead in day-to-day management of the programme units including dealing with student issues. The Link Tutors are responsible for updating the Continuous Improvement Plan and for maintaining the Programme Log. Mc Programme Leader Whilst the Mc is run solely within MMU and open to all students who meet the entry criteria, the Mc programme leader will have additional responsibilities, namely co-ordinating topics / HMRC research requirements and resources. Programme Co-ordinator A Programme Coordinator (Principal Lecturer) shall be responsible for overseeing the planning, development, quality enhancement and operational management of the HMRC Degree and Masters programmes. HMRC Unit leaders Unit leaders are the HMRC Product Leaders who manage the writing of the unit content. MMU Unit Leaders An MMU member of staff will be appointed as MMU unit leader for each unit and will be responsible for the MMU internal moderation of each unit. CAQE Page 23 of 74 Programme pecification

25 HMRC Programme Unit Tutors The programme will be delivered by HMRC staff, known as Learning and Development Professionals (LDP). All LDPs will have achieved the level of specialist knowledge and skill required for the subject area in which they are delivering learning. This will be evidenced by success in the Tax Professional Qualifications at the appropriate level or former equivalent departmental qualifications. Beyond this, LDPs as Tax Professionals will be expected to undertake 5 days of CPD per year. In addition relevant tax professional work experience ensures that staff selected for LDP training, will be able to offer the benefit of considerable tax professional practical experience to enhance their teaching. Executive Head Postgraduate, Professional and Commercial Department The Head responsible for the operation and quality of the programme Executive Head Accounting, Economics and Finance Department The Head responsible for staffing the Link Tutor and unit moderator roles; for securing an appropriate external examiner; and for resourcing any specialist subject input necessary from MMU for the operation of the programme. Unit review HMRC Unit tutors feedback to the HMRC Writers and Maintenance Team via HMRC internal group conferencing systems. This is to highlight any errors or problems with the material, or to post further material they have produced which could be incorporated into future resource packs. Feedback from tutors also comes via marking school and team meetings through the TPDP Course Director and is passed on accordingly. NB: the University s Management of programme Delivery is available from: 41 Programme pecific Academic tudent upport Generic academic student support is provided to all students in line with the guidance outlined in the University s tudent Handbook. The University tudent Handbook is available from : Programme pecific upport UG & PG tudents will be given support at all levels of the programme through a variety of methods so their voice can be heard. On Entry All entrants shall be provided with an Induction to their Programme and to the support services within their Programme. The induction will include guidance on MMU regulations and procedures. All entrants shall be provided with materials that explain both procedures and services that CAQE Page 24 of 74 Programme pecification

26 are available for student support. All entrants shall be issued with a Handbook for their Programme in accordance with University requirements. The handbook will clearly identify the respective roles of MMU and HMRC to the student. During the course Arrangements for pastoral support: tudents taking tax training as part of the HMRC graduate programme will have access to a Learning Manager to support their learning. taff taking individual learning will have manager support and technical input (as required) by the Central Training Unit. HMRC encourage coaching to help staff achieve what is required from the programme and have available Learner and Manager Information packs on their intranet. Trainees on a graduate development programme will have the tutor support and support of a Course Director in addition to their learning manager. UG Only Details of careers support: Career support is available to all HMRC employees through the HR section, information is available in internal business units and through line managers. Post Course Graduates are eligible to join MMU s Alumni Association The table below indicates how the tudent upport trategy meets the requirements of the MMU Threshold tandards MMU Threshold standard 1 Transition and induction 2 Learning Teaching & Assessment 3 upporting tudent Progress Guidance is available and provided by the HR division of HMRC with the MMU Link Tutor providing input about the MMU award. 2-1 Collaborative learning - there will be opportunities for collaborative learning during classroom sessions. Also via First class online conferencing and message service. 2.2 Assessment: - Practice questions and diagnostic tests are available to practice before the actual assessment is attempted. 3-1 Academic Tutoring: - All those on TPQ development programmes have a Learning Manager who acts as mentor. upport for learners and managers is available in the CAQE Page 25 of 74 Programme pecification

27 4 Evaluation of student Opinion 5 upporting Resources Learner & Manager Information pack which is available to all HMRC staff through the Department s Intranet. There is also an online forum and conferences dedicated to student issues Monitoring and Reviewing student Progress:- The Learning Manager is responsible for monitoring and reviewing progress in conjunction with the HR department. 3.3 Pastoral Care: Again normally provided by the Business Learning Manager, though there is scope for students to seek advice from work colleagues and line managers, the online support system and through students conferences. 3.4 upport for Transition between stages of study: The learning manager and HR department can advise the student of the next stages of their study programme. Also line manager can assist the student with the most appropriate development routes for their area of work. 3.5 upport for development of Employability: All of these students are already employed by HMRC and support is therefore ongoing in the workplace by the learning manager and line managers Procedures for evaluating student opinion is described in section 33 below. Provision for supporting resources are extensive on the online learning platform at HMRC and through access to MMU s online learning and library resources. 42 Programme pecific tudent Evaluation The Programme complies with current institutional evaluation policies. NB University information on tudent Evaluation is available from: Programme pecific Evaluation Undergraduate tudents on the programme will complete an MMU reflective questionnaire annually. An action list will be produced for submission to the Programme ub-committee and will be posted on HMRC conferencing and messaging forum including feedback on actions taken. The action list will be reviewed by the senior management team in the Postgraduate, Professional and Commercial department and reported at the Corporate Programmes Committee. tudents will be given the opportunity to feedback to HMRC through a number of channels, including surveys, on learning activities, online forum and student conferences. The MMU Link Tutor will have access to this feedback. CAQE Page 26 of 74 Programme pecification

28 tudents are encouraged to feedback their experience of the learning and assessment process. To achieve this HMRC use a mix of channels including a reactionaire, a feedback questionnaire which students are asked to complete immediately following an activity, questionnaires relating to results from their assessments and finally questionnaires intended to reflect the long term affects of the learning upon the individual. Trainees can give feedback on the programme at any time and the preferred route for them to do this is via their tutor in the first instance, then to the Course Director or to their Business Learning Manager via the internal feedback process. The Course Director will then channel any feedback to the appropriate person to deal with. Trainees on one of HMRC s Tax Professional Programmes have access to an online conferencing and message service. Trainees and their managers can use this to provide formal and informal feedback about the course, classroom events and the learning material. Trainees have access to some conferences that their managers do not, so they have a private space in which to discuss the course. tudents will be given the opportunity to discuss their individual learning s in one to one feedback sessions with the Learning Manager and during the personal development review process available to all staff. In response to feedback and in consultation with expert technical support the HMRC Learning maintenance team will make adjustments to existing material, and to help inform new curriculum development, as reflected by feedback received in the first and second tiers of the evaluation process. General issues arising from feedback will be addressed in the Continuous Improvement Plan for the programme which will be monitored by the Programme ub-committee. tudents will be informed by the HMRC Programme Team of the actions taken as a result of feedback. Postgraduate tudents on the Mc Taxation & Fiscal Policy will be offered the opportunity to participate in: 1. The Internal tudent urvey (I) 2. The Postgraduate Taught Experience urvey 3. taff tudent Liaison Meetings CAQE Page 27 of 74 Programme pecification

29 CAQE Page 28 of 74 Programme pecification

30 ECTION F PARM1.1 Undergraduate 1. Relationship to ubject Benchmarks 2. Assessment Map 3. Outcome Map 4. Business chool Undergraduate Grade Descriptors 5. HMRC/MMU Marks Conversion Table 6. Tax Professional Development cheme Provisional chedule 7. Admission Routes from old HMRC Qualifications 8. TPLP Level 5 and 6 Exemptions for Prior Qualifications Postgraduate 9. Relationship to ubject Benchmarks 10. Assessment/Outcomes Map CAQE Page 29 of 74 Programme pecification

31 1. Relationship to ubject Benchmarks MAPPING QAA BENCHMAR TATEMENT - BUINE PROFIT- ACCOUNTING nowledge and Understanding kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain Trade - scope and meaning Commencement and cessation Partnerships Capital v revenue Trade deductions Assessing profits Non business income Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and selfmanaged learning 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 30 of 74

32 MAPPING QAA BENCHMAR TATEMENT - BUINE PROFIT - FINANCE nowledge and Understanding kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). Trade - scope and meaning Commencemen t and cessation Partnerships Capital v revenue Trade deductions Assessing profits Non business income Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). 2 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 3. An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices; and the nature of accounting measures of financial performance). 3 Normally, experience of working in groups, and other interpersonal skills, and in presenting the results of their work orally as well as in written form. CAQE Page 31 of 74

33 MAPPING QAA BENCHMAR TATEMENT - COMPANY TAX - ACCOUNTING nowledge and Understanding Levels 5 and 6 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socioeconomic domain Close companies and control Distributions Groups Corporate succession Intangibles Corporate finance International part 1 International part 2 Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and selfmanaged learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 32 of 74

34 MAPPING QAA BENCHMAR TATEMENT - COMPANY TAX - FINANCE nowledge and Understanding Levels 5 and 6 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). 2. A knowledge of the major theoretical tools and theories of finance, and their relevance and application to theoretical and practical problems (eg concept of arbitrage and examples of its use; financial mathematics and capital budgeting criteria; informational efficiency; optimal risk sharing; portfolio theory; asset pricing models and the valuation of securities; cost of capital; derivative pricing; risk management; information asymmetry; principal agency relationships; signalling; Fisher separation and capital budgeting criteria; behavioural finance; term structure and the movement of interest rates; determination of exchange rates and financial intermediation). Close companies and control Distributions Groups Corporate succession Intangibles Corporate finance International part 1 International part 2 Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 An ability to analyse and draw reasoned conclusions concerning structured and, to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 5. An understanding of the factors influencing the investment behaviour and opportunities of private individuals (bonds, equities, and derivatives; risk aversion; risk/return trade-offs; portfolio management and performance measurement; pensions and long term savings; the tax treatment of savings and investments; international diversification; forex risk; objectives of and constraints on institutional investors and advisors). 6. An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices; and the nature of accounting measures of financial performance). 4. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) 5. Communication skills including the ability to present quantitative and qualitative information together with analysis, argument and commentary in a form appropriate to different intended audiences 6 Normally, experience of working in groups, and other interpersonal skills, and in presenting the results of their work orally as well as in written form. CAQE Page 33 of 74

35 MAPPING QAA BENCHMAR TATEMENT - CAPITAL GAIN - ACCOUNTING nowledge and Understanding Level 6 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) Futher aspects of CGT CGT reliefs for individuals Futher aspects of CG for companies Groups and CG hares and debt for indviduals Company reorgansiations and share exchanges Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socioeconomic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and selfmanaged learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 34 of 74

36 MAPPING QAA BENCHMAR TATEMENT - CAPITAL GAIN - FINANCE nowledge and Understanding Levels 5 and 6 kills () Futher aspects of CGT CGT reliefs for individuals Futher aspects of CG for companies Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). 2. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 3. An understanding of the factors influencing the investment behaviour and opportunities of private individuals (bonds, equities, and derivatives; risk aversion; risk/return trade-offs; portfolio management and performance measurement; pensions and long term savings; the tax treatment of savings and investments; international diversification; forex risk; objectives of and constraints on institutional investors and advisors). Groups and CG hares and debt for indviduals Company reorgansiations and share exchanges Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) 3. Communication skills including the ability to present quantitative and qualitative information together with analysis, argument and commentary in a form appropriate to different intended audiences CAQE Page 35 of 74

37 MAPPING QAA BENCHMAR TATEMENT - VAT - ACCOUNTING nowledge and Understanding Levels 5 and 6 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) The scope of VAT Taxable persons and VAT grouping provisions Vouchers and business promotions Land and buildings Option to Tax Partial exemption Capital goods scheme Disposal of a business VAT anti avoidance Analysing complex VAT issues Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 4 Capacities for independent and self-managed learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 36 of 74

38 MAPPING QAA BENCHMAR TATEMENT - VAT- FINANCE nowledge and Understanding Levels 5 and 6 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). The scope of VAT Taxable persons and VAT grouping provisions Vouchers and business promotions Land and buildings Option to Tax Partial exemption Capital goods scheme Disposal of a business VAT anti avoidance Analysing complex VAT issues Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). 2 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 3. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 3. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) 4. An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices; and the nature of accounting measures of financial performance). 4 Normally, experience of working in groups, and other interpersonal skills, and in presenting the results of their work orally as well as in written form. CAQE Page 37 of 74

39 MAPPING QAA BENCHMAR TATEMENT - EMPLOYER IUE -ACCOUNTING nowledge and Understanding Level 5 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socioeconomic domain 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). Termination payments Employment status, IR35 and MC Employment income and NICs Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and selfmanaged learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 38 of 74

40 MAPPING QAA BENCHMAR TATEMENT - EMPLOYER IUE - FINANCE nowledge and Understanding Level 5 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). Termination payments Employment status, IR35 and MC Employment income and NICs Mapping () 1 The capacity for the critical evaluation of arguments and evidence CAQE Page 39 of 74

41 MAPPING QAA BENCHMAR TATEMENT - ACCOUNTANCY - ACCOUNTING nowledge and Understanding Level 5 kills () Increasing financial awareness Applying accounting standards Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socioeconomic domain 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and self-managed learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 40 of 74

42 MAPPING QAA BENCHMAR TATEMENT - ACCOUNTANCY - FINANCE nowledge and Understanding Level 5 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). 2. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). Increasing financial awareness Applying accounting standards Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 5. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 3. An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices; and the nature of accounting measures of financial performance). 5. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) 3 Normally, experience of working in groups, and other interpersonal skills, and in presenting the results of their work orally as well as in written form. CAQE Page 41 of 74

43 MAPPING QAA BENCHMAR TATEMENT - CAE WORING ILL - ACCOUNTING nowledge and Understanding Level 5 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) Dispute resolution Reconciling private worth Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socioeconomic domains, alternative managerial accounting approaches to control and decision-making) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and self-managed learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 42 of 74

44 MAPPING QAA BENCHMAR TATEMENT - CAE WORING ILL - FINANCE nowledge and Understanding Level 5 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). 2. A knowledge of the major theoretical tools and theories of finance, and their relevance and application to theoretical and practical problems (eg concept of arbitrage and examples of its use; financial mathematics and capital budgeting criteria; informational efficiency; optimal risk sharing; portfolio theory; asset pricing models and the valuation of securities; cost of capital; derivative pricing; risk management; information asymmetry; principal agency relationships; signalling; Fisher separation and capital budgeting criteria; behavioural finance; term structure and the movement of interest rates; determination of exchange rates and financial intermediation). 3. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). Dispute resolution Reconciling private worth Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 An ability to analyse and draw reasoned conclusions concerning structured and, to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 4. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) CAQE Page 43 of 74

45 MAPPING QAA BENCHMAR TATEMENT - WOR BAED LEARNING - ACCOUNTING nowledge and Understanding Levels 5 and 6 kills () Mapping () 1 ome of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) Work based learning level 5 Work based learning level 6 Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The main current technical language and practices in accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain 2 The ability to analyse and draw reasoned conclusions concerning structured and to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student 3 ome of the alternative technical languages and practices in accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decisionmaking) 4 kills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) 5 Contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence 6 Theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). 3 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4 Capacities for independent and self-managed learning 5 Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level 6. kills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) 7 Communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience 8 Normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. CAQE Page 44 of 74

46 MAPPING QAA BENCHMAR TATEMENT - WOR BAED LEARNING - FINANCE nowledge and Understanding Levels 5 and 6 kills () Mapping () 1. An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (eg the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector). 2. An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (eg estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility). 3. An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (eg decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance). 4. An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices; and the nature of accounting measures of financial performance). Work based learning level 5 Work based learning level 6 Mapping () 1 The capacity for the critical evaluation of arguments and evidence 2 The ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 3. kills in the use of communications and information technology in acquiring, analysing and communicating information (these skills include the use of spreadsheets, word processing software, standard statistical packages; electronic financial databases; the internet and ) 4 Normally, experience of working in groups, and other interpersonal skills, and in presenting the results of their work orally as well as in written form. CAQE Page 45 of 74

47 2. Assessment Map & 3. Outcome Map PARM1.1 Mapping of Unit Learning Outcomes to Foundation Programme Learning Outcomes CPD Units FPLO 1:Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis FPLO2 Effectively communicate information, arguments and analysis in a variety of forms of specialist and non-specialist audiences, and deploy key techniques of the discipline effectively FPLO 3Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within their business unit FPLO 4Demonstrate the qualities and transferable skills necessary for employment which requires the exercise of personal responsibility and decisionmaking Assessment Unit Learning Outcomes Business Profits Unit: Commencement and cessation ULO1. Determine and justify whether a commencement/cessation has taken place Unit Title: Partnerships ULO1. Determine the types of partnerships, how they are taxed and the key issues relating to a partnership compliance check Use of problem based learning and assessment within the unit Use of problem based learning and assessment within the unit tudents will be expected to develop and write reasoned arguments as to whether a commencement/cessation has taken place in the examination tudents will be expected to develop and write reasoned arguments as to determine the type of partners and tax consequences in the examination the unit develops use and application of tax legislation to tax cases involving the commencement/cessation of business the unit develops use and application of tax legislation relating to partnership cases tudents are expected to research tax legislation and develop reasoned arguments justify whether a commencement/cessation has taken place tudents are expected to research tax legislation and develop reasoned arguments to determine the type of partnership and tax consequence of their decision Unit Title: Assessing profits ULO1. Determine when profits should be recognised and the effects of a change in timing basis Unit Title: Non business income ULO1. Determine the nature of non-business income and calculate any tax due Use of problem based learning when assessing profits Use of problem based learning when assessing non-business income tudents will be expected to develop and write reasoned arguments as to determine when profits should be recognised and the effects of a change in timing basis tudents will be expected to develop and write reasoned arguments as to determine the nature of non-business income the unit develops use and application of tax legislation relating to assessing profits the unit develops use and application of tax legislation to calculate the tax due tudents are expected to research tax legislation and develop reasoned arguments to determine when profits should be recognised tudents are expected to research tax legislation and develop reasoned arguments to determine when non-business income should be recognised and tax due CAQE Page 46 of 74 Programme pecification

48 Company Tax Unit Title: Close companies and control UL01. Evaluate a scenario to determine who controls a company (i.e. is it a close company and does it have associates) UL02. Evaluate a scenario to determine the tax consequences of who controls a company Unit Title: Groups ULO1. Analyse a scenario to identify the types of groups and the tax consequences of this and be able to calculate group relief and consortium relief UL02. Analyse the key issues by risk assessing a group Unit Title: Corporate succession ULO1. Recognise that either a transfer of trade or change in ownership has taken place and the potential tax consequences of this Use of problem based learning when determining who controls a company Use of problem based learning to determine the tax consequences of who controls a company Use of problem based learning to identify types of groups and the tax consequences Use of problem based learning to analyse the key issues by risk assessing a group Use of problem based learning to identify a transfer of trade and the tax consequences tudents will be expected to develop and write reasoned arguments as to determine who controls a company the unit develops use and application of tax legislation to evaluate a scenario to determine who controls a company tudents will be expected to the unit develops use and develop and write reasoned application of tax legislation to arguments as to determine the tax determine the tax consequences consequences of who controls a of who controls a company company tudents will be expected to the unit develops use and develop and write reasoned application of tax legislation to arguments as to determine the tax determine the the group relief consequences for a group available tudents will be expected to the unit develops uses risk develop and write reasoned assessment when looking at a arguments analyse key issues group to analyse the key issues facing a group by risk assessing a group tudents will be expected to the unit develops use and develop and write reasoned application of tax legislation to arguments as to determine the tax determine the the tax consequences when there is a consequences from a transfer of transfer of trade trade tudents are expected to research tax legislation and develop reasoned arguments to determine who controls a company tudents are expected to research tax legislation to determine the tax consequences of who controls a company tudents are expected to research tax legislation to identify the tax consequences and relief's available for a group tudents are expected to research tax legislation to assess the key issues by risk assessing a group tudents are expected to research tax legislation to identify the tax consequences and relief's available when there is a transfer of trade Unit Title: Intangibles ULO1. Evaluate a scenario to determine when the intangible fixed asset rules apply and be able to apply them ULO2. Calculate any tax due and identify the relevant compliance risks Unit Title: International (part 1) ULO1. Evaluate a scenario to determine residency and evaluate the impact this has on the tax position Use of problem based learning to identify when the intangible fixed asset rules apply and the tax consequences Apply tax legislation to problem tudents will be expected to based learning to calculate the tax calculate the tax due and due on intangibles communicate the liability when applying the tax compliance systems Use of problem based learning to evaluate scenarios to determine residency the tax consequences tudents will be expected to the unit develops use and develop and write reasoned application of the intangible fixed arguments as to determine the tax asset rules consequences when the intangible fixed asset rules apply tudents will be expected to develop and write reasoned arguments as to determine residency the unit develops use and application of the intangible fixed asset rules to calculate the tax due the unit evaluates scenarios to determine residency and make reasoned arguments to substantiate their decisions tudents are expected to research tax legislation to identify the tax consequences from the application of the intangible fixed asset rules tudents are expected to research tax legislation to calculate the tax consequences and identify the risks from the compliance risks tudents are expected to research tax legislation to identify the tax consequences of residency CAQE Page 47 of 74 Programme pecification

49 VAT PARM1.1 Unit Title: Taxable persons and VAT grouping provisions ULO1. Analyse a scenario to Use of problem based learning to determine the correct identify taxable persons and the taxable person and explain tax consequences and apply VAT grouping rules where appropriate Unit Title: Land and buildings ULO1. Evaluate and interpret information provided to determine the VAT consequences of land transactions Unit Title: Capital goods scheme ULO1. Evaluate a scenario to determine how the capital goods scheme applies in complex cases Unit Title: Disposal of a business ULO1. Evaluate a scenario to determine the possible VAT implications of disposing of a business, identifying commercial drivers and forming a reasoned conclusion Use of problem based learning to evaluate and determine the VAT tax consequences from land consequences Use of problem based learning to evaluate scenarios to determine how the capital goods scheme applies and the tax consequences Use of problem based learning to evaluate the VAT implications of disposing of a business disposal tudents will be expected to develop and write reasoned arguments as to determine the correct tax persons tudents will be expected to develop and write reasoned arguments as to determine the VAT tax consequences from land consequences tudents will be expected to develop and write reasoned arguments as to determine how capital goods scheme applies in complex cases tudents will be expected to develop and write reasoned arguments as to determine the VAT consequences from a business disposal including commercial drivers the unit develops use and application of VAT grouping rules where appropriate the unit evaluates land transactions to determine the VAT consequences the unit evaluates if capital goods schemes applies to scenarios and make reasoned arguments to substantiate their decisions the unit evaluates commercial drivers and forming reasoned conclusions on the VAT consequences from a business disposal tudents are expected to research tax legislation to identify the VAT tax consequences from the application of the VAT grouping rules tudents are expected to research tax legislation to identify the tax consequences of land transactions tudents are expected to research tax legislation to identify the tax consequences of capital goods schemes tudents are expected to research tax legislation to identify the tax consequences of business disposals 2 CAQE Page 48 of 74 Programme pecification

50 Employer Issues PARM1.1 Unit Title: Termination payments ULO1. Critically analyse a termination package and apply the legislation to determine the amounts chargeable to tax and NICs. Use of problem based learning to analyse termination package to establish whether the amounts chargeable to tax and NIC's Unit Title: Employment status, IR35 and MC ULO1. Analyse contractual Use of problem based learning to arrangements and apply analyse contractual case law principles and arrangements and determine the legislation to determine amount tax and NIC's payable employment status and calculate the deemed payment if required Unit Title: Employment income and NICs ULO1. Critically analyse complex scenarios and determine the charge to tax and NICs using statute and case law Use of problem based learning to analyse analyse complex employment scenarios to establish whether the amounts chargeable to tax and NIC's tudents will be expected to develop and write reasoned arguments as to substantiate the amounts of tax and NIC payable tudents will be expected to apply the principles of case law and legislation when determining the amounts of tax and NIC payable tudents will be expected to develop and write reasoned arguments as to substantiate the amounts of tax and NIC payable from complex employment scenarios the unit evaluates termination packages and applying legislation to determine tax and NIC liabilities the unit applies relevant case law and legislation when analysing contractual arrangements the unit evaluates employment scenarios and applies legislation to determine tax and NIC liabilities tudents are expected to research tax legislation to identify the tax consequences of business disposals tudents are expected to research tax legislation to identify the tax consequences of varying contractual arrangements tudents are expected to research tax legislation to identify the tax consequences of employment CAQE Page 49 of 74 Programme pecification

51 Accountancy PARM1.1 Unit Title: Increasing financial awareness ULO1. Prepare single entity the unit applies ratios to evaluate or group financial financial statements statements and analyse and evaluate financial statements, including the use of common ratios UL02. Explain the role and work done by the external auditor performing an audit of the financial statements the unit analyses the role of the external auditor when reviewing financial statements Unit Title: Applying accounting standards ULO1. Explain and apply U The unit applies accounting GAAP and IA accounting standards when reviewing requirements for prior accounting transactions period adjustments, post balance sheet events, revenue recognition, long term contracts, grants, provisions, tangible and intangible fixed assets and recognising the commercial substance of transactions ULO2. Explain whether these requirements have been applied correctly to scenarios that may be encountered in practice The unit requires the review of the application of accounting standards and their suitability to scenarios tudents will be expected to prepare financial statements and evaluate them using key financial ratios to help develop a reasoned conclusion tudents will be expected to understand the role of the external auditor and the tests on the financial statements the auditor would have performed tudents will be required to understand and be able to communicate the use of accounting standards tudents will be required to understand and be able to communicate the use of accounting standards as applied to given scenarios the unit evaluates financial scenarios and applies ratio techniques to help their analysis the unit evaluates the role and statements made by the auditor in relation to the financial statements the unit develops the students knowledge of accounting standards the unit develops the students knowledge in the application of accounting standards tudents are expected to develop the ability interrogate financial statements and develop reasoned analysis of financial statements tudents are expected to develop the ability to read auditor statements in forming their own opinion on the financial statements the unit develops the students ability to read a set of financial statements and draw conclusions as to the impact of accounting standards the unit develops the students ability to conclude as to appropriateness of accounting standards Case working skills Unit Title: Dispute resolution ULO1. Resolve disputes arising in compliance checks using a collaborative approach and demonstrate different techniques used to counter arguments Unit Title: Reconciling private worth ULO1. Explain how a capital statement is prepared and identify the appropriate figures to be included in it and evaluate results shown by a capital statement to reconcile private worth The unit applies recognised techniques to dispute resolutions The unit analyses and evaluates capital statements tudents will be expected to write reasoned arguments on how a dispute can be resolved tudents will be expected to explain how capital statements have been reconciled The unit develops the use of tax legislation and case law to support dispute resolution The unit develops the use of tax legislation to reconcile private worth The unit requires the student to research tax legislation to develop reasoned arguments to resolve disputes The unit uses tax legislation to develop an understanding of private wealth and form an opinion on capital statements CAQE Page 50 of 74 Programme pecification

52 Work based learning - level 5 PARM1.1 ULO1 Demonstrate an ability to work with customers, colleagues and teams to meet HMRC business s ULO2. Analyse the types of resources available and evaluate their efficiency and effectiveness ULO3. Assess and evaluate information to improve decision making This unit demonstrates the ability of a student to work in a team and find solutions to problems arising from case work tudents will be expected to develop and write reasoned arguments and case notes for use by other team members This unit demonstrates the tudents will be expected to student's ability to acquire develop and write reasoned information using a range of arguments using their research HMRC resources, both online and paper based This unit applies HMRC's data security policy to scenarios in the work place when gathering, assessing and evaluating information tudents will be expected to develop and write reasoned arguments whilst ensuring that data security policies are followed when communiating solutions The unit develops use and application of tax legislation to evalaute a scenario working alongside other team members The unit develops use and application of HMRC resources to evaluate work place scenarios The unit evaluates information when problem solving and understanding customer s tudents are expected to research tax legislation to identify the tax consequences of their case work and put forward their decision to other team members tudents are expected to research tax legislation to identify the tax consequences of their case work based on their research tudents are expected to develop the ability to problem solve and take responsibility for their decisions Porfolio including reflective practice Porfolio including reflective practice Porfolio including reflective practice ULO4. Communicate effectively to share to deliver results, both with team members and across different business areas. Communicate effectively with stakeholders to manage their expectations ULO5. Reflect critically on own experience and assess own performance The unit applies HMRC's tools and techniques to plan and deliver results from case work tudents will be expected to use reflective practice to analyse their perfomance tudents will be expected to consult and communicate with stakeholders and manage their expectations the students will be expected to communicate their reflective assessment The unit evaluates case work so that students can plan their work and deliver results to an agreed deadline The self reflection and analysis will help students in their self development and in their career development tudents are expected to show the development of a relationship with stakeholders to faciliate results The students will be expected to build on self reflection Porfolio including reflective practice Porfolio including reflective practice CAQE Page 51 of 74 Programme pecification

53 Mapping of Unit Learning Outcomes to Undergraduate Programme Learning Outcomes PARM1.1 CPD Units UPLO1 upport the strategic objectives of HM RC, by being UPLO 2 Use their acquired skills and knowledge to perform UPLO3 Deploy accurately, UPLO4 Apply the methods and established techniques of analysis techniques learned to review, UPLO5Critically evaluate UPLO6 Communicate arguments, assumptions, abstract information, ideas, problems and UPLO 7 Demonstrate the exercise of initiative and personal UPLO8 Take decisions in complex UPLO9 Demonstrate learning and unpredictable contexts ability ed to undertake Assessment capable and highly trained tax effectively in a variety of senior and enquiry within the discipline consolidate, extend and apply concepts and data (that may be solutions to both specialist and responsibility appropriate further training of professionals, demonstrating a tax professional roles across their knowledge and incomplete), to make non-specialist audiences professional or equivalent nature systematic understanding of key HM RC understanding to their case work judgements, and to frame aspects of tax regulation law and and other projects appropriate questions to achieve casework a solution or identify a range of solutions to a problem Unit Learning Outcomes Business Profits Unit: Trade scope and meaning ULO1. Evaluate scenarios The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' using case law and statute to apply to scenarios similar to the structured learning programme for ability of assessing tax legislation ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through (where appropriate) to determine whether someone is trading or not tax casework an student could face in their work environment the development of tax professionals or from a and case law in relation to trade applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to case law as appropriate to trade techniques to inform their their answers suitable for a wide develop their own reasoned find a solution to a wide range of scenarios recommendations/solutions to range of audiences including a tax arguments as to whether a person complex trade scenarios interpretation and research techniques gives them a solid foundation to build further studies the problems posed specialist or a private individual is trading or not on in Unit Title: Capital v revenue ULO1. Devise a reasoned The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' argument for and against to apply to scenarios similar to the structured learning programme for ability of assessing tax legislation ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through whether expenditure should be treated as capital or revenue tax casework an student could face in their work environment the development of tax professionals or from a and case law in relation when looking at whether profit is from capital or revenue applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate to capital techniques to inform their their answers suitable for a wide develop their own reasoned and revenue recommendations/solutions to range of audiences including a tax arguments as to whether profit is reasoned arguments in order to find a solution to a wide range of complex business scenarios interpretation and research techniques gives them a solid foundation to build further studies the problems posed specialist or a private individual in capital or trade on in relation to business profits Unit Title: Trade deductions ULO1. Distinguish between The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' allowable and non-allowable to apply to scenarios similar to the structured learning programme for ability of assessing tax legislation ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through deductions using statue and case law tax casework an student could face in their work environment the development of tax professionals or from a and case law in relation when applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and looking at whether deductions are case law as appropriate whether techniques to inform their their answers suitable for a wide develop their own reasoned reasoned arguments in order to find a solution to a wide range of interpretation and research techniques gives them a solid allowable or not a deduction is allowable recommendations/solutions to range of audiences including a tax arguments as to whether complex business scenarios foundation to build further studies the problems posed specialist or a private individual in deductions are allowable on in relation to business profits CAQE Page 52 of 74 Programme pecification

54 Company Tax Unit Title: Distributions ULO1. now what a The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' distribution is and be able to to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through recognise a distribution in an unexpected and complex scenario tax casework an student could face in their work environment the development of tax professionals or from a case law to complex company tax applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and scenarios case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned complex company tax scenarios recommendations/solutions to range of audiences including a tax arguments as to whether reasoned arguments in order to find a solution to a wide range of complex company scenarios interpretation and research techniques gives them a solid foundation to build further studies involving distributions the problems posed specialist or a private individual in distributions are allowable on in relation to company tax ULO2. Determine the tax The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' consequences of a transaction to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through being identified as a distribution tax casework an student could face in their work environment the development of tax professionals or from a case law to complex company tax applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and scenarios case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned reasoned arguments in order to find a solution to a wide range of interpretation and research techniques gives them a solid complex company tax scenarios recommendations/solutions to range of audiences including a tax arguments as to whether complex company scenarios foundation to build further studies involving distributions the problems posed specialist or a private individual in distributions are allowable on in relation to company tax Unit Title: Corporate finance ULO1. Evaluate a scenario to The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' determine the tax issues to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through relating to corporate finance which could include loan relationships, deemed loan relationships, derivative contracts, the debt cap rules, foreign exchange and anti tax casework an student could face in their work environment the development of tax professionals or from a case law relating to corporate finance applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned corporate finance scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating the problems posed specialist or a private individual in corporate finance tax issues relation to corporate finance reasoned arguments in order to find a solution to a wide range of complex corporate finance scenarios interpretation and research techniques gives them a solid foundation to build further studies on in avoidance rules UL02. Construct a reasoned The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' argument to highlight the tax to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through consequences of the scenario tax casework an student could the development of tax case law relating to the tax applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a consequences of corporate case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned find a tax solution for a wide range techniques gives them a solid finance corporate finance tax scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating of complex corporate finance foundation to build further studies the problems posed specialist or a private individual in corporate finance tax issues scenarios on in relation the tax consequences of corporate finance Unit Title: International (part 2) ULO1. Evaluate a scenario to The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' determine the tax to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through consequences relating to transfer pricing, thin capitalisation and controlled foreign companies tax casework an student could face in their work environment the development of tax professionals or from a case law relating to the tax applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and consequences relating to transfer case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned pricing, thin capitalisation and transfer pricing, thin capitalisation recommendations/solutions to range of audiences including a tax arguments when evaluating controlled foreign companies and controlled companies the problems posed specialist or a private individual in complex international tax issues reasoned arguments in order to interpretation and research find a tax solution for a wide range techniques gives them a solid of international tax scenarios foundation to build further studies on in relation the tax consequences of complex international issues CAQE Page 53 of 74 Programme pecification

55 Capital Gains Unit Title: Further aspects of CGT ULO1. Evaluate scenarios The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' using legislation and case law to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through (where appropriate) to tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research determine the capital gains issues for individuals relating to any of the following: temporary non-residence, capital sums, rights, options, intangibles, leases and face in their work environment professionals or from a gains tax consequences relating to individuals case law as appropriate to capital techniques to inform their gains tax for individuals recommendations/solutions to the problems posed their answers suitable for a wide develop their own reasoned range of audiences including a tax arguments when evaluating specialist or a private individual in complex international tax issues relation the tax consequences of CGT for individuals find a tax solution for a wide range techniques gives them a solid of individual capital tax scenarios foundation to build further studies on in deferred consideration ULO2. Calculate any gains The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' arising to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through tax casework an student could the development of tax case law relating to the calculation applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a of capital gains tax case law to capital gains tax techniques to inform their their answers suitable for a wide develop their own reasoned find a tax calculation for a wide techniques gives them a solid recommendations/solutions to range of audiences including a tax arguments when evaluating range of tax scenarios foundation to build further studies the problems posed specialist or a private individual in complex international tax issues on in relation the tax calculations for individuals Unit Title: CGT relief's for individuals ULO1. Evaluate the eligibility The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' of relief claims using to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through appropriate legislation and tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research other sources face in their work environment professionals or from a gains relief's for individuals case law as appropriate for capital techniques to inform their their answers suitable for a wide develop their own reasoned find a tax relief's for a wide range techniques gives them a solid gains relief's for individuals recommendations/solutions to range of audiences including a tax arguments when evaluating of individual capital tax scenarios foundation to build further studies the problems posed specialist or a private individual in capital gains tax issues on in relation the capital gains tax relief's appropriate for individuals UL02: Calculate any CGT due The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through tax casework an student could the development of tax case law relating to the calculation applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a of capital gains tax for individuals case law to capital gains tax for techniques to inform their their answers suitable for a wide develop their own reasoned find a tax calculation for a wide techniques gives them a solid after relief's individuals after relief's recommendations/solutions to range of audiences including a tax arguments when evaluating and range of capital gains tax foundation to build further studies the problems posed specialist or a private individual in calculating relief's for individuals scenarios on in relation the tax calculations for individuals Unit Title: Further aspects of CG for companies UL01. Evaluate scenarios using The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' legislation and case law to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through (where appropriate) to tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research determine the capital gains issues for companies in complex situations face in their work environment professionals or from a gains issues for companies scenarios case law as appropriate for capital techniques to inform their gains issues relating to recommendations/solutions to companies the problems posed their answers suitable for a wide develop their own reasoned range of audiences including a tax arguments when evaluating specialist or a private individual in capital gains tax issues find a tax relief's for a wide range of company capital tax scenarios techniques gives them a solid foundation to build further studies on in relation the capital gains tax issues for companies UL02. Calculate any gains The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' arising to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through tax casework an student could the development of tax case law relating to the calculation applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a of capital gains tax for companies case law to capital gains tax for techniques to inform their their answers suitable for a wide develop their own reasoned find a tax calculation for a wide techniques gives them a solid companies recommendations/solutions to range of audiences including a tax arguments when evaluating and range of capital gains tax foundation to build further studies the problems posed specialist or a private individual in calculating relief's for companies scenarios on in relation the tax calculations for companies Unit Title: Groups and CG ULO1. Evaluate scenarios and The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' apply legislation to complex to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through group issues tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a gains issues for companies case law as appropriate for capital techniques to inform their their answers suitable for a wide develop their own reasoned find a tax relief's for a wide range techniques gives them a solid scenarios gains issues relating to recommendations/solutions to range of audiences including a tax arguments when evaluating of company capital tax scenarios foundation to build further studies companies the problems posed specialist or a private individual in capital gains tax issues on in relation the capital gains tax issues for companies ULO2. Calculate any gains The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' arising. to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through tax casework an student could the development of tax case law relating to the calculation applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research face in their work environment professionals or from a of capital gains tax for companies case law to capital gains tax for techniques to inform their their answers suitable for a wide develop their own reasoned find a tax calculation for a wide techniques gives them a solid companies recommendations/solutions to range of audiences including a tax arguments when evaluating and range of capital gains tax foundation to build further studies the problems posed specialist or a private individual in calculating relief's for companies scenarios on in relation the tax calculations for companies Unit Title: hares and debt for individuals ULO1. Evaluate scenarios to The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' determine the CG implications to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through of holding shares and debt for tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research individuals face in their work environment professionals or from a gains issues for individuals case law as appropriate for capital techniques to inform their their answers suitable for a wide develop their own reasoned find a tax relief's for a wide range techniques gives them a solid relating to shares and debt gains issues relating to shares recommendations/solutions to range of audiences including a tax arguments when evaluating of individual debt and share foundation to build further studies and debt the problems posed specialist or a private individual in capital gains tax issues scenarios on in relation the capital gains tax issues for individuals relating to shares and debt Unit Title: Company reorganisations and share exchanges ULO1. Extract relevant The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem- The units require students to The units requires students to The development of the students' information from a scenario to to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' based learning that requires the research the relevant tax further develop their own cognitive abilities through determine the CG implications tax casework an student could the development of tax case law relating to the capital applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research of reorganisations of share capital face in their work environment professionals or from a gains issues for company reorganisations case law as appropriate for capital techniques to inform their gains issues relating to company recommendations/solutions to their answers suitable for a wide develop their own reasoned range of audiences including a tax arguments when evaluating find a tax relief's for a wide range of company re-organisation techniques gives them a solid foundation to build further studies re-organisations the problems posed specialist or a private individual in capital gains tax issues issues on in relation the capital gains tax issues for company reorganisations CAQE Page 54 of 74 Programme pecification

56 VAT Unit Title: The scope of VAT ULO1. Evaluate a scenario to determine whether a transaction is within the scope of VAT The student will use tax legislation The unit is studied as part of a The unit develops the students to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and tax casework an student could the development of tax case law relating to the scope of face in their work environment professionals or from a VAT the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate for VAT techniques to inform their their answers suitable for a wide develop their own reasoned transactions recommendations/solutions to range of audiences including a tax arguments when evaluating the the problems posed specialist or a private individual in scope of VAT relation to the scope of VAT The units requires students to further develop their own reasoned arguments in order to determine the scope of VAT The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in ULO2. Construct a reasoned The student will use tax legislation The unit is studied as part of a The unit develops the students argument to highlight the tax to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and consequences of the scenario tax casework an student could the development of tax case law relating to the VAT face in their work environment professionals or from a consequences of various scenarios Unit Title: Vouchers and business promotions ULO1. Evaluate a case study The student will use tax legislation The unit is studied as part of a The unit develops the students style scenario to determine to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and whether the correct VAT tax casework an student could the development of tax case law relating to the VAT treatment has been applied to face in their work environment professionals or from a consequences of various vouchers and business scenarios promotion schemes UL02. Construct a reasoned The student will use tax legislation The unit is studied as part of a The unit develops the students argument to highlight the tax to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and consequences of the scenario tax casework an student could the development of tax case law relating to the VAT face in their work environment professionals or from a consequences of various scenarios Unit Title: Option to tax ULO1. Evaluate a complex The student will use tax legislation The unit is studied as part of a The unit develops the students scenario to determine if a REE to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and (Real Estate Election) would be tax casework an student could the development of tax case law relating to the VAT appropriate and the potential face in their work environment professionals or from a consequences of various tax consequences of making it scenarios involving real estate elections the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate for VAT techniques to inform their their answers suitable for a wide develop their own reasoned scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating VAT the problems posed specialist or a private individual in issues relation to a range of VAT scenarios the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate for VAT techniques to inform their their answers suitable for a wide develop their own reasoned scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating VAT the problems posed specialist or a private individual in issues relation to a range of VAT scenarios the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate for VAT techniques to inform their their answers suitable for a wide develop their own reasoned scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating VAT the problems posed specialist or a private individual in issues relation to a range of VAT scenarios the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and case law as appropriate to real techniques to inform their their answers suitable for a wide develop their own reasoned estate elections recommendations/solutions to range of audiences including a tax arguments when evaluating real the problems posed specialist or a private individual in estate options relation to real estate elections The units requires students to The development of the students' further develop their own cognitive abilities through reasoned arguments in order to interpretation and research determine the VAT consequences techniques gives them a solid relating to VAT scenarios foundation to build further studies on in The units requires students to The development of the students' further develop their own cognitive abilities through reasoned arguments in order to interpretation and research determine the VAT consequences techniques gives them a solid relating to VAT scenarios foundation to build further studies on in The units requires students to The development of the students' further develop their own cognitive abilities through reasoned arguments in order to interpretation and research determine the VAT consequences techniques gives them a solid relating to VAT scenarios foundation to build further studies on in The units requires students to The development of the students' further develop their own cognitive abilities through reasoned arguments in order to interpretation and research determine the VAT consequences techniques gives them a solid relating to VAT scenarios involving foundation to build further studies the real estate election on in UL02. Be able to explain and apply complex option to tax The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax The units require students to to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' tax casework an student could the development of tax case law relating to the VAT applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and face in their work environment professionals or from a consequences of the option to tax case law as appropriate to the techniques to inform their their answers suitable for a wide develop their own reasoned option to tax scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating VAT the problems involving the option specialist or a private individual in options to tax to tax relation to the option to tax The units requires students to The development of the students' further develop their own cognitive abilities through reasoned arguments in order to interpretation and research determine the VAT consequences techniques gives them a solid relating to option to tax foundation to build further studies on in Unit Title: Partial exemption ULO1. Evaluate a scenario to The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax further develop their own cognitive abilities through The units require students to The units requires students to The development of the students' determine how the partial to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' exemption rules apply in tax casework an student could the development of tax case law relating to the VAT partial applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research complex cases face in their work environment professionals or from a exemption case law as appropriate to the techniques to inform their their answers suitable for a wide develop their own reasoned determine the VAT consequences techniques gives them a solid partial exemption scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating partial relating to partial exemption foundation to build further studies the problems involving partial specialist or a private individual in exemption scenarios on in exemption rules relation to the partial exemption rules Unit Title: VAT anti avoidance ULO1. Evaluate a complex The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax further develop their own cognitive abilities through The units require students to The units requires students to The development of the students' scenario to determine if there to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' is the potential for VAT tax casework an student could the development of tax case law relating to the VAT anti applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research avoidance by looking for face in their work environment professionals or from a avoidance case law as appropriate to anti techniques to inform their their answers suitable for a wide develop their own reasoned determine the VAT consequences techniques gives them a solid indicators. Assess why avoidance tax scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating anti relating to anti avoidance foundation to build further studies avoidance might be taking the problems involving VAT anti specialist or a private individual in avoidance schemes schemes on in place, the VAT implications of avoidance relation to anti avoidance it and whether a scheme should be disclosed Unit Title: Analysing complex VAT issues ULO1. Critically analyse a The student will use tax legislation The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problembased learning that requires the research the relevant tax further develop their own cognitive abilities through The units require students to The units requires students to The development of the students' combination of complex VAT to apply to scenarios similar to the structured learning programme for ability of apply tax legislation and ability of assessing a tax case and learning to develop the students' issues, applying the statutory tax casework an student could the development of tax case law relating to complex VAT applying relevant tax legislation or reasoning ability and investigative students to develop and articulate legislation and case law and reasoned arguments in order to interpretation and research basis, to determine the face in their work environment professionals or from a issues case law as appropriate to techniques to inform their their answers suitable for a wide develop their own reasoned determine the VAT consequences techniques gives them a solid appropriate VAT treatment Complex Vat scenarios recommendations/solutions to range of audiences including a tax arguments when evaluating relating to complex VAT schemes foundation to build further studies and consequences for the complex VAT problems specialist or a private individual in complex VAT issues on in business and HMRC relation to complex VAT issues CAQE Page 55 of 74 Programme pecification

57 Work based learning - level 6 ULO1. Demonstrate an ability to lead a team, using a range of leadership styles, creating a highly motivated and inclusive w orking environment This unit demonstrates the ability The unit covers practical work The unit develops the students of a student to lead a team and place learning and runs alongside ability of applying tax legislation find solutions to problems arising the structured learning and case law to evalaute a from case work using legislation programme for the development scenario whilst leading other and case law of tax professionals or from a team members The unit develops the students The unit uses real life case work The unit is based on real life case The unit requires students to lead The unit requires students to lead The development of the students' ability of assessing a tax case and to develop the students' work that requires the students to a team dealing with real life case a team through complex real life cognitive abilities through applying relevant tax legislation or reasoning ability and investigative develop and articulate their work. The team will to case work and to decide the most interpretation and research case law as appropriate whilst techniques to inform their answers suitable for a wide range research the relevant tax suitable outcome techniques gives them a solid leading a motivated team recommendations/solutions to of audiences including a tax legislation and case law and foundation to build further studies the problems posed whilst specialist or a private individual, develop reasoned arguments on in maintaining a motivated and taking on board solutions and when evaluating complex tax inclusive working environment ideas proposed by the team issues Porfolio including reflective practice ULO2. Develop the ability to plan for the future and think strategically. Be able to lead and support people through change This unit demonstrates the ability of a student to manage their time as they deal with a portfolio of case work The unit covers practical work The unit develops the students The unit develops the students The unit uses real life case work The unit is based on real life case The unit requires students to plan The unit requires students to plan The development of the students' place learning and runs alongside ability of applying tax legislation ability of assessing a tax case and to develop the students' work that requires the students to for the future and think and think strategically when cognitive abilities through the structured learning and case law to evalaute a applying relevant tax legislation or reasoning ability and investigative develop and articulate their strategically. The team they are dealing with real life case work interpretation and research programme for the development scenario whilst demonstrating the case law as appropriate whilst techniques to inform their answers suitable for a wide range leading will to research the and to decide the most suitable techniques gives them a solid of tax professionals or from a ability to think strategically managing their time appropriately recommendations/solutions to of audiences including a tax relevant tax legislation and case outcome foundation to build further studies the problems posed whilst specialist or a private individual, law and develop reasoned on in developing the ability to think whilst ensuring they think arguments when evaluating strategically strategically complex tax issues Porfolio including reflective practice ULO3. Gather and evaluate a w ide range of information to enable the delivery of highvalue products and services w ith a strong customer focus ULO4. Take responsibility for communicating and maintaining aw areness of the to consult w ith all stakeholders ULO5. Reflect critically on ow n experience and assess ow n performance This unit demonstrates the ability The unit covers practical work The unit develops the students The unit develops the students The unit uses real life case work The unit is based on real life case The unit requires students to The unit requires students to The development of the students' of a student to evaluate sources of place learning and runs alongside ability to use and apply HMRC ability of assessing a tax case and to develop the students' work that requires the students to gather and evaluate a wide range gather and evaluate information cognitive abilities through information (such as legislation the structured learning resources to evaluate work place applying relevant tax legislation or reasoning ability and investigative develop and articulate their of information which will include when dealing with real life case interpretation and research and case law) and use them to programme for the development scenarios including tax legislation case law as appropriate by using techniques to inform their answers suitable for a wide range the relevant tax legislation and work and to decide the most techniques gives them a solid find solutions to problems arising of tax professionals or from a and case law a range of HMRC information recommendations/solutions to of audiences including a tax case law. This will enable them to suitable outcome with a strong foundation to build further studies from case work sources the problems posed by using a specialist or a private individual, develop reasoned arguments customer focus on in wide range of HMRC resources whilst ensuring a strong customer when evaluating complex tax focus issues This unit demonstrates the ability The unit covers practical work The unit develops the student's The unit develops the students The unit uses real life case work The unit is based on real life case The unit requires students to The unit requires students to The development of the students' of a student to communicate with place learning and runs alongside ability to communicate with all ability of assessing a tax case and to develop the students' work that requires the students to communicate with stakeholders commuincate information about cognitive abilities through a range of stakeholders and the structured learning stakeholders so that the results of applying relevant tax legislation or reasoning ability and investigative develop and articulate their which will include decisions on real life case work to interpretation and research deliver results from case work programme for the development case work investiagtions (using case law as appropriate and techniques to inform their answers suitable for a wide range case work based on the relevant stakeholders techniques gives them a solid of tax professionals or from a tax legislation and case law) are communicating those results to recommendations/solutions to a of audiences including a tax tax legislation and case law. foundation to build further studies clearly understood stakeholders wide range of stakeholders specialist or a private individual on in As part of the critical reflection the The unit covers practical work tudents will be expected to use tudents will be expected to use tudents will be expected to use tudents will be expected to use tudents will be expected to use tudents will be expected to use The development of the students' students will be expected to align place learning and runs alongside reflective practice to analyse their reflective practice to analyse their reflective practice to analyse their reflective practice on how they reflective practice on how they reflective practice to reflect on how cognitive abilities through their personal objectives to that of the structured learning perfomance perfomance in completing their perfomance in completing and have communicated with have achieved goals set as part of they have approached complex or interpretation and research HMRC's programme for the development case work reaching appropriate solutions to stakeholders their personal development plan unusual cases or problems in techniques gives them a solid of tax professionals or from a their case work their work foundation to build further studies on in Porfolio including reflective practice Porfolio including reflective practice Porfolio including reflective practice CAQE Page 56 of 74 Programme pecification

58 Mapping of Unit Learning Outcomes to Foundation Programme Learning Outcomes PARM1.1 TPDP Programme FPLO 1:Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis FPLO2 Effectively communicate information, arguments and analysis in a variety of forms of specialist and non-specialist audiences, and deploy key techniques of the discipline effectively FPLO 3Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within their business unit FPLO 4Demonstrate the qualities and transferable skills necessary for employment which requires the exercise of personal responsibility and decisionmaking Assessment Unit Learning Outcomes Business Profits - level 5 UL01. Determine and justify whether a commencement /cessation has taken place Use of problem based learning and assessment within the unit tudents will be expected to develop and write reasoned arguments as to whether a commencement/cessation has taken place in the examination the unit develops use and application of tax legislation to tax cases involving the commencement/cessation of business tudents are expected to research tax legislation and develop reasoned arguments justify whether a commencement/cessation has taken place ULO2. Determine the types of partnerships, how they are taxed and the key issues relating to a partnership compliance check Use of problem based learning and assessment within the unit tudents will be expected to develop and write reasoned arguments as to determine the type of partners and tax consequences in the examination the unit develops use and application of tax legislation relating to partnership cases tudents are expected to research tax legislation and develop reasoned arguments to determine the type of partnership and tax consequence of their decision ULO3. Determine when profits should be recognised and the effects of a change in timing basis Use of problem based learning when assessing profits tudents will be expected to develop and write reasoned arguments as to determine when profits should be recognised and the effects of a change in timing basis the unit develops use and application of tax legislation relating to assessing profits tudents are expected to research tax legislation and develop reasoned arguments to determine when profits should be recognised UL04. Determine the nature of non-business income and calculate any tax due Use of problem based learning when assessing non-business income tudents will be expected to develop and write reasoned arguments as to determine the nature of non-business income the unit develops use and application of tax legislation to calculate the tax due tudents are expected to research tax legislation and develop reasoned arguments to determine when non-business income should be recognised and tax due CAQE Page 57 of 74 Programme pecification

59 Company Tax - level 5 PARM1.1 UL01. Evaluate a scenario to determine who controls a company (i.e. is it a close company and does it have associates) and the tax consequences UL02. Analyse a scenario to identify the types of groups, the tax consequences of this, be able to calculate group relief and consortium relief and analyse the key issues by risk assessing a group UL03. Recognise that either a transfer of trade or change in ownership has taken place and the potential tax consequences of this UL04. Evaluate a scenario to determine when the intangible fixed asset rules apply, be able to apply them and calculate any tax due and identify the relevant compliance risks Use of problem based learning when determining who controls a company and the tax consequences Use of problem based learning to identify types of groups and the tax consequences and analyse the key issues by risk assessing a group Use of problem based learning to identify a transfer of trade and the tax consequences Use of problem based learning to identify when the intangible fixed asset rules apply, the tax consequences and calculate the tax due on intangibles tudents will be expected to develop and write reasoned arguments as to determine who controls a company and the tax consequences tudents will be expected to develop and write reasoned arguments as to determine the tax consequences for a group and analyse key issues facing a group by risk assessing a group tudents will be expected to develop and write reasoned arguments as to determine the tax consequences when there is a transfer of trade tudents will be expected to develop and write reasoned arguments as to determine the tax consequences when the intangible fixed asset rules apply, calculate the tax due and communicate the liability when applying the tax compliance systems the unit develops use and application of tax legislation to evaluate a scenario to determine who controls a company and the tax consequences the unit develops use and application of tax legislation to determine the the group relief available and uses risk assessment when looking at a group to analyse the key issues the unit develops use and application of tax legislation to determine the the tax consequences from a transfer of trade the unit develops use and application of the intangible fixed asset rules to calculate the tax due tudents are expected to research tax legislation and develop reasoned arguments to determine who controls a company and the tax consequences tudents are expected to research tax legislation to identify the tax consequences and relief's available for a group and to assess the key issues by risk assessing a group tudents are expected to research tax legislation to identify the tax consequences and relief's available when there is a transfer of trade tudents are expected to research tax legislation to identify the tax consequences from the application of the intangible fixed asset rules, to calculate the tax consequences and identify the risks from the compliance risks UL05. Evaluate a scenario to determine residency and evaluate the impact this has on the tax position Use of problem based learning to evaluate scenarios to determine residency the tax consequences tudents will be expected to develop and write reasoned arguments as to determine residency the unit evaluates scenarios to determine residency and make reasoned arguments to substantiate their tudents are expected to research tax legislation to identify the tax consequences of residency CAQE Page 58 of 74 Programme pecification

60 Accountancy - level 5 PARM1.1 ULO1. Prepare single entity or group financial statements and analyse and evaluate financial statements, including the use of common ratios ULO2. Explain the role and work done by the external auditor performing an audit of the financial statements. ULO3. Explain the U GAAP and IA accounting requirements for prior period adjustments, post balance sheet events, revenue recognition, long term contracts, grants, provisions, tangible and intangible fixed assets and recognising the commercial substance of transactions. ULO4. Explain whether these requirements have been applied correctly to scenarios that may be encountered in practice the unit applies ratios to evaluate financial statements the unit analyses the role of the external auditor when reviewing financial statements The unit applies accounting standards when reviewing accounting transactions The unit requires the review of the application of accounting standards and their suitability to scenarios tudents will be expected to prepare financial statements and evaluate them using key financial ratios to help develop a reasoned conclusion the unit evaluates financial scenarios and applies ratio techniques to help their analysis tudents will be expected to the unit evaluates the role understand the role of the and statements made by external auditor and the tests the auditor in relation to the on the financial statements financial statements the auditor would have performed tudents will be required to understand and be able to communicate the use of accounting standards tudents will be required to understand and be able to communicate the use of accounting standards as applied to given scenarios the unit develops the students knowledge of accounting standards the unit develops the students knowledge in the application of accounting standards tudents are expected to develop the ability interrogate financial statements and develop reasoned analysis of financial statements tudents are expected to develop the ability to read auditor statements in forming their own opinion on the financial statements the unit develops the students ability to read a set of financial statements and draw conclusions as to the impact of accounting standards the unit develops the students ability to conclude as to appropriateness of accounting standards Case working skills - level 5 ULO1. Resolve disputes arising in compliance checks using a collaborative approach and demonstrate different techniques used to counter arguments The unit applies recognised techniques to dispute resolutions tudents will be expected to write reasoned arguments on how a dispute can be resolved The unit develops the use of tax legislation and case law to support dispute resolution The unit requires the student to research tax legislation to develop reasoned arguments to resolve disputes CAQE Page 59 of 74 Programme pecification

61 Work based learning - level 5 PARM1.1 ULO1 Demonstrate an ability to work with customers, colleagues and teams to meet HMRC business s This unit demonstrates the ability of a student to work in a team and find solutions to problems arising from case work tudents will be expected to develop and write reasoned arguments and case notes for use by other team members The unit develops use and application of tax legislation to evalaute a scenario working alongside other team members tudents are expected to research tax legislation to identify the tax consequences of their case work and put forward their decision to other team members Porfolio including reflective practice ULO2. Analyse the types of resources available and evaluate their efficiency and effectiveness This unit demonstrates the student's ability to acquire information using a range of HMRC resources, both online and paper based tudents will be expected to develop and write reasoned arguments using their research The unit develops use and application of HMRC resources to evaluate work place scenarios tudents are expected to research tax legislation to identify the tax consequences of their case work based on their research Porfolio including reflective practice ULO3. Assess and evaluate information to improve decision making ULO4. Communicate effectively to share to deliver results, both with team members and across different business areas. Communicate effectively with stakeholders to manage their expectations ULO5. Reflect critically on own experience and assess own performance This unit applies HMRC's data security policy to scenarios in the work place when gathering, assessing and evaluating information The unit applies HMRC's tools and techniques to plan and deliver results from case work tudents will be expected to use reflective practice to analyse their perfomance tudents will be expected to develop and write reasoned arguments whilst ensuring that data security policies are followed when communiating solutions tudents will be expected to consult and communicate with stakeholders and manage their expectations the students will be expected to communicate their reflective assessment The unit evaluates information when problem solving and understanding customer s The unit evaluates case work so that students can plan their work and deliver results to an agreed deadline The self reflection and analysis will help students in their self development and in their career development tudents are expected to develop the ability to problem solve and take responsibility for their decisions tudents are expected to show the development of a relationship with stakeholders to faciliate results The students will be expected to build on self reflection Porfolio including reflective practice Porfolio including reflective practice Portfolio CAQE Page 60 of 74 Programme pecification

62 Mapping of Unit Learning Outcomes to Undergraduate Programme Learning Outcomes PARM1.1 TPDP Programme UPLO1 upport the strategic UPLO 2 Use their acquired skills UPLO3 Deploy accurately, UPLO4 Apply the methods and UPLO5Critically evaluate arguments, UPLO6 Communicate information, UPLO 7 Demonstrate the exercise UPLO8 Take decisions in UPLO9 Demonstrate learning Assessment objectives of HM RC, by being and knowledge to perform established techniques of analysis techniques learned to review, assumptions, abstract concepts and ideas, problems and solutions to both of initiative and personal complex and unpredictable ability ed to undertake capable and highly trained tax effectively in a variety of senior tax and enquiry within the discipline consolidate, extend and apply their data (that may be incomplete), to specialist and non-specialist responsibility contexts appropriate further training of professionals, demonstrating a professional roles across HMRC knowledge and understanding to make judgements, and to frame audiences professional or equivalent systematic understanding of key their case work and other projects appropriate questions to achieve a nature aspects of tax regulation law and solution or identify a range of casework solutions to a problem Business Profits - level 6 UL01. Evaluate scenarios using case law The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the and statute (where appropriate) to determine whether someone is trading or not legislation to apply to scenarios similar to the tax casework an student could face in their work structured learning programme for the development of tax professionals or from a ability of assessing tax legislation ability of assessing a tax case and and case law in relation to trade applying relevant tax legislation or case law as appropriate to trade learning to develop the students' reasoning ability and investigative techniques to inform their learning that requires the students to develop and articulate their answers suitable for a wide range of research the relevant tax legislation and case law and develop their own reasoned further develop their own reasoned arguments in order to find a solution to a wide range of students' cognitive abilities through interpretation and research techniques gives them environment scenarios recommendations/solutions to the audiences including a tax specialist arguments as to whether a complex trade scenarios a solid foundation to build problems posed or a private individual person is trading or not further studies on in ULO2. Devise a reasoned argument for and The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the against whether expenditure should be treated as capital or revenue legislation to apply to scenarios similar to the tax casework an structured learning programme for the development of tax ability of assessing tax legislation ability of assessing a tax case and and case law in relation when applying relevant tax legislation or learning to develop the students' reasoning ability and investigative learning that requires the students to develop and articulate their answers research the relevant tax legislation and case law and further develop their own reasoned arguments in order to students' cognitive abilities through interpretation and student could face in their work professionals or from a looking at whether profit is from case law as appropriate to capital techniques to inform their suitable for a wide range of develop their own reasoned find a solution to a wide range of research techniques gives them environment capital or revenue and revenue recommendations/solutions to the audiences including a tax specialist arguments as to whether profit is complex business scenarios a solid foundation to build problems posed or a private individual in relation to capital or trade further studies on in business profits ULO3. Distinguish between allowable and The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the non-allowable deductions using statue and case law legislation to apply to scenarios similar to the tax casework an structured learning programme for the development of tax ability of assessing tax legislation ability of assessing a tax case and and case law in relation when applying relevant tax legislation or learning to develop the students' reasoning ability and investigative learning that requires the students to develop and articulate their answers research the relevant tax legislation and case law and further develop their own reasoned arguments in order to students' cognitive abilities through interpretation and student could face in their work professionals or from a looking at whether deductions are case law as appropriate whether or techniques to inform their suitable for a wide range of develop their own reasoned find a solution to a wide range of research techniques gives them environment allowable not a deduction is allowable recommendations/solutions to the audiences including a tax specialist arguments as to whether complex business scenarios a solid foundation to build problems posed or a private individual in relation to deductions are allowable further studies on in business profits Company Tax - level 6 UL01. now what a distribution is, be able The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the to recognise a distribution in an unexpected and complex scenario legislation to apply to scenarios similar to the tax casework an structured learning programme for the development of tax ability of apply tax legislation and ability of assessing a tax case and case law to complex company tax applying relevant tax legislation or learning to develop the students' reasoning ability and investigative learning that requires the students to develop and articulate their answers research the relevant tax legislation and case law and further develop their own reasoned arguments in order to students' cognitive abilities through interpretation and student could face in their work professionals or from a scenarios case law as appropriate to complex techniques to inform their suitable for a wide range of develop their own reasoned find a solution to a wide range of research techniques gives them environment company tax scenarios involving recommendations/solutions to the audiences including a tax specialist arguments as to whether complex company scenarios a solid foundation to build distributions problems posed or a private individual in relation to distributions are allowable further studies on in company tax ULO2. Determine the tax consequences of The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the a transaction being identified as a distribution legislation to apply to scenarios similar to the tax casework an structured learning programme for the development of tax ability of apply tax legislation and ability of assessing a tax case and case law to complex company tax applying relevant tax legislation or learning to develop the students' reasoning ability and investigative learning that requires the students to develop and articulate their answers research the relevant tax legislation and case law and further develop their own reasoned arguments in order to students' cognitive abilities through interpretation and student could face in their work professionals or from a scenarios case law as appropriate to complex techniques to inform their suitable for a wide range of develop their own reasoned find a solution to a wide range of research techniques gives them environment company tax scenarios involving recommendations/solutions to the audiences including a tax specialist arguments as to whether complex company scenarios a solid foundation to build distributions problems posed or a private individual in relation to distributions are allowable further studies on in company tax UL03. Evaluate a scenario to determine The student will use tax The unit is studied as part of a The unit develops the students the unit develops the students The unit uses of problem-based The unit is based on problem-based The units require students to The units requires students to The development of the the tax consequences relating to transfer pricing, thin capitalisation and controlled foreign companies legislation to apply to scenarios similar to the tax casework an student could face in their work structured learning programme for the development of tax professionals or from a ability of apply tax legislation and ability of assessing a tax case and case law relating to the tax applying relevant tax legislation or consequences relating to transfer case law as appropriate to transfer learning to develop the students' reasoning ability and investigative techniques to inform their learning that requires the students to develop and articulate their answers suitable for a wide range of research the relevant tax legislation and case law and develop their own reasoned further develop their own reasoned arguments in order to find a tax solution for a wide students' cognitive abilities through interpretation and research techniques gives them environment pricing, thin capitalisation and pricing, thin capitalisation and recommendations/solutions to the audiences including a tax specialist arguments when evaluating range of international tax a solid foundation to build controlled foreign companies controlled companies problems posed or a private individual in relation the complex international tax issues scenarios further studies on in tax consequences of complex international issues CAQE Page 61 of 74 Programme pecification

63 Capital Gains - level 6 UL01. Evaluate scenarios using legislation and case law (w here appropriate) to determine the capital gains issues for individuals relating to any of the follow ing: temporary nonresidence, capital sums, rights, options, intangibles, leases and deferred consideration and calculate any gains arising. The student will use tax legislation to apply to scenarios similar to the tax casework an student could face in their work environment The unit is studied as part of a structured learning programme for the development of tax professionals or from a The unit develops the students ability of apply tax legislation and case law relating to the capital gains tax consequences relating to individuals and the calculation of capital gains tax the unit develops the students ability of assessing a tax case and applying relevant tax legislation or case law as appropriate to capital gains tax for individuals The unit uses of problem-based learning to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to the problems posed The unit is based on problem-based learning that requires the students to develop and articulate their answers suitable for a wide range of audiences including a tax specialist or a private individual in relation the tax consequences of CGT for individuals and tax calculations for individuals The units require students to research the relevant tax legislation and case law and develop their own reasoned arguments when evaluating complex tax issues The units requires students to further develop their own reasoned arguments in order to find a tax solution for a wide range of individual capital tax scenarios The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in UL02. Evaluate the eligibility of relief claims using appropriate legislation and other sources and calculate any CGT due The student will use tax legislation to apply to scenarios similar to the tax casework an student could face in their work environment The unit is studied as part of a structured learning programme for the development of tax professionals or from a The unit develops the students the unit develops the students ability of apply tax legislation and ability of assessing a tax case and case law relating to the capital applying relevant tax legislation or gains relief's for individuals and case law as appropriate for capital the calculation of capital gains tax gains relief's for individuals for individuals after relief's The unit uses of problem-based learning to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to the problems posed The unit is based on problem-based learning that requires the students to develop and articulate their answers suitable for a wide range of audiences including a tax specialist or a private individual in relation the capital gains tax relief's appropriate for individuals and in relation the tax calculations for individuals The units require students to research the relevant tax legislation and case law and develop their own reasoned arguments when evaluating capital gains tax issues The units requires students to The development of the further develop their own students' cognitive abilities reasoned arguments in order to through interpretation and find a tax relief's for a wide range research techniques gives them of individual capital tax scenarios a solid foundation to build further studies on in UL03. Evaluate scenarios using legislation and case law (w here appropriate) to determine the capital gains issues for companies in complex situations and calculate any gains arising UL04. Evaluate scenarios and apply legislation to complex group issues and calculate any gains arising UL05. Evaluate scenarios to determine the CG implications of holding shares and debt for individuals and determine the CG implications of reorganisations of share capital The student will use tax legislation to apply to scenarios similar to the tax casework an student could face in their work environment The student will use tax legislation to apply to scenarios similar to the tax casework an student could face in their work environment The student will use tax legislation to apply to scenarios similar to the tax casework an student could face in their work environment The unit is studied as part of a structured learning programme for the development of tax professionals or from a The unit is studied as part of a structured learning programme for the development of tax professionals or from a The unit is studied as part of a structured learning programme for the development of tax professionals or from a The unit develops the students ability of apply tax legislation and case law relating to the capital gains issues for companies scenarios The unit develops the students ability of apply tax legislation and case law relating to the capital gains issues for companies scenarios and calculation of capital gains for companies The unit develops the students ability of apply tax legislation and case law relating to the capital gains issues for individuals relating to shares and debt the unit develops the students The unit uses of problem-based ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative case law as appropriate for capital techniques to inform their gains issues relating to companies recommendations/solutions to the and the calculation of capital gains problems posed for companies the unit develops the students The unit uses of problem-based ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative case law as appropriate for capital techniques to inform their gains issues relating to companies recommendations/solutions to the and the calculation of capital gains problems posed for companies the unit develops the students The unit uses of problem-based ability of assessing a tax case and learning to develop the students' applying relevant tax legislation or reasoning ability and investigative case law as appropriate for capital techniques to inform their gains issues relating to shares and recommendations/solutions to the debt problems posed The unit is based on problem-based The units require students to learning that requires the students to research the relevant tax develop and articulate their answers legislation and case law and suitable for a wide range of develop their own reasoned audiences including a tax specialist arguments when evaluating or a private individual in relation the capital gains issues capital gains issues for companies and in relation the tax calculations for companies The unit is based on problem-based The units require students to learning that requires the students to research the relevant tax develop and articulate their answers legislation and case law and suitable for a wide range of develop their own reasoned audiences including a tax specialist arguments when evaluating or a private individual in relation the capital gains issues capital gains issues for companies and in relation the tax calculations for companies The unit is based on problem-based The units require students to learning that requires the students to research the relevant tax develop and articulate their answers legislation and case law and suitable for a wide range of develop their own reasoned audiences including a tax specialist arguments when evaluating or a private individual in relation the capital gains tax issues capital gains tax issues for individuals relating to shares and debt The units requires students to The development of the further develop their own students' cognitive abilities reasoned arguments in order to through interpretation and find a tax relief's for a wide range research techniques gives them of company capital tax scenarios a solid foundation to build further studies on in The units requires students to The development of the further develop their own students' cognitive abilities reasoned arguments in order to through interpretation and find a tax relief's for a wide range research techniques gives them of company capital tax scenarios a solid foundation to build further studies on in The units requires students to The development of the further develop their own students' cognitive abilities reasoned arguments in order to through interpretation and find a tax relief's for a wide range research techniques gives them of individual debt and share a solid foundation to build scenarios further studies on in CAQE Page 62 of 74 Programme pecification

64 Work based learning - level 6 PARM1.1 ULO1. Demonstrate an ability to lead a team, using a range of leadership styles, creating a highly motivated and inclusive w orking environment ULO2. Develop the ability to plan for the future and think strategically. Be able to lead and support people through change This unit demonstrates the ability of a student to lead a team and find solutions to problems arising from case work using legislation and case law This unit demonstrates the ability of a student to manage their time as they deal with a portfolio of case work The unit covers practical work place The unit develops the students The unit develops the students learning and runs alongside the ability of applying tax legislation ability of assessing a tax case and structured learning programme for and case law to evalaute a applying relevant tax legislation or the development of tax scenario whilst leading other case law as appropriate whilst professionals or from a team members leading a motivated team The unit covers practical work place The unit develops the students The unit develops the students learning and runs alongside the ability of applying tax legislation ability of assessing a tax case and structured learning programme for and case law to evalaute a applying relevant tax legislation or the development of tax scenario whilst demonstrating case law as appropriate whilst professionals or from a the ability to think strategically managing their time appropriately The unit is based on real life case work that requires the students to develop and articulate their answers The unit uses real life case work to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to suitable for a wide range of the problems posed whilst maintaining a motivated and inclusive working environment The unit uses real life case work to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to the problems posed whilst developing the ability to think strategically audiences including a tax specialist or a private individual, taking on board solutions and ideas proposed by the team The unit is based on real life case work that requires the students to develop and articulate their answers suitable for a wide range of audiences including a tax specialist or a private individual, whilst ensuring they think strategically The unit requires students to lead a team dealing with real life case work. The team will to research the relevant tax legislation and case law and develop reasoned arguments when evaluating complex tax issues The unit requires students to plan for the future and think strategically. The team they are leading will to research the relevant tax legislation and case law and develop reasoned arguments when evaluating complex tax issues The unit requires students to lead a team through complex real life case work and to decide the most suitable outcome The unit requires students to plan and think strategically when dealing with real life case work and to decide the most suitable outcome The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in Porfolio including reflective practice Porfolio including reflective practice ULO3. Gather and evaluate a w ide range of information to enable the delivery of high-value products and services w ith a strong customer focus ULO4. Take responsibility for communicating and maintaining aw areness of the to consult w ith all stakeholders ULO5. Reflect critically on ow n experience and assess ow n performance This unit demonstrates the ability of a student to evaluate sources of information (such as legislation and case law) and use them to find solutions to problems arising from case work This unit demonstrates the ability of a student to communicate with a range of stakeholders and deliver results from case work As part of the critical reflection the students will be expected to align their personal objectives to that of HMRC's The unit covers practical work place The unit develops the students learning and runs alongside the ability to use and apply HMRC structured learning programme for resources to evaluate work the development of tax place scenarios including tax professionals or from a legislation and case law The unit covers practical work place learning and runs alongside the structured learning programme for the development of tax professionals or from a The unit covers practical work place learning and runs alongside the structured learning programme for the development of tax professionals or from a The unit develops the student's ability to communicate with all stakeholders so that the results of case work investiagtions (using tax legislation and case law) are clearly understood tudents will be expected to use reflective practice to analyse their perfomance The unit develops the students ability of assessing a tax case and applying relevant tax legislation or case law as appropriate by using a range of HMRC information sources The unit develops the students ability of assessing a tax case and applying relevant tax legislation or case law as appropriate and communicating those results to stakeholders tudents will be expected to use reflective practice to analyse their perfomance in completing their case work The unit uses real life case work to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to the problems posed by using a wide range of HMRC resources The unit uses real life case work to develop the students' reasoning ability and investigative techniques to inform their recommendations/solutions to a wide range of stakeholders tudents will be expected to use reflective practice to analyse their perfomance in completing and reaching appropriate solutions to their case work The unit is based on real life case work that requires the students to develop and articulate their answers suitable for a wide range of audiences including a tax specialist or a private individual, whilst ensuring a strong customer focus The unit is based on real life case work that requires the students to develop and articulate their answers suitable for a wide range of audiences including a tax specialist or a private individual tudents will be expected to use reflective practice on how they have communicated with stakeholders The unit requires students to gather and evaluate a wide range of information which will include the relevant tax legislation and case law. This will enable them to develop reasoned arguments when evaluating complex tax issues The unit requires students to communicate with stakeholders which will include decisions on case work based on the relevant tax legislation and case law. tudents will be expected to use reflective practice on how they have achieved goals set as part of their personal development plan The unit requires students to The development of the gather and evaluate information students' cognitive abilities when dealing with real life case through interpretation and work and to decide the most research techniques gives suitable outcome with a strong them a solid foundation to customer focus build further studies on in The unit requires students to commuincate information about real life case work to stakeholders tudents will be expected to use reflective practice to reflect on how they have approached complex or unusual cases or problems in their work The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in The development of the students' cognitive abilities through interpretation and research techniques gives them a solid foundation to build further studies on in Porfolio including reflective practice Porfolio including reflective practice Porfolio including reflective practice CAQE Page 63 of 74 Programme pecification

65 4. Business chool Undergraduate Grade Descriptors Undergraduate 85% - 100% First Class HMRC 85% - 100% General descriptor OUTANDING Level 5 Level 6 In addition to the elements found in the excellent criteria, the work shows clear elements of creative and innovative thought and expression. Outstanding use of citations, tax legislation and case law and presentation of ideas at this level. In addition to the elements found in the excellent criteria, the work shows clear creativity or ingenuity in case work and expression of conclusions. Outstanding use of citations, tax legislation and case law, and outstanding presentation of ideas at this level. Undergraduate 70% - 84%: First Class HMRC 77% - 84% Undergraduate 60-69%: Upper econd, 2.i HMRC 70% - 76% EXCELLENT GOOD TO VERY GOOD Excellent ability to interpret the tax case with a sound awareness of the impact of conclusions and recommendations. Able to exploit legislation and case law in order to understand, explore and solve tax problems, in individual and team projects. Excellent interpersonal development in the work place. Clearly-demonstrated critical and analytical stance and synthesis of work. Excellent use of citations and presentation of ideas at this level. Very good understanding and awareness of tax cases. Able to approach the resolution of tax cases competently. Very good level of research and datacollection ability. Very good interpersonal development in the work place. Clarity and effectiveness in thought and expression. Clear use of citations and presentation of ideas at this level. For higher 2.i marks, good critical and analytical elements in approach. Excellence in analysing complex tax cases using sources from legislation and case law; understanding and informed discussion of the relationship between theory and practice. Excellent level of strategic and innovative thinking to address tax issues. Ability to critically evaluate alternative approaches. Able to communicate with tax professionals and tax payers, with rigor, structure and clarity. Excellent use of citations and presentation of ideas at this level. Genuine competence in advanced academic work; relating studied theory and practice in analysing complex tax cases. Very good level of strategic and innovative thinking applied to tax cases. Uses alternative approaches to tax problems, very good understanding of each approach. Clear use of citations and presentation of ideas at this level. For higher 2.i marks, good clear critical and analytical approaches. CAQE Page 64 of 74 Programme pecification

66 5. HMRC/MMU Marks Conversion Table HMRC Mark % MMU Mark % CAQE Page 65 of 74

67 6. Tax Professional Development cheme Provisional chedule ample Delivery schedules and assessment dates Tax professional Development Route NB Higher units will be part of the MMU award, Foundation units at level 4 and 5 are completed before progressing to the MMU award. TPDP 09 Foundation Units (L3 & 4) 1 Book-keeping 26/10/09 19/01/10 2 A, ole Traders, CAs 25/01/10 03/05/10 3 Powers, kills and Compliance 10/05/10 13/10/10 Checks 4 VAT 08/11/10 16/02/11 5 Taxation of Individuals 21/02/11 27/07/11 6 Company Tax 05/09/11 23/11/11 MMU Award Higher Units (L5 & 6) Provisional dates from M8 onwards 7 Business Profits* 09/01/12 02/05/12 8 Company Tax 11/06/12 07/11/12 9 Capital Gains 12/11/12 06/03/13 10 Accountancy 25/03/13 08/05/13 *tudents successfully completing this unit will be accredited with prior learning for the unit to the MMU award TPDP 10 Foundation Units (L3 & 4) Module Title tart date Assessment date (3 weeks after the end of the learning) 1 Book-keeping 25/10/10 26/01/11 2 A, ole Traders, CAs 31/01/11 08/06/11 3 Powers, kills and Compliance 11/07/11 19/10/11 Checks 4 VAT 24/10/11 15/02/12 5 Company Tax 20/02/12 16/05/12 6 Taxation of Individuals 18/06/12 31/10/12 MMU Award Higher Units (L5 & 6)- Provisional dates 7 Business Profits 12/11/12 20/03/13 8 Company Tax (1) including 22/04/13 11/09/13 Accountancy exam 9 Company Tax (2) 23/09/13 11/12/13 10 Capital Gains 06/01/14 09/04/14 CAQE Page 66 of 74

68 TPDP 11 Foundation Units (L3 & 4) Provisional dates from Module 4 1 Book-keeping 17/10/11 25/01/12 2 A, ole Traders, CAs 06/02/12 30/05/12 3 Powers, kills and Compliance 09/07/12 10/10/12 Checks 4 Company Tax 15/10/12 21/01/13 5 Taxation of Individuals 04/02/13 28/05/13 6 VAT 10/06/13 29/07/13 MMU Award Higher Units (L5 & 6) Provisional dates 7 Business Profits 02/09/13 18/12/13 8 Company Tax(1) including 27/01/14 18/06/14 Accountancy exam 9 Company Tax (2) 30/06/14 22/10/14 10 Capital Gains 27/10/14 25/02/15 CAQE Page 67 of 74

69 7. Admission Routes from old HMRC Qualifications Legacy HMRC programmes - Entry Level Criteria for BA Hons Professional tudies in Taxation Entry to the CPD route through legacy HMRC qualifications is as follows: Entry to level 5 (i) AAT Diploma plus 2 years HMRC work experience (ii) AAT Powers and Compliance plus 3 years HMRC work experience (iii) Inspector Training tage 1 (IT 1) plus 5 years HMRC work experience (iv) Accounts Investigation Course (AIC) plus 5 years HMRC work experience (v) ITC plus 5 years HMRC work experience (vi) Fully Trained Tax Inspector (FT 1) plus 5 years HMRC work experience Entry to level 6 (i) ITC2 plus 5 years HMRC work experience (ii) Fully Trained Tax Inspector 2 (FT 2) plus 5 years HMRC work experience (iii) Core Professional Training (CPT) plus 5 years HMRC work experience (iv) Inspector Development Programme (IDP) plus 5 years HMRC work experience (v) Chartered Tax Associate (CTA) plus 5 years HMRC work experience CAQE Page 68 of 74

70 8. TPLP Level 5 and 6 Exemptions for Prior Qualifications TPLP Level 5 & 6 Exemptions for Prior Qualifications FT2 CPT IDP IT2 TPDP08 VLTT AIIT CTA TPLP Module TPLP Unit Pre Onwards Pre 2009 Post 3 Paper 4 Paper Exam 2009 Exam Pre Paper Exam Post 2004 Domestic Cross Border Product Code Tax nowledge Level Credit The Charge to Tax 5 0 X X X X X X X Trade - cope and Meaning 6 5 X X X X X X X Business Profits Commencements and Cessations 5 5 X X X X X X X Partnerships 5 5 X X X X X X X Capital v Revenue 6 10 X X X X X X X Trade Deductions 6 10 X X X X X X X Assessable Profits 5 5 X X X X X X X Non-business Income 5 5 X X X X X X X Further Aspects of CG 6 10 X X X X X X X Capital Gains Tax CG Reliefs for Individuals 6 10 X X X X X X X Further Aspects of Company CG 6 10 X X X X X X X X X X Groups and CG 6 10 X X X X X X X hares and Debt for Individuals 6 5 X X X X X X X Company Reorganisations and hare Exchanges 6 10 X X X X X X X X Close Companies and Control 5 15 X X X X X X X Distributions 6 10 X X X X X X X Groups 5 10 X X X X X X X Company Tax Corporate uccession 5 5 X X X X X X X Intangibles 5 10 X X X X X X X X X Not Yet Available Corporate Finance Not Yet Available Not Yet X X X X X X X X X X X X X Available International Part X X X X X X X X International Part X X X X X X X X X X Employer Termination Payments 5 5 X X X X X X X X X X X X X Issues Employee Car Ownership chemes 5 0 X X X X X X X X X X X X X Not Yet Available Inward and Outward Expatriates Not Yet Available Not Yet Available Employment Income & NICs Employment Related ecurities Employment tatus Complex Issues in Employment Income & NICs Not Yet Available Not Yet X X X X X X X X X X X X X Available Not Yet X X X X X X X X X X X X X Available Complex Issues with Employment Related 5 0 X X X X X X X X X X X X X ecurities Employment tatus/ir35 and Managed ervice 5 5 X X X X X X X X X X X X X Companies The cope of VAT - Complex upply Issues 6 10 X X X X X X X X X Taxable Persons and VAT Grouping Provisions 5 5 X X X X X X X X X Vouchers and Business Promotion chemes - Part 1 Vouchers 6 10 X X X X X X X X X X Vouchers and Business Promotion chemes - Part 2 Business Promotion chemes 6 10 X X X X X X X X X X X Land and Buildings 5 5 X X X X X X X X X X X X X VAT Option to Tax (OTT) 6 10 X X X X X X X X X X Partial Exemption (PE) and Capital Goods cheme (CG) in complex cases - Part 1 Partial Exemption Partial Exemption (PE) and Capital Gains cheme (CG) in complex cases - Part 2 Capital Goods cheme 6 5 X X X X X X X X X X X X X 5 5 X X X X X X X X X X X X X Disposal of a Business 5 5 X X X X X X X X X VAT Anti Avoidance 6 5 X X X X X X X X X X X X X Analysing Complex VAT Issues - Workshops Parts X X X X X X X X X X X X X Powers & Compliance Accountancy X X X X X X X X X X X X X Increasing Financial Awareness 5 10 X X X X X X X X X X X X X Applying Accounting tandards 5 10 X X X X X X X X X X X X X Case Working Reconciling Private Worth kills 5 5 X X X X X X X X X X X X X Dispute Resolution - Large Business 5 5 X X X X X X X X X X X X X Not Yet Available Tax Appeals at Tribunal Hearings Not Yet Available Not Yet Commercial Not Yet Understanding Commercial Drivers Available Understanding Available Not Yet Available X X X X X X X X X X X X X Not Yet Available X X X X X X X X X X X X X CAQE Page 69 of 74

71 9. RELATIONHIP TO UBJECT BENCHMAR TATEMENT() Map guide: Insert to indicate nowledge and Understanding Insert to indicate kills Mc Taxation and Fiscal Policy Benchmark tatement BE,C&T FP,T&E EIT APD Dissertation A systematic understanding of relevant knowledge about organisations, their external context and how they are managed Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation A critical awareness of current issues in business and management which is informed by leading edge research and practice in the field An understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations Conceptual understanding that enables the student to: evaluate the rigour and validity of published research and assess its relevance to new situations extrapolate from existing research and scholarship to identify new or revised approaches to practice ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process ability to communicate effectively both orally and in writing, using a range of media operate effectively in a variety of team roles and take leadership roles, where appropriate. CAQE Page 70 of 74 Programme pecification

72 10. AEMENT/OUTCOME MAP Map guide: GO = MMU Graduate Learning Outcomes (ection 23) PLO Programme Learning Outcomes (ection 26) add more lines as appropriate insert as appropriate Mc Taxation and Fiscal Policy BE,C&P FP,T&E EIT APD Dissertation 2500 WORD THEORY EAY 2500 WORD APPLICATION EAY 2500 WORD THEORY EAY 2500 WORD APPLICATION EAY 1500 WORD REEARCH REVIEW 4000 WORD INVETIGATION 1500 WORD REFLEXIVE PIECE 3500 WORD REEARCH BRIEF Proposal Report 15,000 GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 CAQE Page 71 of 74 Programme pecification

73 ECTION G POINT OF REFERENCE Internal Mission and trategic Aims Programme Approval, Review and Modification Procedures outlined on the Centre for Academic tandards & Quality Enhancement website University Regulations for Undergraduate or Taught Postgraduate Programmes of tudy Previous Programme Approval/Review/Modification Report (02 December 2011) MMU trategy for Learning, Teaching and Assessment University Flexible Curriculum Framework for Accredited Provision Institutional Code of Practice on Learning and Teaching (not yet published) Institutional Code of Practice on Assessment Institutional Code of Practice for Placement and Work-based Learning cheme for Admission of tudents with Advanced tanding University tandards Descriptors Equality and Diversity policy University guidance on collaborative provision taff research Departmental Professional/Industrial Advisory Committees taff/tudent Liaison Committees External QAA ubject Benchmark statement QAA Framework for HE Qualifications QAA Quality Code PRB requirements External Examiner reports CAQE Page 72 of 74 Programme pecification

74 ECTION H Approved Modifications to Programme pecification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme pecification since its approval/last review. FAQC Reference (or PARM ref for Major Modifications requiring strategic approval) Programme pecification Title (specify award titles/routes affected by change) Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc) 11.8_ HMRC Reporting only - Errors in the Programme pecification with incorrect unit credits 12.2_ HMRC Professional tudies in Taxation 12.4_ HMRC Professional tudies in Taxation Minor Modification - for the unit Capital Gains level 6 5C3670 / 5C3880 to be two separate units so that the student does not have to resit this unit Minor Modification - to create super units with existing units to allow on examinations rather than separate examinations Date of FAQC Approval (or PARM event) Approval effective from: Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef eptember 2014 onward) 17/09/2014 eptember 2014 This was reported to FAQC for information only. 01/10/2014 eptember 2014 tudents entering 6 wef eptember /10/2014 eptember 2014 tudents entering 6 wef eptember 2014 CAQE Page 73 of 74 Programme pecification