Choose the best study method for success

There are lots of study methods available for AAT students, and it can be challenging to choose the right one for you. Not every study method is right for every learner. Let’s work out your ideal methods and make sure you succeed.


Study methods and skills series


In order to do this, you need to consider how you like to work and let your study skills choose the study method. Think Harry Potter – he didn’t choose his wand, the wand chose him. 

So, study skills, what are they?  Do I need to buy some, or can I use what I have at the moment?

What are study skills?

Study skills are a collection of approaches that individuals can apply to learning.

For example:

  • listening to lectures
  • reading
  • note taking
  • time management
  • collaboration with others
  • and self-regulation or self-discipline. 

They’re used in work-based training, online training and other situations where individuals want to develop new skills, like driving a car, learning a sport or to play a musical instrument.

You can’t buy study skills like groceries (online or in the supermarket), and it’s only recently started to become common to teach study skills.

Quite ironic if you think about it; you need to learn ‘stuff’ but don’t get any guidance on how you can learn it best. In the next two articles in this series, we’ll discuss effective study skills for different situations.

Study effectively

Being an effective learner means developing tools that you already have like reflecting on the past (good and bad), and action planning based on the information to hand. 

This doesn’t have to be within education. It could be remembering a key event in your life that you look back on with pride or fondness. For example, you may have used a range of research skills to plan out an elaborate holiday, making sure to stay on budget. 

Expected study hours for AAT

Next, you need to be aware of the guidance regarding expected study hours. In the table below, you’ll see the recommended hours for AAT’s current standards:

Qualification Total qualification time (hours)
Foundation Certificate in Accounting 340
Advanced Diploma in Accounting 520
Professional Diploma in Accounting 560

If you’re studying on a 30-week programme, then 340 hours for the foundation certificate works out at 11.3 study hours per week. That’s a lot of time, so you need to be sure that you’re studying in the way that you most feel comfortable with. 

If you’re thinking about distance learning because you don’t have the time to go to college, consider that you still have to find the 11.3 hours per week to study elsewhere.

It’s easy to see a large increase in hours as you move from Foundation to Advanced. Being aware of this at the start of your study programme can help you make longer term plans, where discussions with significant others in your life become more important. 

You should also be aware of the difference in difficulty between the levels.  Foundation Certificate is GCSE level, Advanced Diploma is equivalent to A levels and the Professional Diploma is the equivalent of first year university.

Trying to study a course faster than you can absorb the information leads to poor results, so give yourself time to succeed.

But what study methods are available to you? 

If you haven’t been in formal education for a few years, you may be expecting a classroom-based provision, where the teacher explains a lot, you make notes and at some point you answer questions. 

There are a wide range of tutor-focussed methods available, and individual providers vary:

  • Classroom-based, where you attend class once or twice a week (currently unavailable during the Covid-19 lockdown). You will still have to do a significant amount of homework.
  • Blended, a mix of reduced classroom hours and self-driven (see below for different self-driven study methods, however blended comes in many formats so check what the provider means).
  • Live video lectures with a tutor where you can ask questions online, however check how the tutor is going to give individual feedback.

Some providers will operate a roll-on-roll-off style of delivery that will have various start times throughout the year, so check if your local provider is running suitable courses at the times you want to attend.

The following methods are generally self-driven, although many come with various degrees of programme planning and access to tutor support:

  • Distance learning where you have access to videos, interactive questions which self-mark, and may or may not give feedback
  • Distance learning where you have access to videos and traditional learning materials with answers.
  • Traditional distance learning with textbooks and perhaps some other online materials.

To help you identify the best study method for you, click below to download our worksheet.

In summary

You may feel that one particular study method will never be enough for you, and you need the variety. That’s to be expected, many of us will use a combination of study methods during formal education, with some aspects working better than others.

When choosing your learning provider, you should ask the following questions:

  • Progress checks – How do you track your progress and what information do you get on how well you are doing? How do they help if you’re not succeeding?
  • It’s possible to track students on some courses and predict success and failure. What support is there if you’re not on track?
  • Who controls access to materials? Are all the materials available from the start of a course and throughout or is it released in stages?
  • Where will you sit exams? (once they’re available again after Covid-19) 
  • What are the exam pass rates with that provider?
  • Student success/speed of attaining qualifications. This is different to pass rates; a provider may have high pass rates because weaker students don’t even sit the exams or students are sitting only one exam per year. 

In the next article in this study methods and skills series, we’ll focus in on studying with the free AAT study timetable (available to download in the next article), and chunking your work to make it more manageable.

We finish up by looking at how to do your absolute best with distance learning and you can download the final AAT revision plans to really kick start your studies.

Read part 2 now: Study in chunks with AAT’s study timetable

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Study tips: Spreadsheets for accounting

Spreadsheets play a major part in an accountant’s working life.

Having the relevant skills and techniques required will make complicated calculations much easier, not only to understand but to manipulate too.

Charts and graphs are commonly used in excel and are often required to be produced in the workplace. The example below shows how we are going to manipulate a simple graph and pie chart based on a common business scenario.

The scenario will cover:

  • Gross profit calculation
  • Gross profit margin as a percentage calculation
  • Column chart
  • Chart title
  • X & Y axis labels
  • Horizontal axis labels
  • Legend entry
  • Chart colours

We may be required to link several items from the list in one spreadsheet, relying on the calculation of data to produce a chart or graph. We can apply additional knowledge that we have obtained in our work or study life to be able to produce what is being asked.

Let’s look at an example with the assumption that we have been asked to produce a basic chart.

Producing a basic spreadsheet chart

Scenario: Emily runs a family pet shop business. She sells a variety of small animal accessories. The items she sells the most is a small dog accessories.

You work as an accounts assistant for Emily helping her with the day-to-day accounts function. You have been asked to produce a ‘stacked column’ chart showing which product has the highest sales revenue. You already have the following information from figures you have collated over the last 6 months:

To produce a chart showing the total sales revenue and gross profit margin of each item, additional columns need to be created. These should contain formulas to calculate the relevant information in preparation for producing the charts. This is not always obvious and is where technical understanding comes into play.

This is just a very basic example. In the future, it may need further manipulation, such as to incorporate other expenses (e.g. overheads) to work out net profit figures.

Below is a total sales revenue column, total costs column, a gross profit column and a gross profit margin as a % column.

Emily may need to see how these figures have been calculated so it is helpful to be able to show all the formulas that have been used. In order to produce the Gross profit, the Total expenses are deducted from the Total sales revenue e.g. Coats £15,558.27 – £10,654.35 = £4,903.92.

To display the Gross profit margin as a percentage, the Gross profit is first divided by the Total sales revenue e.g. Coats £4,903.92 / £15,558.27 = 31.52%. The sum will not automatically turn into a percentage so to do this we need to select the % option as shows:

Now the data is ready.

Care is needed when selecting the correct chart – in this case a stacked column chart. Note that although we’ve been asked for a stacked column chart, in reality we’re simply displaying a basic column chart as there’s only one set of data in each stack or column.

Building your chart

Firstly, select the data required and then select the chart type which can be found in the ‘Insert’ tab.

Click OK and this will produce a basic chart. Being careful with the chart selection will show Emily that care has been taken when producing the required information.

The above chart has been created using just the total sales revenue column in the data. It is meaningless at this stage. Presenting Emily with this chart in this format will give her the information she’s asked for, but in the future, she’ll struggle to see what the information relates to.

If Emily wanted to use the chart for any other purpose – such as to show investors, or even review her charging structure – she would struggle to present a professional image. It needs additional labels and a title for the chart to have any relevance.

Making your chart more professional

If we add in a chart title, x and y axis and legend labels, the chart becomes a lot clearer and easier to understand.

The viewer can now fully appreciate the content.

Adding colour to spreadsheet charts

It’s also possible to change the colours displayed. Right clicking on the chart columns will display the formatting options – just select fill and choose a colour best suited to your chart.

In summary

Comparing the first chart and the final example shown above, it’s clear that professional competence and due care has been demonstrated. Emily can now use this chart to inform her business decisions.

Read more on excel and studying from AAT;

Study tips: identifying and correcting errors – part 3

The final article in our series on identifying and correcting errors in accounts.


Study Tips: Identifying and correcting errors series


Previously, in parts one and two, we discussed using the trial balance to help ensure the accuracy and integrity of a set of accounts, but acknowledged the limitations in doing so, because whilst it discloses some errors, there are others it does not.

We named the six errors that aren’t disclosed by the trial balance, as their effect on it doesn’t cause an imbalance, and we looked at examples of how to correct them.

Now we need to return to the trial balance and think about what happens when there’s an imbalance, so that when we have an error to correct, we can work out what to do if the answer is ‘yes’ to the question: ‘Is the trial balance unbalanced by what has happened?’

When the columns of the trial balance don’t match

When the columns of the trial balance don’t match, a suspense account is created to make them do so. 

This is a temporary account into which all the imbalances from errors that are disclosed by the trial balance are entered. The balance can therefore be made up of a mixture of debit and credit postings and it may take a number of journals to clear it back to nil. 

The important point to note is, that when we identify that an incorrect transaction has caused an imbalance on the trial balance, then we immediately know that the suspense account will have temporarily rebalanced it and therefore the suspense account will be involved in correcting the error.

Writing a journal to correct trial balance errors

Let’s look at an example from part two, where we said a single sided entry would be disclosed by the trial balance as the debits and credits wouldn’t match. 

Let’s say £15 was correctly credited to the bank account for stationery but no other entry was made.

We know there’s an imbalance and therefore the suspense account will have temporarily rebalanced the accounts.

We also know the credit entry in the bank account was correct and that the suspense account should have a nil balance.

Therefore we have to write a journal to correct the error and are aware that journals must balance and the debit entry should come first.

Now all we need to do is identify the missing debit transaction, which will be the stationery account and by default, as this error was disclosed by the trial balance, we know that the opposite journal entry must be the suspense account.

This is a relatively straightforward journal correction, similar to those we looked at in part two for the non-disclosed errors. In effect, we’ve made the same correction, as we’ve removed the transaction from the wrong account and put it in the right one. 

The difference is that the wrong account, when correcting disclosed errors, will always be the suspense account. 

This will still be the case on the occasions where we have to use a four line journal to remove incorrect entries and then post correct entries, for example, when double sided entries are made.

Correcting a credit made in error

Let’s see what we would need to do if £15 had been posted to the credit side of both the bank can stationery accounts.

Again ther’s an imbalance. The bank entry is still correct but the stationery account entry is on the wrong side and this has doubled the amount needed in the suspense account, to rebalance it temporarily.

As the stationery account has been credited in error, we need to make the journal correction in two parts. 

First we must remove the incorrect entries.

Then we must record the correct entries:

 

In summary

As we said at the start of this series, one of the problems with errors is that they’re not predictable and can be made anywhere in the accounts and at any time. 

What is predictable though is the effect a mistake has on the trial balance. 

Therefore, once you’ve identified whether it’s a disclosed or nondisclosed error, you can use your accounting knowledge of double entry bookkeeping and the suspense account, to work out how to make a successful correction.

However, we need to be mindful of not making mistakes whilst correcting errors. 

Common mistakes include preparing journals that:

  • Do not balance
  • Use the wrong account names
  • Are for the incorrect amounts
  • Or have the debits and credits backwards.

Previous articles on journals and how to balance a trial balance and correct errors, give further practical advice about this tricky area.

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Study tips: What’s the difference between marginal and absorption costing?

Understanding marginal and absorption costing should be relatively straightforward, as it’s covered, in one form or another, at all levels of the AAT qualification. However, it’s a topic that continues to challenge us.

Let’s start by clarifying that both methods are concerned with production costs and both require good foundation knowledge of cost categorisation.

  • Marginal costing is based on classifying costs by behaviour, in other words, whether a cost is variable or fixed.
  • Absorption costing focuses on whether a cost is direct or indirect by nature.  

Generally, if a cost is variable, such as a production worker’s wages, then it’s also direct. Equally, fixed costs are usually indirect, for example factory rent.

This explains why calculations can be ‘built up’ starting with the prime cost, which is the total of all the direct costs, then adding any variable overheads in order to calculate the marginal cost.

When we add the indirect costs to the marginal cost we end up with the full cost.

For example, if the following costs are known:

Then both the marginal and absorption costs of production can be easily calculated by building up the subtotals, starting with the prime cost:

Then the marginal cost of production:

and finally the absorption cost of production:

Note that the administration, selling and distribution costs haven’t been included. This is because indirect costs can be split into production and non-production overheads and we’re just concerned with production costs.

So, if the figures used in marginal and absorption costing are the same, except for the inclusion or exclusion of fixed production overheads, why are both costing systems used?

Why we use marginal and absorption costing

Well, marginal and absorption costing are used for two different purposes. 

As marginal costing is only concerned with the variable costs of production, it can be used to inform short-term decision making because it’s central to contribution analysis.

For example, if the selling price of a WS47 is £40 but a customer wants to negotiate a discounted price per unit, then marginal costing would be used to see the impact a discount would have on profitability. We would do this by calculating the contribution (selling price less variable costs ie. marginal cost) at a range of discounted selling prices. 

Marginal costing is used to calculate when individual products will break-even and discounts affect the break-even point.

However, when it comes to analysing how much profit has been made on total sales over a period of time, for the purposes of the financial statements, then we would need to use the full cost of production, which is calculated using absorption costing.

Producing statements of profit and loss

Let’s say that we agreed a 5% discount on the sale of 800 units of WS47 and the remaining 200 units were unsold at the end of the period.  Statements of profit and loss can be produced under both costing methods but will result in different profit figures.

The start of the statements will be identical:

The first difference is in the treatment of the overheads. Under marginal costing only the variable production overheads are included at this point, whereas both the variable and fixed production overheads (£2,000 + £5,000) are including using absorption costing:

This is consistent with our previous calculations where we ‘built up’ the costs, just presented in a different way.

The next difference is in the way that closing inventory is valued. 

The quantity is not altered by the method, however the valuation is different. This is because under marginal costing, closing inventory is valued at the marginal cost per unit, in this case £24.50, whereas the full absorption cost of £29.50 is used in the absorption method:

You can see that there is a £1,000 difference between the closing inventory valuations.

The cost of sales is calculated next and, for marginal costing, requires the fixed overheads to be added:

You can see that the £1,000 difference in the closing inventory valuations impacts on the cost of goods sold figures.

Marginal costing values closing inventory at a lower cost per unit than absorption costing and this means that the cost of goods sold figure is higher using the marginal method.

The impact for both methods though, is followed through to the profit figures:

The difference in the profits is directly attributable to the £5 per unit difference in the valuation of the closing inventory ((£29.50 – £24.50) x 200 units = £1,000).  This is because the absorption method allocates a proportion of the fixed overheads to both the actual units sold and the closing inventory. However, the marginal method attributes all of the fixed costs to the period resulting in the lower profit figures.

It is due to this impact on profits that IAS 2 Inventories stipulates that inventory should be valued on an absorption basis, when included in financial statements, as it accounts for all of the production overheads. 

The standard says that the cost of inventory should include all costs of purchase, costs of conversion including fixed and variable production overheads, as well as other costs incurred in bringing the inventories to their present location and condition. It is also why the non-production overheads were not included, until they were shown on the profit or loss statements.

In summary

The key differences between marginal and absorption costing are:

  • Purpose – marginal costing enables well informed short-term decision making, and absorption costing calculates the cost of output as well as providing the closing inventory valuation for inclusion in the financial statements.
  • Calculation – marginal costing is based on variable costs but excludes fixed costs and absorption costing includes both direct and indirect cost. Generally if a cost is variable it is also direct, therefore, the addition of fixed overheads to the marginal cost will give the full absorption cost.
  • Profitability – when there is closing inventory there will be a difference in the profits calculated by the two methods. The difference in profit will be explained by the difference in the value of the closing inventory.
  • Use – marginal costing is not allowed for financial reporting purposes whereas absorption costing can be used for both financial and management accounting.

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Study tips: Linear regression part 2 – Regression focus

This series looks at linear regression for the Professional Diploma in Accounting qualification from AAT. We start off with the high low technique, and follow up with a focus on regression.


Linear regression series


In part one of this article on linear regression, we looked at some sales figures that were increasing in a consistent way over the course of six months. We produced a graph that showed the figures plotted a straight line and were therefore able to forecast future sales figures, based on the assumption that data will behave in the future as it did in the past.

We also used the mathematical equation of a straight line* to show that, when data behaves in a consistent way, the assumption that it will continue to do so, is correct.

This is great when all the data is available and behaves predictably! 

Unfortunately, we know that real life is rarely that straightforward. We therefore, looked that the equation: y = a + bx in terms of cost behaviour where:

  • ‘a’ is the fixed point or element that the rest of the data changes in relation to
  • ‘b’ is the variable amount per unit that will change in proportion to the number of time periods
  • ‘x’ is the forecast time period (in relation to the start of the data set)
  • ‘y’ is the forecast.

Using this understanding, we applied the high low technique to some incomplete information and were able to forecast some future costs. If this doesn’t sound familiar, then it would be a good idea to read part one before continuing.

So, what happens when the data is not only incomplete but isn’t linear either?

Linear regression with incomplete & non-linear data

This is when we need to incorporate time series analysis more fully into our thinking. 

So far, we have examined how data has changed over a given time period, and the trend has been the actual data, which we’ve extended to forecast future figures.

The process of time series analysis however, involves:

  • calculating moving averages to determine the underlying trend
  • calculating the average change over the period
  • adjusting for seasonal variation
  • and then forecasting. 

Again, if this doesn’t sound familiar, then Matthew Pickering’s article on trend analysis is worth reading before you go any further.

Depending on what information we have, we’ll need to rearrange the order of calculations so that we can determine the trend. Because the underlying trend will be a straight line, we will then be able to apply the equation.

Forecasting with linear regression

Let’s return to our imaginary role as the management accountant for a company that manufactures reusable bamboo products. Say we’re forecasting 2020’s sales of a crockery set that has been manufactured since January 2016.   

Over the years, the linear regression equation:  y = 1,725 + 450x, has been established, where

  • ‘y’ equals the sales trend
  • and ‘x‘ equals the time period.

Time series analysis has been used to identify the quarterly seasonal variation in sales volumes:

Let’s think about the equation in relation to the first quarter of 2020. 

We know that ‘y’ is going to be the forecast. If the data varied in a linear way, then the trend could just be extended to give the forecast. However, the seasonal variations tell us the actual data is likely to be above the trend line for one half of the year and below for the other. 

So, when using linear regression in this way, we need to be clear that the ‘forecast’ is the extension of the trend line as opposed to the forecast sales figures.

The position of 1,725 in the formula tells us that it is ‘a’. Again, we need to be careful to recognise that, in this context, it’s the fixed point of the data set, which is different to it being a fixed element of a total cost, as it was when we applied the high low technique.

In this case, it will be the first figure of the data set, in other words quarter 1 of 2016, when the sales volume was 1,725 units.

We also know that 450 is the variable amount per unit or ‘b’. 

In the context of average annual change, this means that the underlying trend of the data is a 450 unit increase in the sales volume every quarter. This variable amount per unit ‘b’ will need to be multiplied by the time period for relevant quarter of 2020 in relation to quarter 1 of 2016, in other words ‘x’, in order to calculate the total variable element of the trend. 

This is the same process as calculating the average change over the time period in time series analysis, and would be calculated as the difference between the first and last moving averages divided by the number of moving averages, less one.

We add the value 450x to the fixed point of ‘a’, in this case 1,725, in order to extend the trend for 2020. 

Again, this is the same as extrapolating the trend by adding the average change to the last moving average, when using time series analysis to forecast.

Let’s put the information we know into a table:

Calculating the trend figures

In order to calculate ‘y’, the trend figures, we first need to work how many time periods the actual data set covers.

In this case it’s 16 quarters, as the product has been manufactured since January 2016 so that’s four quarters a year for four years, to get to the end of 2019. This therefore makes ‘x’ 17 for quarter 1 2020 (16 + 1) and 18 (16 + 2) for quarter 2 because ‘x’ is the forecast time period in relation to the start of the data set.

As we said before, when using linear regression in this way, the ‘forecast’ is the extension of the trend line as opposed to the forecast sales figures. Therefore, we can now use the linear regression equation to forecast the trend ‘y’:

Our use of the linear regression equation is now complete, however, we still need to forecast the sales volumes, and the seasonal variations tells us the actual data is likely to be above the trend line in quarters 1 and 4, and below it in quarters 2 and 3. 

Therefore, the forecast sales volumes are:

In summary

Using linear regression techniques successfully requires an element of thinking flexibly about the information you have and the information that’s required. 

  • If the information is complete, you may be able to use time series analysis.
  • If the information is incomplete, but varies in a linear manner, you might be able to use the high low technique.
  • But if the information fluctuates over time, you may need to apply the average annual change. 

* The formula of a straight line is y = mx + c however it can also be written as y = a + bx and this used by the AAT.  The component parts are the same and the ‘fixed’ point/element is represented by ‘a’ or ‘c’ and the ‘variable amount per unit’ by ‘b’ or ‘m’.

Read more study tips for the AAT Professional Diploma in Accounting here;

10 principles for good spreadsheet practice – Part 2

This two-part series is based on an ICAEW guide, 20 Principles for Good Spreadsheet Practice, which can be downloaded from this page.

These principles will not only reduce the possibility of error in your documents but help to combat waste arising from spreadsheets that are created inefficiently or carelessly.

So take all of these on board and you’ll be able to introduce best practice across your team or organisation and increase productivity and efficiency.

Without further ado, here are the final ten principles:

1. Be consistent in structure

Use the same columns for the same items in each workbook, especially when working with time series. A consistent convention within a workbook reduces the risk of error where one sheet refers to another.

2. Be consistent in the use of formulae

On any worksheet use the smallest practicable number of different formulae. Where it’s necessary to use many formulae, ensure that groups of cells using different formulae are clearly separated.

3. Keep formulae short and simple

Shorter formulae are easier to build, less likely to contain errors, easier to understand and review. Stage a calculation through multiple cells rather than build a long, complex formula.

4. Never embed in a formula anything that might change or need to be changed

Instead, put such values into separate cells and reference them. This ensures that values enter the spreadsheet only once, and if change is needed it would happen in just one place.

It also allows for all formulae cells to be locked without denying access to input values.

We can fix a reference by inserting ‘$’ signs in the cell reference before the column reference (so B becomes $B) and before the row reference (3 becomes $3).

Thus if the reference =B3 is replaced by ‘=$B$3’ the link will be fixed in this way.

5. Perform a calculation once and then refer back to that calculation

Do not calculate the same value in multiple places (except perhaps for cross checking purposes). This reduces risk of error, and is more efficient, since fewer calculations are being performed.

6. Avoid using advanced features where simpler features could achieve the same result

In particular, avoid using programming code unless necessary – in which case, ensure that it’s clearly documented within the code itself, as well as in a documentation worksheet.

Similarly, avoid circular references, and control and document any exceptions. Do not change the software’s key default settings (for example, do not turn off automatic recalculation) unless essential, in which case include a prominent message to warn users.

7. Have a system of backup and version control, which should be applied consistently within the organisation

The appropriate levels of backup and version control will depend on the organisation and the nature of the work, but there should always be, at the very least, a reliable means of preserving, identifying and restoring earlier versions of a workbook.

8. Rigorously test the workbook

The level of testing required will depend on the size, complexity and criticality of the workbook, with riskier workbooks needing a greater degree of independent testing.

The examples above illustrate the use of ‘trace precedents’, which shows all the cells which affect the value of the currently selected cell and ‘trace dependents’, which shows all the cells containing formulae that refer to the active cell.

9. Build in checks, controls and alerts from the outset and during the course of spreadsheet design

These checks might include, for example, tests to ensure that a balance sheet balances, assets do not depreciate below zero, and so on.

One approach would be to build in a set of audit tests to check validity and use flags to signal compliance or non-compliance. Use a master flag to summarise all the individual flags and place it prominently (on the output sheet, or even throughout the workbook eg, on sheet headers) so that users are bound to see it.

10. Protect parts of the workbook that are not supposed to be changed by users

The level of protection will vary according to the nature of the spreadsheet and the kind of use/users it will have. It might include locking whole worksheets, all cells containing formulae, or everything except designated input cells.

Read more from AAT Comment:

Study tips: Break-even analysis – part 1


Study tips: Break-even analysis series


What does it mean when a business breaks even? 

Basically, that it is neither making a profit or a loss.  That seems simple enough to understand but this area of cost accounting is difficult for many of us to get our heads around.

We spend a lot time trying to remember all the formulae that are used in break-even analysis rather than putting our efforts into thinking about what we are analysing and what the figures actually tell us about the business they relate to.  So in this article we are going to concentrate on the basic principles behind break-even analysis to gain a better understanding of what we need to do and why, before we look at how to do it.

Categorising costs

Before we can understand break-even analysis we need to be able to categorise costs and know how each category behaves:

  • Fixed Costs – costs that do not change with output.
  • Variable Costs – costs that vary in direct proportion to output.

If this is an area you struggle with, reading Fixed, Variable and Semi-variable costs would be beneficial before continuing.

Then we need to apply this underpinning knowledge to the relationships between costs and income:

  • All costs have to be paid out of income.
  • Fixed costs have to be paid regardless of how much income is generated by sales as they do not change with output.
  • Variable costs are only incurred when there is output.

So in theory, if we don’t generate a sale we don’t incur the variable cost.  This works in theory and practice for a service.

For example, if a taxi driver doesn’t have any customers then no petrol will get used. However, in manufacturing you could argue that the variable costs involved in making a product are incurred regardless of whether that product is sold or not.  

Whilst that is true, in break-even analysis, we work on the basis that we will manufacture the exact number of units sold.

The above point is crucial as break-even analysis is simply trying to work out how many of each product we must sell (and therefore produce) in order to cover fixed costs as well as variable costs. 

Each unit that we sell must cover its variable cost and make a contribution to the fixed costs within the selling price. When enough units have been sold to cover all of the fixed cost then the product has ‘broken even’. In other words, until the break-even point is reached, we are not making any profit. 

After the break-even point is reached, the part of the selling price that was contributing to the fixed costs is now contributing to the profits of the organisation instead.

Covering fixed costs

Let’s think about the taxi driver again and imagine he has £10,000 worth of fixed costs to cover each year. He also incurred £5 of variable costs every time he travels 10 business miles and he charges £25 for 10 business miles to generate his sales income.

As he doesn’t incur the variable costs if he doesn’t have a job, then they can be removed from the equation as by definition when a job does come in, enough income will be generated to pay for them.  His fixed costs however, have to be covered regardless of how many jobs he gets.

Therefore it is really important for the taxi driver to know how many jobs he’ll need in order to have enough money to pay his fixed costs. 

Remember though, that for every 10 business miles he travels he’ll generate £25 but incur £5 of variable costs. Therefore only £20 of the sales income is actually unaccounted for and this is the ‘contribution’. It’s a contribution to paying the fixed costs and once enough ‘£20 contributions’ have been made to add up to £10,000, then all the other ‘£20 contributions’ in the year are profit.

So to answer the question how many 10 business mile jobs does he need to do in order to have enough money cover his fixed costs, he must:

  1. Calculate the contribution by deducting the variable costs from the selling price to see how much is unaccounted for:

£25 – £5 = £20

  1. Then calculate how many contributions are needed to cover the fixed cost, which can be turned around when he does the maths as that’s the same as fixed costs divided by contribution:

£10,000 ÷ £20 = 500 jobs

  1. Double check his calculation to see if his answer seems reasonable. 500 jobs that each make a £20 contribution will eventually provide exactly £10,000 to pay the fixed costs.

All this means is that the taxi driver needs 500 jobs to break-even. 

This is because jobs number 1-499 don’t provide enough contribution to pay all his costs so he’s making a loss. Job number 501, however, will generate £10,020 once he has paid all his variable costs, and out of that he can cover his £10,000 worth of fixed cost and have £20 of profit left over.

In summary

This is the theory and various principles behind break-even analysis and whilst it’s simply the concept of a business neither making a profit or loss, the underpinning knowledge and understanding required to get to grips with it, is extensive.

In part two of this article we’ll go on to to look at how we can present break-even information in different ways and use it as the basis of further analysis.

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Study tips: Accruals concept – part 1

This is the first article in our 2-part series on the accruals concept.


Study tips: Accruals concept series


The accruals concept is one of the underpinning theories of accountancy and fundamental to many daily accounting activities, yet it is the concept that as students we struggle to understand the most. When we prepare year-end accounts we have to consider the accruals concept as part of the process so it is vital we understand the theory:

Income generated must be matched with expenses incurred, within a financial period, regardless of when the money is paid or received.

What is a prepayment?

A prepayment is an expense or some income that has been paid for or received this financial year but that belongs (needs to be matched to) next year.

Theory:    Income generated must be matched with expenses incurred ……

Practice:   We must match up the accounts on the statement of profit or loss (SoPL), including the expenses that have been spent to generate the net sales figure.

Theory:     …..in a financial period…..

Practice:   Let’s say we pay an annual insurance policy that runs from 1st June to 31st May but our accounting year runs from 1st April to 31st March.

The periods don’t match.  Within our financial year we need to include the last two months of the previous insurance policy and ten months of this policy.

Theory:     …..regardless of when the money is paid or was received.

Practice:    We are likely to pay for the insurance policy in one lump sum. So the expense incurred will have gone through the bank account in June and will cover all twelve months of the policy. Because the periods don’t match though, we can only include ten months on this year’s SoPL to match with this year’s sales, even though it’s all been paid for.

The other two months need to be pushed forward into next year’s accounts as that’s where they belong. In other words, two months of the policy have been pre-paid for next year. This has the effect of reducing this year’s expenses and increasing next year’s.

Let’s assume last year’s insurance cost £600 which would be a monthly amount of £50. If the annual premium has increased to £660 this year, the monthly cost has become £55.

To correctly match the insurance expense to our financial year we need:

2 months of last year’s policy                                     £100

10 months of this year’s policy                                   £550

Total insurance cost for current financial year       £650

We have to learn that there are three elements to these year-end adjustments:

  1. Reversal of the previous year’s year-end adjustment
  2. Accounting for this year’s activity i.e. what money has gone through the bank account
  3. This year’s year-end adjustment

Once you have a prepayment or an accrual then it is likely to continue in the same pattern year after year as it becomes a cycle:

How is this reflected in the accounting records?

Let’s say our year-end is 31st March. Last year we paid £600 for our insurance. However, we needed two months of that to be included in our current year. Therefore, at the end of last year we would have reduced the insurance by £100 and double entered that into the prepayments account.

By doing that we made a provision for the prepaid amount, just whilst we moved from one year to the next.

The balance on the prepayments account is shown on the statement of financial position (SoPF) as a current asset. This is because we own those two months of insurance, as the policy was paid in full in June but they can’t be matched to this year’s income so must not be included in the SoPL.

That was the position at the end of last year.  Now we need to think about this year’s accounts.

Remember the three elements:

1. Reversal of the previous year’s year-end adjustment:

It decreased the expense at the end of last year’s so it must increase the expense at the start of this year.

2. Accounting for this year’s activity ie. what money has gone through the bank:

3. This year’s year-end adjustment:

Finally, we have to decrease this year’s insurance expense because the last two months will be for next year.

All we need to do now is write off the balance on the Insurance account to the SoPL and balance the Prepayments account and show it on the SoFP.

Then the cycle will start again.

It might be worth pointing out that in this example we’ve done a lot of work for the sake of a net adjustment of £10. However, when the figures are scaled up for larger organisations and multiple transactions, then the zeros add up. If the concept of accruals was not applied the impact on reported profit figures would be significant.

In part two we’ll have a look at how the same theory of matching is applied to adjustments for accrued expenses as well as prepaid and accrued income.

Read part 2 now.

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Study tips: Break-even analysis – part 2


Study tips: Break-even analysis series


In part one we looked at the underpinning theories and principles behind break-even analysis which are crucial to understanding this tricky subject.

If you haven’t read it then it would be a good idea to do so before continuing as we are going to re-visit the idea of the four components of break-even analysis: sales, variable costs, fixed costs and profit.

Now I would like you to put yourself in the shoes of a business owner and think about what you would want to know about your business’s performance. Probably first on the list is whether it’s profitable. In order to answer that, you need to know how much is left of your sales income after you have covered all your costs.

Contribution is always the first calculation in any break-even analysis

By calculating the contribution we are removing the variable costs from the sales income thereby dealing with two of the four components.

Let’s say we manufacture beds. Each bed sells for £700 and has variable production costs of £450. The business has fixed costs of £500,000.

In theory, the variable costs can be avoided, so for break-even analysis we assume that they will be covered by the selling price and therefore deduct them to see what’s ‘left over’. In other words, the contribution. £700 less £450 means that we have a contribution of £250 per bed.

Break-even point is when we have enough contribution to exactly cover the fixed costs

As sales and variable costs have now been dealt with we can concentrate on component three, fixed costs.

By dividing the fixed costs by the contribution we can calculate how many beds we need to sell in order to have enough money to pay our bills. In this case, £500,000 ÷ £250 = 2,000 beds.

Note: be really careful about whether the figures you calculate represent monetary values or quantities as it is easy to get confused.

Break-even point can be described in a number of ways

The basic calculation we’ve just done tells us the number of units we need to sell in order to break-even. However, it may be more useful for us to know the value of the sales turnover required to break-even instead. They are fundamentally the same thing, just presented differently.

The simplest way to convert quantity to value, is to multiply the number of units by the unit value. In this case we know we need to sell 2,000 beds to break-even and that each one sells for £700.  Therefore, we need sales turnover of £1,400,000 (2,000 x £700) in order to generate enough sales income to cover our variable costs and have exactly £500,000 left to pay the fixed costs thereby breaking even.

Profits are generated by the contributions made by sales after the fixed costs have been paid.

Sales less variable costs equal contribution and fixed costs divided by contribution tells us the break-even point. So the only component left unaccounted for is profit.

Let’s say we sell 3,000 beds. We know that we need to sell 2,000 beds to break-even and that each one makes a contribution of £250 (£500,000). Therefore, the 1,000 beds sold after we’ve reached the break-even point will generate £250 of profit each (£250,000 in total) as the fixed costs will have already been covered.

Break-even point is used as the basis of further analysis – target profit

There’s not much point being in business if you only break-even. However, knowing the break-even point is fundamental to being able to plan for profitable business growth. Let’s say that as the owner of our bed company we want to make £70,000 profit this year. That’s all well and good but now we need to back it up with information that is meaningful for our production and sales teams. In other words, how many beds do we need to sell to achieve it?

We already know we have to sell enough beds to cover our £500,000 fixed costs and at that point we are no longer making a loss. But we’re not making any profit either, so now we’re adding the target profit of £70,000. Therefore, we need to sell enough beds to cover both.

The fixed costs of £500,000 plus the £70,000 target profit equal £570,000.

£570,000 divided by the contribution of £250 tells us we now need to sell 2280 beds.

The first 2000 will provide enough money to pay the fixed costs and the remaining 280 will generate the desired profit (280 x £250 = £70,000)

Margin of safety

Sales targets can also be set in terms of value as well as quantity. In combination with the break-even point these forecasts can be used to provide useful management information.

If the break-even point is where we must be in order to exactly cover our fixed costs then we’re making a loss until we reach it, and that’s a dangerous place for a business to be. However, as soon as we sell one unit more than the break-even we are making a profit and that’s much safer for our business’s future.

If we have a sales forecast of 3,500 beds, that indicates where we’d like to be. The difference between where we must be and where we’d like to be is called the margin of safety (MofS).

Ideally this difference should be as big as possible, as the further we move away from the break-even point and towards our forecast, then the safer and more profitable we become.

The difference between our forecast of selling 3,500 beds and our break-even point of 2,000 beds is a margin of safety of 1,500 beds.

That’s the same as £1,050,000 worth of sales (the MofS in units x selling price). We needed £1,400,000 to break-even and if we sell all 3,500 beds that’s £2,450,000 but anywhere in the middle would be profitable and safe.

In summary

Finally, it’s often useful to know how safe we are as a percentage of our forecast. In this case it is 43%, which is calculated as the MofS divided by the forecast multiplied by 100 (1,500 ÷ 3,500 x 100 = 43).  This means that 43% of the forecasted sales are on the safe side of the break-even point.

At the beginning of article one, we questioned why break-even analysis is such a tricky topic. I hope you now have a better understanding of what it actually means and how it is used. I also hope you’ll be able to work calculations out logically and will therefore forgive me for the lack of formulae.

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How to manage your time when you work and study

Denise Taylor knows a thing or two about planning time.

A chartered psychologist who now runs her own career coaching business, Amazing People, in Tewkesbury, Gloucestershire, Taylor completed her first degree part-time while working.

The key to balancing study with family, work life, and other responsibilities is to be highly disciplined and organised, she says.

Here are her top tips.

1. Schedule your week

“You’ve got your revision timetable and then you need to think, when am I going to do it?” she says.

Once you’ve worked out how many hours you need, you can plan your week and cut out distractions. It helps to first work out your timetable on a daily basis. I’ve found it’s best to divide your day into blocks of study to keep focused and avoid procrastination, instead of overdoing it, advises Taylor.

Identify what time of day works best.

“If you know you wake up and can’t function until you’ve had three cups of very strong coffee, then that’s not the time to start doing anything that involves brain work, but it might be the time to organise your files,” she said.

If you’re struggling to find time, look out for easy time-wasters.

“Get up earlier, stop watching as much television, stop playing whatever computer game you are now, get off Facebook,” she says.

Taylor encourages clients to switch off social media and view it as a 10-15 minute reward after a block of proper study.

“It’s a treat that you give yourself so that you’ve got something to look forward to.”

2. Think big picture

Taylor also recommends concentrating on the bigger picture. Think about the duration of your course, then break it down and work backwards to divide studies into manageable chunks of months and weeks.

Taylor uses a diary to mark deadlines for assignments and assessments.

“Then I can work things back to when they need to be done, but not everybody is like that. If that doesn’t sound like you, then get a friend or your partner to help you,” she said.

“Breaking each [deadline] down into necessary steps is a trainable thing.” If you know that you have to study 12 to 15 hours a week, then work out how you will slot everything in.

“It’s quite easy to find online time management software to put it all in, but I actually quite like doing it on paper, then you can quite clearly see it at a glance,” she said.

“I have my whole year laid out on one piece of paper.”

By organising your time, for example by using software like My Life Organized, Focus Booster or Toggl, you can successfully juggle study with other responsibilities and rest, using your time more productively and ultimately passing your assessments.

3. Timing is everything

Be strict about timing to keep the mind focused, she suggests.

“It helps to work out how long you can focus on one thing. Work out the optimum time for you. I work for a maximum of 90 minutes, but after that I need to get up and stretch my legs, so I set a timer to remind me to move,” she says.

“For me, it’s all about stretching my legs and getting away from the screen, but for other people it might be about phoning a friend or watching a clip on YouTube, but have that focus, that’s your help.”

Working out the best time slots is a personal choice, although 50 minutes of study with a ten minute break is a general guideline.

Denise recommends setting a timer on to keep track of your study slots. “If you’ve got your timer then you work really hard because you’re up against it. Otherwise you say ‘I’ll sit down and I’ll do some studying’, which is vague. It’s got to be focused.”

4. Know your learning style

Embrace the type of study that works best for you.

The best way to discover the right method for you is simply by trial and error. You can also do research on the various studying techniques and see which one you identify most with.

Some students learn best in a kinaesthetic way, through physical activities, and others are more visual, preferring to use maps, graphs and plans.

Others again are aural and prefer to have discussions and listen to a speaker.

Work out which approach suits you.

5. It’s OK to not do everything

If housework is distracting you then treat it like a game, said Taylor.

“You give yourself 25 minutes and if the kitchen is not done in that 25 minutes then you have to move on to the next room,” she said.

During her own studies, her husband would take the children out for the day when she had an assignment to write, but they’d arrive home at a pre-arranged time. “If I hadn’t got the work done, then tough,” she said.

The same principle applies to the pleasures in life. “If you know you have a 30th birthday party coming up, then do an extra hour of study each day in advance,” she said.

Self-discipline cannot be avoided, but keeping the end-goal helps motivation levels.

“You have to think, ‘why do I want to achieve something’ and remember how amazing it will be if you do it,” she said.

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