Principles of Accounts Tuition
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My balance sheet has never balanced no matter how hard I tried to get the concepts right. Mr Koh was able to find the areas that I made mistakes in. I still get entries wrong about 10% of the time. This is a huge improvement from when more than half of my entries were completely wrong.
Renfred Lim
Swiss Cottage Secondary School
My dad is a CPA and has a Bachelor's in Accountancy from NUS. I have been getting B's ever since I started JC and this is so frustrating. Teacher Julian has been teaching Accounting to JC and secondary school students for almost 20 years, so he is familiar with the common mistakes that we make. I had been getting consistent A's throughout JC2 because of his help, and got an A for my A Levels.
Clarissa Teo
Jurong Pioneer Junior College
I changed POA tuition teachers twice in Sec 3 because I felt they were not committed to helping me. After I found The Best In Singapore, they matched me with Mr Tan. He taught me until I finished my O Levels (I got an A), and he is still teaching me at JC2. I am so glad he is guiding me so well.
Low Pei Yin
Nanyang Junior College
I had no idea what the teacher in school was teaching for the first 2 months that I had POA in Sec 3. Of course, I want to do well for my O Levels, so I contacted the Best in Singapore because they previously helped me find a good Chinese tutor. They showed me 6 profiles that are within my budget and I started lessons that same week. My tuition teacher is very patient and explains until I can understand and am able to apply whatever he taught me.
Lee Chew Lian
Anderson Secondary School
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Sample Tutor Profiles
Ms RPT has 3 years of Principles of Accounts tuition experience. She is NIE-trained and taught at an MOE school for 5 years. Ms RPT has a Bachelor’s in Accountancy from NTU. Her private tuition students attended Yuan Ching Secondary School, Teck Whye Secondary School, River Valley High School, Paya Lebar Methodist Girls’ School (Secondary), Evergreen Secondary School, and CHIJ St Theresa’s Convent.
Ms HT has 11 years of Principles of Accounts tuition experience. She has a Bachelor’s in Accountancy from NUS (Honours). Ms HT taught at a leading group of tuition centres for 5 years. Her private tuition students attended Yishun Secondary School, St. Hilda’s Secondary School, Nanyang Girls’ High School, Temasek Junior College, Hwa Chong Institution, and Anglo-Chinese Junior College.
Mr LW has 9 years of Principles of Accounts tuition experience. He has a PhD in Operations Research from Columbia University. His Bachelor’s in Accountancy was from NUS (First Class Honours). Mr LW’s private tuition students attended St. Joseph’s Institution, Singapore Chinese Girls’ School, Raffles Institution, Hwa Chong Institution, National Junior College, and Anglo-Chinese Junior College.
Ms SG has 12 years of Principles of Accounts tuition experience. She has a Master's in Business Administration from NUS and a Bachelor's in Accountancy (2nd Upper Class Honours) from NTU. Ms SG wrote the Accounting curriculum for secondary school and JC level for a group of tuition centres. Ms SG's home tuition students attended Anglo-Chinese School (Barker Road), Singapore Chinese Girls’ Secondary School, Nanyang Girls’ High School, Hwa Chong Institution, St Andrew’s Junior College, and Victoria Junior College.
Mr DN has 11 years of Principles of Accounts tuition experience. He has a Bachelor’s in Accountancy from NUS (Honours). Mr DN taught at a tuition centre for 2 years. His private tuition students attended Greendale Secondary School, CHIJ St Joseph’s Convent, Hai Sing Catholic School, Jurong Pioneer Junior College, Temasek Junior College, and Raffles Institution.
Mr WHJ has 15 years of Principles of Accounts tuition experience. He has a PhD in management with specialization in decision sciences from NUS. His Bachelor’s in Accountancy was from NUS (First Class Honours). Mr WHJ wrote the latest curriculum for O Level and A Level Principles of Accounts for a group of tuition centres. He taught at those tuition centres for 11 years. Mr WHJ’s private tuition students attended Maris Stella High School, Juying Secondary School, Methodist Girls’ School (Secondary), Eunoia Junior College, National Junior College, and Raffles Institution.
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$60 - $90
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POA GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
Knowledge and Understanding
The syllabus seeks to develop in candidates the following knowledge and understanding:
• the purpose of accounting as providing financial information to support and facilitate decision-making, and the significance of the qualitative characteristics of useful financial information and the ethical values desired in the people who prepare the information
• the financial effects of economic activities by their economic characteristics, and the manner of representation of economic activities of the business
• the principles underlying accounting as a measurement system
• the aspects of the economic activities being measured so as to support decision-making, and the measurement methods and techniques
• the accounting information system and accounting cycle, and the double-entry recording method in maintaining records of economic activities
• the significance of the measurement results in relation to the economic performance and position of the business
• the tools and techniques used to analyse financial information in order to support and facilitate decisionmaking by external and internal stakeholders
ASSESSMENT OBJECTIVES
Candidates are expected to:
AO1 Knowledge and Understanding
Demonstrate knowledge and understanding of accounting principles and practices related to the representation, measurement and presentation of business economic activities
AO2 Application
Select and apply relevant knowledge and understanding of accounting to given scenarios
AO3 Analysis and Synthesis
Analyse, interpret, organise, synthesise accounting information appropriately, and communicate it in a clear and coherent manner
AO4 Evaluation
Evaluate accounting information to make informed judgements, recommendations or decisions.
SCHEME OF ASSESSMENT
The assessment comprises two written examination papers. Candidates are required to take both papers.
DESCRIPTION OF COMPONENTS
Paper 1
Paper 1 will focus on Financial Accounting and will have two sections: Section A and Section B.
Section A will have three compulsory structured questions. Each question will carry 20 marks and will be based mainly on one of the financial accounting topics of the syllabus but, where required, will integrate knowledge from other related topics of financial accounting. Each question in this section will begin with introductory information in a given context or scenario. Introductory information will be in the form of text and may include quantitative data. This will be followed by one or more part-questions. Additional information may be introduced for some part-questions. Each question may have up to five part-questions.
Section B will have one compulsory scenario-based structured question from financial accounting topics of the syllabus. The question will carry 40 marks and will be based on more than one topic of the syllabus. Additional information may be introduced for some part-questions. Candidates may be required to integrate knowledge from the different topics. The number of part-questions in this section will vary based on the context or the scenario.
In both sections, candidates may be expected to examine the information provided and consider its relevance for use in their responses. The questions will assess candidates’ knowledge and understanding of financial accounting and also their ability to apply financial accounting principles and practices to analyse, synthesise and evaluate situations.
Paper 2
Paper 2 will focus on Managerial Accounting and will have two sections: Section A and Section B.
Section A will have three compulsory structured questions. Each question will carry 20 marks and will be based mainly on one of the managerial accounting topics of the syllabus but, where required, will integrate knowledge from other related topics of managerial accounting. As in the case of Paper 1, each question in this section will begin with introductory information in a given context or scenario. Introductory information will be in the form of text and may include quantitative data. This will be followed by one or more part-questions. Additional information may be introduced for some part-questions. Each question may have up to five part-questions.
Section B will have one compulsory mini-case study based on managerial accounting topics in the syllabus. The case materials will comprise of a write-up about a given context or a scenario including any relevant quantitative data. The mini-case study may integrate concepts from more than one managerial accounting topic and would require candidates to process the information as a whole to identify and understand the issues involved.
Candidates may be required to integrate knowledge from the different topics. The number of part-questions that follow a mini case study will depend on the issues involved.
In both sections, candidates may be expected to examine the information provided and consider its relevance for use in their responses. The questions will assess candidates’ knowledge and understanding of managerial accounting and also their ability to apply managerial accounting principles and practices to analyse, synthesise and evaluate situations.”
POA GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“It is the intent of this syllabus that students develop the abilities to prepare, communicate and use accounting information.
(i) As preparers of accounting information, students are to develop:
an understanding of the elements, theories and procedures of accounting;
an understanding of the accounting information system;
the skills of recording, organising, summarising and analysing business transactions;
(ii) As communicators of accounting information, students are to develop:
an understanding of how accounting information is being presented;
the skills of presenting quantitative accounting information;
(iii) As users of accounting information, students are to develop:
an understanding of how accounting information is being used;
the skills of analysing, interpreting and evaluating business performance and status.
In the learning process, students will develop an understanding of the importance of professional ethics.
The syllabus intends for students to develop knowledge and understanding of:
the general environment that accounting operates in, particularly about the stakeholders, professional ethics, business context and accounting theories
the accounting information system and the methodology used to collate, record, organise and summarise the information
the elements of the financial statements, and the practices and procedures applied on them
the basic financial statements, their preparation and the information they convey
the basic forms of business entities, and the practices and procedures applied to represent the owner’s or owners’ interests
the use of financial information and financial ratios for evaluation of profitability, liquidity and inventory management
The syllabus intends for students to develop the skills of:
applying the double entry system of recording business transactions
organising and presenting accounting information in ledger accounts and financial statements
analysing the effects of accounting transactions on financial statements
analysing and interpreting financial statements
evaluating businesses for their profitability, liquidity and inventory management using financial information and ratios
ASSESSMENT OBJECTIVES
Students should be able to:
AO1 Knowledge and Comprehension
Identify and comprehend accounting knowledge appropriate to the syllabus.
AO2 Application
Select and apply accounting knowledge to various accounting situations.
AO3 Analysis and Synthesis
Analyse, interpret, organise and synthesise accounting information.
AO4 Evaluation
Interpret and evaluate accounting information to make judgements and recommendations.
SCHEME OF ASSESSMENT
There are two compulsory papers.
Candidates will write their answers on the question paper in Paper 1. They will be provided with multi-column accounting stationery for answering questions in Paper 2. The use of a calculator as approved by the Singapore Examinations and Assessment Board is
allowed for both papers.”
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Source: Singapore Management University website
General Entry Requirements
For the most current and more comprehensive information, please refer to the SMU website.
“APTITUDE-BASED ADMISSIONS: WHAT SMU LOOKS FOR
At SMU, we are committed to a holistic and aptitude-based admissions approach, where we look for students who have not only been successful academically but who possess qualities that we value. In addition to academic grades, we will look for evidence of these qualities such as aptitude, positive attitude, intellectual curiosity, critical thinking and communication skills, as demonstrated through leadership in co-curricular activities; impactful involvement in community service and volunteer programmes; significant awards and achievements in areas relevant to the course applied for; noteworthy involvement in work/internships relevant to the course applied for; as well as other relevant factors.
We seek to identify students who are different, who may be mavericks in their own ways, with qualities of resilience and innovation, and who will inspire their peers and professors during their SMU years and beyond.
QUESTIONS TO ASK YOURSELF
Aptitude and Attitude
- Do you push yourself out of your comfort zone and embrace new experiences in life?
- Do you enjoy doing things that are different and meaningful?
- What is your motivation in life?
- How would you challenge yourself to do well in your university life?
- Are you a self-starter? How have you tried to create meaningful change to your community?
- How have you contributed to your community to make it a better place?
Intellectual Curiosity and Promise
- How committed and interested are you in expanding your intellectual boundaries?
- What excites you intellectually?
- Do you actively seek opportunities that expand your perspective in creating new knowledge?
- How open are you to new ideas and people?
- How often have you challenged your current set of knowledge paradigm?
Communication and interpersonal abilities
- What kinds of conversations excite you?
- Do you enjoy asking questions and listening to others actively?
- Do you enjoy expressing your viewpoints while accepting different perspectives from others?
We aim to put together a cohort of bright undergraduates with diverse interests and talents. We would like every student to benefit from SMU’s education of the whole person through our broad-based curriculum and interactive pedagogy, coupled with depth in one or two areas of study, and complemented by an unparalleled co-curriculum involving our:
- Core Curriculum
- Guaranteed Global Exposure and Second Major
- Community Service
- Internships”
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