Page 54 - Accountancy for Advanced Secondary Schools Teachers Guide Form Five

1. Considerations for the activity

(a) Understanding key concepts: Ensure students understand
the difference between autonomous and non-autonomous
branches and provide definitions and examples of both types
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of branches.

(b) Research and analysis: Encourage students to use various
sources, including textbooks, academic journals, and
reputable websites, to gather information and guide the
students how to critically analyse and compare the advantages
and disadvantages of each branch structure.

(c) Application to Kabya Ltd: Emphasise the need to apply
theoretical concepts specifically to the context of Kabya Ltd,
considering its sectors and operational challenges.

(d) Report structure and clarity: Guide the students on how to
structure their responses and reports logically and highlight
the importance of clear, concise, and well-supported
arguments.

(e) Evaluation criteria: Clearly outline the criteria for assessing
the students’ work, such as depth of analysis, application
of theory to practice, clarity of writing, and quality of
recommendations.

2. Detailed guidance for each part of the task

(a) Identifying the existing structure: ask the students to
examine the current setup where bookkeeping is done at
the branches but strategic and financial decision-making is
centralised at the headquarters; identify characteristics such
as centralised control over financial reporting and decision-
making, suggesting a non-autonomous structure, highlight

Teacher’s Guide Form Five
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