The aims of this qualification are to develop knowledge, understanding and skills in a range of areas. Areas include professional and ethical responsibilities, financial reporting, advisory skills in planning strategic acquisitions and mergers, management accounting, taxation information and audit and compliance in practice. These are pertinent to the development of participants and to accounting roles in organisations. The qualification also supports progression for learners to higher qualification levels and professional qualifications.
This Extended Diploma in Accounting and Finance has been designed to enhance the advanced knowledge and skills required by senior finance professionals. Learners completing this qualification will be able to work strategically in finance at a corporate level. Areas of study include financial reporting, mergers and acquisitions, management accounting, audit and compliance.
These qualifications are designed for learners who are typically aged 18 and above. For learners who have recently been in education or training the entry profile is likely to include one of following:
- Level 6 qualifications in Accounting or a finance related subject
- other related level 7 subjects
- other equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.
This qualification supports learners studying alongside the ACCA Professional Papers. Learners who complete the qualification will have the opportunity to ‘top-up’ and acquire a master’s degree with ATHE university progression partners such as the University of Bolton. They may also seek career advancement via employment.
By completing the Level 7 Extended Diploma in Accounting and Finance, learners are able to progress onto a Master’s top-up degrees in Accounting and finance-related subjects.
All Course Material, including online modules and written assignments.
- Personal tutor support with 1-2-1 Skype sessions
- Dedicated student support
- Access to an online Social Learning forum
- Assignment marking and feedback
- Free CV Writing help on completion of the course.
To enrol onto the Level 7 programme, you must be either
a) a university graduate who is over 22 years old, or
b) a non-university graduate over 24 year old, and with at least five years of managerial experience.
Upon successful completion of the Postgraduate Diploma in Strategic Management and final year of an accredited postgraduate degree programme, learners will have the skills to execute a professional managerial role in marketing, accounting, business consultancy, and more.
A business management diploma and MBA develops key cognitive skills such as critical thinking, analysis, evaluation, and writing while also establishing presentation and numeracy skills to enhance knowledge and experience. These skills are critical in helping you advance your career.
ATHE Recognition of Prior Learning (RPL) There will be occasions where learners wish to claim recognition of prior learning that has not been formally assessed and accredited. ATHE has provided detailed guidance on RPL which is available for centres on the ATHE website. Centres may also contact ATHE directly to obtain further clarification or discuss the requirements for RPL.
The QN number for this qualification is as follows: ATHE Level 7 Extended Diploma in Accounting and Finance 603/5422/7
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
- Supervised induction sessions
- Learner feedback with a teacher in real time
- Supervised independent learning
- Classroom-based learning supervised by a teacher
- Work-based learning supervised by a teacher
- Live webinar or telephone tutorial with a teacher in real time
- E-learning supervised by a teacher in real time
- All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.
TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.
Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.
Some examples of activities that can contribute to Total Qualification Time, include:
- Preparation for classes
- Independent and unsupervised research/learning
- Unsupervised work on assignments
- Unsupervised compilation of a portfolio of work experience
- Unsupervised e-learning
- Unsupervised e- assessment
- Unsupervised e-assessment
- Unsupervised coursework
- Watching a pre-recorded podcast or webinar
- Unsupervised work-based learning
- Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.
Equality and fairness are central to the provision at the McQueen’s Education. Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities. Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.
Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.
We are committed to making sure that:
- Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
- All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Our policy regarding access to its qualifications is that:
- They should be available to everyone who is capable of reaching the required standards
- They should be free from any barriers that restrict access and progression
- There should be equal opportunities for all those wishing to access the qualifications.