Do candidates need to use examples of ethical dilemmas when explaining points to get good marks?
Getting candidates to learn how to apply aspects of the P1 syllabus to real situations is quite a challenge for tuition providers. Many P1 questions require the candidate to deconstruct a situation and examine the issues contained within them. It is therefore very good practice to examine current news stories which cover issues related to the P1 syllabus. There are lots of good materials available in the media and on the internet, particularly at the moment when there are rapidly-changing economic conditions. The challenge for tuition providers is providing relevant, local examples which will capture their candidates’ interest and stimulate them to discuss and think about issues covered in P1. In the BPP P1 study text, they have included numerical sensitivity analysis and the Capital Asset Pricing Model (CAPM). These are not explicitly included in the syllabus. Should this be taught in class? Candidates are expected to have covered these areas earlier in their studies, so any material
Related Questions
- To gain good marks does it normally require content which includes examples or real situations of ethical interest or dilemmas to help explain a point or points?
- Do students need to use examples of ethical dilemmas when explaining points to get good marks?
- How Do You Use Common Good To Resolve Ethical Dilemmas?
