Grade 12 Analysis and Interpretation of Financial Statements
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- 2QUESTION 3: INTERPRETATION OF FINANCIAL INFORMATION GUARDIAN LTD AND NAVARRA LTD The information relates to TWO companies. 3.3 Financing strategies and gearing: Guardian Ltd (a) What were the causes of the change in the debt-equity ratio? Provide TWO causes with figures.
- 3QUESTION 3: INTERPRETATION OF FINANCIAL INFORMATION GUARDIAN LTD AND NAVARRA LTD The information relates to TWO companies. 3.3 Financing strategies and gearing: Guardian Ltd (b) Explain why it was wise for the company to make more use of loans. Quote and explain ONE other financial indicator to support this opinion.
- 4QUESTION 3: INTERPRETATION OF FINANCIAL INFORMATION GUARDIAN LTD AND NAVARRA LTD The information relates to TWO companies. 3.4 Dividends, earnings and returns: Navarra Ltd (a) Explain ONE financial indicator which indicates that a concerned shareholder should not be satisfied with the change in the dividend policy of the company.
- 5QUESTION 3: INTERPRETATION OF FINANCIAL INFORMATION GUARDIAN LTD AND NAVARRA LTD The information relates to TWO companies. 3.4 Dividends, earnings and returns: Navarra Ltd (b) Explain whether the shareholders should be satisfied with the earnings and returns of the company. Quote TWO financial indicators.
Common mistakes
- Commenting without figures. The marking guideline gives marks for the indicator, the figures and the trend, for example 'the debt-equity ratio improved from 0,5 : 1 to 0,2 : 1'.
- Using the closing balance where the formula needs an average. The return on average shareholders' equity uses the average of the opening and closing equity.
- Mixing up risk and gearing. The debt-equity ratio shows the financial risk; gearing is positive when the return on average capital employed is higher than the interest rate on loans.
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Analysis and Interpretation of Financial Statements in other grades
Aligned to CAPS Grade 12 Accounting — Analysis and Interpretation of Financial Statements. Curriculum source: CAPS for the FET Phase, Department of Basic Education.
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