dp020775 pl in business, admin and finance l3 phase 2 issue 2

8/9/2019 DP020775 PL in Business, Admin and Finance L3 Phase 2 Issue 2

1/249

Specification

Edexcel Level 3 Principal Learning in Business,

Administration and Finance

Issue 2

April 2010

Edexcel Diplomas


2/249

Edexcel, a Pearson company, is the UKs largest awarding body, offering academic and

vocational qualifications to more than 25,000 schools, colleges, employers and other places of

learning in the UK and in over 100 countries worldwide. Qualifications include GCSEs, AS and

A Levels, NVQs, Diplomas and our BTEC suite of vocational qualifications from entry level toBTEC Higher National Diplomas, recognised by employers and higher education institutions

worldwide.

We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked

onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology

that has revolutionised the examinations and assessment system. This includes the ability to

provide detailed performance data to tutors and students which helps to raise attainment.

This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes

to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third-party material made in this specification are made in good faith. Edexcel

does not endorse, approve or accept responsibility for the content of materials, which may be

subject to change, or any opinions expressed therein. (Material may include textbooks, journals,magazines and other publications and websites.)

Authorised by Roger Beard

Prepared by Roger Field

Publications Code DP020775

All the material in this publication is copyright

Edexcel Limited 2010


3/249

Contents

Introduction to Edexcels Diplomas 1What are the Diplomas? 1

How are the Diplomas structured? 2

What do Diplomas include? 3

Principal Learning 3

Generic Learning 3

Functional skills and personal, learning and thinking skills (PLTS) 3

Additional and Specialist Learning (ASL) 4

Structure and aims of Principal Learning in Business,Administration and Finance 5

The Edexcel Diplomas in Business, Administration and Finance: PrincipalLearning 5

Edexcel Level 3 Principal Learning in Business, Administration andFinance 5

Unit format 6Assessment and grading of the Principal Learning 9

Internal assessment 9

External assessment 11

Calculation of the Principal Learning grade 11

Calculation of the Diploma grade 11

Programme design and delivery 12

Mode of study 12

Applied learning 12

Delivery of applied learning 12

Resources 13


4/249

Personal, learning and thinking skills (PLTS) 14

Coverage 14

How personal, learning and thinking skills are used to support formativefeedback 15

Access and recruitment 15

Access arrangements and special considerations 15

Further information 16

Useful publications 16

Professional development and training 17

Level 3 units 19

Unit 1: Business Enterprise 21Unit 2: Business Administration and Events 45

Unit 3: Personal Finance and Financial Services 65

Unit 4: Business Finance and Accounting 77

Unit 5: Marketing and Sales in Business 91

Unit 6: Customer Service in Business 117

Unit 7: Teams and Communication in Business 141

Unit 8: Responding to Change in Business 163

Unit 9: Corporate Social Responsibility 175

Unit 10: Careers and Employment in Business 187

List of annexes 209

Annexe A: Qualification codes 211

Annexe B: Personal, learning and thinking skills 213

Annexe C: Wider curriculum mapping 219

Annexe D: Glossary of terms 221

Annexe E: Internal Assessment of Principal Learning Units: Controls forTask Setting, Task Taking and Task Marking 225

Annexe F: Learning outcomes and assessment criteria for each unit 233


5/249

DP020775 Specification Edexcel Diplomas Level 3 in Business, Administration and Finance Principal Learning

Issue 2 April 2010 Edexcel Limited 2010

1

Introduction to Edexcels Diplomas

What are the Diplomas?

Diplomas have been developed to provide new and innovative qualifications for 14 to 19 year-

old learners. They are a defined set of qualifications that have been combined according to a set

of rules.

Diplomas are designed to support progression to further study, training or employment.

Learners will have the opportunity to develop and practise work-related skills within a chosen

employment sector.

Diplomas will be developed in 17 lines of learning which relate to different employment

sectors. Employers in each sector have been involved in their design.

The 17 lines of learning are:

For teaching from September 2008

Construction and the BuiltEnvironment

Creative and Media Engineering Information Technology Society, Health and Development


Public Services Retail Sport and Leisure Travel and Tourism


Business, Administration and Finance Environmental and Land-based Studies Hair and Beauty Studies Hospitality Manufacturing and Product Design


Science Languages Humanities

Each Diploma will be available at three levels:

Foundation Level 1 Higher Level 2 Advanced Level 3

Progression Level 3.

The Foundation Diploma is broadly equivalent to five GCSEs. Similarly, the Higher Diploma

broadly equates to seven GCSEs, whilst the Advanced Diploma broadly equates to three and a

half GCE A levels and the Progression Diploma to two and a half GCE A levels.


6/249



2

How are the Diplomas structured?

Foundation Diploma 600 Guided Learning Hours (GLH)

Principal Learning * 240 GLH; at least 50 per cent must be applied learning

Generic Learning Work experience (minimum of 10 days);

functional skills * (English, ICT and mathematics)

120 GLH;

project * 60 GLH;

personal, learning and thinking skills (PLTS) 60 GLH

Additional and specialist learning * 120 GLH

Higher Diploma 800 Guided Learning Hours (GLH)



functional skills * (English, ICT and mathematics)

80 GLH;

project * 60 GLH;



Advanced Diploma 1080 Guided Learning Hours (GLH)



extended project * 120 GLH;



Progression Diploma (Level 3) 720 Guided Learning Hours (GLH)



extended project * 120 GLH;


* These components of the Diplomas are also freestanding qualifications in their own right.


7/249



3

What do Diplomas include?

As can be seen from the structure diagrams, Diplomas consist of three components:

Principal Learning Generic Learning (including a project and work experience) Additional and/or specialist learning.Principal Learning

Principal Learning is a freestanding qualification which is sector related, focusing on

developing knowledge, understanding and skills that are relevant to the chosen sector and

applying these to work-based situations.

It emphasises learning through the practical application of knowledge, understanding and skills

to relevant work experience and work-related tasks, problems and contexts.

Generic Learning

Generic Learning consists of:

functional skills in English, ICT and mathematics personal, learning and thinking skills (PLTS) a project work experience.Functional skills and personal, learning and thinking skills (PLTS)

Functional skills are offered as stand alone qualifications at Level 1 for the Foundation Diplomaand at Level 2 for the Higher and Advanced Diplomas.

Opportunities to develop personal, learning and thinking skills will be embedded throughout the

Principal Learning for the Diplomas, and will be assessed as part of these qualifications.

Generic skills are integrated into and reinforced within the Principal Learning. This means that

the Principal Learning assessments will include opportunities for learners to achieve the

personal, learning and thinking skills.

The Diplomas provide opportunities for learners to develop and apply functional skills and

personal, learning and thinking skills within sector-related contexts. Further opportunities for

learners to demonstrate these skills may also be offered in the project and in the work

experience.

Project and extended project

The project and extended project are offered as stand alone qualifications. As part of the

Foundation and Higher Diplomas learners will complete the project qualification. Learners will

complete the extended project as part of the Advanced Diploma.


8/249



4

They aim to enable learners to:

develop as inquisitive and independent learners be inspired and enthused by new areas or methods of study extend their planning, research, analysis and presentation skills apply their personal, learning and thinking skills use their learning experiences to support their personal aspirations for further and higher

education and career development.

Work experience

Each Diploma has a requirement for a minimum of 10 days work experience, related to work-

based activities, to support the programme of study.

Work experience will:

support the development and recognition of work-related learning build on previous work experience develop sector skills when set in relevant settings develop general employability skills enhance the overall learning experience allow flexibility around how evidence of attainment is achieved.It allows learners to draw together, apply and add to their knowledge and enable them to

develop confidence and expertise.

Additional and Specialist Learning (ASL)

Additional and specialist learning consists of accredited qualifications at the same level as, or

one level above, the Diploma which have been approved under Section 96 of the Learning and

Skills Act 2000. It may include qualifications which are also available to learners not taking the

Diploma, or qualifications specifically developed to be part of the Diploma.

Additional learning is intended to:

broaden the learning experience by including qualifications from other sectorsand specialist learning is intended to:

allow learners to specialise further in the sector by undertaking qualifications from the samesector as the Diploma.

Qualifications for additional and specialist learning must be selected from the ASL catalogue

through the National Database of Accredited Qualifications (NDAQ). The catalogue includes

qualifications which have the approval of the Diploma Development Partnership (DDP) and will

expand over time as more qualifications are approved. To access the catalogue go to

www.ndaq.org.uk and select Browse Diploma Qualifications.


9/249



5

Structure and aims of Principal Learning inBusiness, Administration and Finance

This specification contains the Edexcel Level 3 Principal Learning in Business, Administration

and Finance.

The Edexcel Diplomas in Business, Administration and Finance: PrincipalLearning

The Edexcel Level 3 Principal Learning in Business, Administration and Finance aims to:

allow learners to develop a range of skills that will be useful both in the workplace and forfuture learning

provide learners with detailed business knowledge that will help to enter the workplace be practical and motivating, allowing learners to apply knowledge and skills in relevant

meaningful learning and assessment activities provide learners with the skills and theoretical knowledge to progress into higher education promote the development of personal, learning and thinking skills.Edexcel Level 3 Principal Learning in Business, Administration and Finance

All units are compulsory.

Unitnumber

Title GLH Assessment

1 Business Enterprise 90 Internal

2 Business Administration and Events 60 Internal

3 Personal Finance and Financial Services 60 External

4 Business Finance and Accounting 60 External

5 Marketing and Sales in Business 60 Internal

6 Customer Service in Business 60 Internal

7 Teams and Communication in Business 60 Internal

8 Responding to Change in Business 30 External

9 Corporate Social Responsibility 30 External10 Careers and Employment in Business 30 Internal


10/249



6

Unit format

All units in Edexcel Principal Learning qualifications have a standard format which is designed

to provide clear guidance on the requirements of the qualification for learners, tutors, assessors

and those responsible for monitoring national standards.

Each unit is set out in the following way:

Unit title The unit title is accredited by QCDA and this form of words will

appear on the learners Notification of Performance (NOP).

Level This is the level of study of the qualification.

Internal/external

assessment

Further details of the mode of assessment are given later in the unit.

Guided learning hours

(GLH)

In the Principal Learning qualifications each unit consists of 30, 60

or 90 guided learning hours depending on the level.

Guided learning hours is a notional measure of the substance of aunit. It includes an estimate of time that might be allocated to

direct teaching, instruction and assessment, together with other

structured learning time such as directed assignments or supported

individual study. It excludes learner-initiated private study.

Centres are advised to consider this definition when planning the

programme of study associated with this specification.

About this unit This section is designed to give the reader an appreciation of the

value of the unit in the vocational setting of the qualification as

well as highlighting the focus of the unit.

It provides the reader with a snapshot of the aims of the unit andthe key knowledge, skills and understanding developed while

studying the unit. The unit abstract also emphasises links to the

sector by describing what the unit offers the sector.

Learning outcomes Learning outcomes state exactly what a learner should know,

understand or be able to do as a result of completing the unit.

What you need to learn This section identifies the depth and breadth of knowledge, skills

and understanding needed to achieve each of the learning

outcomes. This is illustrated by the range of subject material for the

programme of learning and specifies the skills, knowledge and

understanding required for achievement to the level required tocomply with all mark bands.

Each learning outcome is stated in full and then expanded with

further detail on the right-hand side. Internally-assessed units may

contain egs within this section. These are used to show indicative

lists of content only.


11/249



7

Teaching this unit

Delivery guidance

This section is designed to give tutors additional guidance and

amplification on the unit in order to provide a coherence of

understanding and a consistency of delivery. This section includes

guidance on, for example:

links to other units

explaining the relationship between the content and thelearning outcomes

guidance about possible approaches to delivery possible approaches to employer engagement.

Learning outcomes and

assessment criteria

This section contains learning outcomes and assessment criteria for

the externally assessed units. Learning outcomes and assessment

criteria for internally assessed units can be found inAnnexe F.

Assessment information

for learners How youwill be assessed

This section gives information about the assessment activities

required for this unit.

Assessment information

for assessors

This section provides assessors details in the following sub-

headings:

Instructions and controls forsetting assessment assignments Sector-relevant purpose Evidence structure Level of demand

Assessment duration Instructions and controls for taking assessment assignments Guidance for assessment.

Marking grid(s) Internally-assessed units have a marking grid(s) which contains a

list of assessment foci, with statements ordered into three mark

bands. When work is marked it is judged against these statements

and an appropriate mark awarded.

The marking grids are supported with further information under the

following sub-headings:

Using the marking grid Learner assistance Level descriptors.


12/249



8

Delivery of personal,

learning and thinking

skills (PLTS)

This section identifies where there may be opportunities within the

unit for the generation of evidence to meet the requirements of

PLTS.

Assessors should take care to become familiar with PLTS and not

to rely on the contents of this section when presenting evidence formoderation. The full PLTS framework is included in this document

asAnnexe B, but centres should refer to the QCDA website

(www.qcda.gov.uk) for the latest version of the PLTS framework.

Functional skills This section identifies where there may be opportunities within the

unit for the generation of evidence to meet the functional skill

requirements.

Work experience This section includes guidance relating to the use of work

experience within the unit.

Specialist resources This section includes information relating to specialist resources

the centre will need to have access to in order to deliver the unit.Reference material This section includes information relating to reference material that

will enhance the delivery of the unit and the learning experience.

Note it is not intended to be comprehensive. Examples are given. In

relation to websites, tutors and learners should use website links to

extend their searches.


13/249



9

Assessment and grading of the Principal Learning

The purpose of assessment is to ensure that effective learning of each unit has taken place.

Principal Learning units are assessed either internally by tutors or externally by Edexcel. Each

unit is labelled clearly as internally or externally assessed.

It is essential that tutors familiarise themselves with and follow the guidelines set out in the

documentInternal Assessment of Principal Learning Units: Controls for Task Setting, Task

Takingand Task Marking(seeAnnexe E) when developing assignments for internally-assessed

units.

Internal assessment

Internal assessment will be used to facilitate assessment of generic and practical skills. It will be

quality assured through internal and external moderation. It will be supervised and completed

under controlled conditions.

Each unit is assessed through a single assignment which has an overall purpose that reflects the

aim of the unit, and is described in theHow you will be assessedsection. An assignment may

be broken down into a few separate tasks. Tasks may be further broken down into smaller

activities. TheInternal Assessment of Principal Learning Units: Controls for Task Setting, Task

Taking and Task Markingdocument details the nature of the controls that need to be applied to

each type of task/activity and its outcome.

Where a unit is internally assessed, centres can use the sample assignments provided by

Edexcel, or can design and quality assure suitable assignments. When designing assignments,

centres are required to be aware of the following design principles (see relevant Tutor Support

Materials for further guidance).

Assignments should be:

Fit for purpose They should consist of tasks which are related to the subject matter and

content of the unit. For example, where a unit is centred on IT, the

assessment will use IT at the core of the task.

Manageable They should be designed to be manageable for both the learner and for

the centre.

Secure They should be delivered under controlled conditions, where centres can

guarantee the work produced is truly that of the individual learner.

Reliable They should produce judgements of a similar standard from occasion to

occasion and between different assessors.

Valid They should assess what they are intended to assess in terms of thelearning outcomes.

Transparent They should be expressed in ways that can be readily understood by

learners, tutors and assessors.

Balanced They should fairly reflect the content and associated learning outcomes,

avoiding confusing learning with assessment and not adversely affecting

teaching and learning.

Flexible They should provide opportunities for learners to produce a variety of

different forms of evidence.


14/249



10

Centres are encouraged to use a variety of assessment methods, which might include, for

example, the use of case studies, work-based assessments, projects, performance observation

and time-constrained assessments. Centres are encouraged to place emphasis on practical

application, providing a realistic scenario for learners to adopt, and making maximum use of

practical activities and work experience.

The creation of assignments that are fit for purpose is vital to learners achievement and its

importance cannot be over emphasised.

When reading the marking gridsand designing assignments, centres should note the following.

Each internally-assessed unit has either 60, 75 or 90 available marks in total. In some units the marking grid has been split into two grids A and B. Marking grid A

contains all of the marking criteria for the unit except those which assess a learners

performance in practical activities which are recorded as a learner observation record (see

the Edexcel Diploma website for further information). These make up Marking grid B. Centres must ensure that learners undertake appropriate assessment tasks to enable them to

achieve the requirements of each units marking grid(s).

The basic principle is that this is a best fit grid ie the assessor must match the overallstandard of work for an assessment focus to a band. It is NOT a hurdle approach, whereby

the assessor cannot award marks from the next mark band if one item for an assessment

focus from a lower mark band has been omitted, regardless of the quality of the rest of the

work for that assessment focus.

If a learner completes all they are asked to do in a band for an assessment focus, they can beawarded the full marks for that mark band.

If a learner has clearly done more on one aspect of work for an assessment focus requiredby a mark band, the assessor should consider whether the learner can be awarded marks

from the bottom of the next mark band.

If a learner has completed less than required in any aspect of work for an assessment focus,or indeed omitted an aspect, then the mark moves down within the mark band.

Marking is completely separate for each assessment focus ie a learner can get mark band 3on one assessment focus, mark band 1 on another etc, then all marks are added together for

the unit total. It may be possible, depending on weighting of an assessment focus for a

learner to pass a unit even if 0 has been given in marks for one assessment focus in the unit.

Relevant Tutor Support Materials may contain further information relating to marking.

A 0 mark should be used only where a learner provides no valid evidence. Any work thatstarts to address the requirements of the grid should normally be awarded at least one mark.

Evidence generated for Marking grid A will be moderated. This must be in the form of hardevidence which a moderator can reassess, such as learner produced written documents (eg

short question answers, multiple choice question answers, materials from presentations,

research notes), videos (dated) of practical activities or artefacts.

Marks gained from Marking grid A will be reported separately from those gained fromMarking grid B.


15/249



11

External assessment

There is a requirement that some units in the Principal Learning will be externally assessed.

These external assessments will be made available by Edexcel on agreed, published dates during

the year.

For the Edexcel Level 3 Principal Learning in Business, Administration and Finance,thefollowing units will be externally assessed:

Level Unit number(s) Unit title(s)

Advanced 3 Personal Finance and Financial Services

Advanced 4 Business Finance and Accounting

Advanced 8 Responding to Change in Business

Advanced 9 Corporate Social Responsibility

Calculation of the Principal Learning grade

Performance in each unit of Principal Learning will be assessed against criteria given in the

marking grid, giving rise to unit marks.

Unit marks will be allocated according to marking criteria that do not bear a direct relationship

to grading mark bands; that is, assessors will be clear that they are allocating marks and are not

grading learners directly.

There will be no pre-published unit grade boundaries.

Once units have been completed by learners and marked, they will be graded by Edexcel

through a separate process involving professional judgement of performance and of technical

and statistical data. This will produce unit grade boundaries and hence unit grades which will bereported.

To permit the calculation of a Principal Learning qualification grade, Principal Learning unit

marks will be converted to points. Points for all Principal Learning units will be added together

to devise a Principal Learning score. Using published thresholds the Principal Learning score

will be converted to a Principal Learning grade.

Calculation of the Diploma grade

The overall grade for the Diploma will be based only on grades obtained from Principal

Learning and the project. However, achievement ofall components within the Diploma will be

required in order to gain the Diploma qualification.

Points for Principal Learning units (weighted as appropriate) will be added to points for the

project to derive a Diploma score. Using published thresholds the Diploma score will be

converted into a Diploma grade.


16/249



12

Programme design and delivery

These Principal Learning qualifications consist of units of assessment. Each unit is 30, 60, or 90

guided learning hours in length depending on the level. The definition of guided learning hours

is a notional measure of the substance of a qualification. It includes an estimate of time that

might be allocated to direct teaching, instruction and assessment, together with other structuredlearning time such as directed assignments or supported individual study. It excludes learner-

initiated private study. Centres are advised to consider this definition when planning the

programme of study associated with this specification.

Mode of study

Edexcel does not define the mode of study for the Principal Learning of Diplomas but there is

an explicit requirement that for at least 50 per cent of the time learners will be engaged in

applied learning.

Applied learning

Acquiring and applying knowledge, skills and understanding through tasks set in sector

contexts that have many of the characteristics of real work, or are set within the workplace.

Most importantly, the purpose of the task in which learners apply their knowledge, skills and

understanding must be relevant to real work in the sector.

Reference: The Diploma (Qualifications and Curriculum Authority, 2007)

Centres are free to offer the qualifications using any mode of delivery that meets the needs of

their learners and the requirements of applied learning. For example this may be through acombination of traditional classroom teaching, open learning and distance learning. Whatever

mode of delivery is used, centres must ensure that learners have appropriate access to the

required resources (see individual units) and to the subject specialists delivering the units.

Assignments based on the work environment should be encouraged. Those planning the

programme should aim to enhance the vocational nature of the Diploma by:

liaising with employers to ensure a course relevant to the specific needs of the learners accessing and using non-confidential data and documents from workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in

the assessment

linking with company-based/workplace training programmes making full use of the variety of experience of work and life that learners bring to the

programme.

Delivery of applied learning

It is important that centres develop an approach to teaching and learning that supports the

applied learning requirement of the Diploma. The Principal Learning specifications contain a

balance of practical skill development and knowledge requirements, some of which can be

theoretical in nature. Tutors and assessors need to ensure that appropriate links are made

between theory and practice and that the knowledge base is applied to the sector. This will


17/249



13

require the development of relevant and up-to-date teaching materials that allow learners to

apply their learning to actual events and activity within the sector.

Tutors are reminded that experiential learning techniques are required and that the

opportunities for formative assessment where learners benefit from regular and structured

feedback are a necessary requirement of a Diploma programme.

Where learners are performing an activity by practically applying their knowledge and skills,they are essentially behaving in the required applied nature of the Diploma. By then reviewing

that learning and considering how improvements can be made and implemented, experiential

learning will take place (seeFigure 1).

Figure 1: Experiential learning cycle

Resources

One aim of Diplomas is to prepare learners to progress to employment in specific sectors.

Physical resources need to support the delivery of the programme and the proper assessment of

the learning outcomes and therefore should normally be of industry standard.

Staff delivering programmes and conducting the assessments should be fully familiar with

current practice and standards in the sector concerned.

Centres will need to meet any specialist resource requirements when they seek approval from

Edexcel.

Assessment and learning

Summativeassessment

Summative assessment serves to inform an overall judgement of achievement, which may be

needed for reporting and review, perhaps on transfer between years in a school or on transfer

between schools, perhaps for providing certificates at the end of schooling.

Although learners are working to satisfy a summative assessment (the marking grids reflect a

final overall judgement) the benefit of formative assessment should be strongly emphasised

throughout the learning.

Formative assessment

Formative assessment is concerned with the short-term collection and use of evidence as

guidance of learning, mainly in day-to-day classroom practice.

Do Review

Experiential

learning

Plan


18/249



14

In order for formative assessment to occur, the learner must understand what they have learned,

what they have yet to learn and what they need to do to learn it. The responsibility of helping

learners through a process of planning and reviewing their learning lies with the tutor.

Personal, learning and thinking skills (PLTS)Personal, learning and thinking skills are necessary for work and for general learning. Learners

will have opportunities to develop, apply and assess all the personal, learning and thinking skills

within Principal Learning. Personal, learning and thinking skills consist of the following six

skills:

independent enquiry creative thinking reflective learning team working self-management effective participation.

Annexe B contains detailed information relating to each of the six personal, learning and

thinking skills.

Each unit requires learners to demonstrate personal, learning and thinking skills, which are a

mandatory requirement and a key feature of the Diplomas. Personal, learning and thinking skills

are to be used as both a guide on the delivery of each unit and also as a motivating formative

indicator for the learner.

Coverage

All personal, learning and thinking skills are required to be covered and assessed during the

delivery and assessment of the whole Diploma and provide the context for the delivery and

assessment of the programme of learning. A final summary of the coverage is also provided in

Annexe B which collates the coverage of personal, learning and thinking skills throughout the

programme.

Personal, learning and thinking skills are an essential, embedded feature of the delivery and

assessment of the Principal Learning. Learners may also develop and apply personal, learning

and thinking skills within the other components of the Diploma.

Centres should design the programme of study so that approximately 60 GLH will be allowed toenable learners to develop, plan and review the application of their personal, learning and

thinking skills across their learning programme. Personal, learning and thinking skills will not

be separately assessed as part of the Diploma but all six personal, learning and thinking skills

will be integrated into the assessment criteria for Principal Learning. Each learners

achievement of personal, learning and thinking skills will be recorded in the Diploma transcript.


19/249



15

How personal, learning and thinking skills are used to support formativefeedback

Personal, learning and thinking skills provide an excellent structural guide for the tutor when

providing formative feedback to the learner. Tutors will be able to structure assessment and

learning opportunities around personal, learning and thinking skills and should use a pro forma

sheet to indicate to the learner where progress has been made and where the learner needs to

focus further development. A suggested sheet (PLTS Performance Indicator) for this activity

is provided inAnnexe B.

The PLTS Performance Indicator can be used by the assessor to feed back on work to the

learner showing the level of success that has been demonstrated during each assignment. The

indicator is filled in by the assessor or supervisor to record the learners performance at regular

intervals during the course and ideally after every assignment. This informs the learner of their

strengths and weaknesses and illustrates graphically where the learner should concentrate their

efforts in the future.

Access and recruitment

Edexcels policy regarding access to its qualifications is that:

the qualifications should be available to everyone who is capable of reaching the requiredstandards

the qualifications should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications.Centres are required to recruit learners to Edexcel qualifications with integrity. This will include

ensuring that applicants have appropriate information and advice about the qualifications and

that the qualification will meet their needs.

Centres should take appropriate steps to assess each applicants potential and make a

professional judgement about their ability to successfully complete the programme of study and

achieve the qualification. This assessment will need to take account of the support available to

the learner within the centre during their programme of study and any specific support that

might be necessary to allow the learner to access the assessment for the qualification. Centres

should also show regard for Edexcels policy on learners with particular requirements.

Access arrangements and special considerations

Edexcels policy on access arrangements and special considerations aims to enhance access tothe qualifications for learners with disabilities and other difficulties (as defined by the Disability

Discrimination Act 1995 and the amendments to the Act) without compromising the assessment

of skills, knowledge, understanding or competence.


20/249



16

Further information

For further information please call Customer Services on 0844 576 0028 (calls may be recorded

for training purposes) or visit our website at www.edexcel.com.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel Publications

Adamsway

Mansfield

Nottinghamshire NG18 4FN

Telephone: 01623 467 467

Fax: 01623 450 481

Email: [email protected]

Related information and publications include: Accreditation of Prior Learningavailable on our website: www.edexcel.com Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes (Edexcel,

distributed to centres annually)

Operating Rules for Component and Diploma Awarding Bodies (QCA, 2007) The Diploma Structure and Standards, Version 2 (QCA, 2007) Regulatory Arrangements for the Qualification and Credit Framework(Ofqual, August

2008)

What is a Diploma? (DfES and QCA, 2007) the ASL catalogue on the National Database of Accredited Qualifications (NDAQ) website:

www.ndaq.org.uk

the current Edexcel publications catalogue and update catalogue the latest news on the Diploma from QCDA available on their website:

www.QCDA.gov.uk/diploma

the latest news on Edexcel Diplomas available on our website:www.edexcel.com/quals/diploma

NB: Most of our publications are priced. There is also a charge for postage and packing. Please

check the cost when you order.
http://www.edexcel.org.uk/http://www.edexcel.com/quals/diploma/Pages/default.aspxhttp://www.edexcel.com/quals/diploma/Pages/default.aspxhttp://www.edexcel.org.uk/


21/249



17

Professional development and training

Edexcel supports UK and international customers with training related to our qualifications.

This support is available through a choice of training options offered in our published training

directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing student-centred learning and teaching approaches building key skills into your programme

building in effective and efficient quality assurance systems.The national programme of training we offer can be viewed on our website

(www.edexcel.com/training). You can request customised training through the website or by

contacting one of our advisers in the Training from Edexcel team via Customer Services to

discuss your training needs.

Our customer service numbers are:

The Diploma 0844 576 0028

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

DIDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

The training we provide:

is active ideas are developed and applied is designed to be supportive and thought provoking builds on best practice.


22/249



18


23/249



19

Level 3 units


24/249



20


25/249

LEVEL 3UNIT 1:BUSINESS ENTERPRISE



21

Unit 1: Business Enterprise

Principal Learning unit

Level 3

Guided Learning Hours: 90

Internally assessed

About this unit All businesses aim to succeed, but the difference betweenbusiness success and failure can be small. A single unforeseen

event or economic conditions over which the business has no

control can make all the difference. You will learn about thesefactors, which will make you better prepared when planning and

running your own enterprise. You will learn about what makes a

good idea for a business, and what makes an idea innovative.

You will come up with your own idea for a business and prepare

a business plan, drawing on skills and knowledge from other

units to identify the resources you need, produce forecasts, plan

how it will be marketed. Youll present the idea to potential

investors and then structure your business, identifying team

members roles.

Finally, you will set up, run and close down the company. At the

end, you will need to reflect on what has happened, so that next

time you run a business enterprise you are able to learn from

your experiences.

Learning outcomes

On completing this unit, a learner should:

LO.1 Know the factors that impact on the chances of business success

LO.2 Be able to develop a viable business idea

LO.3 Be able to produce a business plan

LO.4 Be able to present a business idea

LO.5 Be able to structure a business

LO.6 Be able to run and review a business.


26/249


27/249




23

LO.2 Be able to

develop a

viable business

idea

Before you can develop a business idea, you need to learn about

the features of entrepreneurship. Entrepreneurs are people who

are enterprising, that is they have ideas. They often possess some

of the following qualities:

a willingness to make decisions and take risks being motivated, self-reliant and dedicated flexibility and ability to adapt ability to communicate the idea to others being a creative/lateral thinker organisation and planning ability.You also need to consider the benefits of entrepreneurship for:

the entrepreneur: personal satisfaction; financial reward;freedom to be your own boss

society and the economy: benefits for consumers; providingcompetition to others; generating wealth and employment;

inspiring others.

You need to learn about the process of developing a business

idea:

generating ideas for a product/service: looking for opportunities brainstorming techniques assessing ideas in terms of innovation and creativity:how they are new, different or better than alternatives,

unique selling points

comparing the ideas and deciding which ideas are viable: time, money and resources available your knowledge and skills whether there seems to be a market for it laws and regulations any other obstacles you will need to overcome sustainability over duration of the enterprise

choosing the best idea and developing it: what it is who it is for what makes the idea different/better than competition how you could sell it


28/249




24

LO.3 Be able to

produce a

business plan

Planning for a business involves making a number of important

decisions and pre-empting problems. You need to learn about the

different forms of trading:

different forms of trading: sole traders; partnerships; limitedcompanies; charities

key considerations affecting choice: limited and unlimitedliability; risks and rewards; legal considerations, costs and

bureaucracy.

Aims and objectives are designed to help an organisation achieve

its purpose and they provide staff with a focus for what they do.

Different types of organisation have different aims:

private sector, eg to provide goods or services, to survive, togrow, to make a profit

public sector, eg to provide a service to the community, toimprove service provision

voluntary sector, eg to provide a service to a target group, topromote a cause, to survive, to make a surplus.

You need to learn about the common elements in a business

plan:

what the business does and its objectives, including essentialfacts about the product or service

who the target market is how the product/service will be sold and marketed physical resources, eg premises, equipment, materials financial resources, eg start up costs, what money will be

spent on; sources of finance, eg shares, savings, loans

forecasts: profit and loss; cash flow.You need to learn about the risk management process, which is a

key part of business planning:

identifying possible risks: financial, eg illegal activities, insufficient financing market, eg pricing, demand, competition operational, eg problems making the product

assessing which are most serious deciding which can be dealt with suggesting preventative measures.


29/249




25

LO.4 Be able to

present a

business idea

You need to learn about how to prepare and make a presentation

what information people will need to know what order to put information in

how to be positive and identify benefits anticipating questions you may be asked use of supporting materials.Communication skills:

use of voice, eg speed, clarity body language, eye contact.

LO.5 Be able to

structure a

business

All businesses need to have some form of internal organisation.

Work can be divided into different functional areas, eg:

production/operations sales and marketing information technology finance human resources administration/facilities.The size of the business can affect how work is organised:

large organisations: functions distributed into separatedepartments

small or new organisations, eg distributed to individuals,shared, combined.

Organisations also differ according to the way that they are

structured:

hierarchical, eg directors departmental managerssupervisors/team leaders team members

flat, eg manager staff matrix, eg using project teams.When recruiting people to fill these structures, many

organisations use formal procedures to help them identify needs,

and then attract and assess applicants. You will need to learn

about the purpose and contents of:

a job description: duties and responsibilities a person specification: qualities.


30/249


31/249




27

Teaching this unit

Delivery guidance

This unit is 90 guided learning hours (GLH) in length. Centres should allocate this amount of

time within the timetable for its delivery and assessment.

Unless otherwise stated, all of the content included in the What you need to learn section needsto be taught. Sometimes an eg or for example is included in order to show content that is

indicative: in these cases not all of the examples will need to be covered (for example, because

some may not always apply in a particular situation), and tutors can introduce other examples of

their own that are relevant to particular situations and to the needs of their learners.

There are opportunities to link the delivery of this unit to others, particularly Unit 5: Marketingand Sales in Business, Unit 2: Business Administration and Events, Unit 7: Teams andCommunication in Business and Unit 4: Business Finance and Accounting, so that parts of thoseunits are contextualised within the enterprise that the learners are working on in this unit: so, for

example, the event that learners organise in Unit 2: Business Administration and Events couldbe an event at which the learners will promote their enterprise; Unit 5: Marketing and Salescould be linked to this unit at several stages: learners could carry out market research on the

business idea from this unit; they could also use it to learn and then demonstrate their personal

selling skills. Similarly, it would be beneficial to link the forecasting and financial planning that

is required in LO.3 to Unit 4: Business Finance and Accounting. Finally, the planning andrunning of a business idea offer an ideal context for the meetings that learners are required to

organise and support in Unit 2: Business Administration and Events.

Delivery guidance for LO.1

Learners need to understand the various factors that can affect the chances of business success,

as some may have a direct bearing on their own business enterprises. There are a mix of factors

that are internal and could potentially be controlled, and wider economic factors about whichorganisations may have little control. Real examples of business failure should be easy to find,

particularly those connected to technology, for example internet start-ups. There is no

requirement to go into the finance/accounting issues in great depth: understanding cash flow

will be dealt with more fully in Unit 4: Business Finance and Accounting.

Illegal activities are an interesting topic, which should prove quite motivating for the learners.

Learners should be encouraged to draw on their own experience as and possibly as employees:

they will probably be aware of a number of the counter measures that are taken. It may be

interesting for them to compare the approaches taken by different organisations, commenting on

how effective they think these are. Visiting speakers from local businesses may also be able to

illuminate this subject area.


32/249




28


By looking at the qualities of entrepreneurs, learners can prepare themselves for the enterprise

activity to come. It is important to emphasise that there are likely to be many counter examples,

and different entrepreneurs will possess these qualities in different proportions: in some cases,

say, their persistence and expert knowledge may have played the key role; with others it may be

their adaptability and ability and creativity. It is important to recognise the role that innovationand creativity play in the success of new products and services. The topic may be more

accessible and enjoyable for the learners if they can consider their own experience of using a

particular product or service: what is it that makes it so desirable or useful to them? Or what

sorts of innovation in the near future would they really like to see? What would help them solve

daily issues/annoyances? One problem is that after an idea becomes successful, the idea then

seems obvious to everyone; one reason for this is that great ideas often identify needs or desires

that nobody even realised they had. This can make it difficult to think back to what life was like

before the idea had been thought of. One way of addressing this is to take a particular sector, eg

telecommunications or electronic entertainment, and trace innovative developments over a

number of years, such as mobile phones, music storage media, games consoles, etc. It is also

important to emphasise, however, that innovation is not just about ideas that have never been

thought of before: much innovation is about small, incremental improvements, or applyingexisting ideas into new contexts. Learners also need to be introduced to the concept of unique

selling points.

Learners need to learn about the process of generating ideas. There are different ways of

identifying opportunities, such as identifying an un-met need, or seeing what is already

successful in one situation and considering whether it can be applied in a different context.

Learners need to be taught about how to generate ideas in groups. Brainstorming is the most

widely used method, and there are different types and classifications, but it is not necessary to

go into variations. It is important that they learn that all ideas need to be recorded and that at the

idea generation stage it is important not to pass judgements otherwise creativity could be stifled.

Learners could practise using brainstorming techniques in groups to solve any type of problem.

Before learners are able to develop their own ideas, they will need to have some understanding

of what makes an idea realistic and viable: the time, money and physical resources will be

critical, as will other issues such as any relevant laws, regulations and health and safety

considerations. Tutors should try to steer learners towards ideas that will work in the context of

their surroundings. It would be useful to look at examples of business ideas which looked at

face value as if they would be successful, but which proved to be flawed, for example by being

overambitious, unrealistic, failing to see the potential obstacles in the way.


Although the enterprise will be run as a company, learners will need to understand the different

forms of trading so that they are aware of the various implications. When considering differing

aims and objectives, a good place to start would be mission statements that are often availableon company websites. Learners could be encouraged to comment on how successful they are at

explaining what the organisation does.

Learners need to understand the information that needs to go into a business plan. There is no

set format, and learners need not look at a variety of different formats: the most important thing

is that they understand what sorts of information are required. Real examples (either blank or

completed) might help and blank examples can often be obtained from high street bands, but

some may contain much greater or more detailed information than is required for the purposes

of this unit. It would be beneficial for learners to have already studied budgets in Unit 4:Business Finance and Accountingand marketing in Unit 5: Marketing and Salesin Businessbefore they complete their business plan. However, if that is not possible so that this learning

outcome is being delivered before that can happen, these topics could be dealt with in isolationso that learners know enough for the purposes of this unit; this knowledge can then be

developed further once the other units are delivered.


33/249




29


Learners will need to be taught about the basic principles of making presentations to stimulate

interest in a business idea: the importance of structure and clarity; how software and handouts

can be used; why it is important to present an idea in a positive light; and what information

potential investors will want to know. However, it is important for tutors to be realistic: learners

at this level will not be expected to be able to provide the sort of detailed financial and practicalinformation that would be expected in the real world. To prepare learners for creating a

presentation, learners could practise presenting personal information to each other in small

groups.


Learners will need to understand that there are common business functions that need to take

place whether the business is run by a sole trader, carrying out all of the function themselves or

as a large organisation with separate departments. It would also be useful to look at the

structures of different organisations so that learners understand how much variety there can be

in terms of how the functions are distributed and also lines of responsibility. Learners should be

encouraged to consider the pros and cons of hierarchical, matrix and flat structures.Similarly, real examples of job descriptions and person specifications would be useful. One

approach would be to remove key information from each and see if learners are able to match

the correct job description to its person specification.


Learners need to be taught about the decisions and planning that are involved in implementing a

business idea: there is a clear overlap here with LO.3 in that many of them need to be built into

the planning but then executed during delivery. They need to know about the different

promotional methods and materials they could use and why. They also need to know why it is

important to monitor quality (particularly if they are producing anything tangible) and quantity

(production/sales) while the enterprise is running so that they can take action if required: theactual monitoring methods are less important than the fact that some sort of monitoring needs to

take place. As part of their learning activities, it would be worthwhile for learners to investigate

how a variety of local businesses do this if information is available.

Learners need to be taught about the different ways in which success can be measured:

quantitative (for example profits, sales targets) and also more subjective measures such as:

customer opinions and goodwill created; identifying untapped demand that could be met in

another way; lessons learned and skills developed which could be built upon in future. Learners

should appreciate that a business enterprise might be judged successful under some criteria but a

failure when other criteria are applied. This can be illustrated by looking at real business

ventures that are conventionally judged to have been failures and isolating ways in which it

could be judged to have had aspects that were in actual fact successful. Moreover, theexperience of running an unsuccessful business can be very valuable as long as lessons are

learned; again there are many real examples of entrepreneurs who have eventually been

successful only after failure that could be used to illustrate this point.


34/249




30

Assessment information for learners

How you will be assessed

This unit will be assessed by an assignment connected to running a business enterprise.

You will need to:

Decide on an idea for a product or service, develop it and use this to create a writtenbusiness plan, including a risk analysis [LO.2, LO.3]

Create and give a presentation, based on your business plan, to potential investors [LO.4] Develop a structure for your business: a diagram showing the organisational structure of

your business enterprise; a job description and person specification for your own job role

[LO.5]

Put the business idea into practice and then write up: what decisions were taken and anychanges made from the plan; how successful the business was, what you have learned from

this (including about your own abilities) and what you would do differently next time[LO.6]; what problems you faced (or might face if the business were to continue), and what

you did or would do about them [LO.1].


35/249




31

Assessment information for assessors

Instructions and controls for setting assessment assignments

This unit must be covered by a single assignment, which is described in theHow you will be

assessedsection, and exemplified within the unit sample assessment material (SAM).

Sector-relevant purpose

By its nature, any business enterprise idea can be considered relevant to business, administration

and finance as long as it is for a realproduct or service, not a simulation. The enterprise musthave some sort a purpose: in other words it is not enough for it to be done in order solely to

satisfy the assessment requirements; rather it must have some other purpose, such as a goal or

target.

Evidence structure

Learningoutcome

Markinggrid

Activity/section Evidence

LO.2, LO.3 A Business plan Written evidence: business plan

LO.4 B Group presentation Learner observation record,

supported by hard copies of any

slides, notes, handouts, etc

LO.5 A Developing a structure for

the business

Written evidence: organisational

structure, job description and

person specification

LO.6(.2, 3) A Implementation and review

of business idea

Written evidence: decisions taken,

assessment of success of business.LO.1 A Written evidence: problems and

ways of dealing with them

LO.6(.1) B Learner observation record of

learners contribution to the

business.

Level of demand

The level of demand is exemplified in the unit sample assessment material (SAM).

It would be appropriate for the final live stage of the business in LO.6 to be run over a fairly

extended period of time (for example a few hours a week over two or three months). However,

centres may wish to extend this enterprise activity over a longer period with more hours

allowed. This may make particular sense if centres are contextualising the delivery or

assessment of other units within the learners business enterprise; in this case the enterprise

activity can also make use of hours allocated to those units.

Assessment duration

The suggested guided learning hours (GLH) needed to complete this assignment is 18 hours per

learner. Centres can structure this time as they see fit. For LO.6, the suggested GLH only

includes time spent writing up their individual accounts, not time spent running the business.

Centres should note that the total class assessment time may need to be higher to allow time forseparate group presentations for LO.2/3.


36/249




32

Instructions and controls for taking assessment assignments

Learners must be provided with full access to study all of the areas identified in the What youneed to learn section of the specification.

Controls relating to resources and supervision are contained withinAnnexe E.

The enterprise should be run as a company, rather than a partnership. This does not mean that itwill need to be formally registered with Companies House, but learners will be expected to set

up, run and close down the company as if this were the case. They will need to work in groups

of between five and eight people.

The enterprise should also have duration so that the enterprise is operating and trying to

generate revenue over a period of time. For example, it cannot be geared solely to putting on a

one-off event, for example a single fund raising activity. On the other hand, a one-off event

could form onepartof the enterprise activities.

For the first part of the assignment, (LO.2, LO.3), it will be necessary for groups to collaborate

in creating the business plan. The group will jointly contribute to discussion of the business plan

and risk analysis, but each person must write up a plan (see Guidance for assessmentfor

guidance on how this can be managed). The plan must include information about all of thedifferent categories listed in the What you need to learn section.

For the second part of the assignment (LO.4) each learner must take responsibility for creating

and presenting part of the presentation within the group. Learners must be awarded individual

marks for their own part of the task. Tutors must award marks to the individual, not to the

group. This means that is possible for one group member to score highly on their part of the

presentation while another scores less well on their part. Peer feedback could be gathered and

used as supporting evidence, but assessment decisions must be made by the tutor.

Although work that leads up to the creation of the assessment evidence in the third part of theassignment (LO.5), will be done as part of a group, the learner must produce their own evidence

for assessment for the organisation plan, and particularly the job description and person

specification for their own job role in the enterprise.

For the final part of the assignment (LO.1, LO.6), marks are awarded not only for the written

evidence submitted by the learners (marking grid A) but also for the contribution made to therunning of the business, as observed by the tutor (marking grid B). Tutors will not need to be

present at all stages, nor to observe every activity, but must take a holistic view based on what

they see throughout the process rather than, say, at the beginning or end only. When assessing

the contributions made, tutors must remember that even if the business has only limited success

in meeting its objectives, it is possible for any (or even all) individual team members to make a

significant and sustained contribution to the running of the business.

Summary of unit controls

Setting Time Resources Supervision Collaboration Marking

Limited Limited Limited Medium Limited Medium

SeeAnnexe Efor further information.

Guidance for assessment

It is recommended that assessment to take place in different stages: (business plan, group

presentation, structuring of business, implementation) after the relevant learning has taken

place. The assessment of LO.5 (structuring of the business and job role) could be done at the

same time as that for LO.2/LO.3 (business plan). The centre may wish to consider participatingin external business enterprise activities, for example Young Enterprise, Ride the Wave.


37/249




33

Although LO.1 should be taught early on as an integral part of the theme of business enterprise,

the assessment of this outcome comes towards the end of the unit, with the learners relating this

to any problems encountered in their own business experience.

For the first part of the assignment, learners should be encouraged to choose their business idea

as a group, but these should be checked by the tutor before learners begin work and they may

need to guide them to a suitable choice. The ideas they come up with need not be for brand new

products or services; they could be improvements or adaptations of existing ideas or simply

taking an existing idea used in one context or location to another. Each learner must contribute

to the discussion. This does not mean that each person has to come up with an idea, but they

should make some contribution to the discussion, for example helping to develop an idea that

someone else thought of, pointing out why an idea is not practical, etc. Although learners can

work together to pool ideas and agree a common approach for their business, they must write up

the plan individually, calculate their own financial data, etc. It is important to emphasise the

importance of setting a number of realistic and achievable objectives.

For the business plan, the learners can be shown models from which to work, and pro formas

could be created for them to use and be completed individually. Commercial pro formas can

also be used (and adapted if necessary) as long as they cover all aspects of the assessment

requirements. Each person must complete a plan. They can continue to discuss the plan whilethey are writing it up, using each other as a resource, but tutors must take care to ensure that

they are not simply copying from each other.

For the presentation, the potential investors should preferably involve people external to the

centre, such as a local employer/bank manager. It is not envisaged that each learner would have

to talk for more than about 5-7 minutes. The potential investors should have the opportunity to

ask questions to each of the learners. The investors could also include centre staff and selected

learners. All-learner panels should only be used as a last resort. It could be given added purpose

by being set within a scenario such as BBCs Dragons Den; if so, it would help if the panel are

provided with money (real or imaginary) to invest.

For assessment of the third part of the assignment, learners must indicate the structure and roles

that they have allocated and draw up a person specification and job description. This should be

for their own job/role. The person specification should relate to the qualities of the ideal job

holder, and so it may go beyond their own qualities in some ways. The person specification

should be consistent with the structure (as well as with the business plan created for LO.3), with

each learner having a clearly defined role in the running of the business.

When it comes to implementing their business idea, each learner should have a distinct role, and

they should attempt to follow the plan created. However, it is quite likely that plans will have to

be altered as soon as learners are faced with practicalities. If circumstances change or

unforeseen problems arise, the original plan may need to be abandoned and a new one put into

action; this does not mean that learners will have to complete another implementation plan.

Credit will be given in assessment for their ability to show why they had to make changes rather

than sticking rigidly to a plan that is not working. The evidence for their decisions taken shouldbe in writing but it could be in any appropriate format. When it comes to judging success, at this

level, learners should go further than merely holistic judgements about the overall success or

otherwise, and should aim to comment on how well they did at different stages and in different

ways, both individually and as a group. They should be encouraged to consider quantitative and

qualitative measures. The issue of problems could focus either on actual problems faced or

what they predict might happen were the enterprise to continue over a longer period: there is no

need for learners to do both.


38/249

LEVEL3UNIT1:BUSINESSENTERPRISE

DP020775SpecificationEdexcelDiplomasLevel3inBusiness,AdministrationandFin

ancePrincipalLearning

Issue2April2010

EdexcelLimited2010

34M

arkin

ggridA

Assessment

focus

MarkBand1

MarkBand2

MarkBand3

Maximum

marks

available

LO.1

Knowthefactors

thatimpa

ctonthe

chanceso

f

businesssuccess

Thelearneridentifies

andprovides

briefexplanationoftheproblems.

Thereislimitedinformationabout

howproblemswereo

rcouldbe

dealtwith.

Thelearneridentifiesandprovides

aclearexplanatio

nofproblems.

Therearereasonableideasabout

howproblemswe

reorcouldbe

dealtwith.

Thelearnerid

entifiesandprovides

aclearandco

nvincing

explanationofproblems.There

areconvincin

gideasabouthow

problemswereorcouldbedealt

with.

(02)

(34)

(56)

6

LO.2

Beabletodevelop

aviableb

usiness

idea

Theplanincludeslim

ited

evidencethatshowshowthe

businessideaiscreative,

innovativeandviable

.

Theplanprovidessomeevidence

thatshowshowth

ebusinessidea

iscreative,innovativeandviable.

Theplanshow

sconvincinglythat

howthebusin

essideaiscreative,

innovativeandviable.

(02)

(34)

(56)

6

LO.3

Beabletoproduce

abusines

splan

Partsoftheplanmay

lackclarity.

Theplancontainsbriefand

limitedinformation,which

indicatesthelearnerhasalimited

ideaofwhatwillber

equired.

A

fewobviousrisksare

identified,

withlimitedideasforhowto

managethem.

Theplanisgener

allyclear.Some

partsoftheplana

redetailed,

whichindicatesthelearnerhasa

reasonableideaofwhatwillbe

required.Arangeofrisksare

identifiedandthe

reare

reasonableideas

forhowto

managethem.

Theplanisclear.Theplanis

detailedandconvincing

throughout,whichindicatesthe

learnerhasagoodideaofwhat

willberequired.Awiderangeof

risksareidentifiedandthereare

convincingideasforhowto

managethem.

(06)

(79)

(1012)

12


39/249


40/249

LEVEL3UNIT1:BUSINESSENTERPRISE

DP020775SpecificationEdexcelDiplomasLevel3inBusiness,AdministrationandFin

ancePrincipalLearning

Issue2April2010

EdexcelLimited2010

36M

arkin

ggridB

Assessment

focus

MarkBand1

MarkBand2

MarkBand3

Maximum

marks

available

LO.4

Beabletopresent

abusines

sidea

Thelearnershowsba

sic

communicationskills

intermsof

structuring,audibility

and

supportingmaterialsandthe

audiencemayfindthelearners

presentationdifficulttofollow.

Positiveandrelevant

featuresof

theenterpriseareide

ntified.They

showlimitedconfide

nceand

fluencyduringthepresentation

andansweranyquestionsfaced

withdifficulty.

Thelearnershowsreasonable

communicationskillsintermsof

structuring,audib

ilityand

supportingmaterialsandoverall,

theaudiencecanfollowthe

learnerspresenta

tionof

informationwithoutmuch

difficulty.Positiv

eandrelevant

featuresoftheenterpriseare

explained.Theyshowsome

confidenceandfluencyduringthe

presentationandprovide

reasonableanswerstoany

questionsfaced.

Thelearnersh

owsgood

communicatio

nskillsintermsof

structuring,audibilityand

supportingmaterialsandoverall,

theaudiencecanfollowthe

learnerspresentationwithlittle

ornodifficulty.Positiveand

relevantfeaturesoftheenterprise

areexplained

clearly.Theyshow

goodconfidenceandfluencyand

provideconvincinganswersto

anyquestions

faced.

(04)

(57)

(810)

10

LO.6

(.1)

Beabletorunand

reviewabusiness

Thelearnermakesalimited

contributiontothesu

ccessful

runningofthebusine

ss.They

showsomeabilityto

workwith

othersandshowlimi

tedinitiative,

commitmentandperseverance.

Thelearnermakesareasonable

contributiontothesuccessful

runningofthebusiness.They

workwellwithothersandshow

someinitiative,commitmentand

perseverance.

Thelearnerm

akesaleadingand

sustainedcon

tributiontothe

successfulrun

ningofthebusiness.

Theyworkwellwithothersand

showgoodinitiative,commitment

andpersevera

nce.

(02)

(34)

(56)

6

Totalmarks

16


41/249




37

Assessment guidance

Using the marking grid

Each internally-assessed unit has either 60, 75 or 90 available marks in total. In some units the marking grid has been split into two grids A and B. Marking grid A

contains all of the marking criteria for the unit except those which assess a learners

performance in practical activities which are recorded as a learner observation record (see

the Edexcel Diploma website for further information). These make up grid B.

Centres must ensure that learners undertake appropriate assessment tasks to enable them toachieve the requirements of each units marking grid(s).

The basic principle is that this is a best fit grid ie the assessor must match the overallstandard of work for an assessment focus to a band. It is NOT a hurdle approach, whereby

the assessor cannot award marks from the next mark band if one item for an assessment

focus from a lower mark band has been omitted, regardless of the quality of the rest of the

work for that assessment focus.

If a learner completes all they are asked to do in a band for an assessment focus, they can beawarded the full marks for that mark band.

If a learner has clearly done more on one aspect of work for an assessment focus requiredby a mark band, the assessor should consider whether the learner can be awarded marks

from the bottom of the next mark band.

If a learner has completed less than required in any aspect of work for an assessment focus,or indeed omitted an aspect, then the mark moves down within the mark band.

Marking is completely separate for each assessment focus ie a learner can get mark band 3on one assessment focus, mark band 1 on another etc, then all marks are added together forthe unit total. It may be possible, depending on weighting of an assessment focus for a

learner to pass a unit even if 0 has been given in marks for one assessment focus in the unit.

Relevant Tutor Support Materials may contain further information relating to marking.

A 0 mark should be used only where a learner provides no valid evidence. Any work thatstarts to address the requirements of the grid should normally be awarded at least one mark.

Evidence generated for marking grid A will be moderated. This must be in the form of hardevidence which a moderator can reassess, such as learner produced written documents (for

example short question answers, multiple choice question answers, materials from

presentations, research notes), videos (dated) of practical activities or artefacts.

Marks gained from marking grid A will be reported separately from those gained frommarking grid B.


42/249




38

Level 3 descriptors

Descriptor Meaning

Appropriate Suitable/relevant.

Basic Limited to the fundamental features, elements or facts.

Brief/briefly Short, lacking detail.

Clear/clearly Well expressed, easy to understand or see.

Convincing Believable, well argued.

Detail/detailed Showing thoroughness.

Difficult to follow A considerable effort is required to understand what is being

said, and some parts are not clear.

Explain/explanation Provide rea

dp020775 pl in business, admin and finance l3 phase 2 issue 2

Documents