pearson btec level 2 technical certificate in business
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Pearson BTEC Level 2 Technical Certificate in Business Enterprise
Assessment Guidance
Introduction
This document is aimed at supporting tutors delivering BTEC L2 Technical qualification. Clear unit
planning and understanding of internal and external assessments are essential for successful
learner achievement.
Learner Profile
● Level 2 learners in FE have a very wide and varied profile, with many having social,
behavioural and learning challenges.
● Many learners at Level 2 have underperformed at GSCE and some are only just above Level 1.
● Some learners may have come from the Level 2 Tech Award or a BTEC Level 1.
● Many learners will need to re-take English and/or Maths.
● Large numbers of learners in FE at Level 2 have come straight from GSCE where they have
not seen their study as successful and are difficult to motivate.
● Some Level 2 learners may have unclear career aspirations.
Preparing Learners for External Assessment
Learning and retaining knowledge throughout a unit
● Gaining a deep understanding of a unit; and how a particular unit may link to other units
within a qualification.
● Revisiting what has been learnt to ensure learning is embedded in advance of the
assessment.
Applying knowledge
● Being able to develop and articulate reasoning.
● Understanding the language of an exam paper to ensure that responses meet the
requirements of the questions.
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Preparing to sit an exam paper
● Understanding how exam papers are structured.
● Understanding what command verbs mean, and how to respond to them.
● Knowing how to allocate time spent on questions depending upon number of marks
● Encourage learners to read through the entire exam before they attempt any answer. Doing
this allows them to gain an overview, and plan their time (how long to spend on each section
or question).
Preparing to undertake a task
● Understanding the requirements asked of them: case study or question; timing; what are the
parameters of the task; content; plagiarism.
Practice
It is important learners have the opportunity to practice, so making use of the sample assessment
material (SAM) is vital. Learners should be given the opportunity to take mock exams so they can
practise their exam writing techniques, become familiar with the question types and feel more
prepared to undertake the actual live exam.
Understanding question types
Multiple Choice Questions (MCQs)
MCQs questions usually assess recall or understanding. MCQs are made up of a question or a
sentence (known as a ‘stem’) and then four possible options. The right answer is known as the ‘key’
and the three wrong answers are known as ‘distractors’. Generally, the options will be listed in
alphabetical or numerical order. Sometimes the question will contain an asset, such as a diagram or
an image, which will act as a stimulus for what is being assessed.
It is important learners read the questions carefully, analyse the wording, review all possible
answers, and eliminate the wrong answers as best they can.
Multiple Response Questions (MRQs)
These look very similar to MCQs, but here the learner will be presented with a greater number of
answer options, for example five or six, and there will be two or more correct answers (keys) within
those options. The learner will be directed as to how many (e.g. two) answers they should select
within the stem of the question.
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Short Answer Questions
Short answer questions might test a learners’ ability to recall information and/or require them to
demonstrate their understanding. Short answer questions generally require a response that could
be anything from a few words up to a couple of sentences.
Encourage learners to read the question in full and underline key words or command verbs. The
definitions of the command verbs can be found within the specification, and these will help your
learners understand what the question is asking for. Learners should also take note of the number
of marks allocated to the question. Doing this will give them an idea of how much to write and what
to emphasise. Encourage learners to focus on the question that’s been asked - and try and avoid
writing everything they know about the topic.
Medium and Long Answer Questions
Medium and long answer responses test a learner’s understanding and higher order skills and
usually require a structured answer. For longer answer responses learners will need to be able to
analyse, make recommendations, and possibly respond to scenario/case study material that will
relate back to knowledge and understanding from other units in the qualification. These are known
as synoptic questions.
Just like short answer questions, learners should read the question in full, identify key words and
command verbs, and take note of the number of marks allocated.
What Support is Available?
Sample Assessment Material
● Sample assessments, complete with mark schemes, to help prepare learners for external
assessments. Use these to run ‘mock’ tests so you can ascertain when learners are ready to
be assessed. Teachers can see how the mark scheme structure matches the command verbs.
Sample Delivery Plan
● Delivery plans showing how the BTEC Level 2 Technicals could be delivered over 6 or 12
months, highlighting assessment milestones and indicating where you can teach units
holistically.
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Sample Marked Learner Work
● Sample marked learner work replicates the exam or task, based on the sample assessment
materials. This includes examples of real learner work, accompanied with examiner tips and
comments on performance based on the learner responses.
When to enter
Learners are only allowed one re-sit, so it is important to enter them when they’re ready and can
achieve a successful outcome.
External Assessment for Level 2 Technical Certificate in Business Enterprise
In this qualification, there is one external assessment.
The external assessment is linked to a specific unit.
Unit 1: The Business Enterprise Environment is an onscreen test that includes a variety of MCQ,
MRQ, short answer and medium and long response questions the allow learners to apply their
knowledge to several entrepreneurial contexts. The test is designed to assess knowledge,
understanding and evaluation of how enterprises work including their features, the impact of the
environment and the contribution of enterprise to business success, considering benefits and risks.
Learners are also assessed on the suitability of business ideas by taking into account resources,
barriers and finance.
The assessment methods have been selected in order to enable your learners to demonstrate a
range of thinking skills, but mostly knowledge and understanding. We believe these methods offer
the best opportunity to draw out the evidence to exemplify the expectations of each unit.
Onscreen test
Level 2 Technicals have on-screen tests that are on-demand. The benefit of an on-demand exam is
you can enter learners when you and your learner feel they are ready. You’re not governed by a
window set by us, so don’t enter your learners too early, and remember the limit on the number of
resits.
It’s a good idea to teach external and internal units holistically, this will help learners gain a greater
overall understanding of the subject - giving them the ability to link to information that has been
learnt previously.
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Task
A task allows learners to apply their skills and knowledge in context to a realistic work-based activity.
The task is appropriate for assessing the theory of enterprises, the environment in which they
operate, the factors that contribute to enterprise success and the suitability of enterprise ideas and
how these relate to real-life entrepreneurial environments.
There are two timetabled tasks, one in March and one in June.
For both the on-screen test think about:
● Teaching some of the externally assessed content alongside some of the internally assessed
units - this will help your learners broaden their understanding.
● Give your learners time to become familiar with the subject, new concepts and language.
● Allow your learners to have the opportunity to practise.
● Enable your learners to recover from their GCSE experience, which may have shattered their
confidence.
Internal assessment
Units 2, 3 and 4 are assessed through internal assessment.
Internal assessment allows learners to apply technical knowledge and demonstrate a range of
practical and technical skills through realistic tasks and activities. This style of assessment promotes
deep learning through ensuring the connection between knowledge and practice.
Authorised Assignment Briefs (AAB’s) have been created for Units 2, 3 and 4. These AAB’s have been
written and verified by Pearson and can be used straight away. You also have the benefit of being
able to adapt and tailor the AAB’s to suit any learner, environment or centre needs if required. If you
do make any changes to the AAB’s you just need to ensure that the assignments are internally
verified to ensure all assessment criteria is met still.
Synoptic internal assessment
There is one internal unit that provides the main synoptic assessment for this qualification. This
synoptic assessment is designed to take place towards the end of the programme and draws on the
learning throughout. The design of this assessment ensures that there is sufficient stretch and
challenge, enabling the assessment of sector-related knowledge and technical and practical skills at
the end of the learning period.
The synoptic assessment for this qualification is Unit 4 and takes the form of learners creating a
business plan and a pitch for their own enterprise idea; using feedback to revise their business plan
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and enterprise idea. This will enable learners to apply their knowledge and skills from Units 1, 2 and
3 in an integrated and realistic way to an audience of potential investors.
In delivering the unit, you need to encourage learners to draw on their broader learning so that they
are prepared for the assessment.
How internal assessments can help external assessments
From the sample delivery plan you will see that units can be delivered holistically, and that
knowledge, understanding and skills gained from some of the internally assessed units can help with
your learners external assessments. Some examples follow.
Sample Assessment Material Links to Internal Assessment
Unit 1: The Business Enterprise Environment
Question 1: Which of these is an external stakeholder of an enterprise?
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim A) and Unit 4
Planning and Pitching an Enterprise Idea (learning aim B).
Learners will be taught about external stakeholders and their influence in both Unit 1 and Unit 4.
They will be able to cement the knowledge and skills learnt in the internal unit aim and assessment
by presenting the pitch on their enterprise idea to appropriate external stakeholders who are
potential investors and therefore allowing the learner to recall this learning to answer the external
question correctly.
Question 2: Which of these is a barrier to a new enterprise idea?
This question relates to Unit 1 The Business Enterprise Environment (Learning aim D) and Unit 4
Planning and Pitching an Enterprise Idea (learning aim A).
Learners will be taught about barriers that may prevent enterprises being successful in both Unit 1
and Unit 4. They will l be able to cement the knowledge and skills learnt in the internal unit aim and
assessment by considering the barriers to entry of their own enterprise idea when completing the
business plan and therefore allowing the learner to recall this in learning to answer the external
question correctly.
Question 3: Andrea runs a business and is operating with low cash flow for one month. She has
approached one of her suppliers for a payment extension. What type of finance is this?
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim D), Unit 3
Promoting and Financing an Enterprise Idea (Learning Aim C) and Unit 4 Planning and Pitching an
Enterprise Idea (Learning Aim A).
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In Unit 1 Business Enterprise Environment Learning Aim D, learners will be taught about different
sources of finance available to new enterprises. A learner will be able to recall this applied to the
given scenario in the question. They will be able to cement the knowledge and skills learnt in the
internal unit aims and assessment by considering the appropriate sources of finance for their
enterprise idea when completing their financial plan in unit 3 and their business plan in Unit 4 and
therefore allowing the learner to recall this learning to answer the external question correctly.
Question 4: Alba and Wendy work at Simply Bake Ltd. A manufacturer of breads and pastries. Match
the employee/ job role with the correct job responsibility.
This question relates to Unit 1 Learning aim A. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 5: Peter has a new cleaning business and needs to purchase a vacuum cleaner. What type
of cost will this be?
This question relates to Unit 1 (Learning aim D), in Unit 3 (Learning Aim C) and Unit 4 (Learning Aim
A). In Unit 1 Learning Aim D, learners will be taught about different types of costs. They will have
experience in considering costs in the Financial Plan in Unit 3 and again in their business plan in unit
4. A learner will therefore be able to apply this experience and learning to the given scenario to
answer the external question correctly.
Question 6: A&J Garden Centre is run by Amar and Jordan. It is considering acting as an agent for
another company’s products. Which form of enterprise is this?
This question relates to Unit 1 (Learning aim A) and Unit 4 (Learning Aim A). In Unit 1 Learning Aim A
learners will be taught the different types of enterprises. They will then need to consider which type
of enterprise is best for their business idea and plan in Unit 4. A learner will therefore be able to
apply this learning to the given scenario to answer the question correctly.
Question 7: Which two of these are examples of cash inflows?
This question relates to Unit 1 (Learning aim D), in Unit 3 (Learning Aim C) and Unit 4 (Learning Aim
A). In Unit 1 Learning Aim D, learners will be taught about the different types of cash inflows when
preparing a cash flow forecast. They will then consider this for their Financial Plan in Unit 3 and
again in their business plan in unit 4. A learner will therefore be able to apply this experience and
learning to the given scenario to answer the external question correctly.
Question 8: A business employs 50 staff. What is the term used for this size of business?
This question relates to Unit 1 Learning aim A. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 9: Sally has identified there is no youth centre in her local area and has started one. Which
two of these best describe this enterprise?
This question relates to Unit 1 (Learning aim C), Unit 2 (Learning Aim A) and Unit 4 (Learning Aim A).
In Unit 1 Learning Aim A learners will be taught that enterprise is a creative process that enables
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entrepreneurs to create products and services for different reasons and outcomes. They will also
consider this in Unit 2 when they are researching a concept for a new or revised product or service.
They will then need to apply this to their chosen enterprise when completing their business plan in
Unit 4. A learner will therefore be able to apply this learning to the given scenario to answer the
question correctly.
Question 10: Amit as set-up a small enterprise selling toys and a customer has asked for a refund.
Which of these should Amit check?
This question relates to Unit 1 Learning aim B. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 11: Which two of these are most likely to lead to a new enterprise being successful?
This question relates to Unit 1 (Learning aim D), Unit 2 (Learning Aim B) and Unit 4 (Learning Aim A).
In Unit 1 Learning Aim A learners will be taught the reasons for business success for different types
of enterprises. They will also consider this in Unit 2 when they are researching a concept for a new
or revised product or service. They will then need to apply this to their chosen enterprise when
completing their business plan in Unit 4. A learner will therefore be able to apply this learning to the
given scenario to answer the question correctly.
Question 12: How do data protection principles require a business to store personal information?
This question relates to Unit 1 Learning aim B. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 13: What type of organisation is solely funded by the taxpayer?
This question relates to Unit 1 Learning aim A. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 14: Which two of these show that a business takes equality seriously?
This question relates to Unit 1 Learning aim B. No other units cover the learning. It does not relate to
any other internal criteria or assessment.
Question 15: Outline the role of a venture capitalist
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim D), Unit 3
Promoting and Financing an Enterprise Idea (Learning Aim C) and Unit 4 Planning and Pitching an
Enterprise Idea (Learning Aim A).
In Unit 1 Business Enterprise Environment Learning Aim D, learners will be taught about different
sources of finance available to enterprises. A learner will be able to apply this to the question. They
will be able to cement the knowledge and skills learnt in the internal unit aims and assessment by
outlining the role of a venture capitalist; given that this could be one of their audience members for
their pitch in Unit 4. Therefore, learners will be able to recall this learning to answer the external
question correctly.
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Question 16: Explain how a demographic trend could impact on the success of a traditional book
store.
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim B), Unit 2
Promoting and Financing an Enterprise Idea (Learning Aim C) and Unit 4 Planning and Pitching an
Enterprise Idea (Learning Aim A).
In Unit 1 Learning Aim B learners will be taught how different trends can impact on the operating
environment and therefore contribute to enterprise success. They will also consider this in Unit 2
when they are researching a concept for a new or revised product or service. They will then need to
apply this to their chosen enterprise when completing their business plan in Unit 4. A learner will
therefore be able to apply this learning to the given scenario to answer the question correctly.
Question 17: Explain why Eleanor should move her photography business to the high street
premises.
This question relates to Unit 1 The Business Enterprise Environment (Learning Aims A, B and C), Unit
2 Promoting and Financing an Enterprise Idea (Learning Aim B) and Unit 4 Planning and Pitching an
Enterprise Idea (Learning Aim A).
This question requires learners to understand three different elements of knowledge that they need
to draw upon. They need to recall knowledge on a sole trader from Unit 1 Learning Aim A and
therefore that they may have limited finances, draw on knowledge learnt about suitable premises
from Unit 1 Learning Aim B and then how this could impact on her profits due to increased costs
from Unit 1 Learning Aim C. In addition, learners will have the opportunity to research different
premises and impacts of profits for their new or revised product or service in their financial plan for
unit 2. They will also have had the opportunity to evaluate different premises options in their
business plan for unit 4 and the potential impact of profits that this may have. This application will
therefore allow learners to answer the question correctly.
Scenario A:
Question 18: Calculate the total costs for Paula’s business in April.
This question relates to Unit 1 (Learning aim D), in Unit 3 (Learning Aim C) and Unit 4 (Learning Aim
A). In Unit 1 Learning Aim D, learners will be taught how to calculate different types of cost (including
total costs). They will have experience in considering costs in the Financial Plan in Unit 3 and again in
their business plan in unit 4. A learner will therefore be able to apply this experience and learning to
the given scenario to answer the external question correctly.
Question 19: Calculate the selling price Paula has to charge to break even using the formula given.
This question relates to Unit 1 (Learning aim D), in Unit 3 (Learning Aim C) and Unit 4 (Learning Aim
A). In Unit 1 Learning Aim D, learners will be taught how to calculate break even. They will calculate it
again for their financial plan in Unit 3 and again in their business plan in unit 4. A learner will
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therefore be able to apply this experience and learning to the given scenario to answer the external
question correctly.
Question 20: Complete the cash flow forecast by inserting the correct figures in the blank boxes
below.
This question relates to Unit 1 (Learning aim D), in Unit 3 (Learning Aim C) and Unit 4 (Learning Aim
A). In Unit 1 Learning Aim D, learners will be taught how to complete a cash flow forecast. They will
have experience in completing this for a new or revised product or service in the Financial Plan in
Unit 3 and again in their business plan in unit 4. A learner will therefore be able to apply this
experience and learning to the given scenario to answer the external question correctly.
Scenario B:
Question 21: Explain why the business should research the market for this new computer chip.
This question relates to Unit 1 The Business Enterprise Environment (Learning Aims A, B and C), Unit
2 Promoting and Financing an Enterprise Idea (Learning Aim B) and Unit 4 Planning and Pitching an
Enterprise Idea (Learning Aim A).
In Unit 1 Learning Aim D learners will be taught the importance of assessing the suitability of
business ideas and within that the need to research the market for these ideas, including the
external environment and the risks associated. This will then be reinforced when they research the
market for their chosen product or service in Unit 2. They will also have had the opportunity to
interpret their finding and evaluate the suitability of their business idea within their business plan
and their pitch in Unit 4. This application will therefore allow learners to answer the question
correctly.
Question 22: Discuss the possible benefits and risks for ECS if it decides to innovate.
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim C), Unit 2
Promoting and Financing an Enterprise Idea (Learning Aims A and B) and Unit 4 Planning and
Pitching an Enterprise Idea (Learning Aim A).
In Unit 1 Learning Aim D learners will be taught the benefits and risks of innovation and will then
apply this to their new or revised product or service in unit 2 when considering what makes
enterprises successful. In addition, by refining their enterprise ideas they will also need to consider
the benefits and risks of these. They will also have had the opportunity to evaluate the benefits and
risks of their own innovation within their business plan and their pitch in Unit 4. This application will
therefore allow learners to answer the question correctly.
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Scenario C:
Question 23: Explain to James the advantages of his business becoming a partnership
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim A) and Unit 4
Planning and Pitching an Enterprise Idea (Learning Aim A).
In Unit 1 Learning Aim A learners will be taught the advantages and disadvantages of different types
of ownership of enterprises, including sole traders and partnerships. They will then need to apply
this to their own enterprise when completing their business plan for unit 4. This decision and
application to their own small business will therefore allow learners to answer the question
correctly.
Question 24: Discuss how becoming a private limited company may help Casper Collectables
expand.
This question relates to Unit 1 The Business Enterprise Environment (Learning Aim A) and Unit 4
Planning and Pitching an Enterprise Idea (Learning Aim A).
In Unit 1 Learning Aim A learners will be taught the advantages and disadvantages of different types
of ownership of enterprises, including sole traders and private limited companies. They will then
need to apply this to their own enterprise when completing their business plan for unit 4. This
decision and application to their own small business will therefore allow learners to answer the
question correctly
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Key Words typically used in Assessment
The following table shows the keywords that will be used consistently by Pearson in our
assessments to ensure learners are rewarded for demonstrating the necessary skills. Please note:
the list below will not necessarily be used in every paper/session and is provided for guidance only.
Links of holistic delivery per unit
Unit 1: The Business Enterprise Environment (External)
Unit Number Unit Content
Unit 2: Researching A
Concept for a New or
Revised Product or
Service
A2: Features of successful enterprise ideas
A3: Types of enterprises
A4: Enterprise skills
A5: The risks of a lack of enterprise
B2: Refining enterprise ideas
Unit 3: Promoting and
Financing an Enterprise
Idea
C1: Financial Plan
Unit 4: Planning and
Pitching an Enterprise
Idea
A1: Structure and format of a business plan
A2: Contents and presentation of a business plan
B2: Presentational skills used in a business pitch
C1: Using feedback and review to identify changes in a business plan
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Unit 2: Researching A Concept for a New or Revised Product or Service
Unit Number Unit Content
Unit 1: The Business
Enterprise Environment
B1: The operational environment
B2: Legal framework
C1: Enterprise and entrepreneurship
C2: Benefits and risks of enterprise and entrepreneurship
C3: Skills of an entrepreneur
D1: Suitability of a business idea
Unit 3: Promoting and
Financing an Enterprise
Idea
B1: Developing an idea for test/ field marketing
Unit 4: Planning and
Pitching an Enterprise
Idea
A1: Structure and format of a business plan
A2: Contents and presentation of a business plan
B1: Features of a business pitch
B2: Presentational skills used in a business pitch
C1: Using feedback and review to identify changes in a business plan
Unit 3: Promoting and Financing an Enterprise Idea
Unit Number Unit Content
Unit 1: The Business
Enterprise Environment
D1: Suitability of a business idea
D2: Sources of finance and advice
D3: Finance and success of a business idea
Unit 2: Researching A
Concept for a New or
Revised Product or
Service
C1: Develop research based on the 4P’s
C2: Market Research Methods
C3: Data presentation and interpretation
Unit 4: Planning and
Pitching an Enterprise
Idea
A1: Structure and format of a business plan
A2: Contents and presentation of a business plan
B1: Features of a business pitch
B2: Presentational skills used in a business pitch
C1: Using feedback and review to identify changes in a business plan
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Unit 4: Planning and Pitching an Enterprise Idea (synoptic)
Unit Number Unit Content
Unit 1: The Business
Enterprise Environment
A1: Ownership, liability and size
A2: Purpose, sector and scope
A3 Stakeholders and their influence
B1: The operational environment
B2: Legal framework
C1: Enterprise and entrepreneurship
C2: Benefits and risks of enterprise and entrepreneurship
C3: Skills of an entrepreneur
D1: Suitability of a business idea
D2: Sources of finance and advice
D3: Finance and success of a business idea
Unit 2: Researching A
Concept for a New or
Revised Product or
Service
A1: Enterprise ideas
A2: Features of successful enterprise ideas
A3: Types of enterprises
A4: Enterprise skills
A5: The risks of a lack of enterprise
B1: Creativity techniques
B2: Refining enterprise ideas
C1: Develop research based on the 4P’s
C2: Market Research Methods
C3: Data presentation and interpretation
Unit 3: Promoting and
Financing an Enterprise
Idea
A1: Promotional methods, including digital and online media resources
as well as traditional methods
A2: Strengths and weaknesses of different promotional methods in
relation to the enterprise idea
B1: Developing an idea for test/ field marketing
B2 Developing strategies for the promotional campaign
B3 Planning a costed promotional campaign
C1: Financial Plan
C2: The supply chain for the enterprise idea