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?


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?



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


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?



Question 13: What type of organisation is solely funded by the taxpayer?



Question 14: Which two of these show that a business takes equality seriously?



Question 15: Outline the role of a venture capitalist

This question relates to Unit 1 The Business Enterprise Environment (Learning Aim D), Unit 3



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



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


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.


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.


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.


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


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


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.


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 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



Idea

B1: Developing an idea for test/ field marketing



Idea



B1: Features of a business pitch



Unit 3: Promoting and Financing an Enterprise Idea





D2: Sources of finance and advice

D3: Finance and success of a business idea



Revised Product or

Service

C1: Develop research based on the 4P’s

C2: Market Research Methods

C3: Data presentation and interpretation



Idea



B1: Features of a business pitch



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Unit 4: Planning and Pitching an Enterprise Idea (synoptic)




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


D2: Sources of finance and advice

D3: Finance and success of a business idea



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



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

Pearson BTEC Level 2 Technical Certificate in Business ...

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