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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. It identifies opportunities for learners to
demonstrate effective application of the referenced elements of the skills. Alternatively, learners
could develop their marketing and promotion plan but orally present their reasons for choices and
the link to theory. They could create a table showing the risks, the potential solutions, legislation
affecting online business, the costs involved, and the likely effectiveness of the methods. P4 identify
how the law protects consumers against the imposition of exclusion clauses P5 apply the appropriate
remedy in a given consumer protection situation. This can then be used to show the problems of
handling personal and business data on a day-to-day basis and the importance of having knowledge
of and some control over financial flows. Specifications give a balance of practical skill development
and knowledge requirements, some of which can be theoretical in nature. Approval Centres that have
not previously offered BTEC qualifications will first need to apply for, and be granted, centre
approval before they can apply for approval to offer the programme. Tutors should gather exemplar
materials to help develop learners’ understanding. The process is mapped in detail and identifies any
concerns and improvements needed, defining value-added and non-value-added processing steps
and forms of waste that may be inherent. For P6, learners need to consider the benefits of online
marketing compared with traditional marketing. Businesses have a wide range of objectives and
learners should identify the purposes they have. Learners also need to develop their knowledge and
understanding of different aspects that affect preparing for business. Learners will have the
opportunity to learn how to complete financial documents and records. Case studies can be used to
present appropriate scenarios enabling learners to follow this process through. For P3, learners should
produce a marketing plan for a micro start-up business using sections as given or similar to those
listed in the content. The outline learning plan demonstrates one way in planning the delivery and
assessment of this unit. Conflict may arise naturally as the activity is happening, and how it is dealt
with can be witnessed by the tutor. Criteria covered Assignment title Scenario Assessment method
P1, P2, M1, D1 Assignment 1: Office Equipment and Systems Brief from a new business start-up to
help provide admin support they will need to operate the business. They will need to consider the
contribution they can make to a business and what the benefits are. Prepare a group presentation on
functions of different office equipment. Elements of content: the elements are in plain text and
amplify the sub-heading. It identifies opportunities for learners to demonstrate effective application
of the referenced elements of the skills. The assessment criteria for a pass grade describe the level of
achievement required to pass this unit. Providing examples of different types of business
documentation is a good place to start. The assessment criteria for a pass grade describe the level of
achievement required to pass this unit. Feedback between team members may arise naturally as the
activity is happening, if not it should be done immediately after the team activities have finished (as
a full group or in sub-groups or pairs), and witnessed by the tutor. You can also write to us with any
of your comments or suggestions through the comments box below. Assignment 1: Office Equipment
There may still be formal input, visits and speakers during time when group work happens. ? ?
Formal theory input on components of procedures for carrying out office work safely. The discussion
could be led by an employer or the tutor.
Delivery of the unit must ensure that learners understand the full implications of setting up a small
business. Others may wish to remain small and free from too much legal control. However, tutors
should be conscious of the level of learners. Research materials Graphical materials Magazine article
P4, P5 Promoting Local Business Task 3: Individual work on the role of government in creating the
business climate and the characteristics of the local business environment Magazine article as above.
M2 produce a cost-effective promotion plan that communicates consistent messages to prospective
customers. Local business people are often willing to visit centres to give talks on the different types
of costs and difficulties in managing the flow of cash. In this unit learners will select and discuss a
current ethical issue relating to a selected business, and then consider an ethical policy for that
business. Learners also need to develop their knowledge and understanding of different aspects that
affect preparing for business. Each unit within a qualification will also have a QCF unit code. For
D2, learners should evaluate the preparation skills and processes used when making personal sales in
different situations. Tutors can check understanding of how to deal with potential problems through
oral questioning. Learners can work in groups to share experiences of attending meetings, listing
what makes a successful meeting. It identifies opportunities for learners to demonstrate effective
application of the referenced elements of the skills. Discussion groups can initially be used to explore
learners’ experiences relating to customer service. Now that you’ve got your PDF saved, let’s make it
fillable. Adjust text and fonts and resize according to specifications. Groups can focus on one
specific business and explore how monitoring and evaluation techniques could be used and what
improvements they may lead to. This definition includes lectures, tutorials and supervised study in,
for example, open learning centres and learning workshops. Grading domains The assessment and
grading criteria are developed in relation to grading domains which are exemplified by a number of
indicative characteristics at the level of the qualification. If using advanced equipment, learners can
explain how the facilities suited the purposes they were required to meet. All assessment for BTEC
First qualifications is criterion referenced, based on the achievement of all the specified learning
outcomes. Tutors can explain how to establish an area score using case studies. Learners can combine
their experiences of the two placements. For P5, learners should consider the structure of the local
business environment by looking at the range and types of business and their impact on and
significance to the local economy. It identifies opportunities for learners to demonstrate effective
application of the referenced elements of the skills. At merit level, learners need to analyse these
areas of development and explain how they would pursue each in order to strengthen their ability to
start a business. The documents may be themed or may be based on different subject matter.
Assignment 1: Role of Sales Staff. There are also some good case studies available on motivation
and job satisfaction, which can be used with pair or group work. This includes the ability to provide
detailed performance data to teachers and students which helps to raise attainment.
They could be helped by presentations from, and discussions with, professional financial advisers. It
is a way of organising the workforce to ensure that the organisation’s aims and objectives are met.
For example, an external telephone call to a customer to answer a complaint has a different purpose
and context than an internal telephone call to a colleague asking if they will work overtime. This unit
has particular links with the following unit titles in the Business suite: Level 2 Level 3 Financial
Forecasting for Business Business Accounting Business Resources This unit also links to the
following National Occupational Standards at Level 2 in Accounting, particularly: Unit 1.1: Process
documents relating to goods and services supplied Unit 2.1: Process documents relating to goods and
services received. To enable research skills to be developed effectively, they should be introduced to
as many different forms of information as possible, eg libraries and other research facilities including
the internet, national newspapers, local banks, start-up business training agencies. As businesses grow
in size and complexity, their communication needs also develop and they need recognisable
structures to maintain clear and open channels of communication that support the aims and objectives
of the business. Learners’ evidence would be strengthened by reflecting on contrasting situations and
types of customer, although this is not an essential requirement. Unit introduction Starting a small
business is an ambition for many people. Social Media Graphics Create scroll-stopping content. For
example, some manufacturing businesses might have a research and development function, others
may not. Research and group work.Assignment 3: Redesign of an Outlet Formal theory input on
health and safety. Class exercises on collecting data to meet set criteria. Online business should be
interpreted in its widest sense to include not only computer-based business but business accessed by
mobile phones, for example, with which learners may be more familiar. They will benefit from seeing
videos on body language and the impact it has in a job interview or when dealing with customers.
Research, visits.Assignment 2: Workplace Improvement Techniques Formal theory input on visual
indicators and variance. Many organisations have their own procedures that may go beyond the
requirements of the law, such as price matching. This could be done by way of a presentation
showing what the webpages bring to the business. Help Center Here you'll find an answer to your
question. They may be able to draw on their understanding of confidentiality to contrast the different
means of communication and to explain why written communication is more appropriate in these
circumstances. The following assignments should be conducted for each placement. The importance
of dress code, punctuality, business etiquette, and interpersonal skills should be emphasised. Centres
should develop links with local businesses. For example, they should not all be confined to
communication in the office-to-office staff For P3, learners should demonstrate a competent level of
verbal communications in a one-to-one business context such as a discussion with an employer on a
work placement or a discussion with another student on an issue related to their business enterprise.
Ethical values are those such as respect, honesty, openness and responsibility; whereas business
values often focus on efficiency, service, quality, growth and profit. You can check out my store for
workbook templates you can use to get you started quickly. The outline learning plan demonstrates
one way in planning the delivery and assessment of this unit. D1 requires a detailed application of
the law to at least two consumer dispute scenarios, one involving the sale of goods and one involving
the provision of services. For example, three different letters would be insufficient to meet this
criterion. Unit introduction This unit has been designed to give learners the understanding and
confidence to employ world-class techniques within a working environment. The background on the
concept and origin of lean principles and techniques must be studied to set this unit in context.
The unit will develop the learner’s ability to meet the requirements of confidentiality in written
documentation. They form collaborative relationships, resolving issues to reach agreed outcomes. It
looks at how reliable customer service benefits a business by contributing to customer satisfaction,
and how customer service can be monitored and evaluated. All sales over the breakeven point
produce profits; any drop in sales below that point will produce losses. Learners should be able to
apply their knowledge of at least two motivational theorists to different scenarios either from their
own experience or using case studies. Assesses how different work-related contexts or constraints
would change performance. They can use the organisation they researched for P1 and another
organisation with a different structure. Most learners will understand the concept of budgeting and
can use their own experience to practise budgeting, even though they may not be familiar with the
term. Learners need to understand why an organisational structure exists. The tort of negligence
requires an outline of the law on duty breach and damage but does not require going beyond liability
for products and services; there is no need to consider pure economic loss or psychiatric damage.
How to create a fillable PDF workbook for your courses using free tools. Outline learning plan The
outline learning plan has been included in this unit as guidance and can be used in conjunction with
the programme of suggested assignments. Classwork and individual learning time on completion of:
Marketing and Promotion Plan (P1, P2, P3, P4, M1, M2, D1). Workbook, Opt in Template,
Workbook template, Worksheet. Tutors can check understanding of how to deal with potential
problems through oral questioning. It would be useful for learners to investigate different types of
meeting held in the centre to determine levels of formality and the types of procedures followed. The
web pages need to show evidence of cogent design as well as presentation. This is for guidance and
it is recommended that centres either write their own assignments or adapt any Edexcel assignments
to meet local needs and resources. Restrictions on learner entry Most BTEC First qualifications are
accredited on the QCF for learners aged 14 years and over. The learner group could usefully agree to
divide into smaller groups, each investigating a specific area of online business activities.
Assignment 1: Office Equipment and Systems There may be formal input, visits and speakers during
time when group work happens. ? ? ? Formal theory input on theory components of safe working.
The sales generate inflows of cash and the purchases generate outflows of cash so there are links to
the finance department from the sales and purchasing functions. Learners need to understand the
decisions and planning that are involved in implementing a promotional campaign. Many businesses
provide information about themselves. The outline learning plan demonstrates one way in planning
the delivery and assessment of this unit. P5, M3, D1 Assignment 3: Business Plan Setting up a
Business. However, this identifies no specific and measurable purpose and so it is important to
identify objectives. The learner’s experience should be as real as possible with them having to go
through the entire process of job identification, personal audit, applying and attending an interview.
Page 67. Employer engagement and vocational contexts Centres should develop links with local
businesses, many of which are happy for their human resource personnel to give talks on their
organisations and many are often willing to provide work placements, visits and information about
motivation, teamwork and rights and responsibilities. For each group there is a focus statement that
sums up the range of skills.
A video of the debate would enable the participants to review whether the benefits or drawbacks
were likely to have the most effects. Page 160. Workbook, Opt in Template, Workbook template,
Worksheet. Learner will investigate the law relating to consumer protection where there is a
contractual relationship. The definition of waste should be introduced, and groups can examine case
studies to identify all forms of waste, and problems or conditions within the work area or activity
where improvements can be made. Learners should provide a critical evaluation of the extensive
range of techniques used by retailers to respond to changing customer needs. Although PLTS are
identified within this unit as an inherent part of the assessment criteria, there are further opportunities
to develop a range of PLTS through various approaches to teaching and learning. It identifies
opportunities for learners to demonstrate effective application of the referenced elements of the
skills. Centres should develop links with local businesses. Criteria covered Assignment title Scenario
Assessment method P1, M1 Assignment 1: Personal Business Skills Assessment of own skills in
preparation for business. Doing business online can have social implications such as social isolation
and the possible breakdown of communities. To achieve M1, learners are expected to explain the
importance of costs, revenue and profit for a business organisation and for M2 demonstrate the
impact of how break even calculations change when the costs (fixed and variable) and unit revenues
are changed, to show that they understand the variables they are manipulating. P5, M3, D1
Assignment 3: Business Plan Setting up a Business. Training Development Create interactive training
content. With suitable support from the local small business community, arrangements can be made
for learners to visit local business people in small groups or pairs to discuss the principles behind
starting and running a business. The unit also looks at why these methods are used and how they
help to prevent fraud. Learners need to relate the benefits to the issues considered when going
online. Many organisations have their own procedures that may go beyond the requirements of the
law, such as price matching. Visiting speakers can deliver presentations on how larger organisations
manage this aspect of customer service. Although PLTS are identified within this unit as an inherent
part of the assessment criteria, there are further opportunities to develop a range of PLTS through
various approaches to teaching and learning. Learners need a broad understanding of the range
rather than an in-depth knowledge of them all. The range should include direct online selling of
goods, eg books, DVDs, household equipment; direct online selling of services, for example travel,
accommodation, banking and financial services; government services, eg information and online
forms; information, for example news, weather; internet services, for example search engines;
advertising and marketing; and education eg online courses. For learning outcome 2 learners need to
understand the differences between a group and a team, and the factors that contribute to an
effective team. If they are involved in planning a future microbusiness or social enterprise, then they
could include details relevant to their future needs. D1 requires a detailed application of the law to at
least two consumer dispute scenarios, one involving the sale of goods and one involving the
provision of services. If you want a really useful writable template then this will be a worth using
workbook for any of your course-related writing. They play a full part in the life of their school,
college, workplace or wider community by taking responsible action to bring improvements for
others as well as themselves. For M3, learners should analyse the impact of poor or negative cash
flow on a business and why a profitable business could easily go bankrupt because of cash flow
problems. Learners could use a simple numerical example, with appropriate explanation, to show that
they understand the potentially serious impact that poor timing of cash flow can have on a business,
even though the business is profitable in the longer term. Rather, they should understand the
overarching principles and how such legislation affects the business of personal selling. To meet P1,
learners should initially consider their own strengths and weaknesses and what impact these will have
on preparing for and contributing to a business. This is for guidance and it is recommended that
centres either write their own assignments or adapt any Edexcel assignments to meet local needs and
resources.
PLTS: This summary references where applicable, in the square brackets, the elements of the
personal, learning and thinking skills which are embedded in the assessment of this unit. A talk from
the webmaster would be an additional advantage. Learners will also consider how they should
prepare for interview and employment and the necessary steps for career planning. Learners should
in reality be in a position to evaluate the plan and make adjustments that are consequential to the
plan’s actions. For D1, learners should be able to explain the importance of written communication in
an organisation by contrasting it to oral communication and electronic communication. A range of
legislation is suggested in the content but this is not exhaustive or comprehensive. It features an
amazing design layout that strikes a perfect balance between text and visual content and boasts
Visme’s highly engaging visual elements, like icons, images and trendy fonts. You can also share
your workbooks as a public or private link or embed them on any webpage using a snippet of code
generated from within the editor. Learners should present practical evidence wherever possible,
supported by written descriptions and witness testimonies. Resources Dive into our extensive
resources on the topic that interests you. Where specific resources are required these have been
indicated in individual units in the Essential resources sections. Learners would benefit from the
opportunity to choose which documents might be suitable for a series of simulated tasks set for them
by the tutor. In essence the framework captures the essential skills of: managing self; managing
relationships with others; and managing own learning, performance and work. This can be
interspersed with a number of visits to local businesses and discussions as to their business methods
and what is found to be acceptable and not acceptable and therefore ethical or unethical. Delivery
approach It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of BTEC First qualifications and the mode of delivery. If you want a
really useful writable template then this will be a worth using workbook for any of your course-
related writing. Report P5, P6, D2 Assignment 3: Business Plan Business plan. They could present
their findings graphically where appropriate. To achieve D1, learners should develop their ideas for
merit grade and make an objective evaluation of how the work experience supported the
development of entrepreneurial skills. The examples given will be detailed, individual and
comprehensive. At distinction level there will be evidence of justification of all decisions made in
the financial planning. Template is fully editable and available in A4 (210x297mm) and US Letter
(8.5x11 inches) sizes. This should start with an explanation of leadership, different leadership styles
and how these impact on team performance, using well-known examples or from learners’ own
experiences. Tutors should encourage the groups to relate their discussions to local, regional or
national businesses they have studied or are studying in other units. P1, P3, P4, M1, D1 Developing
a Budget Development of a budget for own use. They need to be able to respond to the changing
environment and meet customer needs. Tutors may need to provide assimilable summaries of
government data that learners can use to explore trends in the business environment. They must
provide relevant examples to support the reasons. There may still be formal input, visits and speakers
during time when group work happens. Unit introduction Everyone is a consumer of goods and
services.