A Guide to Your New BTEC Nationals in Business

7/26/2019 A Guide to Your New BTEC Nationals in Business

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A guide to your new

Pearson BTEC Nationals in

Business


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BTEC Nationals in Business BTEC Nationals in Business

What's inyour Guide?

UK: 020 7010 2182

[email protected]

@PearsonEconBus

Your subject advisor

Colin Leith

Choice of subjects and course sizes

With the widest choice of vocational subjects available, BTEC Nationals offer

a range of course sizes, each with a clear purpose supporting progression to

higher education or a career.

Find out:

l Course titles and sizes

l Unit-by-unit content

l Mandatory and optional content

Vocational BTEC courses open the door to higher

education and a career

Weve worked closely with over 5,000 employers, universities, teaching

professionals and trainers to develop the new BTEC Nationals.

Find out:

l What schools and colleges told us they liked about BTEC Nationals, and

how we could improve them.

l Why employers value students with BTEC qualications, and why they

support the new Nationals qualications.

l Why HE institutions continue to accept BTECs, and what they said they

wanted to see in the new qualications.

l How BTEC helped our Award winners achieve their goals.

Students apply learning through a range of

practical assessments

BTEC Nationals use a combination of assessment styles to give your students

condence they can apply their knowledge to succeed in the workplace and

have the study skills to continue learning on higher education courses and

throughout their career.

Find out about:

l Assignments: Set and marked by teachers; veried by Pearson. Still the

main form of assessment for all BTEC Nationals.

l Tasks: provide students with work-based challenges in timed, realistic work

conditions.

l Written exams: Students create written answers to practical questions inexam conditions.

Combines qualications, resources and training

to enable progression

Your course toolkit provides free-to-access, high-quality content to support

planning, teaching, assessment and progress tracking, including more

examples of the items youve told us make the most difference.

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Pages

4-7

Pages

8-13

Pages

14-17

Pages

18-23


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Introducing your new Business BTEC Nationals

With input from over 5,000 teachers, employers and higher

education institutions, your new BTEC Nationals in Business

combine up-to-date industry knowledge with the right balance

of the practical, research and behavioural skills your students

need to succeed in higher education and in their careers.

Choice of course sizes

You can choose from a range of course sizes, each with a clear

purpose supporting progression towards a career or further study.

This means your students can keep their options open, and be condent

theyre choosing the right course to suit their study programme.

Up-to-date content

In response to your feedback, we've rened and updated the content so it

better supports student progression, whether thats into higher education or

to employment.

Your new courses include a solid foundation of mandatory content. That

means employers and higher education providers can be condent BTEC-

qualied students demonstrate the same skills and understanding and still

have the opportunity to gain specialist knowledge through studying optional

units.

A practical approach to assessment

Your new BTEC Nationals in Business use a combination of assessment

styles to give your students condence they can apply their knowledge

to succeed in the workplace and have the study skills to continue

learning on higher education courses and throughout their career. The

range of vocational assessments both practical and written means

students can showcase their learning and achievements to best effect

when they take their next step, whether thats supporting applications

to higher education courses or potential employers.

Whats new?

4 5

3

3

3

Employers

Barclays Bank

Footwork First LtdJohn Lewis

Let's Talk Shop

Lloyds Commercial

Banking

Nielsen

Peter Jones Foundation

RPMC

Saracens RFU

The Co-operative Group

Waltham Estates

Higher Education

Harper Adams University

Kingston UniversitySouthampton Solent University

University College Birmingham

University of Chichester

University of East Anglia

University of Exeter

University of Hudderseld

University of Manchester

University of Shefeld

University of the West of

England

Professional Bodies

Chartered Institute

of Personnel andDevelopment

Chartered Institute of

Procurement and Supply

Chartered Management

Institute

Comprehensive course support

There's a range of high quality content and advice available for planning,

teaching, assessment and progress tracking. And youll nd more examples of

the support youve told us makes the most difference, including assignment

briefs, schemes of work, sample marked learner work, specimen papers and

tasks and easy access to our subject experts. Take a look at our support

section for full details.

Support from higher education and employers

Weve designed your new BTEC Nationals to meet the needs of employers

and higher education, so you have the right courses to support your students

progression. That means you can be condent these will be high quality courses

tting into a range of curriculum plans, and providing the right balance of

mandatory content and assessment styles.

Here are just some of the organisations so far who've

written letters of support for your new BTEC Nationals.

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Opening doors to higher education and a career

BTEC Business Students...

62%of large companieshave recruited employees with a BTEC qualication.

Source: YouGov research (Large Businesses, Feb 2011)

Watch the full video online at

quals.pearson.com/HE-EmployersSupport

Theres a few signicant changes, one of which is to have more mandatory

content, which is great for employers and for a professional body like

ourselves, that students coming to us will, we can be certain, have similar

levels of knowledge skills and understanding in similar areas.

John Cunningham, Head of Qualications,

Chartered Institute of Personnel and Development

[We] looked at the

content of the BTEC,

we rened it, we made

it more modern, we

made it more suitable

for admission to

university.

Drew TarmeySenior Lecturer

University of Manchester

6 7

... take

responsibilityfor

their own learning

... know how towork

to a briefwith set

deadlines

... efciently manage

timeto complete tasks

and processes

... have real

experience of

effective teamwork

... develop

interpersonaland

practical thinkingskills

... have a strong

core baseof

knowledge

... have practical

experiencefrom real

world assignments

Lily studied a Level 3 BTEC Diploma in Business alongside a Level 3

BTEC National Subsidiary Diploma in ICT and an A level in Economics

at The Bromfords School and Sixth Form College in Essex. She hasbeen selected to join Tescos Management Programme in September

and plans to combine this with a degree in Business Management and

Law at university.

Outstanding BTEC Business and Enterprise Student of the Year 2015

Lily Mann

Ben achieved a Distinction* in his BTEC First Diploma in Business in 2013

and is now studying for a BTEC National Diploma in Business at Highbury

College. He will return to Highbury in September to complete his Extended

Diploma before taking a full degree in Business Management.

Outstanding BTEC Business and Enterprise Student of the Year 2014

Ben Piper

We've designed each of your new BTEC Nationals qualications primarily to

meet the needs of employers and higher education, ensuring you have the right

courses to support your students' progression. That means you can be condent

these will be high-quality courses tting into a range of curriculum plans, and will

provide the knowledge your students need to succeed.

The percentage of students entering

university holding a BTEC has risen

from 24.9% in 2014 to 26.0%in 2015Source: UCAS Progression Pathways Jan 2016

4 out of 5 BTEC studentsnowin employment consider their BTEC as an

important steptowards their desired job.Source: Further independent research from London Economics, 2010

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Choice of course sizes at a glance

Types of assessment

Assignment Set and marked internally

Task Set and marked by Pearson

Written exam Set and marked by Pearson

Mandatory unit types

H Mandatory Unit that must be passed

S Mandatory Synoptic Unit

T Must achieve at least 2 of the 3 units

The BTEC Nationals in Business provide you with a wide range of qualication

sizes to choose from. Each has a clear purpose, and is designed to ensure

progression to higher education or into employment.

8 9

For more details, see page 18.

Certicate

(180 GLH)

Extended

Certicate

(360 GLH)

Foundation

Diploma

(510 GLH)

Diploma

(720 GLH)

Extended

Diploma

(1080 GLH)

Equivalent in size to0.5 A-levels

Equivalent in size to1 A-level

Equivalent in size to1.5 A-levels

Equivalent in size to2 A-levels

Equivalent in size to3 A-levels

Applied General Qualication* Applied General Qualication* Applied General Qualication* Applied General Qualication* Applied General Qualication*

TOTAL: 2 UNITS TOTAL: 4 UNITS TOTAL: 6 UNITS TOTAL: 8 UNITS TOTAL: 13 UNITS

2 MANDATORY UNITS 3 MANDATORY UNITS 4 MANDATORY UNITS 6 MANDATORY UNITS 7 MANDATORY UNITS

1. Exploring Business (90 GLH) H 1. Exploring Business (90 GLH) H 1. Exploring Business (90 GLH) H 1. Exploring Business (90 GLH) T 1. Exploring Business (90 GLH) H

2. Developing a MarketingCampaign (90 GLH) H S




2. Developing a MarketingCampaign (90 GLH) H

3. Personal and Business Finance(120 GLH) H




4. Managing an Event (90 GLH)H S

4. Managing an Event (90 GLH)S T

4. Managing an Event (90 GLH)H

5. International Business(90 GLH) S T

5. International Business(90 GLH) H

6. Principles of Management(120 GLH) H


7. Business Decision Making(120 GLH) H S

0 OPTIONAL UNITS 1 OPTIONAL UNIT 2 OPTIONAL UNITS 2 OPTIONAL UNITS 6 OPTIONAL UNITS

Performance measures and funding

* Indicates this qualication has been includedon the Department for Education's 16-19performance measure lists (2018 results)(England only). All new BTEC Nationals arefunded for 16-18 learners. Those includedon a 16-19 list are also eligible for 19-23entitlement funding.

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Choice of course sizes in detail

Here we will take an in-depth look through your BTEC Nationals in Business

showing the unit choices for each qualication and how your students can

progress.

10 11

Certicate (180 GLH)

Extended Certicate (360 GLH)

2 MANDATORY UNITS

1. Exploring Business (90 GLH) H


0 Optional Units

QAN 601/7155/8

Equivalent insize to

0.5 A Level

Total number

of Units2

Aim To provide students with an introduction ofthe business sector, normally to be takenalongside other level 3 qualications.

Progression

toFurther study at level 3, higher educationor training in business or a related sector.

QAN 601/7159/5


1 A Level

Total number

of Units4

Aim To give a broad overview of the businesssector, forming part of a programme ofstudy including other courses e.g. BTECNationals or A levels.

Progression

to

Further study at level 3, higher education

or training in business or a related sector.

Optional unit

choices8. Recruitment and Selection Process

14. Investigati ng Customer Service

22. Market Research

23. The English Legal System

27. Work Experience in Business

3 MANDATORY UNITS

Mandatory UnitsLearners complete and

achieve all units




Learners complete1 Optional Unit

Foundation Diploma (510 GLH)

QAN 601/7161/3


1.5 A Levels

Total number

of Units6

Aim To provide students with a base of studyin the business sector and who aimto progress to higher education, andunltimately employment in the businesssector.

Progressionto

Further study at level 3, higher educationor training in business or a related sector.

Optional unitchoices

8. Recruitment and Selection Process

10. Recording Financial Transactions

13. Cost and Management Accounting

14. Investigating Customer Service

16. Visual Merchandising

17. Digital Marketing

19. Pitching for a New Business

22. Market Research


24. Employment Law

27. Work Experience in Business

Types of assessment



Written exam Set and marked by Pearson




For more details, see page 18.

4 MANDATORY UNITS


achieve all units




4. Managing an Event (90 GLH)H S

Learners complete2 Optional Units

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BTEC Nationals in Business BTEC Nationals in Business12 13

Choice of course sizes in detail

Extended Diploma (1080 GLH)

Diploma (720 GLH)

QAN 601/7157/1

Equivalent in

size to2 A Levels

Total number

of Units8

Aim To provide a substantive part of a studyprogramme for learners who want a strongcore of business sector study, with spacefor additional subjects studied to offerbredth or focus to their study programme.

Progression

toA career in business, via higher educationor entry-level employment.

Optional unit


9. Team Building in Business


11. Final Accounts for Public LimitedCompanies

12. Financial Statements for SpecicBusinesses


14. Investiga ting Customer Service

15. Investiga ting Retail Business



18. Creative Promotion

19. Pi tching for a New Business

20. Investigati ng Corporate SocialResponsibility

21. Training and Development

22. Market Research


24. Employment Law

25. Aspects of Civil Liability AffectingBusiness

26. Aspects of Criminal Law Impacting on

Business and Individuals27. Work Experience in Business

QAN 601/7160/1


3 A Levels

Total number

of Units 13

Aim To provide a strong study programme inthe business sector, offering depth andbredth of knowledge, as a main studyprogramme.

Progressionto

A career in business, via higher education.

Optional unit


9. Team Building in Business


11. Final Accounts for Public LimitedCompanies

12. Financial Statements for SpecicBusinesses


14. Investigating Customer Service

15. Investigating Retail Business



18. Creative Promotion

19. Pitching for a New Business

20. Investigat ing Corporate SocialResponsibility

21. Training and Development

22. Market Research


24. Employment Law

25. Aspects of Civil Liability AffectingBusiness

26. Aspects of Criminal Law Impacting onBusiness and Individuals

27. Work Experience in BusinessTypes of assessment



Written exam Set and marked by PearsonFor more details, see page 18.

6 MANDATORY UNITS

Mandatory ExternalUnits Learners complete

and achieve all units




Mandatory Internal Units

Learners complete allunits and achieve at least 2

1. Exploring Business (90 GLH)

4. Managing an Event (90 GLH) S

5. International Business(90 GLH) S


7 MANDATORY UNITS


achieve all units


2. Developing a MarketingCampaign (90 GLH) H


4. Managing an Event (90 GLH)H

5. International Business(90 GLH) H


7. Business Decision Making(120 GLH) H S





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Students apply learning through practical assessments

The same teaching and assessment

style you know and loveIn units assessed by assignments, your programme

team creates an assignment brief for students to carry

out set tasks and create evidence to work-related

scenarios. Assignments can include research, projects,

investigations, eldwork, and experiments, and often link

theory with practical exercises.

14 15

Assignments

Set and marked by:

Centre (school, collegeor training provider)

Veried by:Pearson

Whats involved

Students complete aseries of tasks set in awork-related scenariowhich you can tailor tolocal industry needs.

Whats the result?

Your studentsgenerate authenticevidence, drawing ontheir knowledge andskills to complete apractical project over aperiod of time, workingeither individually or in

a team.

Assignments

All internal assessment is quality assured through a

combination of internal verication (carried out by you in

your centre) and external verication (sampling) which

we carry out annually to ensure all centres are assessing

consistently to the national standard.

Authorised assignment briefsPre-approved assignments so you don't need to worry

Assignments Tasks Written exams

BTEC Nationals use a combination of assessment styles to give your students

condence they can apply their knowledge to succeed in the workplace and

have the study skills to continue learning on higher education courses. This

range of vocational assessments both practical and written mean students

can showcase their learning and achievements to best effect when they take

their next step, whether thats supporting applications to higher education

courses or potential employers.

BTEC Nationals use three types of assessment:

See page 15 See page 16 See page 17

Ready-

to-use

assignment

briefsMapped

directly to

the delivery

guides

BTEC Assignment Brief

Qualification

Pearson BTEC Level 3 National Foundation Diploma in

BusinessPearson BTEC Level 3 National Diploma in Business

Pearson BTEC Level 3 National Extended Diploma in

Business

Unit number and title Unit 4: Managing an Event

Learning aim(s) (For NQFonly)

A:Explore the role of an event organiser

Assignment title Could I be an event organiser?

Assessor

Issue date

Hand in deadline

Vocational Scenario or

Context

Careers in events management are becoming popular and

competitive, with events organisers producing events thatrange from huge music festivals to product launches for

small businesses.As part of your research into your options for the future you

have decided to explore the role of an event organiser and

your suitability for this role.Your research into the role could include an interview with

someone who has experience of organising events, and arecord of the outcome in the form of an interview

transcript.

Your research into your suitability for this role will involvecarrying out two skills audits, one for an events organiser,

and one for yourself.You will use your research to produce a report.

Task 1

You will have to gather comprehensive research evidence

into the role and skills of an events organiser.

Your research should include: the tasks and procedures to be completed in

organising and setting up an event

Formats for skills audit collection including an auditof own skills

an investigation of current legal requirements forevents organisation

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Written ExamsTasksStudents demonstrate their skills and knowledge in a real-life scenario they are likely to

encounter in the workplace. You decide when in a given window the assessments take

place, helping to ensure they take place at the most convenient time.

Set and marked by:

PearsonSet and marked by:

Pearson

What's involved?

Students draw on essential

information to create

written answers to practical

questions in exam conditions.

What's the result?

Exams helps to ensure

that all students are

consistently assessed. They

help employers and higher

education to trust that BTEC

students come with the same

consistent base of knowledge

and skills.

What's involved?

Tasks require students todemonstrate their skills

and knowledge in a real-life

scenario they are likely to

encounter in the workplace.

They provide students work-

based challenges, where they

are faced with realistic work

conditions and time-based

pressures.

What's the result?

Tasks help to provide a

consistent standard of

assessment for all BTEC

students. Employers and

higher education can trust

BTEC students come with

the same consistent base ofknowledge and skills.

Tasks

Written exams

Written exams take a practical approach to testing

essential knowledge in test conditions.

Unit 2: Developing a Marketing

Campaign,students are provided with a

case study two weeks before being assessed

during a three hour supervised period.

In the assessment students are required

to prepare a marketing campaign for

a given product or service, that was

presented to them in the case study.

Unit 3: Personal and Business Finance,

students are required to sit a two hour exam

that has 100 marks available, the exam is

split into 2 sections.

Section A is based on personal nance

content and is worth one third of the

marks.

Section B contains questions based on

business nance and is worth two thirds

of the available marks.

Unit 6: Principles of Management,

students are provided with a case study two

weeks prior to the supervised assessment,

which will take place over 3 hours.

Students are required to conduct their

own research prior to the assessment

date to help them complete the set task.

Unit 7: Business Decision Making,

students are provided with a business

scenario, they will then will then complete a

task during a three hour assessment period.

During this assessment period students

are required to complete and submit their

answer based on the provided information.

Frequency: Twice yearly



First window: May/June 2017

First window: January 2018

First window: January 2018


First window: June 2017

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Grading accurately reects students' performanceand achievements

Each BTEC Nationals unit is individually graded (Pass, Merit, Distinction)

and contributes towards a learner's nal qualication grade. Each unit

contributes points proportionally to the overall grade. This allows students

to gain recognition for strong performance in areas they excel.

A learner's nal grade is decided by their performance across the

qualication, based on a combined total of points earned from

assessments. However, students need to pass most (and in some cases,

all) mandatory content to remain eligible for an overall qualication pass.

Re-submissions and re-takes

Internal assessments

How assessment recognises learners' overall

achievementSupport

You told us how important it is to have

comprehensive support available to help with the

planning and presentation of your qualications. That's

why we've developed a whole suite of support materials

to help you at every step of the way.

Plan Teach Assess & Track Develop

Plan

Get to know your course

Specication

Contains details of all qualication

units, and explains all the key

information needed to deliver the

qualication.

Course planning

myBTEC

PrintedResource

EditableTemplate

DigitalService

PersonalSupport

Key

Getting Ready to

Teach Events

FREE, full-day events

specically designed to walk

you through the delivery of

your BTEC National courses.

Book your place now.

Synoptic assessment

The content of some units (for example, Unit 4) helps learners

demonstrate that they can apply skills, knowledge and techniques from

across the qualication. Synoptic units can be assessed by assignment,

task, or exam and affect the overall qualication grade in the same way

as a regular unit.

You can nd more detail of points allocations for each unit in

Section 9 of the specications.

Recruit and preparelearners

Skills for Learningand Work

These customisable activity sheets

are available for your students

to work through as part of your

delivery of the course.

Re-submissions

Each internal assignment can be submittedonce, within 15 daysof the original work

being returned to the student. Learners

can improve their grade, whether thats to

reach the Pass threshold, or to achieve a

narrowly-missed Merit or Distinction.

Re-takes

If a learner is still short of the Pass threshold,

then they can re-take the assessment for that

unit, against a new assignment brief which

covers only Pass criteria.

Re-sits

Students can re-sit

externally assessed

units once, in the next

available assessment

window. Because

students will take a

new paper or task

brief, grades arent

capped in re-sits, and

they can improve their

unit grade.

External assessments

'Must-pass'

units

Learners must

complete and

pass all units

which carry

this symbol.

H

We've shown

which units

have synoptic

assessment

on pages

8-9with this

symbol.

S

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Expert help and support

Subject Advisor

Get specialist support with a

range of subject-specic queries,

such as specication queries,

qualication delivery and general

assessment.

20 21

BTECNATIONAL BUSINESS UNIT 1:EXPLORING BUSINESS

Pearson 2015 1

Lesson TopicLesson

typeSuggested activities

Classroomresources

1 Introduction Tutor presentation:Issue specifications to discuss the unit,

the learning outcomes, and the mode of assessment.Introduce useful online resources (e.g.

www.thebusinesspodcast.co.uk and www.ted.com/talks).

Small group activity/class discussion:Ask learners to

collaborate in small groups to come up with examples ofdifferent businesses that they have experiences of then use

these as the basis of a class discussion.

Tutorpresentationand notes

PC or laptops

with internetconnection

Small dry wipeboards forgroup activity

Lea rning aim A : Ex plore the features o f differe nt b usiness es and an aly se w hat makes th emsucc ess ful

2-3 Topic A1Features ofbusinesses

Ownership

Private, Public, Not-

for-profit

Tutor presentation:Presentation on choosing a legalstructure for a business.

Class discussion:Learners discuss businesses they know,identifying businesses by name and ownership (e.g. Asda PLC)to create an A to Z of businesses and their type of ownership.This could lead to a discussion on the different types of

Tutorpresentationand notes

Whiteboard

Small dry wipe

boards for

Unit title Exploring Business Key to lesson type

Guided learninghours

90AW Assignment

writing

RS Revisionsession

Number oflessons

45GS Guest speaker V Visit

Duration oflessons

2 hoursIS Independent

study

WE Workexperience

Links to other units

All other units

Plan

Schemesof Work

Lesson-by-lesson

plans of how to cover

each unit together

with suggestions for

resources to support

your teaching, and

activities to keep

students engaged.

*S50318A0818*8

SECTION B: BusinessFinance

Answerall questions. Write youranswersin the spaces provided.

Connor'sbusiness

Connor has recently taken over thefamily cheese-makingbusiness after his mumdecided to retire.The business has been very successful recently and has beenfeatured on several 'real food'programmes on television as well as securingatwo-year deal with a national supermarket chain.Connor is lookingto expandthebusiness.

You havebeen hired by Connor to helpwith thefinancial sideof thebusiness and totakethe lead on theexpansion.

Businesses such as Connors will haveassets.

7 Identify twotypes of intangiblenon-current assets.

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 Outlinewhat is meant by capital income.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Total for Question 7= 2marks

Total for Question 8= 2marks

8 PearsonBTECLevel3 Nationals inBusiness Unit3 FinalSampleAssessmentMaterials Issue1 November2015 PearsonEducationLimited2015

Student Textbooks

1 and 2 in Business

are accompanied by an

ActiveBook (a digital version

of the Student Book), an

easy way for learners to

personalise their learning

as they progress through

the course, and perfect for

revision and reinforcement

of key skills.

UNIT 1:E XPLORINGBUSINESS

978-1-44692-767-0 PearsonBTEC Nationalsin BusinessDeliveryGuide

Issue 1 SeptemberPearson Limited20157

Details of links to other BTEC units and qualifications,

and to other relevant units/qualifications

Pearson BTEC Level 3 Nationals in Business (NQF):

all other units.

Resources

In addition to the resources listed below, publishers are likely to producePearson-endorsed textbooks that support this unit of the BTEC Nationals inBusiness. Check the Pearson website(http://qualifications.pearson.com/endorsed-resources)for more information astitles achieve endorsement.

Textbooks

Coupland-Smith, H., Phillips, J., et al, BTEC Level 3 National Business

Student Book 1, Pearson, 2016 (ISBN 978-1292126-20-3)

A student book covering the new BTEC Level 3 NQF course. Unit 1: Exploring

Business is covered in full.

Journals

Business Review (Philip Allan Magazines)

A journal designed for Business Studies students. It includes relevant

theoretical articles as well as information on companies and markets.

The Economist

A weekly economics and business journal that has regular articles and

features about issues related to public sector businesses and the economy. It

also has an extensive archive of relevant materials.

Videos

www.bbc.co.uk/schools/gcsebitesize/business/environment/stateofeconomyvi

d.shtml

Experts talk about the impact of an economic downturn and what a business

can do to stay afloat in hard times.

www.ted.com

Online videos of short talks (18 minutes or less) covering a wide ranfe of

topics including business and global issues.

Websites

www.bbc.co.uk/news/business/economy

News about the UK economy.

www.bized.co.uk

Business education resources including case studies, simulations and

worksheets.

Sample Assessment

Material

Gives realistic examples of

what to expect in assessment.

Delivery Guides

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companion to the

specication, giving a

complete breakdown

of each unit, ideas for

delivery, and a list of

helpful resources.

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Nationals in Business qualications.

Delivery Guides

Training

Training Courses

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aspect of delivery from our

experienced trainers with our face-

to-face, online and centre-based

training options.

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Guidance

Quality Assurance

Handbooks

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Standards Verier andQuality Review visit

Standardisation Training

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support you need to condently

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Examples of the standard

Authorised Assignment

Briefs

A selection of Assignment Briefsapproved by a Senior Standards

Verier.

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Templates and tools

Reports and feedback

Examiner Reports

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A Guide to Your New BTEC Nationals in Business