Edexcel Level 2 BTEC Certificate and Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC

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  • BTEC

    Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diploma in Business

    For first teaching from September 2006

    Issue 3

    March 2007


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  • Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.

    This specification is Issue 3. Key changes to requirements are sidelined. Centres will be informed if there are any changes. The latest issue can be found on the Edexcel website, www.edexcel.org.uk.

    References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

    Authorised by Roger Beard Prepared by Jeremy Curtis

    Publications Code BF017259

    All the material in this publication is copyright © Edexcel Limited 2007


  • Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diploma in Business. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and also includes advice and guidance regarding appropriate delivery and assessment strategies. The following generic principles need to be adhered to in order that a BTEC qualification is delivered to the appropriate standard.

    • The specification provides necessary information for the successful delivery and achievement of the units and the qualification as a whole. Consequently, the specification is of importance to the learner and tutor alike. The individual units may be delivered and studied in isolation but the learner and the deliverer should have access to the full information provided to support the programme of learning.

    • Centres need to make regular use of the Edexcel website (www.edexcel.org.uk) to ensure that they have the most up to date information. In particular, the requirements relating to the external verification of the qualification receive regular updates and appropriate information for centres is posted on the website. It is the responsibility of the centre to ensure that they are familiar with the latest BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) Handbook and that they implement any related policy documentation which may have been posted on the website.

    • This specification contains details of the assessment and quality assurance procedures. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes. Centres must ensure that they conform to the policies outlined in the specification.

    • Centres are required to recruit learners to BTEC qualifications with integrity. This includes ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to be able to successfully complete the programme of study and achieve the qualification.

    • Centres are required to use the information in this specification to develop and deliver a programme of learning that will enable learners to achieve the grading criteria stipulated in the unit grading grids. Assessment assignments should ensure coverage of all criteria in the unit as set out in the Grading Grid for each unit. Assignments constructed by centres should be valid, reliable and fit for purpose, building on the application of the grading criteria. Centres should use a variety of assessment methods, including case studies, assignments and work-based assessments, along with projects, performance observation and time-constrained assessments. Further guidance relating to the setting of assignments is available in the Getting Started publication which is available on the Edexcel website (www.edexcel.org.uk).

    • Centres are encouraged to place emphasis on the practical application of the grading criteria, providing wherever possible a realistic scenario for learners to work with, and making maximum use of, practical activities and work experience. The creation of assignments that are fit for purpose is vital to the learner’s achievement and their importance cannot be over emphasised.


  • • These qualifications have been accredited to the National Qualifications Framework (NQF) and are eligible for public funding as determined by the DfES under Sections 96 and 97 of the Learning and Skills Act 2000. Details of the qualification units can be seen on the QCA Open Qualifications database (www.qca.org.uk).

    • The qualification titles feature in the funding lists published annually by the DfES and the regularly updated website www.dfes.gov.uk/. The NQF Qualification Accreditation Numbers (QANs) should be used by centres when they wish to seek public funding for their learners. The QANs for these qualifications are listed in Annexe A.

    • This specification is accredited by the Qualifications and Curriculum Authority until 31 August 2009 and for certification of learners until 31 August 2011. Edexcel may update this specification during its period of accreditation and centres need to refer to the Edexcel website for the latest issue of the specification.

    Centres that have not previously offered BTEC qualifications must apply for, and be granted, centre approval before they can apply for approval to offer the programme. When a centre applies for approval to offer a BTEC qualification they will be required to enter into an ‘approvals agreement’. The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations.

  • Contents

    What are BTEC Firsts? 1

    BTEC First Diploma 1

    BTEC First Certificate 1

    National Occupational Standards 1

    Key features of the BTEC Firsts in Business 2

    Rationale of the BTEC Firsts in Business 2

    Structure of the qualification 3

    Edexcel Level 2 BTEC First Certificate in Business 3

    Edexcel Level 2 BTEC First Diploma in Business 4

    Unit format 5

    Units 7

    Unit 1: Exploring Business Purposes 9

    Unit 2: Developing Customer Relations 17

    Unit 3: Investigating Financial Control 27

    Unit 4: Business Communication 35

    Unit 5: People in Organisations 43

    Unit 6: Providing Business and Administration Support 53

    Unit 7: Personal Selling 65

    Unit 8: Doing Business Online 77

    Unit 9: Exploring Business Enterprise 85

    Unit 10: Starting a Small Business 95

    Assessment and grading 105

    Quality assurance 106

    Approval 106

    Risk assessment 106

    Internal verification 106

    External verification 106

    Calculation of the qualification grade 107

    Awarding a qualification grade 107

  • School and College Achievement and Attainment Tables (SCAAT) equivalence 108

    Programme design and delivery 109

    Mode of delivery 109

    Resources 109

    Delivery approach 110

    Accreditation of Prior Learning (APL) 110

    Meeting local needs 110

    Limitations on variations from standard specifications 110

    Access and recruitment 111

    Restrictions on learner entry 111

    Access arrangements and special considerations 111

    The Edexcel BTEC Qualification Framework for the

    business sector 112

    Further information 113

    Useful publications 113

    How to obtain National Occupational Standards 114

    Professional development and training 114

    Annexe A 115

    QCA codes 115

    Annexe B 117

    Grading domains 117

    Annexe C 119

    Key skills 119

    Key skills mapping — summary of opportunities suggested in each unit 120

    Annexe D 121

    National Occupational Standards/mapping with NVQs 121

    Annexe E 123

    Wider curriculum mapping 123

  • What are BTEC Firsts?

    BTEC qualifications are designed to provide specialist work-related qualifications in a range of sectors. They have been developed to p