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Qualification Handbook

Level 2 Technical Award in Business and Enterprise

(4259-20)

September 2015 Version 1.0

2 Level 2 Technical Award in Business and Enterprise (4259-20)

Qualification at a glance

Industry area Business support skills

City & Guilds qualification number

4259

Age group 14 – 16 (Key Stage 4)

Assessment To gain this qualification, candidates must successfully achieve the following assessments:

One externally set, externally moderated assignment

One externally set, externally marked test, sat under examination conditions

Grading This qualification is graded Pass/Merit/Distinction/Distinction*

For more information on grading, please see Section 6: Grading.

Approvals These qualifications require full centre and qualification approval

Support materials Sample assessments

Guidance for delivery

Guidance on use of marking grids

Registration and certification Registration and certification of this qualification is through the Walled Garden, and is subject to end dates.

External quality assurance This qualification is externally quality assured by City & Guilds, and its internally marked assignments are subject to external moderation. There is no direct claim status available for this qualification.

Title and level Size (GLH)

City & Guilds qualification number

Ofqual accreditation number

Level 2 Technical Award in Business and Enterprise

120 4259-20 601/7500/X

Level 2 Technical Award in Business and Enterprise (4259-20) 3

Contents

1 Introduction 5

What is this qualification about? 5

Qualification structure 7

Assessment 7

2 Centre requirements 8

Approval 8

Resource requirements 8

Learner entry requirements 8

3 Delivering technical qualifications 9

Delivering a Technical Award – Key tips 9

Support materials 10

4 Assessment 11

Summary of assessment methods and conditions 11

What is synoptic assessment? 13

How the assignment is synoptic for this qualification 13

External test for stretch, challenge and integration 13

Assessment objectives for synoptic assignments 14

Test specification 15

5 Moderation and standardisation of assessment 17

Internal standardisation 17

Supervision and authentication of internally assessed work 17

Moderation 18

Post-moderation procedures 18

Centres retaining evidence 18

Use of technology and innovation 18

6 Grading 19

Grade descriptors 19

Awarding qualification grades, including Distinction* 20

7 Administration 21

External quality assurance 21

Enquiries about results 21

Re-sits and shelf-life of assessment results 22

Factors affecting individual learners 22

Malpractice 22

Access arrangements and special consideration 22

Unit 201 Business enterprise 24

What is this unit about? 24

Learning outcomes 24

Scope of content 25

Guidance for delivery 27


Suggested learning resources 27

Unit 202 Managing business resources 28



Scope of content 29



Unit 203 Marketing and business communication 33



Scope of content 34



Unit 204 Event management 38



Scope of content 39



Appendix 1 Sources of general information 42


1 Introduction

What is this qualification about?

The following purpose statement relates to the Level 2 Technical Award in Business and Enterprise.

Area Description

OVERVIEW

Who is this qualification for? This qualification aims to provide you with an introduction to a range of roles and functions within business organisations in the public, private and voluntary sectors.

What will the student study as part of this qualification?

This qualification covers a range of knowledge required for understanding the nature of working in a modern business environment.

The qualification has four units:

Business enterprise

Managing business resources

Marketing and business communication

Event management.

What knowledge and skills will the student develop as part of this qualification and how might these be of use and value in further studies?

The qualification develops the following knowledge, understanding and skills:

characteristics of successful entrepreneurs

rewards and risks in business

factors to consider when setting up a business

management of human and financial resources within a business

use of physical resources

purpose of marketing

methods and importance of communication in business

skills required to plan, run and evaluate events.

Your understanding and skills can be developed further through progression to other qualifications, such as A levels or specific to a sector, including:

City & Guilds Level 3 Advanced Technical Certificate in Business & Enterprise: Professional Administration/Marketing/Finance and Accounting


You will also find the understanding and skills useful to progress to an apprenticeship.

Which subjects will complement this course?

GCSEs in Business Studies and Maths will complement this qualification


Qualification structure

For the Level 2 Technical Award in Business and Enterprise the teaching programme must cover the content detailed in the structure below:

Unit number

Unit title GLH

201 Business enterprise 30

202 Managing business resources 30

203 Marketing and business communication 30

204 Event management 30

Assessment

To achieve the Level 2 Technical Award in Business and Enterprise candidates must successfully complete both mandatory assessment components.

Component number

Title

020 Externally set, externally marked test

021 Externally set, externally moderated synoptic assignment


2 Centre requirements

Approval New centres will need to gain centre approval. Existing centres who wish to offer this qualification must go through City & Guilds’ full Qualification Approval Process. There is no fast track approval for this qualification. Please refer to the City & Guilds website for further information on the approval process: www.cityandguilds.com

Resource requirements Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme.

Centre staffing Staff delivering this qualification must be able to demonstrate that they meet the following requirements:

be technically competent in the areas in which they are delivering

be able to deliver across the breadth and depth of the content of the qualification being taught

have recent relevant teaching and assessment experience in the specific area they will be teaching, or be working towards this

demonstrate continuing CPD.

Physical resources Centres must be able to demonstrate that they have access to the equipment and technical resources required to deliver this qualification and its assessments.

Internal Quality Assurance Internal quality assurance is key to ensuring accuracy and consistency of tutors and markers. Internal Quality Assurers (IQAs) monitor the work of all tutors involved with a qualification to ensure they are applying standards consistently throughout assessment activities. IQAs must have, and maintain, an appropriate level of technical competence and be qualified to make both marking and quality assurance decisions through a teaching qualification or recent, relevant experience.

Learner entry requirements Centres must ensure that all learners have the opportunity to gain the qualification through appropriate study and training, and that any prerequisites stated in the What is this qualification about? section are met when registering on this qualification.

Age restrictions

This qualification is approved for learners aged 14 – 16.

http://www.cityandguilds.com/


3 Delivering technical qualifications

Delivering a Technical Award – Key tips Our Technical Awards are high-quality qualifications that give learners a broad introduction to an industry sector. The Level 2 Technical Award in Business and Enterprise provides learners with exciting opportunities to develop both their applied knowledge and theoretical understanding, alongside their development of key practical and technical skills within the business sector.

Taking a holistic approach to delivery Tutors are encouraged to take a holistic approach to the delivery of topics and themes from across the units that make up this Technical Award. Linking key related concepts from across different units will help to develop learners’ understanding of the connections between the different elements of knowledge and skills, as well as preparing them to complete the synoptic assessment requirements.

Engaging with employers to develop links between theory and practice The use of employers and valuable work-related learning contexts are beneficial in developing links between theory and practice. Trips and visits to a range of industry sector providers can help bring concepts to life, enabling learners to apply and deepen their understanding of

how key terms, processes and models can be applied in different contexts

the scale and scope of their industry sector

the local skills gaps and needs that may exist.

Use of learning technologies The use of learning technologies can be useful in developing learners’ independent learning skills. Online learning content, provided through a virtual learning environment or similar platform, can offer valuable opportunities for reinforcing key concepts and extending learning outside the classroom. Learners should be challenged to develop both their industry related technical knowledge and understanding along with skills in digital literacy and applied English and mathematics. For example, the safe and appropriate use of online discussion forums may help learners to develop their critical evaluation skills when sharing key resources or debating a key concept or process. Smart devices, audio-visual tools and social media should be harnessed, to support learners in researching and recording industry related practices.

Development of learning and thinking skills Learners should be encouraged to develop confidence in their independent research skills, making effective use of both online and offline information sources. Relevant industry magazines and trade journals, along with good quality websites should be signposted as key sources of sector information. Teaching activities should promote the evaluation of different information sources to consider their validity and reliability.

Tutors are encouraged to use creative and collaborative learning activities which inspire and engage learners to confidently apply and evaluate their developing technical knowledge and skills. Learners should be encouraged to take responsibility for their own learning and development; drawing on their own experiences where possible. Meaningful self and peer-assessment activities are encouraged to develop learners’ self-awareness and reflective practice as independent, critical thinkers. Inclusive learning activities which challenge stereotypes and develop learners’ awareness of diversity in their industry sector are particularly important.


Support materials

The following resources are available for this qualification:

Description How to access

Sample assessments

Guidance for delivery

Guidance on use of marking grids

Available 2016 on the qualification pages on the City & Guilds Website: www.cityandguilds.com




4 Assessment

Summary of assessment methods and conditions

Component numbers

Assessment method

Description and conditions

020 Externally marked test

This test is externally set and externally marked, and will be sat online through City & Guilds’ computer-based testing platform.

The test is designed to assess candidate’s depth and breadth of understanding across the mandatory content in the qualification at the end of the period of learning, and will be sat under invigilated examination conditions. See JCQ requirements for details: http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations

The test specification on page 15 shows the coverage of this test across the qualification content.

Candidates who fail this test at the first sitting will have one opportunity to re-sit the test. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year.

http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations



Component numbers

Assessment method

Description and conditions

021 Externally moderated synoptic assignment

This assignment is externally set, internally marked and externally moderated, and is designed to require the candidate to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the whole content area. Candidates will be judged against the assessment objectives listed on page 14.

Assignments will be released to centre staff towards the end of the learners’ programme, usually the week before Easter each year.

Centres will be required to maintain the security of all live assessment materials until assessment windows are open. Assignments will therefore be password protected and released to centres through a secure method.

Guidance on equipment, resources and duration will be released as appropriate to ensure centres can plan for delivery of practical assignments in advance. The marking grid for the assignment will be available to centres from the start of the learning programme.

Candidates who fail this assignment on first submission of marks will have one opportunity to re-sit, and must sit a new task or assignment different to the original assessment. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year.

Please note that for externally set assignments City & Guilds provides guidance and support to centres on the marking process and associated marking grid in the assessment pack for the qualification, and in the Guidance on the use of marking grids.


What is synoptic assessment? Technical qualifications are based around the development of a toolkit of knowledge, understanding and skills that an individual needs in order to have the capability to work in a particular industry or occupational area. Individuals in all technical areas are expected to be able to apply their knowledge, understanding and skills in decision making to solve problems and achieve given outcomes independently and confidently.

City & Guilds technical qualifications require candidates to draw together their learning from across the qualification to solve problems or achieve specific outcomes by explicitly assessing this through the synoptic assignment component.

In this externally set, internally marked and externally moderated assessment the focus is on bringing together, selecting and applying learning from across the qualification rather than demonstrating achievement against units or subsets of the qualification content. The candidate will be given an appropriately levelled, substantial, occupationally relevant problem to solve or outcome to achieve. For example this might be in the form of a briefing from a client, leaving the candidate with the scope to select and carry out the processes required to achieve the client’s wishes, as they would in the workplace.

Candidates will be marked against assessment objectives (AOs) such as their breadth and accuracy of knowledge, understanding of concepts, and the quality of their technical skills as well as their ability to use what they have learned in an integrated way to achieve a considered and high quality outcome. These are detailed on page 14.

How the assignment is synoptic for this qualification The typical assignment brief could be to plan the delivery of a business event to meet a client needs. Candidates would need to research and plan methods of promotion and marketing and consider the specific requirements and restraints of the proposed event. Candidates would also take part in the planning, running and evaluation of an enterprise event such as a charity fundraiser, product launch or sales opportunity, reflecting on success and impact afterwards.

External test for stretch, challenge and integration The external assessment will draw from across the full content of the qualification, using a range of shorter questions to confirm breadth of knowledge and understanding. Extended response questions are included, giving candidates the opportunity to demonstrate higher level understanding and integration through discussion, analysis and evaluation, and ensuring the assessment can differentiate between ‘just able’ and higher achieving candidates.


Assessment objectives The assessments for this qualification are set against a set of assessment objectives (AOs) which are used across all City & Guilds Technicals to promote consistency among qualifications of a similar purpose. They are designed to allow judgement of the candidate to be made across a number of different categories of performance.

Each assessment for the qualification has been allocated a set number of marks against these AOs based on weightings recommended by stakeholders of the qualification. This mark allocation remains the same for all versions of the assessments, ensuring consistency across assessment versions and over time.

The following table explains all AOs in detail, including weightings for the synoptic assignments. In some cases, due to the nature of a qualification’s content, it is not appropriate to award marks for some AOs. Where this is the case these have been marked as N/A. Weightings for tests (AOs 1, 2 and 4 only) can be found with the test specification.

Assessment objective Level 2 Technical Award in Business and Enterprise

Typical expected evidence of knowledge, understanding and skills

Approximate weighting

AO1 Recalls knowledge from across the breadth of the qualification.

Legislation and regulations, roles and responsibilities, use of terminology, health and safety considerations, knowledge of marketing plans - structure, purpose, training, preparation of basic expenditure budgets, contingency planning

10%

AO2 Demonstrates understanding of concepts, theories and processes from across the breadth of the qualification.

Considering legal requirements, responsibilities of employees, attracting customers, health and safety of working practices, profit and loss, creation of marketing plan, analysis of competition, monitoring of resources, methods of promotion.

10%

AO3 Demonstrates technical skills from across the breadth of the qualification.

Budgeting, calculating profits, verbal and non verbal communication with others – peers, clients, customers, reflection, completing documentation.

10%

AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated and holistic way to achieve specified purposes.

Planning, development of plans, effective use of appropriate analysis to fit the brief, problem solving, adaptation, organisational skills, linking concepts and consideration of wider impacts.

20%

AO5 Demonstrates perseverance in achieving high standards and attention to detail while showing an understanding of wider impact of their actions.

Using methods of analysis, reflection of evaluation of promotional activities and marketing plan, evaluation of effectiveness and feedback from peers, improvements on services/event, details in plans and documentation.

20%


Assessment objective Level 2 Technical Award in Business and Enterprise

Typical expected evidence of knowledge, understanding and skills

Approximate weighting

AO6 Undertakes independent research for a purpose and uses information/data effectively.

Market research, planning project, using research methodologies, data gathering and analysis.

10%

AO7 Demonstrates originality and creativity to experiment and innovate beyond conventional application of designs and/or use of materials.

There is no requirement for originality or creativity at this stage.

N/A

AO8 Communicates effectively, accurately and appropriately for the intended audience.

Communication when promoting event, development of a clear plans/promotional materials to, communication with others as part of event delivery team, responding to instructions, attention to spelling, punctuation and grammar in documentation/generated evidence.

20%

Test specification AO weightings per test

AO Test 020 weighting (approx. %)

AO1 Recalls knowledge from across the breadth of the qualification. 30

AO2 Demonstrates understanding of concepts, theories and processes from across the breadth of the qualification.

50

AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated and holistic way to achieve specified purposes.

20


The way the test covers the content of the qualification is laid out in the table below:

Assessment type: Examiner marked, written test*

Assessment conditions: Invigilated examination conditions

Grading: X/P/M/D

020 Duration: 2 hours

Unit Outcome

Number of marks

%

201 1. Understand the concept of business enterprise

6 8

2. Know factors to consider when setting up a business

10 13

202

1. Understand the management of human resources

10 13

2. Understand the efficient use of physical resources

6 8

3. Understand the management of financial resources within a business

10 13

203 1. Understand the purpose of marketing 6 8

2. Understand the main components of the marketing mix

6 8

3. Understand the importance of effective communication for business 6 8

4. Understand methods of communication

204 1. Plan events 4 5

N/A Integration across the units 16 20

Total 80 100

*These tests are sat under invigilated examination conditions, as defined by the JCQ: http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations. Entry for tests can be made through the City & Guilds Walled Garden.



5 Moderation and standardisation of assessment

City & Guilds’ externally set assignments for technical qualifications are designed to draw from across the qualifications’ content, and to contribute a significant proportion towards the learner’s final qualification grade. They are subject to a rigorous external quality assurance process known as external moderation. This process is detailed below.

Internal standardisation

For internally marked work the centre is required to conduct internal standardisation to ensure that all work at the centre has been marked to the same standard. If two or more tutors are involved in marking assessments, one must be designated as the lead tutor responsible for internal standardisation. The lead tutor takes responsibility during standardisation for ensuring a single approach and standard is achieved. If there is a disagreement the lead tutor will have the final say.

For standardisation purposes, before final marking takes place, common pieces of work must be selected and marked by all tutors, and any differences between interpretation and marks awarded must be discussed and reconciled at an internal standardisation session in which all tutors must participate.

The Internal Quality Assurer (IQA) must ensure that the training includes the use of reference and archive materials such as work from previous years as appropriate.

The IQA must sign the Centre Declaration Sheet (CDS) to confirm that internal standardisation has taken place. If only one tutor has undertaken the marking, that person must sign this form.

The completed record form must be attached to each candidate’s work and the CDS must be submitted to City & Guilds during the moderation. The record form and CDS must be signed in order for the candidate’s results to be processed.

Supervision and authentication of internally assessed work

The Head of Centre is responsible for ensuring that internally assessed work is conducted in accordance with City & Guilds’ requirements.

City & Guilds requires:

candidates to sign the Declaration of authenticity form to confirm that any work submitted is their own

tutors to confirm on the record form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down in the assessment documentation

The tutor must be sufficiently aware of the candidate’s standard and level of work to make a judgement whether the work submitted is within the expected ability and style of the candidate or whether a further investigation into the authenticity of the work is required.

If the tutor is unable to sign the authentication statement for a particular candidate, then the candidate’s work cannot be accepted for assessment.


Moderation

Moderation is the process where external examiners are standardised to a national standard in order to review centre marking of internally marked assessments. These examiners are referred to as ‘moderators’. Moderators will mark a representative sample of centre marked, candidates’ work from every centre. Their marks act as a benchmark to inform City & Guilds whether centre marking is in line with the national standard.

Where moderation shows that the centre is applying the marking criteria correctly, centre marks for the whole cohort will be accepted.

Where moderation shows that the centre is either consistently too lenient or consistently too harsh in comparison to the national standard, an appropriate adjustment will be made to the marks of the whole cohort, retaining the centre’s rank ordering.

Where centre application of the marking criteria is inconsistent, an appropriate adjustment for the whole cohort may not be possible on the basis of the sample of candidates’ work. In these instances a complete remark of the candidates’ work may be necessary. This may be carried out by the centre based on feedback provided by the moderator, or carried out by the moderator directly.

Moderation applies to all internally marked assignments. Following standardisation and marking, the centre submits all marks and candidates’ work to City & Guilds. This may involve digital or postal submission. The deadline for submission of evidence will be available on Walled Garden.

In most cases candidates’ work will be submitted directly to the moderator for moderation, either postally or electronically. This includes written work, photographic and pictorial evidence, or video and audio evidence. For some qualifications there will be a requirement for moderators to visit centres to observe practical assessments being undertaken. This will be for qualifications where the assessment of essential learner skills can only be demonstrated through live observation. The purpose of these visits is to ensure that the centre is assessing the practical skills to the required standards, and to provide the moderators with additional evidence to be used during moderation. These visits will be planned in advance with the centre for all relevant qualifications.

Post-moderation procedures

Once the moderation process has been completed, the confirmed marks for the cohort are provided to the centre along with feedback from the moderator on the standard of marking at the centre, highlighting areas of good practice, and potential areas for improvement. This will inform future marking and internal standardisation activities.

City & Guilds will then select a sample of work to be used for awarding, the process by which grade boundaries are set.

Centres retaining evidence

Centres must also retain assessment records for each candidate for a minimum of three years. To help prevent plagiarism or unfair advantage in future versions, candidate work may not be returned to candidates. Samples may however be retained by the centre as examples for future standardisation of marking.

Use of technology and innovation

City & Guilds will set evidence requirements for moderated assignments based on their fitness for purpose in terms of validity, reliability and manageability. This will include use of digital evidence and new technologies to support the moderation process wherever current available technology allows.


6 Grading

Awarding individual assessments

Individual assessments will be graded pass/merit/distinction where relevant. The grade boundaries for pass and distinction for each assessment will be set through a judgemental process using technical experts. Merit will usually be set at the midpoint between pass and distinction. The grade descriptors for pass and distinction, and other relevant information (eg archived samples of candidates’ work and statistical evidence) will be used to determine the mark at which candidate performance in the assessment best aligns with the grade descriptor in the context of the qualification’s purpose. Boundaries will be set for each version of each assessment to take into account relative difficulty.

Grade descriptors

To achieve a pass, a candidate will be able to

Demonstrate the broad knowledge and understanding related to the industry/occupational/ technical area, its key principles, practices and legislation.

Describe some of the main factors impacting on the industry/occupational/technical area to show good awareness of how the industry/occupational/technical area is shaped by the social, environmental, and business environment it operates within.

Use the broad technical and specific terminology commonly used in the industry/occupational/technical area with accuracy.

Demonstrate the application of relevant theory and understanding to solve straightforward problems.

Interpret briefs for routine tasks, attending to the key aspects, and showing a secure understanding of the main concepts and themes across the industry/occupational/technical area.

Carry out routine planning which shows an ability to identify the relevant information in the brief and use broad knowledge and understanding from across the qualification (including basic technical information) to interpret what a fit for purpose outcome would be, developing a plausible plan to achieve it.

Achieve an outcome which meets the key requirements of the brief with some success.

Identify and reflect on the most obvious measures of success for the task and evaluate how successful they have been in meeting the intentions of the plan.

Work safely throughout, independently carrying out routine tasks and procedures, and having some confidence in attempting more complex tasks.

To achieve a distinction, a candidate will be able to

Demonstrate an excellent knowledge and understanding related to the industry/occupational/technical area, its key principles, practices and legislation.

Analyse the impact of different factors on the industry/occupational/technical area to show good understanding of how it is shaped by the social, environmental, and business environment it operates within.

Use technical and industry/occupation specific terminology commonly used in the industry area accurately and with confidence.

Demonstrate the application of relevant theory and understanding to solve problems which are sometimes non-routine.

Analyse the brief in detail, showing confident understanding of concepts and themes from across the qualification content, bringing these together to develop a clear and stretching plan that would credibly achieve a fit for purpose outcome.

Achieve an outcome which shows an attention to detail in its planning, development and completion, so that it meets the brief completely and to a high quality.


Carry out an evaluation focussing on relevant quality points, identifying areas of development/ improvement as well as assessing the fitness for purpose of the outcome.

Awarding qualification grades, including Distinction* Qualification grades will be calculated based on a sum of the candidates’ achievement across the mandatory assessments, and taking into account the assessments’ weighting. Candidates achieving distinction* will be the highest achieving of the distinction candidates. The boundary for distinction* will be set at the midpoint between the distinction boundary and the maximum point score.

The qualification grade is calculated automatically as follows, using a calculation approved by expert judges. All assessments must be achieved at a minimum of pass for the qualification to be awarded. The contribution of the assessments towards the overall qualification grade is as follows:

Assessment method Grade scale % contribution

Assignment (021) X/P/M/D 60%

Test (020) X/P/M/D 40%

Both assignments and tests are awarded (see ‘Awarding individual assessments’ above), and candidates’ grades converted to points. All points between the pass, merit and distinction boundaries will be accessible to candidates. The range of points available for each assessment grade is listed in the table below. The points above the minimum for the grade are calculated based on the candidate’s score in the assessment.

Pass Merit Distinction

Test: 40% 2 – 3 4 – 5 6 – 8

Assignment: 60% 3 – 5 6 – 8 9 – 12

The candidate’s points for each assessment are added together, and the overall grade of the Level 2 Technical Award in Business and Enterprise will then be determined using the following qualification grade boundaries.

Qualification Grade

Minimum points

Distinction* 18

Distinction 15

Merit 10

Pass 5


7 Administration

Approved centres must have effective quality assurance systems to ensure valid and reliable delivery and assessment of qualifications. Quality assurance includes initial centre registration by City & Guilds and the centre’s own internal procedures for monitoring quality assurance procedures.

Consistent quality assurance requires City & Guilds and its associated centres to work together closely; our Quality Assurance Model encompasses both internal quality assurance (activities and processes undertaken within centres) and external quality assurance (activities and processes undertaken by City & Guilds).

For this qualification, standards and rigorous quality assurance are maintained by the use of:

internal quality assurance

City & Guilds external moderation.

In order to carry out the quality assurance role, Internal Quality Assurers (IQAs) must have and maintain an appropriate level of technical competence and have recent relevant assessment experience. For more information on the requirements, refer to Section 2: Centre requirements in this handbook.

To meet the quality assurance criteria for this qualification, the centre must ensure that the following procedures are followed:

suitable training of staff involved in the assessment of the qualification to ensure they understand the process of marking and standardisation

completion by the person responsible for internal standardisation of the Centre Declaration Sheet to confirm that internal standardisation has taken place

the completion by candidates and supervisors/tutors of the record form for each candidate’s work.

External quality assurance

City & Guilds will undertake external moderation activities to ensure that the quality assurance criteria for this qualification are being met. Centres must ensure that they co-operate with City & Guilds staff and representatives when undertaking these activities.

City & Guilds requires the Head of Centre to:

facilitate any inspection of the centre which is undertaken on behalf of City & Guilds

make secure arrangements to receive, check and keep assessment material secure at all times, maintain the security of City & Guilds confidential material from receipt to the time when it is no longer confidential and keep completed assignment work and examination scripts secure from the time they are collected from the candidates to their dispatch to City & Guilds.

Enquiries about results

The services available for enquiries about results include a review of marking for assignment and test results. Requests must be submitted within the specified period after the publication of results for individual assessments.

For further details of enquiries about results services, please visit the City & Guilds website at www.cityandguilds.com.



Re-sits and shelf-life of assessment results

Candidates who have failed an assessment or wish to re-take it in an attempt to improve their grade, can re-sit this assessment once only. The best result will count towards the final qualification.

Factors affecting individual learners If work is lost, City & Guilds should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form, JCQ/LCW, to inform City & Guilds Customer Services of the circumstances.

Learners who move from one centre to another during the course may require individual attention. Possible courses of action depend on the stage at which the move takes place. Centres should contact City & Guilds at the earliest possible stage for advice about appropriate arrangements in individual cases.

Malpractice Please refer to the City & Guilds guidance notes Managing cases of suspected malpractice in examinations and assessments. This document sets out the procedures to be followed in identifying and reporting malpractice by candidates and/or centre staff and the actions which City & Guilds may subsequently take. The document includes examples of candidate and centre malpractice and explains the responsibilities of centre staff to report actual or suspected malpractice. Centres can access this document on the City & Guilds website. Examples of candidate malpractice are detailed below (please note that this is not an exhaustive list):

falsification of assessment evidence or results documentation

plagiarism of any nature

collusion with others

copying from another candidate (including the use of ICT to aid copying), or allowing work to be copied

deliberate destruction of another’s work

false declaration of authenticity in relation to assessments

impersonation.

These actions constitute malpractice, for which a penalty (eg disqualification from the assessment) will be applied.

Where suspected malpractice is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to City & Guilds at the earliest opportunity. Please refer to the form in the document Managing cases of suspected malpractice in examinations and assessments. Alternatively please complete the form, JCQ/M1. Copies of this form can be found on the JCQ website: http://www.jcq.org.uk

Access arrangements and special consideration

We have taken note of the provisions of equalities legislation in developing and administering this specification.

We can make arrangements so that candidates with disabilities, special educational needs and temporary injuries can access the assessment. These arrangements must be made before assessment takes place.


It is the responsibility of the centre to ensure at the start of a programme of learning that candidates will be able to access the requirements of the qualification.

Please refer to the JCQ access arrangements and reasonable adjustments and Access arrangements - when and how applications need to be made to City & Guilds for more information. Both are available on the City & Guilds website: http://www.cityandguilds.com/delivering-our-qualifications/centre-development/centre-document-library/policies-and-procedures/access-arrangements-reasonable-adjustments

Special consideration We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination.

Applications for either access arrangements or special consideration should be submitted to City & Guilds by the Examinations Officer at the centre. For more information please consult the current version of the JCQ document, A guide to the special consideration process.

http://www.cityandguilds.com/delivering-our-qualifications/centre-development/centre-document-library/policies-and-procedures/access-arrangements-reasonable-adjustments




Unit 201 Business enterprise

UAN: Y/507/6617

Level: 2

GLH: 30

What is this unit about?

The purpose of this unit is to expose the learner to the exciting world of an entrepreneur. Enterprise is a skill, it is the willingness of an individual or organisation to take risks. Setting up a new business is risky. Even if the entrepreneur has carefully researched the market, there's always a chance that customers may reject the product and that a loss will be made.

Showing initiative and 'making things happen' is essential for entrepreneurs or entrepreneurial people. Successful entrepreneurs have the drive, determination and energy to overcome hurdles and launch new businesses. An entrepreneur also has to have the imagination to spot business opportunities that will fill gaps in the market.

Learners will be able to identify the benefits of being an entrepreneur, but also explore the risks that can come along. Learners should review the local entrepreneurs that they come into contact every day to introduce them to the wide range of people who are self employed and run their own businesses.

Learning outcomes

In this unit, learners will:

1. understand the concept of business enterprise 2. understand factors to be considered when setting up a business.


Scope of content

This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved.

Learning outcome 1: Understand the concept of business enterprise

Topics

1.1 Rewards and risks in business 1.2 Characteristics of successful entrepreneurs 1.3 Assessing personal skills and characteristics

Topic 1.1

Learners will understand reasons for starting a business – rewards that self-employment can bring. Learners will understand rewards in business will include profit, flexibility, work/life balance, control, independence, job satisfaction, opportunity to be innovative and creative, make use of skills and experience.

Learners will examine examples of businesses, large and small, local, national and international, when considering benefits and rewards for the entrepreneur.

Learners will understand the risks that an entrepreneur takes, to include bankruptcy, illness, loss of home, removal of funding, low or no income, change in the market place/demand/fashion, work/life balance, holidays, shared responsibility, unpaid holidays, sole trader makes all the decisions.

Topic 1.2

Learners will understand the range of skills needed to run their own business, in any industry:

skills: o numeracy o literacy o information technology o communication – verbal and non verbal o negotiation o multi-tasking o resourceful.

characteristics: o dedication o commitment o enthusiasm o passion o focused o determination o persistence o confidence o persuasive o risk taking (calculated risks).

Topic 1.3

Learners will know their own skills and characteristics against each of the bullet points listed in 2.1.

Learners will understand their own level of performance in each skill or characteristic and will understand effective methods of improving their skills and characteristics.


Learning outcome 2: Understand factors to be considered when setting up a business

Topics

2.1 Types of business 2.2 Sources of funding for businesses 2.3 The external business environment

Topic 2.1

Learner will understand the different types of business that they could work in or own.

The different types of businesses for example:

sole trader

partnership

private limited company

public limited company

franchise

social enterprise eg co-operative, not for profit and charity.

Topic 2.2

Learners will understand types and sources of funding that a business can access. Learners will be able to analyse the different sources of funding including:

savings

grants eg Prince’s Trust, Government, European Union

loans , eg bank overdraft, loans, credit/credit cards, mortgages

family or friends, (loan, shares/equity, gifts)

retained profit

venture capitalists and business angels

shares

crowd funding

donations.

Topic 2.3

Learners will understand a range of external factors and how they could affect the objectives of a new business.

External factors:

social (demographics)

technological (IT, internet, automation)

ethical (environment, social responsibility, wages, workers’ rights)

political (government policies)

legal (legislation – trading, employment, etc.)

economic (business cycle, exchange rates).

Possible affect on:

profit

sales


market share

survival

growth.

Guidance for delivery When delivering this unit, tutors should use a broad range of techniques including lectures, discussions, role play exercises, website searches, video, DVD and diary logs. Research can be undertaken into the wide range of entrepreneurs with whom learners come into daily contact, such as local shops and businesses. Whilst it is useful to also look at large scale entrepreneurs such as Richard Branson, or the business people on Dragons Den, learners should be shown that entrepreneurs start small and build their business. Failure is a frequent occurrence in self employment, and the very real risks should be highlighted through the use of case studies and guest speakers. These could be entrepreneurs, local business contacts, consultants and bank employees who have direct contact with business owners. Learners will need to explore the different types of business ownership structures and be able to analyse those most suitable for potential businesses. This should link to discussions on associated risks as the correct type of business ownership can help to minimise those risks. Learners should be able to identify a range of skills and characteristics that entrepreneurs have. The learners should be able to focus on their own performance or achievements in the different areas and clearly identify how they might improve their performance.

Suggested learning resources

Books

GCSE Business Studies: Introduction to Enterprise Ian Marcouse

Published by: Hodder Education (2006)

ISBN-13: 978-0340926987

Business in Context David Needle

Published by: CENGAGE Lrng Business Press (2010)

ISBN-13: 978-1844806133

Websites

Business Enterprise Support (BES) https://www.enterprisesupport.org

BBC Bitsize http://www.bbc.co.uk/schools/gcsebitesize

https://www.enterprisesupport.org/


Unit 202 Managing business resources

UAN: H/507/6619

Level: 2

GLH: 30

What is this unit about?

This unit will introduce learners to the effective management of its principal resources of money, physical resources and people. These resources are managed within the functional areas of marketing, finance, operations and human resources and are the fundamental components of a business, whatever its size or structure. They could be departments within a large multinational organisation or the different processes and activities that an entrepreneur does on a daily basis. Learners will explore the ways in which each function operates, what their key purpose is and how they support the organisation in achieving its objectives. Learners will be able to apply their knowledge and understanding of marketing, finance, operations and human resources to businesses in a range of sizes and industry sectors.

Learning outcomes

In this unit, learners will:

1. understand the management of human resources 2. understand the efficient use of physical resources 3. understand the management of financial resources within a business.


Scope of content


Learning outcome 1: Understand the management of human resources

Topics

1.1 Principles of recruitment

1.2 Importance of correct candidate selection

1.3 Developing employees to maximise performance

1.4 Methods of motivating employees

Topic 1.1

Learners will understand the stages of recruitment and how to ensure that the process is fair to all:

identify vacancy need (from growth of the business, replacing someone who is leaving, new area of development etc)

develop a job description

produce a person specification (essential / desirable criteria)

advertise vacancy (where, when, cost etc).

Learners understand that fairness is essential in recruitment of employees including:

equal opportunities (gender, ethnicity, disability, sexual orientation, religion etc Learners should be aware of the Equality Act 2010)

possible legal action if process is unfair (cost, poor press coverage, morale of existing staff etc).

Topic 1.2

Learners will understand that it is essential to employ the correct person for the organisation and that the effect of employing the wrong person can be damaging including:

employing the right person in terms of:

o the best skills, characteristics and experience for the required job

o the best fit with the strategic objectives of the business eg culture, traditions.

effect of employing the wrong person including:

o not fulfilling the job role

o additional costs eg extra training, management or even replacement costs such as re-advertising and recruiting

o detrimental to the culture/atmosphere.

Topic 1.3

Learners will understand that once the correct person is employed, it is essential to provide different types of development opportunities. The learner will understand the types of development and why it is important for an organisation to continue to invest in its staff.

Types of development:

induction training

on the job training

off the job training

coaching and mentoring.


Why development is important:

staff feel valued and supported

staff can complete their job effectively and safely

staff could identify new ways of doing things that improve performance

staff can progress in their careers.

Topic 1.4

Learners will be introduced to practical methods of motivating employees:

financial methods (eg pay, bonuses, fringe benefits/perks)

non-financial methods (eg praise, empowerment, job rotation, job enrichment).

Learners are not expected to demonstrate a detailed understanding of motivational theories, however learners should have an understanding of Maslow’s Hierarchy of Needs.

Learning outcome 2: Understand the efficient use of physical resources

Topics

2.1 Physical resources used by different businesses

2.2 Sustainability of businesses

Topic 2.1

Learners will understand a range of physical resources and their use within a variety of businesses (eg: manufacturing, retail, school/college) including;

premises

equipment

machinery

vehicles

raw materials

consumables

stock.

Learners will understand how different businesses use these resources to support their core business activities.

Topic 2.2

Learners will understand the importance of maximising the sustainable use of physical resources including:

minimising waste – reducing costs, efficient use of resources

environmental considerations

reputation of business.


Learning outcome 3: Understand the management of financial resources within a business

Topics

3.1 Revenue, costs and profit

3.2 Calculating cash flow

3.3 Budgeting

Topic 3.1

Learners will understand what the revenue and costs are in running a business, what profit is, why it is important and how it can be calculated.

What is revenue, including:

income from selling products/services

total revenue = selling price x no. units sold.

What are costs, including:

start-up costs

running costs (students should have a basic understanding of the difference between fixed and variable costs).

What is profit, including:

profit = total revenue – total costs (there is not a requirement for learners to distinguish between gross and net profit)

loss.

Why is profit important, including:

helps to determine success of a business

helps to identify if a business is viable

can be re-invested into the business.

Topic 3.2

Learners will understand why cash flow is important, key terminology and will produce cash flow forecasts.

Importance:

monitors the money coming in and the money going out of a business

can provide an early warning of and help the business plan for periods of negative cash flow

supports applications for finance from banks, grants etc.

Terminology:

inflows or receipts

outflows or payments

net inflows

opening balance

closing balance.

Learners will produce accurate cash flow forecasts, to include:

structure

timescale (6 months, 12 months)


use of key terms

closing balance correctly calculated

handwritten or spreadsheet.

Topic 3.3

Learners will understand why budget planning is essential for any business.

Importance and use of budgeting and budgets including:

identify shortfalls

manage cash flow

effective planning

ensure contingencies in place

comparison between planned and actual; variances.

Guidance for delivery This unit will expose the learner to the concept and purpose finance, physical and human resources. Learners must be informed of how these functional areas work within a business and the use of real organisational examples would be highly beneficial. The use of case studies on organisations of different sizes, structures and core business activities will allow learners to understand that all businesses require these functions, and that they vary in strategic and operational significance from one business to another. Tutors need to make learners aware of the common terminology used within each area and ensure that learners understand the importance of each functional area.


Books

Advertising & Promotion 2nd Edition. Hackley. C.

Published by: Sage Ltd 2010.

ISBN: 978-18492-0146-9

Consumer Behaviour Soloman. M.

Published by: Pearson, 2012.

ISBN: 978-02737-312

Principles of Marketing. 15th Edition. Kotler. P. et al. Published by: Prentice Hall, 2013.

ISBN: 978-027378-699-3

Websites

Enterprise and marketing www.enterprise-marketing.co.uk

Advertising Standards Association www.asa.org.uk

Marketing www.marketingmagazine.co.uk

http://www.enterprise-marketing.co.uk/

http://www.asa.org.uk/

http://www.marketingmagazine.co.uk/


Unit 203 Marketing and business communication

UAN: D/507/6621

Level: 2

GLH: 30

What is this unit about? The purpose of this unit is for learners to investigate the role of marketing communication in business. Learners will have the opportunity to develop an understanding of marketing activities as well as a research methods when developing new business ideas. Through this unit, learners will explore research, and organisational skills required to plan and implement a marketing strategy, building on personal and team work skills.

Learning outcomes In this unit, learners will:

1. understand the purpose of marketing 2. understand the main components of the marketing mix

3. understand the importance of effective communication for business

4. understand methods of communication.


Scope of content


Learning outcome 1: Understand the purpose of marketing

Topics

1.1 The purpose of marketing

1.2 Market research

1.3 Market segmentation

Topic 1.1

Learners will understand the purpose of marketing including:

to communicate with customers

to launch a new product/service

to retain existing customers

to encourage new customers and build market share

to establish and maintain a brand position within the market

to build reputation.

Topic 1.2

Learners will understand the purpose and practice of market research:

why market research is necessary eg to identify customer needs, identify gaps in the market/market opportunities and assess viability of products/services, assess competitor activity

market research methods: primary (eg customer questionnaires, interviews, focus groups, surveys, observation, competitor analysis); secondary (eg sales and market trends, demographic and social trends).

Topic 1.3

Learners will understand different types of customers and their needs including:

age

gender

ethnicity

culture

psychographic (lifestyles, values, attitudes)

location

socio-economic.

Learners should investigate products and services aimed at different customer groups and how the products/services fulfil their needs.

Learning outcome 2: Understand the main components of the marketing mix

Topics

2.1 Products and services

2.2 Price

2.3 Place

2.4 Promotion


Topic 2.1

Learners will understand the importance of knowing the products/ services that are being marketed:

key features

key benefits

unique selling point

how these points satisfy the needs of the target market.

Learners will understand the product life cycle and its various stages.

Topic 2.2

Learners will understand how setting of a suitable price will be dependent upon factors such as:

cost (cost-plus pricing)

competitor prices

stage of the product life cycle (eg penetration pricing and price skimming)

characteristics of target market (eg income, lifestyle).

Topic 2.3

Learners will understand the factors to be considered when deciding how best to make the product available to customers, considering the target market:

location (high street, retail parks, online and mail order)

type of retail outlets (eg department stores, concessions, supermarkets, independent retailers, discount stores, virtual stores, market stalls, pop-up shops).

Learners will understand the impact the internet and e-commerce has on the ability of all businesses, regardless of size, to market their products to a wide audience.

Topic 2.4

Learners will understand promotional methods, to include

advertising

sales promotion

events

publicity and PR

direct marketing (email, text messages, direct mail)

e-marketing and social media

and the factors influencing selection:

cost

audience/target market

anticipated sales volumes

competitor activities.

Learning outcome 3: Understand the importance of effective communication for business

Topics

3.1 Purposes of communication

3.2 Benefits of effective communication

Topic 3.1

Learners will understand why communication is important and is a two-way process:


selling

providing information

understanding regulatory requirements

understanding customers’ needs.

Topic 3.2

Learners will understand how businesses can benefit from effective communication to and from the organisation:

remain competitive

increase sales

gathering feedback

build customer relationships

comply with external regulations and codes of practice

promoting the business and its products/services

improved morale.

Learning outcome 4: Understand methods of communication

Topics

4.1 Methods of communication

4.2 Effective communication

Topic 4.1

Learners will understand the following methods of communication:

verbal

non-verbal

electronic

written.

Methods chosen will depend upon situation and purpose. For example:

social media used to sell direct to consumers

conference call for a sales team meeting

letters used to respond to a customer complaint

email used to sell direct to consumers or respond to a query

internal meetings with colleagues eg planning.

Topic 4.2

Learners will understand the characteristics of effective communication:

appropriate method chosen for purpose and audience

clear, concise and precise

avoid use of jargon, text speak and slang

good spelling, punctuation and grammar in written communication

awareness of non-verbal cues in face-to-face communication

effective listening

awareness of social and cultural conventions and manners in all methods

effective chairing, organising and minute taking in meetings.


Guidance for delivery Learners must be informed of how marketing and communication work within a business and the use of real organisational examples would be highly beneficial. The use of case studies from different size organisations would also allow learners to see that marketing and communication effect every business, but size can determine their importance within a business. Tutors need to make the learners aware of the common terminology used within each area.


Books

Principles of Marketing. 15th Edition. Kotler. P. et al. Published by: Prentice Hall, 2013. ISBN: 978-027378-699-3

Websites

Enterprise and marketing www.enterprise-marketing.co.uk

Marketing www.marketingmagazine.co.uk

Business case studies www.businesscasestudies.co.uk

Management study guide www.managementstudyguide.com

BBC Bitsize www.bbc.co.uk/schools/gcsebitesize

http://www.enterprise-marketing.co.uk/

http://www.marketingmagazine.co.uk/

http://www.businesscasestudies.co.uk/

http://www.managementstudyguide.com/


Unit 204 Event management

UAN: K/507/6623

Level: 2

GLH: 30

What is this unit about? The purpose of this unit is for learners to investigate the exciting field of event planning and development. Learners will have the opportunity to develop an understanding of planning, marketing and implementation of events as well as reviewing the process of staging events. Through this unit, learners will explore research, planning and organisational skills required to plan events, building on personal team work skills as well as using and developing their own initiative to broaden their career prospects. This unit will introduce learners to key aspects of business event planning. Throughout this unit learners should appreciate how event activities are used for promotions and enterprise. This may motivate some learners to break through into the world of business enterprise.

Learning outcomes In this unit, learners will:

1. plan events

2. run and evaluate events.


Scope of content


Learning outcome 1: Plan events

Topics

1.1 Understand different types of event

1.2 Choose an event

1.3 Plan the event

Topic 1.1

Learners will undersetand different types of business events:

promotional events eg launch nights, conferences, press conferences, demonstration events etc

administrative events eg annual general meetings (AGMs), standard meetings, training events, conferences etc

recruitment events eg open days, assessment days etc

corporate social event/celebration

team building days

volunteering days.

Topic 1.2

Learners will decide upon an appropriate event that they can organise and run, examples may include:

enterprise activity (eg one-off or ongoing)

open day to promote their course or department

social event (eg for other pupils/students)

charity fundraising

volunteering.

Depending on the nature of the event, learners will work in small groups or the whole class. Learners should contribute ideas and agree on a suitable event in an appropriate way, for example:

brainstorm

meeting

presentation of ideas

class/group vote.

Topic 1.3

Learners will need to be clear on the aims and purpose of the event, for example:

sell products/services

raise money

raise awareness

enhance reputation (school//college/charity)

help others.


Within the general aims, learners should identify a small number of SMART objectives against which the success of the event can be judged, for example:

quantity of products sold

money raised

profit made

number of attendees

number of positive responses to post event evaluation.

Topic 1.4

Learners will plan for events taking in to account some key considerations:

target audience

date(s) and time(s)

venue

timings

staffing and roles

marketing plan and resources

physical resources

cost/budget.

Learners will create clear plans for events, including clear contingency planning and effective use of budgets.

Learning outcome 2: Run and evaluate events

Topics

1.1 Running events 2.2 Evaluating events

Topic 2.1

Learners will run their planned event and keep accurate records for evidence of its success, for example:

financial records (eg sales revenue, costs)

photographic and//or video evidence

audience/customer feedback

records/minutes of meetings

attendance figures.

Topic 2.2

Learners will evaluate the success of the event(s) against the criteria for success in 1.3 above. Each learner should produce an individual evaluation of their event and their own contribution towards it. Learners should also identify where possible, how the event and their own contribution, could be improved.


Guidance for delivery Learner focussed activities will range from researching and developing an event plan to working as part of a team in coordinating and running an event. Learners will prepare and coordinate a work plan, work to an agreed negotiated budget, demonstrating the ability to work within a team, through team meetings, as well as being able to work using their own initiative. Team work is fundamental to the success of this unit as this would be the basis of all event planning across a range of different industries.

In order for the learners to develop the knowledge to be able to carry out this unit they will need to learn how to develop plans, which match the objectives that the business has set out to do. Visits, virtual and real, regional or national events will give the learners ideas to implement their own event following the event plan. Evaluation of a range of event types will also give the learners experience when reviewing their own event, including how to improve and strengthen the planning stage as well as their own role in the running of the event.

When delivering this unit tutors should use a wide range of teaching and learning techniques including: group work, discussion and interactive resources. Active participation is one of the most appropriate methods of learning and the learners will have access to realistic event management situations where they can develop their skills.


Journals and magazines

The International Journal of Event and Festival Management

Event Management

International Journal of Events Management Research

Websites

How to do Books Ltd www.howtobooks.co.uk

Event Planning www.eventplanning-tips.co.za

Event Magazine www.eventmagazine.co.uk

Event Industry News www.eventindustrynews.co.uk

The Higher Education Academy www.heacademy.ac.uk

http://www.howtobooks.co.uk/

http://www.eventplanning-tips.co.za/

http://www.eventmagazine.co.uk/

http://www.eventindustrynews.co.uk/

http://www.heacademy.ac.uk/assets/hlst/documents/%20resource_guides/events_management.pdf


Appendix 1 Sources of general information

The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com.

City & Guilds Centre Manual This document provides guidance for organisations wishing to become City & Guilds approved centres, as well as information for approved centres delivering City & Guilds qualifications. It covers the centre and qualification approval process as well as providing guidance on delivery, assessment and quality assurance for approved centres. It also details the City & Guilds requirements for ongoing centre and qualification approval, and provides examples of best practice for centres. Specifically, the document includes sections on:

the centre and qualification approval process

assessment, internal quality assurance and examination roles at the centre

registration and certification of candidates

non-compliance and malpractice

complaints and appeals

equal opportunities

data protection

management systems

maintaining records

internal quality assurance

external quality assurance.

Our Quality Assurance Requirements This document explains the requirements for the delivery, assessment and awarding of our qualifications. All centres working with City & Guilds must adopt and implement these requirements across all of their qualification provision. Specifically, this document:

specifies the quality assurance and control requirements that apply to all centres

sets out the basis for securing high standards, for all our qualifications and/or assessments

details the impact on centres of non-compliance

Our Quality Assurance Requirements document encompasses the relevant regulatory requirements of the following documents, which apply to centres working with City & Guilds:

Ofqual’s General Conditions of Recognition The centre homepage section of the City & Guilds website also contains useful information on

Walled Garden: how to register and certificate candidates on line

Events: dates and information on the latest Centre events

Online assessment: how to register for e-assessments.


Useful contacts

UK learners

General qualification information

E: [email protected]

International learners

General qualification information


Centres

Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results


Single subject qualifications

Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change


International awards

Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports


Walled Garden

Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems


Employer

Employer solutions, Mapping, Accreditation, Development Skills, Consultancy

T: +44 (0)121 503 8993


Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication.

If you have a complaint, or any suggestions for improvement about any of the services that we provide, email: [email protected]

mailto:[email protected]

About City & Guilds

As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.

City & Guilds Group

The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Licence to Practice (land-based qualifications) and Learning Assistant (an online e-portfolio).

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes

candidates may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions (see the City & Guilds website) also apply.

City & Guilds

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www.cityandguilds.com

level 2 technical award in business and enterprise (4259-20) · 8 level 2 technical award in...

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