Coursework Handbook

Cambridge IGCSE™
Enterprise 0454
For examination from 2020
Copyright © UCLES 2018 (updated July 2022)
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge
Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES),
which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from
this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any
material that is acknowledged to a third party, even for internal use within a Centre.
Contents

Contents ............................................................................................................................................................ 3
Introduction ........................................................................................................................................................ 4
1. Requirements of the syllabus ........................................................................................................................ 5
2. Delivering the coursework ............................................................................................................................. 9
3. Assessing the coursework ........................................................................................................................... 24
4. Coursework administration .......................................................................................................................... 35
Coursework Handbook

Introduction
This handbook is a guide to the delivery of Component 2 of the Cambridge IGCSE Enterprise 0454 syllabus.
This handbook provides guidance and advice covering:
• the requirements of the coursework tasks
• the role of the teacher

• how the syllabus covers the coursework

• carrying out the project or activity
• the administration of the coursework.
A separate set of marked coursework samples accompany this handbook on the School Support Hub (see
below). These provide examples of the application of the assessment criteria and include commentaries by
the examiner explaining the marks awarded.

How to use this handbook

• Section 1 makes sure you have a good understanding of the requirements of the coursework
component.

• Section 2 gives advice on delivering the coursework that is particularly useful for those teaching this
qualification for the first time. It includes advice on the different tasks and how to choose a project or
activity.

• Section 3 explains the mark scheme and how to apply it.

• Section 4 gives good practice advice on internal standardisation and moderation and explains the
administrative procedures relating to coursework.
• The accompanying marked coursework examples with examiner comments will help you to
understand the standard

Resources available from Cambridge

School Support Hub
The School Support Hub is our secure online support site for Cambridge teachers. You can obtain a
password and username to access it from your Examinations Officer who will have received these at the
point your school became a registered Cambridge Centre. There are many resources on this site including
the latest syllabuses and suggested textbooks.

Training
Cambridge regularly offers training for Cambridge IGCSE Enterprise, both in the UK and in other parts of the
world. Details of future training can be found via the Cambridge public website.

Moderators’ reports
For each examination series moderators produce two types of report.
(1) An individual report to each centre about their learners’ coursework and the centre’s marking.
(2) A general report to all centres. This describes good practice and offers general advice to centres.
.

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 Coursework Handbook

1. Requirements of the syllabus

You should always check the syllabus for the year in which your learners are going to sit the examination for
the most up-to-date and authoritative information on coursework requirements.

1.1 The scheme of assessment

Component 2 Coursework (Centre-based assessment, 60 marks)
Candidates plan and run an enterprise project. They can work alone or in groups no larger than six.
Candidates working alone should carry out a small, simple project that allows them to complete all the
activities themselves. Groups should choose a larger, more complex project so each person can play a
separate, defined role. You should plan your teaching to support candidates as they follow the enterprise
process detailed in Section 2.1 of the subject content.
To support your candidates, ensure they choose projects that give them scope to focus on planning their
own actions for their individual role in the enterprise project. This is to ensure that candidates are able to
submit work that is individual to them.
Candidates are assessed on their individual role and how they use their enterprise skills to plan, run and
evaluate the project. The purpose of the tasks is for candidates to demonstrate how well they can apply
enterprise skills, and analyse and evaluate enterprise issues. The project does not need to succeed for
candidates to complete the tasks and gain marks.
To provide evidence of their work learners must complete and submit evidence for the following four tasks:

Task 1 – choosing a suitable project or activity

Candidates use their enterprise knowledge and skills to explore two or three ideas for a project. They then
select the most suitable project, using data collected and analysis to justify their decision. Candidates should
submit a formal written report of approximately 1200 words, and include appropriate titles and sub-headings.

Task 2 – planning the project

Candidates must submit two pieces of work:
(1) planning to manage potential problems or issues in the action plan
(2) either financial planning material or market communications material.

Task 3 – implementing the plan

Candidates must submit a written record of how the individual used five enterprise skills of their own during
the project. Candidates must only write about their own skills.
One skill must be negotiation. Each candidate must prepare a plan and conduct a negotiation as part of the
enterprise project (for example, negotiating with a potential supplier).

Task 4 – evaluating the project

Candidates produce a formal written report of approximately 1500 words, evaluating the success of the
project in relation to the planning and implementation and one of either, the financing, the marketing
communications or the internal communications. It should be made clear to candidates that they are
assessed on their ability to evaluate their project, using evidence, rather than evaluating their own
performance or the actual performance of the project. Candidates need to be honest and critical in this task
in order to access the full range of marks.

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1.2 Teacher involvement

As with all coursework, you will need to be able to verify that the work submitted for assessment is the
candidate’s own work. This is particularly important in Cambridge IGCSE Enterprise if the project is carried
out as a group. The written assignments must be a candidate’s own individual work.
You will be expected to guide and support your learners as they plan and undertake their coursework
activity. Discussion with the whole class and with individuals, as well as one-to-one and whole class
supervisions, should take place at all stages of the coursework production. Below is a list of what teachers
can and cannot do when guiding learners on aspects of the coursework. It gives some advice about what
can be taught to the class as a whole and what needs to be covered in supervisions.

Teachers are expected to:

• Prepare learners fully to plan and manage an enterprise project. This means that
teachers should deliver the prescribed subject content specified in the syllabus through a planned
programme of study and should explain carefully what is required of the group or individual learners.
• Guide learners in their choice of project.
• Raise learners’ awareness of the exact requirements of each coursework task; for example telling
learners they must produce either a Financial Plan or a Plan of Marketing Communications for
Task 2.
• Consider the assessment criteria with learners to make sure that they understand how marks can be
gained in each task; for example, explain to them which skills are being assessed through the work
they submit.
• Review progress towards meeting the assessment criteria and the deadline for completion of
each task.
• Discuss problems encountered and offer possible solutions towards completion of the tasks.
Candidates should try to avoid just using simple statements or bullet point lists wherever possible. This is
unlikely to show good understanding or analysis of issues, and therefore cannot be considered sufficient
evidence to merit higher level marks.
Candidates looking to achieve a mark in the higher mark levels would be expected to identify relevant points
(both positive and negative issues) and be able to develop the points made in suitable detail. Judgements
made should be relevant, detailed and supported by evidence gathered by the learner throughout the
project. It is therefore important that learners try to obtain and keep evidence (possibly in a detailed log or
diary) to help them support all conclusions that they make.
Section 3 of this guide provides additional guidance on the quality of work expected for each task.
All the tasks include optional activities for learners to choose from. This flexibility is to allow learners the
opportunity to include material which is most appropriate for their individual enterprise project. Learners
should be discouraged from presenting evidence for all optional elements of each task. The indiscriminate
inclusion of lots of different elements, offering breadth instead of depth, can prevent the learner earning
higher marks.
It is better for learners to focus on a few specific issues and develop their explanations more fully for these
points. A greater level of detail should help learners meet the assessment criteria for the higher level mark
levels.
Teachers may also
• Read the work of learners to monitor progress and offer encouragement to help motivate them to
complete work to the deadlines.
• Suggest alternative strategies learners may take when organising their enterprise project.
• Recommend possible sources of information.
Teachers must not

• Provide all of the information for learners so that they do not need to undertake any research
themselves.

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• Analyse and interpret the results and information for learners.

• Write or correct the tasks for the learners.
• Allow learners to produce a collaborative report with other members of the class.
• Encourage or allow plagiarism from secondary sources.

1.3 Coverage of the syllabus by coursework

The skills and knowledge required in the coursework correspond to the taught content of the course. The
table below is a helpful guide to where the two components overlap. This should help you integrate the
teaching and learning needed to support your learners in the relatively independent nature of their projects.
On our secure online support for Cambridge teachers, the School Support Hub, you will find a
comprehensive scheme of work with many suggestions of activities that could be used to deliver the skills
and knowledge of the Cambridge IGCSE Enterprise syllabus, alongside suggested resources.

Task Evidence required Section of syllabus covered

Task 1 Choosing a suitable project Topics 4, 8.2

Formal report (approximately 1200 words)
In the report, candidates:
• outline and analyse advantages and
disadvantages of each idea
• collect, present and analyse appropriate data (e.g.
market research or SWOT) for each possible idea
• give a detailed explanation of the reasons for the
choice of project and a justified decision, including
why other idea(s) were rejected

Task 2a Planning to manage potential problems or issues Topics 7.2 and 4.2
in the action plan
Identification of potential problems and solutions for
two or three activities from the action plan

Task 2b EITHER Planning for financing the project

Written evidence of the sources of finance the Topics 6.1 and 6.2
candidate considered

Presentation witness statement Topic 10. 2

OR Planning marketing communications Topic 8.4

Written evidence of the methods of marketing

communications the candidate considered
Presentation witness statement Topic 10. 2

Task 3 Using enterprise skills to implement the plan

Written description of using five enterprise skills Topic 3
Plan for negotiation Topic 5

Task 4 Evaluating the project

Formal written report evaluating the project
(approximately 1500 words) including:
• the planning and implementation of the project Topic 7

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Task Evidence required Section of syllabus covered

and one of the following: plus one of:

• the financing of the project
Topic 6
• the marketing communication used
Topic 8
• the internal communications used. Topic 10

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2. Delivering the coursework

It is helpful to work through the process of carrying out the activity or project with your learners in a whole
class lesson. This section breaks down the process and offers advice or clarification on each step.

2.1 Stages in carrying out the enterprise project

The project has to be real, and therefore actually take place in order for learners to complete all four tasks.

Select a feasible project or activity

Plan the project carefully before carrying it out

Record all activities in an action plan

Implement the plan and run the project or activity, keeping a record of
what happens in each activity and skills used by each learner

Evaluate the success of how the project or activity was evaluated

2.2 Choosing a suitable project or activity

Learners must show that consideration has gone into the process of choosing a suitable project to
undertake and that they have evaluated a number of activities before making a final choice. The simpler the
idea, the easier it will be to organise and the greater the likelihood of successful implementation.

2.2.1 Learners working alone

Learners working on their own will be taking sole responsibility for carrying out the project. The project
should therefore be relatively small and simple to allow the learner the opportunity to succeed without being
overwhelmed by the task. It should be noted that with a larger class, learners may struggle to identify a
number of suitable activities or projects and in this situation it may be best to encourage learners to work in
small groups.
Learners working alone will not be able to evaluate the use of internal communications. They will therefore
be limited in Task 4 to evaluation of two of the remaining three elements; finance, marketing communication
and planning and implementation of the project.
Suitable activities could include:
• selling food
• gardening/grass cutting
• baby sitting
• car washing

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• making and selling jewellery or other small items

• tutoring younger learners
• small scale local community projects, such as environmental projects.

2.2.2 Learners working in groups

Ideally small groups, with no more than six members, are best. Learners working in groups should carry out
a larger, more complex project that allows each person to play a separate, defined role. Each individual must
be able to demonstrate their own role in the project.
Here are some suggestions of suitable projects and activities:

• the manufacture of items for sale e.g. cards, printed t-shirts

• providing a snack shop/bar
• recycling clothes
• staging an event such as a fashion show, exhibition or sporting contest
• producing an instruction manual, newsletter or children’s book
• local community projects, such as environmental projects or similar funded community work.

2.2.3 Practical considerations

The choice of project will depend upon the range of facilities and resources available to learners, their own
skills/talents and the amount of time allocated to run the project. Learners may wish to consider social
enterprise type projects where they will be focusing on staying within a set budget rather than making a
profit.
Teachers should encourage learners to make as many suggestions as possible. After identifying a range of
possible ideas it is recommended that a minimum of two and a maximum of three projects are evaluated to
allow learners to select the most suitable project.
The final project should be sufficiently complex to allow all learners the opportunity to produce evidence of all
of the required elements, for later tasks, in their portfolio. Therefore there should be an opportunity to:

• plan the activity and monitor progress;

• produce marketing communication and budgets;
• obtain finance;
• communicate with potential customers;
• negotiate with another person or group of people.
Ideally the final project chosen should involve external customers but it is recognised that internal projects
may be more practical for some Centres.

2.3 Task 1: Choosing a suitable project

For this task, candidates must present evidence to show that they have carefully considered two or three
options before deciding on their final choice of project. Candidates are expected to look at issues such as the
feasibility of different options and the relative demand and cost associated with each option.
Candidates produce a formal written report showing consideration of two or three ideas for possible projects
and give a detailed explanation for their choice of project.
Candidates should produce the report before they begin their chosen enterprise project.
In the report, candidates:

• outline and analyse advantages and disadvantages of each idea

• collect, present and analyse appropriate data (e.g. market research or SWOT) for each possible
idea
• give a detailed explanation of the reasons for the choice of project and a justified decision,
including why other idea(s) were rejected

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• write in a formal report style, with headings, subheadings, charts, tables and, where appropriate,
clear links to appendices.

This task has an approximate word count of 1200 words (excluding tables, diagrams and appendices). The
word count gives candidates the flexibility to explore two or three options and give an explanation of their
final project choice. A word count is suggested to encourage depth of analysis rather than breadth.

The work must be presented in a recognised report format. Otherwise it cannot access the highest mark
level, as candidates will not be able to demonstrate that it has fully met the task descriptor.
To demonstrate it is a structured report, candidates should be encouraged to include tables, a sample
questionnaire and the results of any market research undertaken in a graphical format.
Candidates should be encouraged, wherever possible, to use the findings of their research to explain and
support all the decisions that they make. This should help candidates as they make their final choice of
project. It will also help them demonstrate an ability to analyse information and evaluate courses of action
before making decisions.

2.4 Task 2: planning the project

For this task, candidates must present evidence to show that they have carried out planning to try and
ensure the success of their chosen project. There should be evidence that they have considered the
activities and tasks to be undertaken, and either the need for finance or the need to tell the potential market
about the project.
As stated in the syllabus, candidates are required to submit two pieces of evidence for this task:
(1) planning to manage potential problems or issues in the action plan
(2) one of either financial planning or planning marketing communications.

2.4.1 Planning project timescales

Having completed the research and chosen a project, learners should produce an action plan that identifies
the key activities to be undertaken. Candidates should produce the action plan before they begin their
chosen enterprise project.
Learners are required to produce an action plan for their enterprise project as part of Task 2. While the
action plan is not assessed, this should be submitted in the appendix as evidence for Task 2a.
Whether working alone or in a group, candidates should produce an action plan to prepare for their
enterprise project. The action plan should cover each stage of the project, including how they will set up, run
and monitor the project.
To construct an action plan candidates should first identify all the tasks that need to be carried out to achieve
their target. To start with, they should not worry about the order but simply focus on all the activities that
need to be done to complete it. Then they should think about which activity should be done first, second etc.
and how long each activity might take. Once they have a clear order, they should decide who will be
responsible for each task and how they intend to check that each action has been completed. Teachers
should ensure that learners are familiar with the setting of clear and measurable monitoring criteria.
Some activities are likely to be more important than others. For these significant activities additional planning
will be necessary to try to ensure that these stages are completed. The focus for Task 2a is managing
problems.
An example of an action plan is as follows, although it should be noted the activities and timings will depend
on the type and length of project chosen.

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Timing of Person Date for How progress will be

Task Outcome
activity responsible completion monitored

Use tally chart to

Market
1 week All 19/2/ X check right number of
research
people asked

Meeting to decide
Planning for
1 week All 9/4/X what we want and use
Negotiation
list to check against

CS will meet with VF

Design at end of day to check
1 day CS 28/4 / X
posters if fits in with our target
market

Time sheet. MT to
check posters in place
Advertising 2 weeks CS, VF, MT 30/4/ X
at various times of
day.

Purchase Shopping list and tick

1 day VF, MT 10/5/X
materials off items as buy

Each day for Checklist of all tasks

Set up stall 30 minutes All
two weeks to tick off daily

Daily rota of who

Make Each day for
1 hour CS, MT, VF making smoothies
smoothies two weeks
each day.

Ask customers to
Get customer Each day for
1 hour MT complete
feedback two weeks
questionnaire

Each day for Use sales book to

Record sales 1 hour VF
two weeks record data

Each day for Checklist to ensure all

Clean up 30 minutes All
two weeks jobs done

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2.4.2 Planning to manage potential problems or issues in the action plan

Each individual candidate will use the action plan to identify key activities within the enterprise project that
they can write about in Task 2a.
For this task, each individual candidate should identify two or three significant activities from the action plan
for their enterprise project. For each activity, the individual candidate submits a written analysis of each
potential problem or issue and describes how they intend to manage it.
Candidates who work in a group may agree an action plan together but the significant activities they identify
must be the candidate’s own individual choices. All candidates must submit their action plan for reference
but the plan will not be assessed.

2.4.3 Planning for financing the project OR planning marketing communications

In addition to planning to manage problems, candidates will need to submit evidence of financial planning
OR the planning of marketing communications. Candidates should select only one of the options, and both
forms of evidence presented should be consistent with the option chosen. For example, if a candidate gives
a presentation on sources of finance, the written evidence should also consider sources of finance.
For the option selected, candidates must submit the following two forms of evidence:
• witness statement for the presentation
• written evidence of the three or four appropriate options considered, their decision on which
option(s) to use, and an explanation of why they believe that they are the most suitable option(s) to
use

2.4.4 Witness Statement for the presentation

Each candidate researches and decides on three or four suitable sources of finance for the enterprise project
or three or four suitable methods of marketing communications for the project.
Each candidate gives a presentation on their proposals, with reasons for their choices, demonstrating their
communication and enterprise skills. The presentation should last no more than five minutes.
Learners will have to present written evidence of the presentation of their proposals for financing the project
or methods of marketing communication. This evidence will be in the form of a witness statement
commenting on the candidate’s communication and enterprise skills. This is completed by the teacher or
businessperson who watches the presentation.
Candidates may submit documents used in the presentation in an appendix. These documents could take
the form of the script used for the presentation, outline slides or other display materials such as examples of
proposed marketing communication or budgets. Video/CD/DVD evidence of the presentation should not be
sent to the moderator.
Learners should be encouraged to practise their presentation to ensure that it is fit for the purpose and the
audience and that they are confident in their delivery of the material. It is the learners’ communication and
enterprise skills that will be the subject of assessment. Therefore learners must prepare the materials and
make the presentation as an individual rather than as part of a group or group activity is being carried out.
It is expected that the witness statements will itemise details such as:
• name of the student
• type of event
• date of event
• size of the group being presented to
• how the learner demonstrated listening skills
• how well the learner interacted with the audience
• how well the learner has demonstrated enterprise skills such as initiative /problem solving skills
• how suitable the presentation was for the purpose and audience
• signature, name and job title of the person completing the witness statement and date of the
statement.

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An example of a witness statement form is included below, although teachers may develop their own
template providing that it supplies the above information.

Presentation witness statement

Name of
Date
school

Name of
student

Size of group
being
presented to

Purpose of Planning for financing the Planning marketing

Presentation project ☐ communications ☐

Comments on
communication
Limited ☐ Some ☐ Good ☐
skills by
learner

Ability to
explain points Limited ☐ Some ☐ Good ☐
clearly

Listening skills Limited ☐ Some ☐ Good ☐

Interaction with
Limited ☐ Some ☐ Good ☐
audience

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Demonstration of enterprising skills shown by learner:

Please comment on each skill separately e.g. creativity, problem solving, initiative.

Comment on suitability of presentation for audience and purpose:

Any other comments: e.g. use and knowledge of enterprise concepts

Supporting notes/ images used:

Name of person completing form:

Signature: Date:

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2.4.5 Written evidence for the choices of sources of finance or marketing

communication
The final piece of evidence required is a written record of the candidate’s consideration of choices for
sources of finance or methods of marketing communication, with reasons for their choices. The evidence
submitted should be consistent with the content of their presentation.
Candidates submit either:
• Written evidence of the sources of finance the candidate considered for the different financial needs
of the project or activity, their decision on which source(s) to use, and an explanation of why they
believe that these are the best sources. The candidate should refer to the purpose of the finance, the
amount needed and cost of the finance.
OR
• Written evidence of the types of marketing communications the candidate considered, their decision
on which method(s) to use, and an explanation of why they believe that their chosen method(s) will
be successful. The candidate should refer to reaching the potential market, attracting and retaining
customers.
To access the highest mark level, candidates will need to provide a detailed explanation for each option, and
a thorough justification of the decisions made. Information from the presentation alone will not be able to
demonstrate the depth of analysis and evaluation required.

2.5 Task 3: Using enterprise skills to implement the plan

The activity or project is expected to be real and candidates should therefore put their plan into action and
run their enterprise project. Each individual candidate submits a written record of how they used five
enterprise skills from Section 3.1 of the subject content of their own during the project. One skill must be
negotiation. Candidates must only write about their own skills.

2.5.1 Negotiating
During the activity or project, learners may need to arrange finance and / or the rental of equipment or a
suitable space from which to operate. Such situations can provide the evidence for the planning for
negotiation element of Task 3. Learners should produce a written explanation which includes sufficient detail
to be able to assess their skills in negotiating with others. The written explanation should also include the
outcome of the negotiation. Topic 5 of the syllabus looks in detail at planning for negotiation and the process,
which learners may find helpful. A record of the process may be laid out as shown below, but learners should
be encouraged to plan their negotiations in a way that suits their own purpose.
This plan must include details of:
– the people involved in the negotiation
– the situation of the negotiation
– benefits and weaknesses of the candidate’s proposal
– outcomes of the negotiation.
An example of a plan for negotiation is included below, although teacher may develop their own template
providing that it supplies the above information.

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Plan for negotiation

People involved:

Date: ______________________________
Description of situation:

Evidence to be used in discussion:

Supporting notes/images used:

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Outcome of negotiation:

2.6 Task 4: evaluating the project

Learners must analyse and evaluate their project and make recommendations for improvements in a formal
written report. The layout (as shown in section 2.7) gives an example of how this might be done, although
learners should be encouraged to produce their own, individual evaluations.
For this task, candidates should focus on how well their plans were implemented, rather than evaluating their
own performance. It does not matter whether the project was a success or failure, or whether they made a
profit or a loss. Candidates should make recommendations for improvements for each of the aspects
discussed.
Candidates are being assessed on their ability to analyse and evaluate using evidence gathered through
the enterprise activity. Being honest and critical of their project will enable candidates to access the full range
of marks
For candidates working as a part of a group, it is likely that individual candidates will present different views
on the success of the project. This is not an issue as each candidate’s evidence should be assessed
individually against the stated assessment criteria.
Candidates must produce a written report of approximately 1500 words. The report should include
appropriate titles and sub-headings and must analyse and evaluate the project, including:

• the planning and implementation of the project (compulsory)

o areas for analysis and evaluation could include the methods used to plan the project,
analysis of any deviations from the plan and evaluation of how well the plan was
implemented

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and one of the following:

• the financing of the project or activity (optional)
o areas for analysis and evaluation could include the suitability of the sources of finance used,
the way income and expenditure were managed and monitored and the extent to which the
enterprise project achieved its financial aims

• the marketing communication(s) used (optional)

o areas for analysis and evaluation could include the suitability of marketing communications
used in terms of cost, appropriateness for the candidate’s enterprise project and how well
the methods used helped to attract potential customers
• the internal communications used during the planning and implementation of the project or activity,
(optional, only for candidates working in a group)
o areas for analysis and evaluation could include the suitability of the channels used and the
flow, speed and accuracy of communication achieved.
It is important to note that candidates working alone will not be able to evaluate the use of internal
communications. They will therefore be limited in Task 4 to evaluation of one of the remaining two elements:
finance and marketing communications.
Candidates only have to include two of the four topic areas in their report (one of which must be planning
and implementation). Candidates should be discouraged from writing about all four topic areas. The
assessment criteria for this task focus on AO3 – analysis and evaluation. It is therefore essential that
candidates try to explain all the points that they make, using the evidence they have collected to support any
conclusions and recommendations. Discussing more than the required number of topics may result in the
report lacking the necessary depth of analysis and evaluation required to access the higher mark levels.

2.7 Report guidance

Learners are expected to write a formal written report for Task 1 and Task 4.
The information needs to be written in an ordered way to make it easy for the reader to find and understand
it. To do this, a report is usually divided into sections clearly labelled with headings and subheadings.
Subheadings are also useful to highlight and focus on separate areas. The report should only include
information relevant for the purpose. Any information that is helpful but not essential to your report should be
included in an appendix.
General advice when writing a report:
• Always try to write in a clear and concise way. Try to use appropriate enterprise terms, but avoid
colloquial terms that people may not understand.
• A report should be objective. This means it should focus on facts, supported by evidence not opinions.
• Keep sentences short. This helps to keep make points clearer to understand.
• Use headings and subheadings to clearly indicate each section, idea or issue being discussed, and
include page numbers throughout the report.
• Work on one paragraph per point. Learners should be encouraged to develop each point made to show
analysis and evaluation. This means try to avoid making simple statements and for each point explain
how or why it is an issue, and the possible, or actual, impact on the enterprise project.
• Use graphs, tables or evidence to support points. All charts and tables used should be accurate and
clearly labelled (see section 2.7.2).

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2.7.1 Report format

A report is written in sections with headings and subheadings, which are usually numbered. The structure of
a report and the purpose and contents of each section is shown below.
Reported to: (learners name)
Reported by: (learners name)
Date:
Title:
1. Introduction
In this section you should outline the reasons for writing your report. Look at the task
descriptor to make sure you know what is required.
A good introduction is usually short, and will only provide the reader with the
information they need to understand the purpose of the report.
In Task 4, you could also include a brief explanation of what the project involved.
2. Findings
This section should focus on a discussion of your results. This could be the result
from a questionnaire or other data gathered for Task 1, or outcome of monitoring in
Task 4.
The points made should be factual, and not just your opinions. This means for each
idea or issue identified and discussed MUST have evidence provided to support it.
You should include all evidence used in the actual report. Sometimes it may be
decided to include the evidence in an appendix, particularly when the material is
long, such as an income statement or questionnaire. Where an appendix is
necessary, you should clearly reference the appendix in the work as appropriate.
The assessor must be able to easily find the information that is being used as
evidence.
It is important that you do more than simply describe ideas or events. You will be
expected to show analysis. This means developing points to show how or why it is
an issue that needs to be considered. You should try to use connecting words such
as 'because', 'due to', 'as a result' or 'this means' as a way to expand the points.
Based on the analysis, you can evaluate the information and / or make decisions
based on the evidence presented.
3. Conclusion
A report should end with a clear summary of your findings. Refer back to key points
in your findings section and come to a decision as to what you learned. You should
not include any new points or evidence in this section. It can be helpful to look back
at the introduction to check that the report has actually answered the question or
issue that it set out to discuss.
You may also make judgements based on the facts discussed in the finding section.
For example in Task 1, identifying your final choice of project, and explaining why
the chosen option has been selected rather than the alternative options. In Task 4,
this may be a judgement of the success of each of the activities covered in the
findings section.
A conclusion is usually one or two paragraphs.

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4. Recommendations (Task 4 only)

These should outline actions to be taken on to solve issues identified in your
findings. All suggestions made should be clearly linked to points identified in the
report and should be specific, measurable and achievable.
This can be a bullet point list.
5. Appendix
An appendix is where separate additional information can be provided. Examples
might include copies of questionnaires, copies of letters, marketing communications,
income statements, cash flow forecasts etc.
It is usually information that is either too long to include in the actual report or
additional material that is useful but not essential to the report. Each appendix
should be clearly referred to in the relevant section. You should not include
something as an appendix if it is not discussed in the main part of the report.

2.7.2 Using charts and tables in a report

Learners will have to present evidence to support any points made. Using charts and tables is a useful way
to present information that can make it easier for the reader to understand. For example tables can help
organise data or information into a single document. A chart tends to have fewer words and numbers that
can make it easy to read, compare and highlight patterns or results.
Different types of charts and tables can be used to present different information. Always try to select a
suitable type based on the information to be presented. For example pie charts are good to show
percentages and bar charts are generally used to show comparisons between different sets of data.
There are many forms of evidence that candidates could use, including:

• Charts and graphs based on results of market research

• SWOT and PEST analysis
• Financial data such as income statement, cash flow or costing information
• Relevant quotes from customer feedback or other stakeholders
• Extracts from minutes or meetings
• Examples of marketing communication used
• Maps or plans showing the layout of a building or venue
• Photographs.
Any charts and tables used should include a title, clearly labelled and easy to read. For example a table will
have a title and headings for all columns and rows. Line or bar charts will have axis correctly labelled and
include any relevant values.
An example of a pie chart:

Title

Categories and
values clearly
visible

Note: there are other ways to present the information

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Charts and tables should only be included if they are used to help answer or clearly illustrate the point being
made. For example it is not necessary to include photographs of carrying out a presentation, as the required
evidence for this is the witness statement.

It is important the information is presented properly or it can detract from the work. Do not try to include too
much information in a single chart.

In this example there is a lot of information being displayed. As such it is not clear whether the reader should
focus on the number of fruit or the prices paid.

Always choose a method of presenting information that is suitable for the purpose and audience.

2.7.3 How to analyse results

In Task 1, learners are likely to have created a questionnaire or survey. The results of this research are
useful when they are identifying a suitable project.
Learners may wish to consider the following three questions when analysing charts.

• What do I see?
• That does this mean?
• What can I learn from this information to help me make a decision about my project?
For example:

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The results show that 48 people preferred smoothies compared to 39 people for juices. This shows
that smoothies are 10% more popular with our target market. This means that the potential demand
for smoothies is higher, and by offering smoothies it could lead to more sales. This also shows that
selling juices is possible option as 45% of people preferred juices, but this option is higher risk, as it
is less popular with our target market.
When trying to build an argument, learners should always try to look at all the evidence before making a
decision. For example the results of other questions asked in the questionnaire or survey, costing
information, and / or research gathered such as the SWOT analysis.
Learners should think about:
• how each piece of data compares with the other data reviewed
• whether there is a pattern or link between the results
• whether one piece of evidence supports the other one or not.
Only after they have analysed all the evidence gathered should learners reach any conclusions or make any
decisions.
Learners should remember to use the evidence collected as part of their analysis to support their decisions.
For Task 1, this will include explaining why they chose a particular option, and why it is better than the other
ideas rejected.

2.7.4 Coursework checklist

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3. Assessing the coursework

3.1 Assessment of the coursework
As the teacher, you will need to mark the assignment using the marking criteria provided in the coursework
(centre-based assessment) section of the syllabus booklet. Where more than one teacher is involved at a
centre, a meeting will need to take place to ensure that all teachers are applying the mark scheme to the
same standard. This is known as a standardisation (or coordination) meeting. Once all the marking is
complete, your Coordinator will need to check that that standard has been consistently maintained and so
will need to sample the work of each teacher, this is called internal moderation. See Section 4 for more
information.
It is important when assessing candidates’ work that teachers annotate the assignments throughout, to show
where learners have achieved their marks and where they have moved through the mark levels. Such
annotations inform the Internal Moderator in detail, how individual teachers have interpreted the mark
scheme.
All assessment decisions must be made objectively against only the listed criteria in order to maintain a
common standard. Whether the enterprise project itself can be said to have failed or succeeded is not one of
the assessment criteria. Instead, what is assessed is listed below as three assessment objectives:
Knowledge, Application and Analysis, and Evaluation.
Whatever the emotional and academic engagement in the development of learners as entrepreneurs,
assessors must consciously avoid any element of subjectivity based on their knowledge of the learner and
their expectations of how well that learner should perform.
This summary table of assessment criteria from the syllabus provides a useful starting point in understanding
the assessment process.

Weighting for
Assessment objectives
coursework

Demonstrate knowledge and understanding of the concepts, skills

AO1: Knowledge
and terminology relating to enterprise 10%
and understanding

Apply knowledge and critical understanding to familiar and

unfamiliar enterprise problems and issues. Develop
AO2: Application communication materials appropriate for the intended audience 35%
and purpose

Analyse, interpret, and evaluate information. Explore and find

AO3: Analysis and
solutions to enterprise problems and issues 55%
evaluation

For each task, assessors are provided with a detailed breakdown of each aspect or ‘strand’ that is assessed
within it, so that the coursework evidence that each learner produces can be judged against the specific
criteria at each level.
The mark levels within each assessment strand build progressively upon each other. When assessing the
work you should carefully consider all the evidence for that task in the light of the descriptions within the
table, awarding marks as specified. When deciding which mark level to place a learner in, you should begin
by searching for evidence that they have fulfilled the criteria for the highest mark level. If they have provided
evidence in the coursework that matches the requirements of the top mark level, you can then assesses
whether the evidence is sufficient to award the highest marks available in the range of that top mark level.

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If you do not consider the evidence sufficient to fulfil the criteria for even the lower end of the top mark level
range, you should apply the same process to the next mark level down and then if necessary the mark levels
below that.
Once you have decided which mark level best describes the learner’s work and which mark should be
awarded for the task, you should (ensure you have annotated the learner’s work appropriately) and then
complete the Individual Candidate Record Card.

3.2 Annotation
When assessing a learner’s work the teacher must make annotations on each task. The work must show
how the marks have been awarded in relation to the marking criteria. Appropriate annotation might include
showing where and which assessment objectives have been demonstrated in a particular task. Teachers
may wish to add comments, but these should only make reference to how well the learner has demonstrated
the assessment criteria.
Where appropriate, the teacher should also show where the learner has shown the necessary skills to move
up a mark level.

Marked examples of candidate work accompany this handbook on the School Support Hub. These
include examiner commentaries to help you familiarise yourself with the application of the mark scheme.
This additional guidance aims to help you establish the standard.

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3.3 Assessing Task 1

Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for non-creditworthy responses.
It is important that candidates do present this information in a report format to access all three mark levels. To access mark level 3, one of the descriptors clearly
states that candidates must use ‘a well-structured report, including appropriate charts, headings and subheadings.’ A possible format that candidates could use is
provided in section 2.8.1.
Work judged to be at mark level 1 level is likely to be incomplete or candidates might only have provided simple statements or descriptions relating to the task. Better
candidates will have made some attempt to explain the information that they have gathered to support the decisions they have made.
For candidates to access the highest mark level, they will have presented good evidence to support the points being made. The report will include a detailed
assessment of the advantages and disadvantages of a range of options before making a decision. There will be tables and charts used, which are appropriate for
the intended purpose.

Level Assessment guidelines for Task 1 Marks Additional guidance

• Good analysis and evaluation of two or three project options, using their In the report, candidates are likely to show evidence that
knowledge of enterprise concepts and terminology they have considered both the advantages and
• Well-structured report, including appropriate charts, headings and sub- disadvantages of each project before making a decision.
3 8–10
headings They are also likely to have used relevant terminology
• Report uses devices such as clear references to data gathered and from the syllabus in their evidence and presented their
appendices where appropriate materials using the required layouts.

The report may not be entirely suitable for the audience –

• Some analysis and evaluation of two or three project options using their there may be errors in layout, spelling or the language
knowledge of enterprise concepts and terminology used for example.
2 5–7
• Structured report, including charts, headings and sub-headings At this level there is likely to be evidence to show that
• Some links to data gathered and appendices where appropriate they have identified advantages or disadvantage for
different ideas before making a decision.

Work at this level is likely to be incomplete. The work

• Limited attempt to identify, analyse and evaluate project options using their
presented may perhaps be in written note form rather
knowledge of enterprise concepts and terminology
than in the formats requested.
1 • Basic attempt at a structured report, with very limited use of charts, 1–4
headings and sub-headings
To gain marks in this task however, some use of relevant
• Very few links to data gathered and appendices business concepts and terminology should be evident.

0 • No creditable response 0

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3.4 Assessing Task 2

Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for non-creditworthy responses.
If candidates do not identify two or three significant activities from the action plan for their enterprise project, they are unlikely to access mark level 2 (5–7 marks) and
above. This is because they will be unable to satisfy the relevant descriptors to meet the assessment criteria for these higher mark levels.

Task 2a Managing problems

Identification of only one problem is only likely to be able to access mark level 1. A candidate who has clearly identified and described how they plan to manage
each problem or issue could access at least mark level 2. To access the highest mark levels, the assessor would expect candidates to produce detailed
explanations, and consider different ways to manage the problem before deciding on a suitable course of action.
When deciding which mark level to select, the assessor should consider the level of detail presented as well as the quality of the explanations made. To access the
highest mark level, candidates will need to provide a detailed explanation and a thorough justification of any decisions made.

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Level Assessment guidelines for Task 2a Marks Additional guidance

At this level the learner is likely to have prepared a

detailed explanation of at least two significant issues,
showing good knowledge of relevant enterprise concepts
• Good analysis of potential issues or problems and how they plan to manage
and terms. To achieve at the top of this level, the
them
explanations of how to manage each of the problems
3 • Good application of enterprise skills to the planning of a project or activity 8–10
identified would need to include:
• Explanations showing good knowledge of relevant enterprise concepts and • analysis of a selection of ways in which each
terminology problem could be managed
• identification and justification of any decisions
made

• Some analysis of potential issues or problems and how they plan to At this level the candidate will have identified at least two
manage them significant issues. A range of concepts and enterprise-
2 • Some application of enterprise skills to the planning of a project or activity 5–7 related terms are likely to have been used and a clear
• Explanations show knowledge of relevant enterprise concepts and attempt made (even if unsuccessful) to analyse different
terminology ways each problem could be managed.

• Limited analysis of potential issues or problems and how they plan to Work at this level is likely to be incomplete and poorly
manage them produced with little or no use of the terminology required.
1 • Limited application of enterprise skills to the planning of a project or activity 1–4 The presentation of the work may be poor, showing little
• Explanations show limited knowledge or enterprise concepts and understanding of what is required.
terminology

0 • No creditable response 0

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Task 2b Financial planning or planning marketing communications

Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for non-creditworthy responses.
This can be a difficult task to assess. This is because the teacher will have to assess how well the individual candidate has applied their communication and
enterprise skills in the presentation. Each skill demonstrated in the presentation will need to be supported by appropriate written evidence for this task.
If candidates do not provide evidence for both tasks, they are unlikely to access mark level 2 (5–7 marks) and above. This is because they will be unable to satisfy
the relevant descriptors to meet the assessment criteria for these higher mark levels.

Financial planning
Failure to include both elements of this part of the task will restrict the candidates’ ability to access the higher mark levels.

OR Planning marketing communications

Again, the failure to include both elements of this part of the task will restrict the candidate’s ability to access the higher mark levels.
For example work credited at mark level 1 is likely to be incomplete. There might be no evidence of a presentation or there is little or no relevant supporting
commentary to support their final choice for financing the project or types of marketing communication selected.
Better candidates are likely to have included evidence for both parts of this task. If candidates:

• provided evidence of a suitable presentation,

• made some attempt to explain why they have selected their methods of marketing communication (or proposed sources of finance) and
• included some justification for their final choice the work is likely to be at mark level 2 or above.
The candidate might want to:

• explain how the method of marketing communication might attract customers or

• consider the relative costs of each source of finance in relation to their expected budget.
When deciding which mark level to select, the assessor should consider the level of detail presented as well as the quality of the explanations and judgement made.
To access the highest mark level, candidates will need to provide a detailed explanation and a thorough justification of the decisions made.

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Level Assessment guidelines for Task 2b Marks Additional guidance

The work produced is likely to address both aspects

• Good analysis and evaluation of appropriate options before making
decisions required for Task 2b. At this level there are likely to be
• Good application of enterprise skills to the proposals for finance or few, if any, errors or gaps in the evidence collected. To
3 marketing communications 9–12 achieve at the top of this level the presentation should be
• Communication is very suitable for the audience and purpose very suitable and the financial or market communications
• Demonstrates good knowledge of relevant enterprise concepts and plans should be detailed. Any decisions made should be
terminology thoroughly justified.

To gain a mark at this level, there is likely to be some

evidence of an attempt at both the tasks required. There
• Some analysis and evaluation of possible options before making decisions will be evidence to show that some skills have been used
• Some application of enterprise skills to their proposals for finance or and to show that the presentation is suitable for the
2 5–8
marketing communications audience or purpose. The work will contain some relevant
• Communication is suitable for the audience or purpose enterprise-related terms and clearly attempt (even if
unsuccessfully) to analyse information in order to make
decisions.

• Limited analysis of information relating to possible options. Evaluation may Evidence at this level is likely to be incomplete and poorly
be limited or absent produced with little or no use of the terminology required.
• Limited application of enterprise skills to their proposals for finance or The learner may provide evidence of a presentation and
1 1–4
marketing communications
/or written evidence but the quality of the work may be
• Communication is of limited suitability for the audience of purpose
• Limited knowledge of enterprise concepts and terminology poor, showing little understanding of what is required.

0 • No creditable response 0

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3.5 Assessing Task 3

Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for non-creditworthy responses.
The candidate will have to provide appropriate written evidence to support this task. A candidate whose evidence is brief or incomplete is likely to be awarded mark
level 1. At this level, the skills do not need to be listed but the description of work carried out will show that the candidate has tried to apply some skills when
implementing their plan. A common omission is likely to be evidence of five named skills. In mark level 1, the candidates are likely to have written simple descriptions
of tasks undertaken. Better candidates will provide more detailed descriptions of the tasks that they performed, to show that they have used the named skills of
enterprise whilst implementing their plan. There is likely to be evidence of a plan to negotiate to show that they were able to negotiate with others. To access level 3,
the evidence presented will be detailed, clearly showing how the candidate applied named enterprise skills, including negotiation, when implementing a plan.
If candidates do not provide evidence of five skills, including negotiation, they are unlikely to access mark level 2 (4–5 marks) and above.

Level Assessment guidelines for Task 3 Marks Additional guidance

Evidence at this level is likely to be detailed, clearly

• Good ability to show how the candidate applied named enterprise skills,
showing how the learner applied the five named skills,
3 including negotiation, when implementing a plan, supported by clear 6–8
including negotiation, and supported by clear examples
examples from the project
from the project

Evidence at this level is likely to show that the learner has

used some of the skills identified in Topic 3.1 of the
syllabus when implementing their plan. The skills will be
• Some ability to show how the candidate applied named enterprise skills, named but the examples may not clearly show that the
2 including negotiation, when implementing a plan, supported by clear 4–5 learner has applied their knowledge when implementing
examples from the project their plan. At this level there is likely to be some
exemplification used to show that the learner has applied
these skills, including negotiation, when implementing the
plan.

Evidence at this level is likely to be brief and possibly

incomplete. The learner may provide some description of
• Limited ability to show how the candidate applied named enterprise skills, the tasks that they performed and/or a negotiation
1 including negotiation, when implementing a plan, supported by clear 1–3 undertaken.
examples from the project There is likely to be no or limited exemplification included
from the project to show how the candidate applied
named enterprise skills.

0 • No creditable response 0

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3.6 Assessing Task 4

When evaluating the outcome of the project or activity, teachers should bear in mind that assessment does not focus on how successful the enterprise was, but on
how learners have used evidence to form the basis of analysis and evaluation regarding the outcome. It is likely that learners working as a group will present
different views on this. Each learner’s evidence should be assessed individually against the criteria.
Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for non-creditworthy responses.
A candidate whose evidence is brief or incomplete is likely to be awarded mark level 1 or 2. The candidates are likely to have written simple descriptions of tasks
undertaken, but attempted very little analysis of points identified. The candidate will make a decision as to the success of the project and or the way it was
implemented. There will be an attempt to provide some evidence to support this view. The work might not be presented as in a formal report format. For level 2,
candidates will show some attempt to weigh up either the success or failure of the enterprise with respect to the aspects chosen. There should be some limited
attempt to use evidence to justify the decision made but this is likely to be very brief. There may be a recommendation for improvement but this will not be justified
with evidence.
For mark level 3, candidates will have discussed both required elements, one of which must be planning and implementation, and the work will be presented in a
report format. The candidate will attempt to organise some evidence to show both the success and failure of the enterprise with respect to the elements under
discussion, however the discussion may be unbalanced. There will be an attempt to use the evidence to draw a conclusion and make some attempt (even if
unsuccessful) at justifying recommendations for improvement.
For mark level 4, candidates will attempt to explain both the successful and unsuccessful aspects of their enterprise. Evidence will be used to justify the points made.
However one or more key points will be missed. A recommendation for improvement will be made with some attempt to explain why this will improve the enterprise.
Candidates awarded mark level 5, will have prepared a detailed written report, using a suitable layout. A range of evidence will be organised to make justified
recommendations for improvement in both areas discussed. The evidence will be used to show both the positive and negative aspects of the areas under
discussion.

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Level Assessment guidelines for Task 4 Marks Additional guidance

At this level the learner is likely to have prepared a

• Very good analysis of both areas, covering positive and negative outcomes detailed, written report, using a suitable layout.
for each area, clearly supported by evidence in a formal report style A range of evidence is likely to have been organised
5 • Very good evaluation and conclusions, clearly supported by evidence 17–20 making justified recommendations for improvement in
• Justified recommendations for improvements for both areas, clearly both areas discussed. The evidence may have been used
showing how they would improve their enterprise project to show both the positive and negative aspects of the
areas under discussion.

At this level the candidate may attempt to explain both

the successful and unsuccessful aspects of their
enterprise.
• Good analysis of both areas, covering positive and negative outcomes for
Evidence is likely to have been used to justify the points
each area, supported by evidence in a formal report style
4 13–16 made. However, one or more key points may have been
• Good evaluation and conclusions, supported by evidence
• Recommendations for improvements for both areas are offered missed.
A recommendation for improvement has probably been
made with some attempt to explain why this will improve
the enterprise.

Work at this level is likely to cover both of the analytical

and evaluative elements required; the evidence will have
been presented using a report format.
• Some analysis of both areas, generally supported by evidence in a formal
The candidate may have attempted to organise some
report style
evidence to show both the success and failure of the
3 • Some evaluation and/or conclusions made, generally supported by 9–12
evidence enterprise with respect to the elements under discussion.
• Recommendations for improvements for at least one area are offered However, the discussion may be unbalanced.
There may be attempts to use the evidence to both draw
a conclusion and to justify any recommendations for
improvement (even if unsuccessful).

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Level Assessment guidelines for Task 4 Marks Additional guidance

Work at this level is likely to show some attempt to weigh

• Limited analysis of at least one area is offered, but this will often be up either the success or failure of the enterprise with
descriptive. respect to the aspects chosen.
• Formal report layout may not be used
The candidate may make some limited attempt to use
2 • Limited evaluation and/or conclusions made, which may or may not be 5–8
supported by evidence evidence to justify the decision made; this is likely to be
• Recommendations for improvements are offered, but these may not be very brief.
linked to the specified areas There may be a recommendation for improvement but
this is likely to have not been justified with evidence.

Work at this level is likely to be incomplete, with only one

of the required elements being explained.
• Very limited, if any, analysis offered of one area, but this will often be The candidate may not present the work using a formal
descriptive
report format.
1 • Formal report layout may not be used 1–4
• Very limited evaluation or conclusion made The candidate may make a decision as to the success of
• Recommendations for improvements may not be offered the project and/or the way it was implemented.
There is likely to be an attempt to provide some evidence
to support this view.

0 • No creditable response 0

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4. Coursework administration
4.1 Internal standardisation
Where more than one teacher is involved in the marking of the practical coursework component,
standardisation is essential. All teachers involved in the marking must have a common understanding of the
mark scheme so that assessment can be carried out consistently. Each school appoints an Internal
Moderator from amongst the more experienced teachers delivering the subject and it is their task to ensure
the quality and consistency of the marking.
It is important that staff therefore hold a standardisation meeting at the earliest opportunity that material is
available, during which all teachers agree on the quality of specimens of work.
At such meetings there should be consideration of:

• the mark schemes

• three pieces of work that illustrate three different mark levels.
Teachers should ensure that they give equal importance to each strand of the mark scheme (knowledge with
understanding, skills and analysis, and conclusion and evaluation).
At the meeting there should be a discussion of the quality of the work. Each example should be assigned to
a mark level and lastly, a mark should be decided. Exact agreement on the mark is unlikely but there should
be general agreement.
It is very beneficial to hold similar meetings at intervals during the course. This saves time when internal
moderation takes place. Standardisation can also take place throughout the course at points where sufficient
material becomes available.
Where only one member of staff is involved in the delivery and assessment of this coursework component, a
line manager should take responsibility for standardisation.

4.2 Internal moderation

This meeting is essential if there are two or more teaching sets entering candidates from the Centre and they
have a different teacher/moderator. It should take place after all marking has been completed.
An experienced and senior member of staff must take responsibility for ensuring that marking has been
carried out consistently and to the required standard by all assessors in the Centre. This person is referred to
as the Internal Moderator.
The function of the Internal Moderation meeting then is to establish a single, reliable rank order for all the
candidates in the centre and it must be held just before marks are submitted to Cambridge.
The centre should select a few experienced teachers (who are known to be reliable assessors), and who can
meet in order to assess the marking of each set in turn.
1. First they must agree on the marking of each other’s candidates.
2. Next, they must examine a sample of ten submissions from each of the other sets in turn.
This sample should include the full range of candidate abilities experienced, from the highest
to the lowest mark.
3. The marks may be approved, or judged to be either:
• consistently harsh overall
• consistently generous overall
• consistently harsh within a particular range of the marks
• consistently generous within a particular range of the marks.

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Consistent marking allows moderators to amend either harsh or generous marking traits across all of a
teacher’s marking based on their judgement of a sample of the work, this is called ‘scaling’. This is one of
several reasons why standardisation is so important.
If the moderating teachers are not sure how to adjust marks, (that is to say they are not able to see a clear
and consistent pattern of marking that can be scaled) they may call for more folders from a teaching set.
Where the marking is inconsistent, they should try to discern the pattern from the additional samples. If no
pattern can be discerned after investigation, these samples may need to be remarked.
Where marking is inconsistent, it is usually because one of the criteria in the mark schemes has been
considered more important than the rest. Another common issue is when an unduly large number of
candidates have been given the same mark and it is impossible to agree that the work is of the same quality.
This can usually be resolved by asking the teacher to redistribute the candidates over a three or even four-
mark range.
When the process is at an end, the Internal Moderator should make sure that all the amendments to the
marks are recorded on the Coursework Assessment Summary Form and that these are the final marks to be
recorded on the individual coursework submissions and on the mark sheets as well as being those that are
submitted to Cambridge.
In centres where only one member of staff is involved in the delivery and assessment of this coursework
component, a line manager should assume responsibility for the internal moderation process.

4.3 Recording and despatching of marks

There are two separate sets of paperwork, listed below, that must be sent to Cambridge at the end of the
course. Both should arrive as soon as possible but no later than the dates specified in the Cambridge
Handbook.
1. The top copy of the computer-printed Mark Sheet (MS1), recording all the learners’ marks, should be
sent to Cambridge in the specially provided envelope.
2. A sample of learners’ coursework, consisting of the following four components, should be sent to
Cambridge for external moderation.
(a) A completed Individual Candidate Record Card for each learner
(b) A completed Coursework Assessment Summary Form for the whole group
(c) The second copy of the Mark Sheet (MS1) that was sent to Cambridge
(d) A sample of learners’ work covering a range of learners and marks
For the live examination series, interactive electronic forms can be found on the Cambridge Samples
Database.
The four components that make up the coursework sample are described in more detail below.

4.3.1 The Individual Candidate Record Card

Marks awarded to each learner for all assessments throughout the course must be recorded on their own
Individual Candidate Record Card. Ideally this card should be filled in after each assessment is completed
during the course and maintained as a record, rather than being filled in retrospectively at the end of the
course. If a learner is absent for all or part of a task they should be recorded as ‘absent’ and not given a
mark of zero. Interactive versions of these forms can be downloaded from the Samples Database.
Towards the end of the course, when all assessments are complete, each learner’s final mark must be
calculated. The four task totals should then be added together to find the overall total (a maximum mark of
60), which should then be recorded in the total box.
Please note the final marks should be the internally moderated marks and not the teacher’s original marks
(if they differ).

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4.3.2 The Coursework Assessment Summary Form

This form is used to record all the learners’ total marks for each task and also their overall total marks. In
centres where more than one teacher assesses coursework, each learner’s internally moderated mark must
also be recorded on this form. All forms can be downloaded from the Samples Database.
Any changes to marks due to moderation should be signed by the Internal Moderator, as well as the teacher
responsible for filling in the form. The totals from this sheet are transferred to the Mark Sheet (MS1) that is
sent to Cambridge.

4.3.3 The Mark Sheet (MS1)

The Mark Sheet lists the learner names and numbers of all the learners entered for the examination. All the
learners’ total marks (the overall totals or, if more than one teacher assesses coursework, the internally
moderated totals) from the Coursework Assessment Summary Form must be accurately transferred to the
Mark Sheet (MS1).

4.4 The external moderation sample

If you are a UK Centre, Cambridge will select a list of learners whose work is required for external
moderation. The number of coursework samples Cambridge will ask you to provide is based on the number
of candidates you have entered. This information can be found on the Samples Database. Simply enter your
Centre number and syllabus code to access all forms and information.
As soon as your sample is prepared, send the candidates’ work with the corresponding Individual Candidate
Record Cards, the Coursework Assessment Summary Form and the second copy of MS1 to Cambridge.
The sample will include the work of the highest and lowest marked pieces of work. The remaining work in the
sample will reflect the whole range of marks awarded.
For further details about submitting coursework samples please refer the Cambridge Handbook available on
the Cambridge International public website.
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