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Coursework Training
Handbook (Part 1):
Guidance
Cambridge IGCSE®
Enterprise
0454
Cambridge Secondary 2
Cambridge International Examinations 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.
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2013
Contents
Introduction ...................................................................................................................... 3
Section 1: Requirements of the syllabus ............................................................................. 5
1.1
1.2
1.3
1.4
The scheme of assessment
Assessment of the coursework
Teacher involvement
Coverage of the syllabus by coursework
Section 2: Carrying out the Enterprise project or activity ................................................... 11
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Stages in carrying out the Enterprise project or activity
Choosing a suitable project or activity
Task 1: identifying a suitable project or activity
Task 2: planning the project or activity
Task 3: implementing the plan
Task 4: evaluating the project or activity
Coursework checklist
Section 3: Administration of coursework ........................................................................... 29
3.1
3.2
3.3
3.4
3.5
Annotation
Completion of forms
Internal standardisation
Internal moderation
The external moderation sample
Appendices ...................................................................................................................... 33
Individual Candidate Record Card
Coursework Assessment Summary Form
2
Cambridge IGCSE Enterprise
Introduction
Introduction
Paper 2 of the Cambridge IGCSE Enterprise syllabus gives learners the opportunity to plan, carry out and
evaluate their own enterprise activity either alone or as part of a small team (usually of no more than six).
The learner must produce a portfolio of evidence to demonstrate their work which is then assessed by the
Centre at the end of the course.
Undertaking and completing an Enterprise activity in this way, allows learners to fully appreciate
the knowledge and skills required to be a successful entrepreneur and elicits a broader and deeper
understanding of the syllabus content over all.
In order for a Centre to assess coursework it must register at least one accredited coursework assessor
with Cambridge. Teachers can acquire accredited status by completing the training provided in the
Cambridge IGCSE Enterprise Coursework Training Handbook (Part 2): Teacher Accreditation. Part 2 of the
Training Handbook exemplifies the application of the assessment criteria by providing examples of marked
candidate coursework together with commentaries explaining the marks given. Applicants must then mark a
set of sample coursework assignments supplied in the handbook and submit their marks and comments to
Cambridge where they will be appraised.
Applicants will be informed of Cambridge’s decision regarding the outcome of their application by post
within 4–6 weeks of receipt. In cases where accreditation can not be awarded, a feedback report will be
provided, giving guidance on how assessment skills can be improved ahead of a resubmission of the test.
If accreditation is not awarded, this does not mean a teacher cannot continue to teach the course but it is
advisable that they do not take a leading role in the judgement/moderation of other teachers’ marking where
multiple teachers are involved at the Centre. Please note that a small fee is required for each application.
The accreditation test should not be undertaken without first working through the guidance and advice
provided in this publication (that is Part 1) which covers:
•
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.
In conjunction with the syllabus document, the Cambridge Administrative Guide and the Cambridge
Handbook for Centres, teachers should find that comprehensive support material is provided covering the
range of procedures that teachers need to follow and the documentary evidence required for assessment
and moderation purposes of the coursework component.
Cambridge IGCSE Enterprise
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Introduction
4
Cambridge IGCSE Enterprise
Section 1: Requirements of the syllabus
Section 1: Requirements of the syllabus
In this section we recap on the exact requirements of the syllabus in relation to the coursework component
(Paper 2). 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.
1.1 The scheme of assessment
Paper 2 Coursework (Centre based assessment, 60 marks)
Learners working on their own will take sole responsibility for carrying out a small, relatively simple project
or activity. Learners working in groups should carry out a larger, more complex project or activity that allows
each person to play a separate, defined role. All learners should be encouraged to produce and implement
a business plan. Learners working as part of a group are required to submit their own, individual piece of
coursework not produced as part of the group.
The individual role played by learners and their perspective on the project is assessed, not the execution
of, or the success of, the project or activity itself. To provide sufficient evidence of their work learners are
required to complete and submit evidence for the following four tasks.
Task 1 – choosing a suitable project or activity
Learners should submit a formal written report about the process and outcome of choosing a suitable
project or activity. The report should include appropriate titles and sub-headings and be approximately 1000
words in length.
Task 2 – planning the project or activity
Learners must submit two pieces of work:
1. an action plan covering the preparation for and implementation of the project
2. either financial planning material or market communication material.
Task 3 – implementing the plan
Learners must submit two pieces of work:
1. a written record of the tasks they carried out and the results of the monitoring of progress against their
identified criteria
2. evidence of preparing for negotiating with others at a meeting, carrying out the negotiation and
recording the outcomes plus a written description of the situation in which they negotiated.
Task 4 – evaluating the project or activity
Learners produce a formal written report of approximately 1000 words, evaluating the success of the
project or activity. It should be made clear to learners that their ability to evaluate using evidence will
be being assessed, not their own performance or the performance of the project or activity. This is an
important distinction to be made to learners as it is important that they are honest and critical as necessary
regarding their project or activity.
Cambridge IGCSE Enterprise
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Section 1: Requirements of the syllabus
1.2 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. More details about this are
given later in the handbook. 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. Again, there will be more details on this a little later on in the handbook.
It is important when assessing candidates’ work to annotate their assignments throughout, to show where
learners have achieved their marks and where they have moved through the mark bands. 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 activity/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.
Assessment Objectives
6
Weighting for
coursework
Knowledge
Demonstrate knowledge and
understanding of the concepts,
skills and terminology relating to
Enterprise
AO1
5%
Application
Skilfully apply knowledge and
critical understanding to familiar
and unfamiliar Enterprise
problems and issues. Develop
communication materials
appropriate for the intended
audience and purpose
AO2
15%
Analysis and evaluation
Evaluate, analyse, explain and
interpret information, in order to
make judgements and conclusions
relating to Enterprise problems
and situations
AO3
30%
Cambridge IGCSE Enterprise
Section 1: Requirements of the syllabus
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 bands 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 band to place a learner in, you should begin
by searching for evidence that they have fulfilled the criteria for the highest mark band. If they have provided
evidence in the coursework that matches the requirements of the top mark band, you can then assesses
whether the evidence is sufficient to award the highest marks available in the range of that top mark band.
If you do not consider the evidence sufficient to fulfil the criteria for even the lower end of the top mark
band range, you should apply the same process to the next mark band down and then if necessary the mark
bands below that.
Once you have decided which mark band 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.
1.3 Teacher involvement
As with all coursework, you will need to be able to verify that the work submitted for assessment is the
learner’s own work. This is particularly important in IGCSE Enterprise if the activity or project is carried out
as a group. The written assignments must be a learner’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 also should provide some
pointers as to 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 or activity. 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 the choice of project or activity.
•
Raise learners’ awareness of the exact requirements of each coursework task; for example stipulating
that learners produce either a Financial Plan or a Plan of Marketing Communications for Task 2.
•
*Consider the assessment criteria with learners to ensure that they are familiar with how marks can be
gained in each task; recording their own role for Tasks 2 and 3; this includes drawing their attention to
the skills 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.
* Learners 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.
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Section 1: Requirements of the syllabus
Learners looking to achieve a mark in the higher mark bands 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. A scattergun
approach – breadth at the expense of depth – can limit the learner’s ability to access the higher mark bands.
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 aid learners as they try to meet the assessment criteria for the higher
level mark bands.
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 or activity.
•
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.
•
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.
1.4 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 required to support your learners in the relatively independent nature of their projects
and activities.
On our secure online support for Cambridge teachers, Teacher Support, 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 IGCSE Enterprise syllabus, alongside suggested resources.
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Cambridge IGCSE Enterprise
Section 1: Requirements of the syllabus
Task
Evidence required
Section of syllabus
covered
Task 1:
Identifying a
suitable project or
activity
Formal report
Approximately 1000 words
Topics 2.2, 3.1, 4.1,
8.2
Task 2: Planning
the project or
activity
Action Plan
(a) A summary of the project or activity chosen
(b) The skills that the candidate believes are
important for entrepreneurs to possess,
and an evaluation of the extent to which the
candidate believes that they possess these
skills
(c) Evidence of the ways in which a problem
or need was identified and researched by
the candidate, including the sources used
(questionnaires, internet, brainstorming, etc.)
and presentation of the outcomes of research
undertaken
(d) An outline of the ways in which the problem
or need could be solved or satisfied in an
enterprising way (evidence could include
PESTEL [Political, Economic, Social,
Technological, Environmental, Legal] analysis)
(e) An explanation of the reasons for the
candidate’s final choice of project or activity,
and the reasons why the other ideas were
rejected
Topic 7
Plus
Financial planning:
Topic 6.4 and 6.5
•
•
Topic 6.2
•
Income and expenditure budget
Witness statement and notes for presentation
regarding sources of finance
Written evidence for choice of sources of
finance
Or
Planning marketing communications:
•
•
•
Topic 8.4
Two examples of marketing communications
Witness statement
Written evidence of choice of communication
Cambridge IGCSE Enterprise
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Section 1: Requirements of the syllabus
Task
Evidence required
Section of syllabus
covered
Task 3:
Implementing the
plan
Written record of carrying out their plans and
monitoring progress
Topic 3
Written description of their negotiations:
Topic 5
•
•
Task 4:
Evaluating the
project or activity
10
Evidence of planning for and carrying out
negotiation
Written description of the outcome of the
negotiation
Formal report
Approximately 1000 words evaluating the success
of two of the following with recommendations for
improvement:
Two of:
•
•
•
•
Topic 6
Topic 8
Topic 7
Topic 10
Cambridge IGCSE Enterprise
Financing
Marketing
Planning
Communicating
Section 2: Carrying out the Enterprise project or activity
Section 2: Carrying out the Enterprise project or activity
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 or activity
Select a feasible project or activity
Plan the project carefully before carrying it out
Record all of the details in a business plan
Implement the plan and run the project or activity, keeping a record
of the candidate’s personal involvement
Evaluate the success of how the project or activity was implemented
2.2 Choosing a suitable project or activity
Learners must present evidence that consideration has gone into the process of choosing a suitable project
or activity 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.
Cambridge IGCSE Enterprise
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Section 2: Carrying out the Enterprise project or activity
2.2.1 Learners working alone
Learners working on their own will be taking sole responsibility for carrying out the project or activity.
The project or activity 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:
•
gardening/grass cutting
•
pet sitting/dog walking
•
baby sitting
•
car washing
•
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 activity or project that allows each person to play a separate, defined role. Each
individual must be able to demonstrate their own role in the activity or 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 a environmental projects or similar funded community work.
2.2.3 Practical considerations
The choice of project or activity 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 activity or 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 wide
range of possible events it is recommended that a minimum of two and a maximum of four projects or
activities are evaluated to allow learners to select the most suitable event.
12
Cambridge IGCSE Enterprise
Section 2: Carrying out the Enterprise project or activity
The final activity or 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 income and expenditure budgets;
•
obtain finance;
•
communicate with potential customers;
•
negotiate with another person or group of people.
Ideally the final activity or project chosen should involve external customers but it is recognised that internal
activities or projects may be more practical for Centres.
2.3 Task 1: identifying a suitable project or activity
2.3.1 Presentation of the report
To achieve Task 1, when identifying a suitable project or activity, candidates must submit a formal written
report. The report should include appropriate titles and sub-headings (such as these suggested below) and
should be in the region of 1000 words.
(a) a summary of the project or activity chosen
(b) the skills that the candidate believes are important for entrepreneurs to possess, and an evaluation of
the extent to which the learner believes that they possess these skills
(c) evidence of the ways in which a problem or need was identified and researched by the candidate,
including the sources used (questionnaire, internet, brainstorming etc) and presentation of the outcomes
of research undertaken
(d) an outline of the ways in which the problem or need could be solved or satisfied in an enterprising way
(evidence could include PESTEL analysis)
(e) an explanation of the reasons for the learner’s final choice of project or activity, and the reasons why the
other ideas were rejected.
Cambridge IGCSE Enterprise
13
Cambridge IGCSE Enterprise
Marks are awarded against each assessment criterion using the statements within the bands. A mark of zero should be awarded for non-creditworthy
responses.
AO
Assessment guidelines for Task 1
Marks
Additional guidance
AO3
•
8–10
AO2
•
AO1
•
AO1
•
Ability to analyse information and evaluate courses of action
before making decisions
Good ability to apply the skills of Enterprise to the identification
of a suitable project or activity
A variety of communication methods employed, fully suitable for
the audience
Reasonable knowledge of Enterprise concepts and terminology
In the report, candidates are likely to
show evidence that they have considered
both the advantages and disadvantages
of each project before making a decision.
They are also likely to have used relevant
terminology from the syllabus in their
evidence and presented their materials
using the required layouts.
AO3
AO2
•
•
5–7
AO1
•
AO1
•
Some attempt to analyse information before making decisions
Reasonable ability to apply the skills of Enterprise to the
identification of a suitable project or activity
A variety of communication methods employed, but not
completely suitable for the audience
Some knowledge of Enterprise concepts and terminology
The report may not be entirely suitable
for the audience – there may be errors in
layout, spelling or the language used for
example. At this level there is likely to be
evidence to show how the problem or
need was identified, and evidence that
the candidate has made some attempt to
evaluate their own entrepreneurial skills.
AO3
•
1–4
AO2
•
AO1
•
AO1
•
Very little, if any, successful attempt to analyse or evaluate
information before making decisions
Limited ability to apply the skills of Enterprise to the identification
of a suitable project or activity
No variety in the methods of communication employed, or the
communication was not suitable for the intended audience
Limited knowledge of Enterprise concepts and terminology
Work at this level is likely to be
incomplete. The learner may perhaps
present only one of the two required
pieces or two partially-completed pieces
of work. The work presented may perhaps
be in written note form rather than in
the formats requested. To gain marks in
this task however, some use of relevant
business concepts and terminology should
be evident.
Section 2: Carrying out the Enterprise project or activity
14
2.3.2 Assessing Task 1
Section 2: Carrying out the Enterprise project or activity
2.4 Task 2: planning the project or activity
For Task 2 candidates must submit an action plan and evidence of either financial planning or the planning
for marketing communications.
2.4.1 The action plan
Having completed the research and chosen a project or activity, learners should produce an action plan
that identifies the key activities to be undertaken. An action plan may look similar to the following, but it
is important that learners are encouraged to take an individual approach to planning that suits their own
individual project.
Task
Timing of
activity
Person
responsible
Date for
completion
How
progress
will be
monitored
Outcome
Teachers should ensure that learners are familiar with the setting of clear and measurable monitoring
criteria.
It is important that learners record the progress of each activity against the criteria of the action plan so that
they can evidence the results of their monitoring for Task 3.
2.4.2 Preparation of the business plan
Learners may choose to produce financial plans or market communications in order to provide the evidence
for this task. However, in order to help with planning and the success of their project or activity they should
also be encouraged to produce a business plan. Please note candidates are not required to produce a
busines plan as evidence of the task. Even without a business plan, they can still access all five mark bands
for this task. The business plan could include the following:
A Project/activity summary
The aims and objectives and an overview of the project/activity (what they are doing and why).
A short description of the project/activity
The person/persons involved in the project/activity
What the individual/group plan to do, why they think that their project/activity will be successful and who
the target customers are.
The marketing and sales strategy
Why the organisers think that customers will buy their goods or services. What the needs and wants of the
customers are and how the project/activity will fulfil them; how the activity will be marketed (posters, radio
advertisements, magazine editorial etc.).
Cambridge IGCSE Enterprise
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Section 2: Carrying out the Enterprise project or activity
Details of the team or learner
The people involved in the project/activity (including the learner); the skills each member of the team has.
Operations
Details of how the project/activity will be run. This should include; production facilities required (equipment,
materials), staffing requirements (who will be doing what), risk assessments, timescales for the activity.
Financial forecasts
This section should include a simple income and expenditure budget; the financial needs and proposed
source of finance.
Review and evaluation
How the activity will be reviewed and evaluated.
2.4.3 Financial planning
In addition to the action plan, candidates will need to submit evidence of either financial planning or the
planning of marketing communications. In the case of financial planning, candidates must submit the
following three forms of evidence:
•
income and expenditure budget
•
witness statement and notes for presentation regarding sources of finance
•
written evidence for choice of sources of finance
Income and expenditure budgets
The budgets required for this task should include the following elements:
•
initial sources of finance and total sums available at start-up
•
anticipated items of income and expenditure over the period of planning and development
•
clear plans regarding the allocation of funds to cover specific components of the event
•
amount and allocation of contingency funds in case of unexpected circumstances
•
anticipated profit or loss for the event.
An example of a budget for a small one-day market is included opposite. Learners should be able to
complete similar information for their event. Social enterprise projects may not generate any income, but
learners will be able to draw up and expenditure budget that shows how they intend to keep within the
limits of the finance available to them.
16
Cambridge IGCSE Enterprise
Section 2: Carrying out the Enterprise project or activity
Example of a budget for a small one-day market
Items
Expenditure ($)
Income ($)
Loan from school for start-up
100
Income from stall booking (60 @ £5.00)
300
Income from refreshments
150
Total income
550
Payment for the use of field
50
Payment for portable toilets
100
Marketing costs
100
Purchase of refreshments
100
Stationery costs
20
Repayment of loan
100
Total expenditure
470
Profit
80
Witness Statement and notes for presentation regarding sources of finance
Learners will have to present evidence of the presentation of their proposals for financing the project or
activity. This evidence can take the form of the script used for the presentation, outline slides or other
display materials. 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 audience chosen
and that they are confident in their delivery of the material. The suitability of the learners’ communication for
the intended audience 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.
The learners’ evidence should be accompanied by a written witness statement from the teacher and/or
business person who formed the audience for the presentation.
It is expected that these 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
Cambridge IGCSE Enterprise
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Section 2: Carrying out the Enterprise project or activity
•
how well the learner interacted with the audience
•
learner’s skills development
•
the initiative show/problem solving skills demonstrated by the learner
•
signature, name and hob title of the person completing the witness statement and date of the
statement.
An example of a witness statement form is included below, although teachers may develop their own
template providing that it supplies the above information.
Witness Statement
Name of school:
Name of student:
Date of event:
Group size:
Description of presentation observed:
Comments on student performance:
Comments on achievement of the assessment criteria (for which the activity provides
evidence):
Supporting notes/images used:
Signatures
Teacher 1 Witness:
Teacher 2 Witness:
Student signature:
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Cambridge IGCSE Enterprise
Date:
Section 2: Carrying out the Enterprise project or activity
Written evidence for the choices of sources of finance
The final piece of evidence required for financial planning is a written record of the candidate’s consideration
of the sources of finance available, and the choice finally reached. You should ensure that learners clearly
show the sources of finance considered against the different needs of the project or activity. The table
below shows how learners might record their findings to provide evidence for this section.
Costs of
materials &
equipment
Potential
method of
finance
Advantages
of source
Disadvantages
of source
Method
of finance
chosen
2.4.4 Planning marketing communications
If a candidate has chosen to submit evidence from planning marketing communications instead of financial
planning they will need to provide:
Two examples of marketing communications: learners may use any kind of media suitable for their
chosen market. Evidence presented therefore could include:
•
Posters
•
Design plans for websites
•
Storyboards for television adverts
•
Written scripts for radio advertisements
Learners do not need to produce a video tape of the television or radio advertisement. A written description,
script or storyboard showing the ideas for the advertisement would be sufficient evidence for this work.
A Witness Statement of a presentation by the individual candidate to a teacher or business person,
including the use of visual materials. The presentation should cover the candidate’s proposed methods of
marketing communications, together with the reasons for the candidate’s choices of communications.
Written evidence of the candidate’s decision as to which one of their examples of marketing
communications should be used, together with an explanation of why they believe that this method of
marketing communications will be successful. The candidate should refer to reaching the potential market,
attracting and retaining customers.
Cambridge IGCSE Enterprise
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Cambridge IGCSE Enterprise
Marks are awarded against each assessment criterion using the statements within the bands. A mark of zero should be awarded for non-creditworthy
responses.
AO
Assessment guidelines for Task 2
Marks
Additional guidance
AO3
•
19–23
AO2
•
AO1
•
•
Very good ability to analyse information and evaluate courses of
action before making decisions
Excellent application of the skills of Enterprise to the planning of
a project or activity
Communication is very suitable for the audience or purpose
Good knowledge of Enterprise concepts and terminology
The work produced is likely to address all
aspects required for Task 2. At this level
there are likely to be few, if any, errors or
gaps in the evidence collected. To achieve
at the top of this level the financial or
market communications plans would need
to be detailed, and any decisions made,
thoroughly justified.
AO3
•
Good ability to analyse information and evaluate courses of
action before making decisions
Good application of the skills of Enterprise to the planning of a
project or activity
Communication is very suitable for the audience or purpose
Reasonable knowledge of Enterprise concepts and terminology
15–18
Work at this level is likely to include both
required tasks. Each piece is likely to be
presented in a suitable format for the
intended audience and include a range of
correctly-used concepts and Enterpriserelated terms. It is likely to include analysis
justifying any decisions that have been
made. However, at this level, there are
also likely to be errors or gaps in the
analysis which detract from the work.
Reasonable attempt to analyse information before making
decisions
Reasonable ability to apply the skills of Enterprise to the planning
of a project or activity
Communication is reasonable suitable for the audience or
purpose
Reasonable knowledge of Enterprise concepts and terminology
11–14
To gain a mark at this level, there is likely
to be some evidence of an attempt at both
the tasks required. A range of concepts
and Enterprise-related terms are likely
to have been used and a clear attempt
made (even if unsuccessful) to analyse
information in order to make decisions.
•
•
•
AO3
•
AO2
•
AO1
•
•
Section 2: Carrying out the Enterprise project or activity
20
2.4.5 Assessing Task 2
AO
Assessment guidelines for Task 2
Marks
AO3
•
Limited attempt to analyse or evaluate information before making
decisions
Some ability to apply the skills of Enterprise to the planning of a
project or activity
Communication is of limited suitability for the audience or
purpose
Some knowledge of Enterprise concepts and terminology
5–10
Work at this level is likely to show
evidence of some attempt at both the
tasks required. The work will contain
some relevant Enterprise-related terms
and concepts. The presentation of the
action plan and financial plan or marketing
communications may be unclear and
inappropriate for the subject matter. There
may be some limited attempt to justify
decisions made.
Very little, if any attempt to analyse or evaluate information
before making decisions
Limited ability to apply the skills of Enterprise to the planning of a
project or activity
Communication is generally not suitable for the audience or
purpose
Limited knowledge of Enterprise concepts and terminology
1–4
Work at this level is likely to be incomplete
and poorly produced with little or no
use of the terminology required. The
presentation of the work may be poor,
showing little understanding of what is
required.
•
•
•
AO3
•
AO2
•
AO1
•
•
Additional guidance
21
Section 2: Carrying out the Enterprise project or activity
Cambridge IGCSE Enterprise
Section 2: Carrying out the Enterprise project or activity
2.5 Task 3: implementing the plan
2.5.1 Producing written evidence of carrying out and monitoring the plan
The activity or project is expected to be real and should therefore actually be carried out for the successful
completion of Task 3. Learners need to complete a written record of the process of carrying out their action
plan in Task 2. They must record the activities undertaken and monitor how these progressed. They should
also record any problems and how these were resolved. This will provide important support for their final
evaluation of the success of the project and its implementation.
The written evidence can take many forms. A very effective way of ensuring that learners have the best
opportunity to access all the available marks is for them to keep an individual log with pages for notes but
they can also submit evidence in the following formats:
•
A wall planner or flow chart
•
A diary
•
Photographs
•
Witness or participant statements
•
Teacher observations
Whatever format(s) are selected they must include all the actions or procedures carried out such as the
planning, the project/activity schedule and any revisions that were made. Learners must include:
•
Personal contributions
•
How difficulties or disruptions were handled
•
How health, safety and security were implemented and sustained
•
Whether or not the original plan was kept to
•
Results of monitoring of progress.
Learners should refer back to the Action Plan completed in Task 2.
2.5.2 Negotiating
During the activity or project, learners will need to arrange finance and 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.
22
Cambridge IGCSE Enterprise
Section 2: Carrying out the Enterprise project or activity
Plan for negotiation
People involved:
Date:
Description of situation:
Evidence to be used in discussion:
Benefits of accepting my proposal:
Outcome of negotiation:
This explanation may be supported by a witness statement (such as that provided in Section 2.4.3),
completed by a teacher who observed the negotiation.
Cambridge IGCSE Enterprise
23
Cambridge IGCSE Enterprise
Marks are awarded against each assessment criterion using the statements within the bands. A mark of zero should be awarded for non-creditworthy
responses.
AO
Assessment guidelines for Task 3
AO2
•
•
AO2
•
•
AO2
•
•
Marks
Additional guidance
Good ability to apply the skills of Enterprise when implementing
a plan
Good ability to negotiate with others
6–7
Evidence at this level is likely to be
detailed, clearly showing how the learner
implemented the action plan or negotiated
with others.
Reasonable ability to apply the skills of Enterprise when
implementing a plan
Reasonable ability to negotiate with others
3–5
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
whilst implementing their plan. The skills
may not be listed but the descriptions
of work done are likely to show that the
learner has applied their knowledge when
implementing their plan.
Limited ability to apply the skills of Enterprise when
implementing a plan
Limited ability to negotiate with others
1–2
Evidence at this level is likely to be brief
and possibly incomplete. The learner may
provide some description of the tasks
that they performed and/or a negotiation
undertaken. It is unlikely that an attempt
will have been made to apply relevant
terminology or theory.
Section 2: Carrying out the Enterprise project or activity
24
2.5.3 Assessing Task 3
Section 2: Carrying out the Enterprise project or activity
2.6 Task 4: evaluating the project or activity
Learners must assess the success of how the project or activity was implemented and the outcome, not
their own performance. The following layout gives an example of how this might be done, although learners
should be encouraged to produce their own, individual evaluations.
Reported to: (Teacher’s name)
Reported by: (Learner’s name)
Date:
Title: Evaluating (learner inserts the name of the activity or project)
1. Introduction
A brief explanation of what the activity/project involved.
2. Findings
Learners choose two of the following sub-headings to explain in detail.
Finance
An evaluation of how well finances were managed, including the suitability of the methods of
finance used, the way income and expenditure were managed and monitored and the extent
to which the enterprise achieved its financial aims.
Or Marketing
An evaluation of the success of the marketing communications selected. This could include
evidence such as sales data, costs and benefits of the communications and any other
advantages and disadvantages of the methods.
Or Internal communication
An evaluation of the success of the internal communication methods used. This could
include comment on the suitability of the channels used, the flow, speed and accuracy of
communication achieved etc. Note this section should not be chosen by learners working
alone.
Or Planning and implementation
An evaluation of the methods used to plan the project/activity and the success with which
these plans were put into practice.
3. Conclusion
Learners make a judgement on the success of each of the activities covered in their findings
section.
4. Recommendations
Learners suggest how they could improve their work in the future by considering how any
problems or difficulties might have been avoided or overcome and what other improvements
might have been made. They could make use of evidence to illustrate their points, such as
data, questionnaires, illustrations etc. They should take each of their two chosen areas in turn
and must use evidence to say why the changes suggested would improve their work.
5. Appendix
Evidence used to form the basis of the evaluations.
Cambridge IGCSE Enterprise
25
Cambridge IGCSE Enterprise
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 bands. A mark of zero should be awarded for non-creditworthy
responses.
AO
Assessment Guidelines for Task 4
Marks
Additional guidance
AO3
•
Excellent analysis and evaluation, with comprehensive use of
evidence to substantiate claims.
17–20
At this level the learner is likely to have
prepared a detailed, written report,
using a suitable layout. A range of
evidence is likely to have been organised
making justified recommendations for
improvement in both areas discussed. The
evidence may have been used to show
both the positive and negative aspects of
the areas under discussion.
AO3
•
Good analysis and evaluation, with reasonable use of evidence to
substantiate claims
13–16
At this level the candidate may attempt
to explain both the successful and
unsuccessful aspects of their enterprise.
Evidence is likely to have been used to
justify the points made. However, one or
more key points may have been missed.
A recommendation for improvement has
probably been made with some attempt
to explain why this will improve the
enterprise.
Section 2: Carrying out the Enterprise project or activity
26
2.6.1 Assessing Task 4
Assessment Guidelines for Task 4
Marks
Additional guidance
AO3
•
Some analysis and evaluation, with reasonable use of evidence
to substantiate claims
9–12
Work at this level is likely to cover
both of the analytical and evaluative
elements required; the evidence having
been presented using a report format.
The candidate may have attempted 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 may be
attempts to both use the evidence to
draw a conclusion, and to justify any
recommendations for improvement (even
if unsuccessful).
AO3
•
Limited analysis and evaluation, with reasonable use of evidence
to substantiate claims
5–8
Work at this level is likely to show some
attempt to weigh up either the success
or failure of the enterprise with respect
to the aspects chosen. The candidate
may make some limited attempt to use
evidence to justify the decision made; this
is likely to be very brief. There may be a
recommendation for improvement but
this is likely to have not been justified with
evidence.
AO3
•
Very limited analysis and evaluation, with reasonable use of
evidence to substantiate claims.
1–4
Work at this level is likely to be
incomplete, with only one of the required
elements being explained. The candidate
may make a decision as to the success
of the project and/or the way it was
implemented. There is likely to be an
attempt to provide some evidence to
support this view. The candidate may not
present the work using a formal report
format.
27
Section 2: Carrying out the Enterprise project or activity
Cambridge IGCSE Enterprise
AO
Section 2: Carrying out the Enterprise project or activity
2.7 Coursework checklist
In order that learners can access all levels of each coursework task it is important that they complete all
parts of the tasks. The following checklist has been provided to help teachers and learners to check that
coursework is complete by ticking each piece of evidence shown in the learners’ work.
Task
Evidence required
Included
Tick [9]
Task 1
Identifying a
suitable project
or activity
Formal report about choosing a suitable project or activity –
approx 1000 words
[ ]
Task 2
Planning the
project or
activity
Action Plan of how the project or activity will be prepared for
and carried out
[ ]
Financial planning:
• Income and expenditure budget
• Witness statement and notes for presentation regarding
sources of finance
• Written evidence of choice of sources of finance
[ ]
[ ]
[ ]
[ ]
OR
Task 3
Implementing
the plan
Planning market communications:
• Two examples of marketing communications
• Written evidence of choice of communication
[ ]
[ ]
Written record of the tasks carried out and results of monitoring
[ ]
Written description of their negotiations:
•
•
Task 4
Evaluating
the project or
activity
28
Evidence of planning for and carrying out negotiation
Written description of the outcome of the negotiation
[ ]
[ ]
Written report – approx 1000 words evaluating the success of
two of the following:
Financing
Marketing
Planning
Communicating
Cambridge IGCSE Enterprise
[
[
[
[
]
]
]
]
Section 3: Administration of coursework
Section 3: Administration of coursework
3.1 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 band.
3.2 Completion of forms
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 Administrative
Guide for Centres.
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)
(b)
(c)
(d)
A completed Individual Candidate Record Card for each learner
A completed Coursework Assessment Summary Form for the whole group
The second copy of the Mark Sheet (MS1) that was sent to Cambridge
A sample of learners’ work covering a range of learners and marks
Examples of the Individual Candidate Record Card and the Coursework Assessment Summary Form can be
found in the Appendix.
The four components that make up the coursework sample are described in more detail below.
3.2.1 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. Details of how to complete the form can be found in the Appendix.
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 final moderated marks and not the teacher’s original marks
(if they differ).
Cambridge IGCSE Enterprise
29
Section 3: Administration of coursework
3.2.2 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. Details of how to complete the form can be found in the Appendix.
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.
3.2.3 The Mark Sheet (MS1)
The computer-printed 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).
The top copy of the MS1 should be sent separately to Cambridge in the specially provided envelope and the
second copy should be included with the coursework sample so that the External Moderator can check that
the marks have been correctly transferred.
3.3 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 bands.
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 band 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.
30
Cambridge IGCSE Enterprise
Section 3: Administration of coursework
3.4 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.
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.
Cambridge IGCSE Enterprise
31
Section 3: Administration of coursework
3.5 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.
Number of candidates entered
Total number of candidates whose work
is required
1 to 15
all candidates
15 to 100
15
101 to 200
20
More than 200
10%
If you are an International Centre then you will need to select your own samples of candidate work.
Number of candidates entered
Total number of candidates whose work
is required
1 to 10
all candidates
11 to 50
10
51 to 100
15
101 to 200
20
More than 200
10%
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.
All work submitted must be clearly identified, and should include the following details:
–
–
–
–
–
–
Centre number
Centre name
Learner number
Learner name
Unit code and title
Project title
All work should be securely fastened together to ensure that all relevant material(s) are presented for
assessment and moderation. This is particularly important when work is sent for external moderation. The
external moderator can only verify the marks if the necessary evidence is presented. Should any material
not be presented, it could affect the overall marks awarded to learners.
32
Cambridge IGCSE Enterprise
Appendices
Appendices
Individual Candidate Record Card
Coursework Assessment Summary Form
Cambridge IGCSE Enterprise
33
Appendices
34
Cambridge IGCSE Enterprise
v0.3
ENTERPRISE
Individual Candidate Record Card
Cambridge IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
2
Centre Number
Centre Name
June/November
Candidate Number
Candidate Name
Teaching Group/Set
0
Title of Coursework
Task 3:
Implementing the plan
Task 4:
Evaluating the project or
activity
TOTAL
*(max 10)
*(max 23)
*(max 7)
*(max 20)
*(max 60)
* Indicates mark to be
transferred to Coursework
Assessment Summary Form
Amount of scaling if relevant
Internally Moderated
Mark
Cambridge IGCSE Enterprise
*(max 60)
WMS
0454/02/CW/I/15
35
Appendices Individual Candidate Record Card
Task 2:
Planning the project or
activity
v0.4
Task 1:
Identifying a suitable project
or activity
Cambridge IGCSE Enterprise
1.
2.
3.
4.
5.
Complete the information at the head of the form.
Mark the Coursework assignment for each candidate according to instructions given in the Syllabus.
Enter marks and total marks in the appropriate spaces. Complete any other sections of the form required.
Ensure that the addition of marks is independently checked.
It is essential that the marks of candidates from different teaching groups within each Centre are moderated internally. This means
that the marks awarded to all candidates within a Centre must be brought to a common standard by the teacher responsible for co-ordinating
the internal assessment (i.e. the internal moderator), and a single valid and reliable set of marks should be produced which reflects the relative
attainment of all the candidates in the Coursework component at the Centre. The outcome of internal moderation, in terms of the number of marks
added to or subtracted from the initial total, must be clearly written in the box marked ‘Amount of scaling if relevant’. If no scaling is necessary,
please indicate by writing a zero in this box.
6. Transfer the marks to the Coursework Assessment Summary Form in accordance with the instructions given on that document.
7. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. See also the instructions on the
Coursework Assessment Summary Form.
Note: These Record Cards are to be used by teachers only for students who have undertaken Coursework as part of their Cambridge International
Level 1/Level 2 Certificate.
Appendix: Individual Candidate Record Card
36
INSTRUCTIONS FOR COMPLETING INDIVIDUAL CANDIDATE RECORD CARDS
ENTERPRISE
Coursework Assessment Summary Form
Cambridge IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
Centre Number
Candidate
Number
Centre Name
Candidate Name
June/November
Teaching
Group/
Set
Task 1:
Identifying
a suitable
project or
activity
(max 10)
Task 2:
Task 3:
Task 4:
Planning the Implementing Evaluating
project or
the plan
the project or
activity
activity
(max 23)
(max 7)
(max 20)
0
Total Mark
Internally
Moderated
Mark
(max 60)
(max 60)
Signature
Date
Name of internal moderator
Signature
Date
0454/02/CW/S/15
37
Appendix: Coursework Assessment Summary Form
Cambridge IGCSE Enterprise
Name of teacher completing this form
WMS
2
Cambridge IGCSE Enterprise
1. Complete the information at the head of the form.
2. List the candidates in an order which will allow ease of transfer of information to a computer-printed Coursework mark sheet MS1 at a later stage
(i.e. in candidate index number order, where this is known; see item B.1 below). Show the teaching group or set for each candidate. The initials of
the teacher may be used to indicate group or set.
3. Transfer each candidate’s marks from his or her Individual Candidate Record Card to this form as follows:
(a) Where there are columns for individual skills or assignments, enter the marks initially awarded (i.e. before internal moderation took place).
(b) In the column headed ‘Total Mark’, enter the total mark awarded before internal moderation took place.
(c) In the column headed ‘Internally Moderated Mark’, enter the total mark awarded after internal moderation took place.
4. Both the teacher completing the form and the internal moderator (or moderators) should check the form and complete and sign the bottom portion.
B. PROCEDURES FOR EXTERNAL MODERATION
1. University of Cambridge International Examinations sends a computer-printed Coursework mark sheet MS1 to each Centre (in late March for the
June examination and in early October for the November examination) showing the names and index numbers of each candidate. Transfer the total
internally moderated mark for each candidate from the Coursework Assessment Summary Form to the computer-printed Coursework mark sheet
MS1.
2. The top copy of the computer-printed Coursework mark sheet MS1 must be despatched in the specially provided envelope to arrive as soon as
possible at Cambridge but no later than 30 April for the June examination and 31 October for the November examination.
3. Cambridge will select a list of candidates whose work is required for external moderation. As soon as this list is received, send the candidates’
work with the corresponding Individual Candidate Record Cards, this summary form and the second copy of MS1 to Cambridge. Indicate the
candidates who are in the sample by means of an asterisk (*) against the candidates’ names overleaf.
4. Cambridge reserves the right to ask for further samples of Coursework.
5. Send, with the sample work, instructions given to candidates and information as to how internal moderation was carried out.
Appendix: Coursework Assessment Summary Form
38
A. INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY FORMS
Appendix: Coursework Assessment Summary Form
Cambridge IGCSE Enterprise
39
Appendix: Coursework Assessment Summary Form
40
Cambridge IGCSE Enterprise
Appendix: Coursework Assessment Summary Form
Cambridge IGCSE Enterprise
41
Cambridge International Examinations
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