1. GCSE Business Studies 5BS03 ‘Building a Business’ Training Examiners

2. Welcome to the 5BS03 ‘Building a Business’ Team

3. In this training module you will:
Introduction
In this training module you will:
Welcome to your Examiner training!
Examining is an excellent way of getting to grips with the expectations of the specification and how mark schemes are applied – useful for bringing back to the classroom and raising the attainment of your own students.
We have designed this training to give you an introduction to being an examiner on 5BS03, what you will be expected to do as well as getting to grips with some real life work.
We hope that you find examining an enjoyable and rewarding experience.
Welcome to the team!

4. Learning Objectives
In this training module you will:
Review a timeline of the marking period.
Understand where guidance and support can be found.
Look at the structure of the mark scheme.
Complete a short exercise.

5. What does an Examiner do?
Completes a standardisation exercise to apply the mark scheme correctly for an exam series, supported by a Senior Examiner.
Marks student responses to the standard set by the Principal Examiner.
Mark steadily throughout the marking period to ensure accuracy of marking is maintained.
Meets all deadlines.
Regularly communicates with their Team Leader and updates them with progress/escalate any issues.
Provides the Principal Examiner with some feedback on work you have seen (U4 report).

6. Overview of an examination series
Before the exam
Pre-standardisation
You complete New Examiner Training.
You install ePEN and check access.
You complete ePEN training.
Team Leader contacts you.
You download Question Paper & Mark Scheme (10am on the day after the exam).
You complete some familiarisation marking with live candidate responses.
You feedback on the mark scheme to your Team Leader.
The Team Leaders, Principal Examiners & Assistant PEs meet to agree the standard for marking for this year.

7. Overview of an examination series
Standardisation
This is where you get trained to mark. There are three different types of standardisation. In 5BS03 we will be using a traditional standardisation meeting this year.
Online Standardisation (OLS)
Centra Standardisation
Traditional standardisation
Completing an online marking exercise training you to apply the mark scheme
Attending an online standardisation event
Attending a face to face meeting

8. Overview of an examination series
Traditional standardisation
You attend a face-to-face meeting – venue details available on
You will be briefed by the Principal Examiner.
You will be talked through the exam paper and mark scheme.
You will mark a sample of pre-selected scripts provided at the meeting.
Team Leader provides you with feedback.
You will leave the meeting knowing how to apply the mark scheme for that series.

9. Overview of an examination series
At the end of the marking period
During marking
Your Team Leader samples your marking.
If there are any issues with your marking you will receive feedback.
You mark your allocation by the contract completion deadline – there are milestones in your contract to help you pace your marking.
You can mark extra responses, if they are available, after you have completed your allocation.
Submit a feedback report on marking (using form U4).

10. Overview of Examination Series
Key dates will be found in your contract and will be provided at standardisation.

11. Support from the Examining team
Team Leader (TL)
You will be assigned a Team Leader.
Before marking begins they will contact you to check that you have completed training and have all the documentation and login details you need.
They are the first person you should contact if you have any problems with marking.
They check you marking throughout the marking period and provide you with feedback if necessary.
Assistant Principal Examiner (APE)
Supervises the Team Leaders.
Are available to answer any queries your Team Leader can’t help with.
Principal Examiner (PE)
Supervises APEs and TLs.
Sets the standard for marking this years responses.

12. Support from Edexcel GQ Assessment (GQA)
Also known as the Business, Commerce and Retail team (contact details at the end)
Responsible for supporting and delivering the marking and ensuring that it is all completed in time for the grade boundaries to be determined (awarded)
The team will contact you before marking starts:
Before the examination
to provide you with the key dates and deadlines, FAQs and information about how to access the documentation you require for marking.
The team may also contact you at other times, as necessary.

13. Other support from Edexcel
Deployment
Queries regarding your contract.
AA Payments
Queries regarding your payment for marking.
AA helpdesk ( )
Any queries regarding usernames, passwords, problems installing ePEN etc.
Business Commerce and Retail Team
Other administration queries relating to each examination session which can not be resolved by the above.

14. Question Papers and Mark Schemes

15. Question paper structure
The paper has three sections A, B and C.
Section A is worth 40 marks and contains a mix of multiple choice, state, identify, explain or describe questions. Most of these questions will be marked by computer, clerical staff or graduates. At the end of section A is a 6 mark ‘choice’ question. This will be marked by experts.
Section B is worth 30 marks and contains a mix of define, state, identify, explain or describe questions. These questions will be marked by graduates. At the end of section B there will be an 8 mark assess question which will be marked by experts.
Section C is worth 20 marks and contains 4 questions. Two will be marked by graduates with the final two questions worth 6 and 10 marks respectively being marked by experts.

16. A sample ‘identify/state’ question
A sample ‘identify/state’ question. . These Type 2 questions will be marked by ‘Graduates’.
Amazon is a well known online retailer. It has grown by differentiating itself from its rivals and being highly competitive.
2 (b) Identify two methods Amazon might use to differentiate its service from its rivals. (2)
‘Identify’ is the command word. This means that the candidate needs to make two simple statements that answer the question. These statements could be expressed in one or two words.
This is context provided at the start of a question, to allow students to write their answer in an internet retailer/Amazon context.

17. A sample ‘describe’ question mark scheme These Type 2 questions will be marked by ‘Graduates’.
This highlights the assessment objectives being tested. To get two marks, a candidate must state any two ways Amazon can differentiate its service.
Question
Number
Answer
Mark
2(b)
AO2=2
1 mark for each appropriate response.
Possible answers include:
Giving the product a USP.
Improve quality.
Branding/advertising.
Packaging.
More convenience
More choice
Faster delivery speed.
(2)
This explains how the question is to be marked.
This is the range of possible answers. Candidates may offer an answer which is not on this list. In these questions use common sense to decide whether or not the answer provided it is a source of differentiation.

18. A sample ‘describe’ question
A sample ‘describe’ question. . These Type 2 questions will be marked by ‘Graduates’.
Amazon is a well known online retailer. It has grown by differentiating itself from its rivals and being highly competitive.
2 (c) Describe why developing a well known brand is important to the success of a business such as Amazon. (3)
‘Describe’ is the command word. This means that the candidate needs to make two unrelated points within their answer or 1 point with some development. One of these points can include a definition. The fact that a specific business is mentioned means that the answer must be in context to attain all three marks.
This is context provided at the start of a question, to allow students to write their answer in an Internet retailer/Amazon context.

19. A sample ‘describe’ question mark scheme These type 2 questions will be marked by ‘Graduates’.
This highlights the assessment objectives being tested. To get three marks, a candidate should display knowledge e.g. a definition, develop that knowledge (analysis) and if the answer is in context it will score all 3 marks.
Question
Number
Answer
Mark
2(c)
AO1=1
AO2=1
AO3=1
For 3 marks, development will clearly show the importance of the brand to the success of a business. Within the answer there will be at least two clearly identifiable points with the answer rooted in the Amazon/Internet context. These points can be unrelated or one point could be developed. Two marks are awarded for the points/development and 1 mark is awarded for the use of context.
Possible answers include:
Makes the firm stand out.
Increases the number of repeat purchases.
Enables the firm to add value.
Allows the firm to charge higher prices without the loss of demand.
Makes it harder for new firm to set up in competition.
E.g. Branding gives Amazon a clearer identity and personality (1 mark). This will make the firm stand out (1 mark) because the Internet is very competitive (1 mark).
This answer would gain three marks since there are at least two identifiable strands that build the explanation and there is reference to the context which earns the final mark.
(3)
This explains how the question is to be marked.
This is the range of possible answers. Candidates may offer an answer which is not on this list. If you are unsure send the item to review on epen or ask your team leader.
This is a sample answer showing how the marks are awarded. Note the definition does gain a mark, since it is one strand of description.

20. A sample ‘explain’ question
A sample ‘explain’ question. . These type 2 questions will be marked by ‘Graduates’.
McDonald’s is one of the most well known fast food brands in the world. The business aims to produce high quality convenience food at an affordable price. This allows it to compete successfully in the mass market. Each McDonald’s restaurant holds buffer stocks equivalent to two days possible demand for food.
4 (c) Explain one way in which a Just In Time (JIT) method of stock control might benefit a business such as McDonald’s. (3)
‘Explain’ is the command word. This means that the candidate needs to identify a ‘way’ and then needs to create at least two links in context to score the marks on offer.
This is context provided at the start of a question, to allow students to word their answer around the fast food/McDonald’s context.

21. This highlights the assessment objectives being tested
This highlights the assessment objectives being tested. To get three marks, there are two marks for the links and 1 mark for the use of the McDonald’s context.
A sample ‘explain’ question mark scheme These type 2 questions will be marked by ‘Graduates’.
Question
Number
Answer
Mark
4(c)
AO2=1
AO3=2
For 3 marks, development will clearly show how a just in time method of stock control will benefit the business. Within the answer there will be at least two clearly identifiable strands of explanation with the answer rooted in the McDonald’s/fast food context. Two marks are awarded for the links and 1 mark is awarded for the use of context.
Possible answers include:
Reduces the costs of holding stock.
Increases profit/profit margin.
Allows the firm to build better relationships with its suppliers.
Increases efficiency.
McDonald’s outlets can now be smaller so land costs are lower.
E.g. Just In Time involves ordering stock when you need it. This allows McDonald’s to use less space for storing stock (1 mark). This allows McDonald’s to have more space for seating improving customer satisfaction (2 marks).
This answer would gain three marks since there are at least two linked strands that build the explanation and there is reference to the context which earns the final mark.
(3)
This explains how the question is to be marked.
This is a sample answer showing how the marks are awarded. Note the definition does not gain a mark, since it does not form one of the links. The use of the word ‘seating’ contextualises the answer
This is the range of possible answers. Candidates may offer an answer which is not on this list. If you are unsure send the item to review on epen or ask your team leader.

22. A sample ‘choice’ question
A sample ‘choice’ question. . This type of question will always be the final question in section A. These type 1 questions will be marked by ‘Experts’.
Improving the quality of a product and improving productivity are two ways in which a business like McDonalds might become more competitive.
4 (d) Which of these two methods do you think would be most effective in improving the competitiveness of a business such as McDonald’s and why. (6)
In these questions candidates are given two options. They have to decide which one is more likely to improve the competitiveness of McDonald’s and explain why. There is no right or wrong answer.
This is context provided at the start of a question, to allow students to write their answer in a fast food/ McDonald’s context.

23. A sample ‘choice’ question mark scheme These type 1 questions will be marked by ‘Experts’.
Question Number
Indicative content
4(d)
AO2=2
AO3=4
The aim here is for candidates to make a judgement as to whether product quality or improved productivity is more important in allowing McDonald’s to improve its competitiveness. There is no right answer and the candidate can argue that either method is best, depending on the circumstances. Candidates might consider the following possible ideas as part of their answer:
Product quality:
Adds value.
Allows a premium price to be charged.
Higher profits.
Makes demand more price insensitive.
Increases customer loyalty.
Out compete Burger King/KFC etc.
Improved productivity:
Lowers unit costs.
Allows a lower price to be charged.
Increases profit.
Increased efficiency.
To be evaluative and support the judgement made, the candidate might suggest that most effective method differs depending on the time period e.g. McDonald’s might gain competitiveness in the short term by cutting unit costs and prices but in the long term with health worries they might be better focused on improving the product.
This highlights the assessment objectives being tested. The assessment objectives are used to create the levels on the remainder of the mark scheme, shown on the next slide.
This explains how the question is to be marked .Note: in the choice question there is no right or wrong answer.
This is the range of possible answers. Candidates may offer an answer which is not on this list. If you are unsure send the item to review on epen or ask your team leader.
This provides a guide as to how the candidate might go about being evaluative within their answer.

24. A sample ‘choice’ question mark scheme These type 1 questions will be marked by ‘Experts’.
Level
Mark
Descriptor
Level 0
Non-rewardable material.
Level 1
1-2
A judgement is made as to which method is most likely to improve competitiveness. If there is just a simple judgement, 1 mark should be awarded. If this judgement has some simple support, the response should be placed at the top of this level.
Level 2
3-4
A judgement will be made, on one or both methods with some development/support, which includes at least one reason/cause/consequence etc. At the top of this level analysis will be relevant and linked to the judgement/point made with reference to the McDonald’s context.
Level 3
5-6
A judgement/point is given on one or both issues with some development/support, which includes at least two reason/causes/consequences etc. which are in context. At the top of this level there will be a conclusion drawn from the analysis and the answer will be in the McDonald’s context.
These are the levels. To mark these questions you have to decide which level descriptor best fits the answer you have just read. It is best to start at level 0 and work your way up.
These are the level descriptors. Within each descriptor there is guidance as to where to place the answer. i.e. at the top or bottom of that level.

25. A sample ‘assess’ question
A sample ‘assess’ question. . There will be one of these questions in section B and section C. These type 1 questions will be marked by ‘Experts’ and are worth either 8 or 10 marks. They are based around a large amount of evidence/context provided at the start of the section.
10.* Using your knowledge of business, assess the importance of good communication to a company such as Affinity. (10)
The asterisk highlights that quality of written communication will be taken into consideration in the marking of this question.
The use of the company name in the question means that an applied response is required.
These questions will be supported by a large amount of context/evidence at the start of the section on the exam paper.

26. This highlights the assessment objectives being tested
This highlights the assessment objectives being tested. The assessment objectives are used to create the levels on the remainder of the mark scheme, shown on the next two slides.
A sample ‘assess’ question mark scheme These type 1 questions will be marked by ‘Experts’.
Question Number
Indicative content 10
QWC Strands (i), (ii) and (iii)
AO2=4
AO3=6
The aim here is for candidates to make a judgement as to the importance of clear channels of communication to a business such as Affinity. The evaluative skill will be present through candidates considering which benefit of clear communication identified is most significant to the business. Expect candidates to consider the following range of answers:
Reduces the chances of mistakes.
Improves product quality.
Increases worker motivation/loyalty.
Increases business flexibility.
Increases profit.
Increases productivity/efficiency.
Lower unit costs.
The discursive/evaluative element could come from explaining which benefit of improving channels of communication is more important. For instance in Affinity’s case it is the need to make sure the product is right, since at the moment the walks that are being suggested do not match the targeted market. Other routes to evaluation could come through considering drawbacks of improved communication or considering the importance of communication compared to factors such as low prices, strong branding or having a high quality product.
This explains how the question is to be marked .Note: In these questions the candidate needs to write an evaluative response.
This is the range of possible answers. Candidates may offer an answer which is not on this list. If you are unsure send the item to review on epen or ask your team leader.
This provides a guide as to how the candidate might go about being evaluative within their answer.

27. A sample ‘assess’ question mark scheme These type 1 questions will be marked by ‘Experts’.
Level
Mark
Descriptor
Level 0
Non-rewardable material.
Level 1
1-4
One relevant point is identified with some development – there can be a maximum of 4 marks if the links to the point are relevant – one mark per link (up to a maximum of 3).An alternative route to the marks could involve a judgement being given; at the lower end of the level no support will be provided. At the top of the level some support will be given. A list of bullet points will gain up to a maximum of three marks, assuming they are all relevant.
The quality of written communication will be poor with frequent spelling, punctuation, style and grammar errors.
These are the levels. To mark these questions you have to decide which level descriptor best fits the answer you have just read. It is best to start at level 0 and work your way up.
These are the level descriptors. Within each descriptor there is guidance as to where to place the answer. i.e. at the top or bottom of that level.
An answer which you placed in level 2, would be brought down to level 1 if the quality of written communication (QWC) does not satisfy this descriptor.

28. A sample ‘assess’ question mark scheme These type 1 questions will be marked by ‘experts’.
Level 2
5-7
Candidates consider the importance of good communication to Affinity and offers two or more reasons/causes/consequences etc. in support. At the lower end of the level no value will be attached to these reasons whilst at the top of the level there will be some recognition of the value of the points made to Affinity which may be in the form of offering a counterbalancing point, identifying an advantage and disadvantage, cost/benefit, pro/con etc. At the middle of the level a judgement/conclusion will be made but with no support and merely re-states the question. At the top of the level candidates may offer at least one other factor to balance out the answer. At the top of the level a judgement/conclusion will be made with some support given although not drawn from the analysis and there may be reference to the There will be a good level of quality of written communication with few mistakes in spelling, punctuation and grammar. The quality of the language used will be appropriate for the subject matter.
Level 3
8-10
Candidates consider the importance of an good communication to Affinity and offer two or more reasons/causes/consequences etc. in support. At the lower end of the level some value will be attached to these reasons whilst at the top of the level there will be clear recognition of the value of the points made to the business, identifying an advantage and disadvantage, cost/benefit, pro/con etc. or using the ‘it depends’ rule. At this level candidates are likely offer at least one other factor to balance out the answer. At the middle of the level a judgement/conclusion will be made with some support drawn from the analysis. At the top of the level a judgement/conclusion will be given clearly drawn from the analysis representing a coherent argument and will refer to the context. The quality of written communication will be of a high standard with few, if any, errors in spelling, punctuation and grammar. The style of writing and the structure of the response will be appropriate and of a high standard and there will be clear evidence that the candidate has structured their answer clearly and coherently, using appropriate terminology.
These are the level descriptors. Within each descriptor there is guidance as to where to place the answer. i.e. at the top or bottom of that level.

29. Marking candidate responses
Examiners find it useful when they first start marking to annotate their work.
In type 2 questions indicate where each assessment objective has been met with a ‘K’, ‘Ap’ or ‘An’ notation. This will indicate where you have awarded AO1, AO2 and AO3 marks respectively.
In type 1 questions indicate the level the response has achieved using ‘L1’ ‘L2’ or ‘L3’ notation.

30. Submit your marks online at the link below
Marking Exercise
Read through each sample response
Mark the exercise responses
Submit your marks online at the link below

31. Thank you for completing the marking exercise.
Before you finish – please review general introduction to administrative processes for Summer 2011.

32. Contact Details If you require any further guidance on any aspect of this training pack, please let us know
Business Commerce and Retail Team
Address Details:
One90 High Holborn,
London,
WC1V 7BH