Skills for Work: Business Finance
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Agored Cymru.
Business Finance is an Agored Cymru Skills for Work unit in which learners learn how businesses and other organisations are funded, why investment, raising money and cost savings matter, and how to apply this in their own setting or an enterprise scenario. It is one 20 hour unit, offered at Entry 1, Entry 2, Entry 3, Level 1 and Level 2, that learners combine with others into an Agored Cymru Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma, assessed internally through a centre-devised task. Digital demand is medium. At Level 2, 3 of the 9 assessment criteria require a profit and loss account, profit margins and a cash flow forecast built in a digital spreadsheet, and every level requires access to spreadsheet software, but the rest of the unit is written knowledge of finance terms, funding and cost saving, and the Level 1 and Entry criteria do not name a spreadsheet.
- Corff dyfarnu
- Agored Cymru
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Level 2 (Unit ID CDS034, Unit Code AA42CY004): Four learning outcomes with 9 assessment criteria: define net profit, gross profit, loss, income, expenditure and cash flow; describe at least three reasons businesses need finance and at least three funding options, with an advantage and disadvantage of each; describe the role of investment and at least two cost-saving and two strategic financial planning strategies; then, in a scenario, produce a profit and loss account, calculate profit margins and produce a cash flow forecast, each using a digital spreadsheet, and explain a cost savings measure with a summary of financial effectiveness and suggestions for improvement. There are no prescribed assessment methods. Internally assessed by the centre through one centre-devised summative task that follows Agored Cymru's Summative Assessment Package, moderated by Agored Cymru. 20 GLH, 2 credits. Graded Pass or Fail.
- Level 1 (Unit ID CDS035, Unit Code AA41CY001): Four learning outcomes with 8 assessment criteria: define the same six finance terms; identify at least two funding sources and state at least two purposes of raising money; outline at least two ways to reduce costs and how cost-savings help a business stay successful; then, in a scenario, produce a basic profit and loss account, calculate profit margins and produce a basic cash flow forecast. The criteria do not name a spreadsheet, but learners must have access to spreadsheet software. There are no prescribed assessment methods. Internally assessed by the centre under the Summative Assessment Package and moderated by Agored Cymru. 20 GLH, 2 credits. Graded Pass or Fail.
- Entry Level (Entry 3 CDS036, AA4E3CY001; Entry 2 CDS037, AA4E2CY001; Entry 1 CDS038, AA4E1CY001): Entry 3 has 8 assessment criteria: outline profit, loss, income and expenditure, identify funding sources, name reasons a business needs money, list and outline ways to save money, then participate in producing a basic profit and loss account and in calculating profit. Entry 2 (4 criteria) and Entry 1 (3 criteria) identify ways businesses get money, give examples of ways to save money and participate in a budgeting activity, with Entry 2 also giving a reason a business needs money. There are no prescribed assessment methods, and learners must have access to spreadsheet software at every level. Internally assessed by the centre under the Summative Assessment Package and moderated by Agored Cymru. 20 GLH, 2 credits at each level. Graded Pass or Fail.
Y sgiliau digidol yn y cymhwyster hwn
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Building a profit and loss account in a spreadsheet
Level 2 learners produce a profit and loss account using a digital spreadsheet in a scenario, Level 1 learners produce a basic profit and loss account, and Entry 3 learners participate in producing one. The digital spreadsheet is required by the Level 2 criterion, so this is assessed. Learners enter income and expenditure, and use formulae for gross profit and net profit.
DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils enter the takings and costs of a class bake sale into a spreadsheet and use SUM to total each column.
- Blwyddyn 8
- Pupils set up a spreadsheet for a school tuck shop with sales, cost of stock and other costs, and use formulae to work out gross profit and net profit.
- Blwyddyn 9
- Pupils build a profit and loss account for a small business from a case study, label each line correctly and check that the formulae update when a cost changes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 2, AC 4.1, page 82; Level 1, AC 4.1, page 85; Entry 3, AC 4.1, page 87; Assessor and Resource Requirements, page 83
“Produce a profit and loss account, using a digital spreadsheet.”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Cam cynnydd 4
Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
Rwy'n gallu creu model syml neu algorithm annibynnol.
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Calculating profit margins with spreadsheet formulae
Level 2 learners calculate profit margins using a digital spreadsheet, and Level 1 learners calculate profit margins. Learners write formulae that divide profit by sales and format the result as a percentage. The spreadsheet is required by the Level 2 criterion.
DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a spreadsheet formula to subtract the cost of a cake from its selling price for five different cakes.
- Blwyddyn 8
- Pupils write a formula that divides profit by sales for each product in a tuck shop spreadsheet and format the answers as percentages.
- Blwyddyn 9
- Pupils compare the profit margins of three products in a spreadsheet, sort them from highest to lowest and say which product the business should promote.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 2, AC 4.2, page 82; Level 1, AC 4.2, page 85
“Calculate profit margins, using a digital spreadsheet.”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
Rwy'n gallu creu model syml neu algorithm annibynnol.
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Producing a cash flow forecast in a spreadsheet
Level 2 learners produce a cash flow forecast using a digital spreadsheet, and Level 1 learners produce a basic cash flow forecast. A forecast needs month by month cash in, cash out, net cash flow and opening and closing balances, which suits a spreadsheet model. The spreadsheet is required by the Level 2 criterion.
DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in a ready-made spreadsheet with money in and money out for four weeks of pocket money and read the balance at the end of each week.
- Blwyddyn 8
- Pupils build a three month cash flow table for a school stall with formulae for net cash flow and closing balance, where each closing balance becomes the next opening balance.
- Blwyddyn 9
- Pupils model a six month cash flow forecast for a small business, change one month's sales to test what happens, and identify the month when the business would run short of cash.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 2, AC 4.3, page 82; Level 1, AC 4.3, page 85
“Produce a cash flow forecast, using a digital spreadsheet.”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
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Using spreadsheet software in an Entry Level budgeting activity
Entry 3 learners participate in producing a basic profit and loss account and in calculating profit, and Entry 2 and Entry 1 learners participate in a budgeting activity. Learners at every level must have access to spreadsheet software, but the Entry Level criteria do not say the activity has to be digital, so spreadsheet use here is taught, not assessed.
DCF: Llythrennedd gwybodaeth a data, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a price list for a class party into a spreadsheet table and check the total against a £20 budget.
- Blwyddyn 8
- Pupils plan a budget for a school club in a spreadsheet, deciding on the columns first, then entering items, costs and the money left.
- Blwyddyn 9
- Pupils plan and build a budget template in a spreadsheet for a class enterprise that others in the group can fill in.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry 3, AC 4.1 and 4.2, page 87; Entry 2, AC 3.1, page 88; Entry 1, AC 3.1, page 90; Assessor and Resource Requirements, pages 87, 89 and 91
“Learners must have access to computer software that enables them to complete a digital spreadsheet”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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Researching funding options online
Level 2 learners describe at least three reasons businesses need finance and at least three funding options, such as private investment, loans, venture capital and grants, and Level 1 and Entry learners identify sources of funding. Agored Cymru expects learners to be able to do basic internet research for their evidence, and its mapping for the unit includes responsible online research. No criterion requires online research, so it is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search online for what a grant is and a loan is, and write one sentence on each with the website they used.
- Blwyddyn 8
- Pupils adjust their search terms to find two funding options for a young person starting a business in Wales, and say which website seems more reliable.
- Blwyddyn 9
- Pupils research private investment, a bank loan and a grant for a small business, evaluate the reliability of each source and note them in their own reference sheet.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section One, Resource Requirements, page 7; Level 2, AC 2.2, page 82; Level 1, AC 2.1, page 84; Digital Competence mapping, page 92
“basic internet-based research to assist the generation of assessment evidence”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Using online platforms for finance safely
Agored Cymru's mapping for the unit says it encourages responsible use of online platforms for financial transactions and research. No assessment criterion asks for this, so it is taught, not assessed, but it fits naturally alongside funding options and saving money.
DCF: Hunaniaeth, delwedd ac enw da, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at screenshots of a real and a fake online shop and spot the signs of a secure site.
- Blwyddyn 8
- Pupils sort example messages about loans and investments into genuine and scam, and explain the warning signs.
- Blwyddyn 9
- Pupils plan how a small business would take online payments safely and list three ways to protect its account details from phishing.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Cross cutting themes and integral skills mapping, Digital Competence, page 92
“Encourages responsible use of online platforms for financial transactions and research”
Cam cynnydd 3
Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
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Producing digital evidence without AI
At every level the summative task is done under direct supervision, with no drafting or redrafting, and AI tools must not be used at all. Learners may submit digital documents, audio, video or an e-portfolio, and must prepare their own reference materials beforehand. These rules apply to every submission, so they are part of the assessment.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss why copying a budget from a website or an AI tool and calling it their own is plagiarism.
- Blwyddyn 8
- Pupils make their own one page revision sheet of finance terms and save it in a named folder, ready to use in a supervised task.
- Blwyddyn 9
- Pupils complete a timed spreadsheet task in one lesson without AI help, then save and submit it to an online portfolio with a clear file name.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Assessment parameters and Permitted evidence types, page 106
“AI tools must not be used at all.”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Da gwybod
- Spreadsheet software is a required resource at every level: "Learners must have access to computer software that enables them to complete a digital spreadsheet" (Assessor and Resource Requirements, pages 83, 85, 87, 89 and 91).
- Only the Level 2 criteria name the spreadsheet, for example "Produce a cash flow forecast, using a digital spreadsheet." (Level 2, AC 4.3, page 82). The Level 1 criterion is only "Produce a basic cash flow forecast." (Level 1, AC 4.3, page 85).
- The practical criteria are set in a scenario, not a real enterprise: "Learners should use a scenario that enables them to show these assessment criteria." (Level 2 and Level 1 amplification, pages 82 and 85).
- There is no set evidence format: "There are no prescribed assessment methods for this unit." (Prescribed Assessment Methods, page 83).
- The assessment is short: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, page 106). At Level 2 the three spreadsheets and the written criteria all have to fit inside that hour, although learners may use more than one sitting.
- AI is banned in the summative task: "AI tools must not be used at all." (Appendix A, page 106).
- The task is done once, under supervision, with no redrafting: "All assessment production must be completed under direct supervision" and "Drafting and redrafting are not permitted in this summative task." (Appendix A, page 106).
- Learners prepare their own notes: "Learners must produce their own reference materials, in preparation for completing their summative assessment." (Appendix A, page 106).
- Digital submission is allowed: permitted evidence includes "Digital (or written) documents" and "E-portfolio, through online submission" (Appendix A, page 106).
- Agored Cymru has an exemplar for this unit, and the exemplars "are constructed using Microsoft Word" (Section Five, page 98).
- There are no second chances on a submission: "There are no resubmission opportunities available for these qualifications." (Section Five, page 99).
- Only one level counts: "multiple levels of the same unit title are not permitted" when aggregating units (Section Two, page 9).
Cysylltiadau â chymwysterau eraill
The WJEC Skills for Work unit Business Finance is also 20 hours but requires a real enterprise activity, centres on budgets and records of income and costs, and leaves spreadsheets, cash flow and break-even to guidance rather than the criteria. The Pearson unit is 10 hours and centres on income, costs, budgets and a simple financial plan, with no spreadsheet requirement. The Agored Cymru unit uses a scenario instead of an enterprise activity, goes further on funding, investment and strategic financial planning, and is the only one of the three whose criteria name a digital spreadsheet, for the Level 2 profit and loss account, profit margins and cash flow forecast. Agored Cymru's own mapping lists Digital Competence as a cross curricular skill for the unit, through "the use of digital tools for practical or project activity" and responsible use of online platforms for finance (page 92). The spreadsheet work links to the Agored Cymru Skills for Work unit Using IT in the Workplace and to GCSE Digital Technology, and the finance content to the Skills for Work units Enterprise Venture and Sustainable Economic Development, the Skills for Life unit Financial Literacy, and GCSE Business. None of these other Agored Cymru units is printed in this specification.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Business Finance.