Skills for Work: Enterprise Venture
Enterprise Venture is an Open Awards Skills for Work unit offered at 5 levels from Entry Level 1 to Level 2, each 20 guided learning hours, in which learners choose, plan, present, promote, carry out and review a real enterprise selling a product or service, with market research, financial planning and monitoring at Level 2. The provider designs the tasks and learners build a portfolio assessed Pass or Fail. Digital demand is low: digital devices are listed for research and promotion, but no criterion needs a computer. Digital work sits in digital posters, social media promotion, sales spreadsheets and slide or video pitches.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry Level 1 CBM221, Entry Level 2 CBM222, Entry Level 3 CBM223): Entry Level 1 has 4 learning outcomes and 6 criteria: identify a product or service, create a simple plan with at least 3 elements, demonstrate using a tool or material, communicate the activity to others, carry out a task and identify what went well. Entry Level 2 has 4 outcomes and 8 criteria: identify a product or service, resources and customers, present the idea, take part in preparing and running the activity, and identify what went well and what could be different. Entry Level 3 has 3 outcomes and 8 criteria: explain features of a successful enterprise, select an activity, explain resources, produce a plan with timings, roles and simple costings, present the key points including the price and target customers, use at least 3 skills in a role, explain their role and explain what went well and what could improve. Tasks are designed by the provider and evidence goes in a portfolio, assessed Pass or Fail. Each level is 2 credits and 20 guided learning hours.
- Level 1 and Level 2 (Level 1 CBM224, printed as CBM225, Level 2 CBM225): Level 1 has 3 learning outcomes and 6 criteria: describe the key elements of an enterprise venture, produce a plan covering the idea, benefit, business model, activities, resources and target market, prepare promotional material, present the key benefits, contribute to delivery in at least 2 ways and review success using at least 2 sources of information. Level 2 has 3 outcomes and 7 criteria: describe the importance of market research and financial considerations, develop a structured plan including a financial plan, health and safety and monitoring, develop a promotional strategy for a target audience, manage the venture in line with the plan, monitor progress during delivery and evaluate success including financial benefits and customer feedback. Tasks are designed by the provider and evidence goes in a portfolio, assessed Pass or Fail. Each level is 2 credits and 20 guided learning hours.
The digital skills in this qualification
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Designing promotional material digitally
Level 1 learners must prepare promotional material for their product or service, and the examples include designing a digital poster with school software and a social media-style flyer for the school intranet. Level 2 learners develop a promotional strategy for a target audience. The promotion is required, but a physical display board is also allowed, so the digital route is taught rather than required.
DCF: Creating digital content, Health and well-being, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils design a digital poster for a class bake sale with a title, a picture and the price.
- Year 8
- Pupils make a flyer in design software for a target audience of Year 7 pupils, choosing fonts and colours to grab attention.
- Year 9
- Pupils produce 2 versions of a promotional poster for different audiences and justify the design choices in each.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 criterion 2.1, page 20, and indicative content, page 21; Level 1 assessment tasks, page 10
“Designing a digital poster using school software”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can use software tools to enhance the outcomes for specific audiences.
I can identify marketing elements designed to draw my attention.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Promoting through social media and the intranet
Level 2 learners must develop a promotional strategy to reach their target audience, and one example is a multi-channel approach using posters and school social media. Level 1 examples include a social media-style flyer for the school intranet. Learners choose channels and think about how a message works online, but this is one option among several.
DCF: Communication, Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils discuss whether a poster, an assembly or a school website post would reach the most pupils.
- Year 8
- Pupils write a short post for the school intranet promoting an event, keeping it accurate and appropriate.
- Year 9
- Pupils plan a multi-channel promotion for a school enterprise, comparing the reach and risks of each online and offline channel.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 criterion 2.2, page 23, and indicative content, page 24; Level 1 indicative content, page 21
“Designing a multi-channel approach using posters and school social media.”
Progression step 3
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
I can identify marketing elements designed to draw my attention.
Progression step 4
I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
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Recording sales data in a spreadsheet
Level 2 learners must monitor the progress of the enterprise during delivery, and the first example is recording sales data in real time using a digital spreadsheet or tally. Level 1 learners review success using sources such as a tally sheet of items sold. A spreadsheet is one option, so this is taught rather than required.
DCF: Data and information literacy
Getting pupils ready
- Year 7
- Pupils enter the number of items sold at a class stall into a spreadsheet table.
- Year 8
- Pupils use SUM formulae in a spreadsheet to total sales and money taken for each item.
- Year 9
- Pupils set up a sales tracker with stock left, takings and profit, and use it to spot which product sold best.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 criterion 3.2, page 23, and indicative content, pages 24 to 25; Level 1 indicative content, page 22
“recording sales data in real-time using a digital spreadsheet or tally”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
I can perform analysis on simple data sets including grouping data as appropriate.
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Presenting the idea with slides or video
Entry Level 2 learners take part in presenting their idea, and one example is helping to record a short video clip. Entry Level 3 learners present the key points of their plan in their chosen format, for example a digital slideshow. The presentation is required, but the format is the learner’s choice.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a single slide naming their product, its price and its customers.
- Year 8
- Pupils record a 30 second video pitch for a product, then watch it back and improve one thing.
- Year 9
- Pupils create a short slide deck pitching an enterprise idea and improve it after feedback from a peer.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 criterion 2.1 and indicative content, pages 14 to 15; Entry Level 3 criterion 2.1, page 17, and indicative content, page 18
“This can be completed in their chosen format e.g., a digital slideshow (PowerPoint)”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- Each level has its own unit code and the same size: "Credit Value: Two (2)" and 20 guided learning hours (Unit Content, pages 11, 14, 17, 20 and 23). The Pearson unit of the same name is also 20 hours.
- The Level 1 unit code is printed wrongly: both Level 1 and Level 2 say "Unit Reference Number: CBM225" (pages 20 and 23), while the qualification guide lists Level 1 as CBM224 and Level 2 as CBM225 (Qualification Units, page 22).
- Units at different levels cannot be combined: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Open Awards Level 1 Qualification Guide, Qualification Units, page 17).
- Every criterion must be met: "All assessment criteria must be met in full for the learner to be awarded a ‘pass’" (Assessment Approach, page 8). There is no grade above Pass.
- The provider writes the tasks: the unit is "assessed through assessment tasks and activities designed by the provider", and providers must "undertake pre‑course verification" to confirm the tasks cover all criteria (Assessment Approach, page 8).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 8). Assessments are subject to internal quality assurance and external quality assurance by Open Awards.
- The unit specification says nothing about AI or referencing. The qualification guide requires assessment evidence to "Be the learner’s own work" (Open Awards Level 1 Qualification Guide, Assessment Conditions, page 31).
- A real enterprise is needed: the resources include "materials and equipment appropriate to the chosen enterprise activity" and "basic financial resources, e.g., cash boxes, tills or simulated currency", and "appropriate personal protective equipment (PPE) where required" (Practical Resources, page 7).
- Digital devices are part of the minimum equipment: "access to digital devices, e.g., computers or laptops for research and creating promotional materials" (Equipment, page 7). No criterion requires a computer.
- Some content labels and verbs do not match the criteria. Entry Level 3 and Level 2 each give content for criterion 3.3 under the label "AC 3.2" (pages 19 and 25). Entry Level 3 criterion 3.3 says "Explain what went well" but the content asks learners to "state one thing that went well and one thing to improve" (pages 17 and 19). Unlike the other units in this batch, the document has no stray "Faith and Belief in the Community" first line.
Links with other qualifications
Enterprise Venture links most closely with GCSE Business, which covers market research, pricing, break-even, promotion and finance, and the promotional material and social media strategy link with GCSE Digital Technology and GCSE Digital Media and Film. Food enterprises link with the VCSE in Hospitality and Catering and GCSE Food and Nutrition. The Pearson unit of the same name is also 20 hours. Within the Open Awards suites, Business Finance, Customer Service, Teamwork and Career Creativity are the closest units, and Financial Literacy supports the costing and pricing work.
Source: Open Awards Skills for Work Unit Specification, Enterprise Venture, Entry Level 1 to Level 2.