NZQA

Internal assessment resource Business Studies 1.6 v3 for Achievement Standard 90842 Approved
PAGE FOR TEACHER USE

Internal Assessment Resource

Business Studies Level 1

This resource supports assessment against:

Achievement Standard 90842 version 2

Carry out and review a product-based business activity within a
classroom context with direction

Resource title: Planning and Running a Business

6 credits
This resource:
● Clarifies the requirements of the standard
● Supports good assessment practice
● Should be subjected to the school’s usual assessment quality assurance
process
● Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic

Date version published by February 2015 Version 3

Ministry of Education
To support internal assessment from 2015

Quality assurance status These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-90842-02-4380

Authenticity of evidence Teachers must manage authenticity for any assessment

from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.

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Internal assessment resource Business Studies 1.6 v3 for Achievement Standard 90842
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Internal Assessment Resource

Achievement Standard Business Studies 90842: Carry out and
review a product-based business activity within a classroom
context with direction
Resource reference: Business Studies 1.6 v3
Resource title: Planning and Running a Business
Credits: 6

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Business Studies 90842. The achievement criteria and the explanatory
notes contain information, definitions, and requirements that are crucial when
interpreting the standard and assessing students against it.

Context/setting
This activity requires students to plan, carry out, and review a business activity, with
direction from you. The emphasis is on the process of planning (not on making a
profit) as this is regarded as a cornerstone of successful businesses and is based on
the Teaching and Learning Guides. They will need to become familiar with relevant
business themes and Māori business concepts (as listed in the Learning objective 61
and 6-2 sections in the Teaching and Learning Guide for Business Studies on the
TKI site: http://seniorsecondary.tki.org.nz/Social-sciences/Business-studies).
The carrying-out phase of the business activity is used by the groups to enable
reflection on the effectiveness of the planning process and the actual activity in the
review.
Prior to being assessed, students should learn aspects of planning from theory and
be encouraged to state business knowledge as the basis for aspects of their plan.
Students may also receive guidance during the assessment, in order to enable
effective planning to be undertaken.
This assessment activity provides an opportunity to promote the key competencies of
participating and contributing, relating to others, and managing self.
The business activity is envisaged as a one-off event so that there is a definite
differentiation between planning, preparing, and carrying out the activity, and review.
Competition may be encouraged amongst groups. For example, awards could be
given to recognise the best stall, most innovative product, best customer service, and
so on.

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Conditions
Students will work in groups and be assessed on group output, but their individual
contribution will also be taken into account. It will therefore be necessary to advise
students on how to provide evidence of their contribution.
Direction must be provided by the teacher and should ensure that candidates are
clear on the requirements to achieve at the Excellence level. The phrase “with
direction” means teachers should answer any questions raised by the students as
they go through the activity, by suggesting where/how the answer to their question
may be found – rather than giving the answer directly.
Student progress needs to be assessed:
● after they have finalised their business plan,
● after they have carried out the activity, and
● in their review of the business activity.
To replicate the real-world nature of business, where business plans are used to
assess the viability of a new venture, the business plan grade guides the overall
grade (and may be used as a hurdle for groups prior to undertaking the activity). The
grade awarded for the planning stage should be the same for each student.
It is suggested that students have <teacher to insert time here> hours of in-class and
out-of-class time to complete this assessment activity.

Resource requirements
You may need to:
● provide templates (as suggested in Resource A and Resource B of this
assessment resource)
● provide Internet and library access for research
● enable students to contact suppliers during class time
● provide access to suitable software and equipment for report presentation.

Additional information
None.

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Internal assessment resource Business Studies 1.6 v3 for Achievement Standard 90842
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Internal Assessment Resource

Achievement Standard Business Studies 90842: Carry out and
review a product-based business activity within a classroom
context with direction
Resource reference: Business Studies 1.6 v3
Resource title: Planning and Running a Business
Credits: 6
Achievement Achievement with Merit Achievement with
Excellence

Carry out and review a
product-based business
activity within a classroom
context with direction.
Effectively carry out and
review a product-based
business activity within a
classroom context with
direction.
Comprehensively carry out
and review a product-based
business activity within a
classroom context with
direction.

Student instructions

Introduction
This assessment activity requires you to carry out and review a business activity with
guidance from your teacher. The emphasis is on the practical process of planning
(not on making a profit) as this is regarded as the cornerstone of a successful
business.
You are required to work in a group to create a business plan, and once this has
been approved by your teacher, your group will carry out a one-off business activity.

Teacher note: Adapt these instructions to reflect how you would like students to
record evidence of their individual contribution to group output.

After the business activity has been carried out, you will review the business activity.
You will do this individually and present your conclusions in a format agreed with
your teacher.
You will be assessed on the completion of various milestones:
● You will first be assessed on the depth and comprehensiveness of the business
plan presented by your group.
● Once your teacher assesses your plan to be valid, the group will be allowed to
proceed to the next stage – carrying out the activity. You will be assessed on how
successfully your group carried out different elements of the planned business
activity and your individual contribution during the preparation period and on the day
itself.
● After the carrying-out activity is completed, you will be assessed individually on
the depth of the discussion in your individual report or presentation regarding the
overall business (not just the product).
This assessment activity is carried out “with direction”. This means that your teacher
will help you find ways to address issues that arise as you work.

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You have <teacher to insert time here> hours of in- and out-of-class time to complete
this assessment activity.

Teacher note: Adapt the time allowed to meet the identified needs of your
students. You may want to include specific dates for assessment milestones. It is
expected that the activity will take place over several weeks and that assessment
milestones will be interspersed with teaching/learning and the assessment tasks.

Task
Write a comprehensive business plan
This is a group activity.
● As a group, brainstorm a number of business activities and decide what
business activity you may carry out. Confirm your choice with your teacher.
– What product will you sell? You could make the product yourselves or add
value to a product you source.
– When and where will you sell your product?
Teacher note: The classroom context is not intended to limit the scale of
students’ business activities. Students may want to conduct their activity in a
wider context. Consult with students on whether this is advisable.

● Decide how you will go about researching and preparing your business plan. For
example, you could assign different sections of the plan to individual team members,
peer review each area, and collaborate on the whole plan together, or work in some
other way.
● Write a comprehensive business plan. See Resource A for a business plan
template.
– Integrate business knowledge throughout the plan (which is where you are
able to show the reader why you are planning to do certain things using theory, such
as showing why you have chosen to price your product in a certain way or why a
certain behaviour is a weakness, and so on) and Māori business concepts where
relevant.
– Ensure that each section of the plan is integrated with other sections and
consistent with them, for example, the research is linked to the financials and to the
target market.
Teacher note: Adapt these instructions and Resource A to meet the identified
needs of your students.

● As you work, make a list of your sources of information. This list could be used
as an appendix, but it will not be assessed.
Teacher note: Adapt these instructions to meet the identified needs of your
students.

● As a group, submit your final business plan to your teacher along with a list of
your information sources.
– Your teacher will assess these materials and signal whether you have been
given approval to prepare for and carry out your business activity.
Teacher note: Adapt these instructions to meet the identified needs of your
students.

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Carry out the planned business activity

This is a group activity.
● As a group, prepare for and carry out your business activity in accordance with
your business plan.
● Document your contribution to the project.
– As a group, develop a checklist of criteria that you will achieve in carrying out
your business activity. Confirm this with your teacher. See Resource B for a sample
checklist.
– Your teacher will advise you on how this checklist will be used and on
whether you will need to collect other evidence on the day. You may be asked to take
photographs or collect video evidence, for example.
Teacher note: Adapt these instructions and Resource B to meet the identified
needs of your students.

● As a group, record information on customer behaviour while you conduct your

business activity. Each group member will need a copy of this information to help
them individually review the activity.
– You may collect information on, for example, which products were most
popular, which product sold out first, and who your customers were. You could also
note customer comments on pricing, quality, or the competition.
Teacher note: Add an instruction regarding how and when you would like
students to provide evidence that they have achieved this task, as appropriate.

Produce a comprehensive review of the business activity

This is an individual activity.
● Confirm with your teacher the format of your individual report or presentation.
Select a format that meets your needs. For example, you might produce a written
report or video presentation or deliver a slide presentation.
Teacher note: Allow students to select a report or presentation format that best
meets their needs.

● Write a report or presentation in which you reflect on how well the business
activity was planned and carried out. Do the following:
– Compare what was achieved with your group’s mission and objectives.
– Reflect on what worked well and what did not work well. Explain why.
– Integrate information and data from your group’s business plan to support
your conclusions. You might consider profit/loss, sales, quality control, and
marketing, for example.
– Integrate any other relevant business knowledge to support your conclusions.
– Integrate a Māori business concept (or concepts) where relevant.
– Make two or more recommendations for future improvements to the way the
activity was planned and/or carried out.
– As you work, list your sources of information. This will not be assessed.
● Submit your report or presentation to your teacher along with a list of your
information sources.

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Resource A: Business plan template

This template is a guide to creating a written business plan. There are other ways to approach
this task. Find a way that suits your group.
Your business plan should contain six sections as outlined below.
Ensure that the different sections of the plan are integrated and consistent with one
another. For example, be consistent in the data you use; base your budget on your
market research data; make sure your timelines are consistent; and ensure that all
elements of the plan are consistent with the business mission and objectives.
Integrate business knowledge throughout the plan and Māori business concepts
where relevant.
A comprehensive business plan should enable a new reader to be able to pick up
and run with your business idea unassisted.
Executive summary
Write this section last. It should be between half a page and one page in length.
Include the following elements:
● an overview of the proposed business idea
● a description of the business
● key points from each section of the business plan.
Mission and objectives
This section should explain the following elements:
● the mission (main aim)
● specific objectives (for example, SMART goals)
● a timeline.
Marketing
This section should explain the following elements:
● market research proposals
● relevant research methods and results
● a SWOT analysis (strengths, weaknesses, opportunities, and threats) of the
business idea
● the marketing mix (price, product, promotion, and place).
People
This section should include and explain the following elements:
● an organisation chart of group members and their roles
● an outline of each group member’s responsibilities and expected contribution
● a list of key stakeholders
● internal communication methods (and why these are suitable)
● external communication methods (and why these are suitable).

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Finance
This section should include budgets and graphs and explain them. Include the
following elements:
● sources of finance
● sales forecasts (low, medium, and high)
● costs and revenue in budget form (for low, medium, and high sales forecasts)
● break-even analysis (for low, medium, and high sales forecasts).
Operations
This includes the following elements:
● supplier details and why these suppliers are suitable
● co-ordination and general running of the business (including, for example,
production, cash handling, and equipment)
● quality control processes that will be used
● health and safety issues to be addressed.

Resource B: Checklist of evidence for a business activity

This resource suggests a checklist of criteria that you could adapt to enable your teacher to
gather evidence that you have successfully carried out a business activity. Finalise the list in
conference with your teacher.
Your teacher will assess your success in carrying out a business activity with
reference to the following criteria. If your teacher judges that your group has met the
stated criteria, your group will have met the conditions for all levels of achievement
under Achievement Standard Business Studies 90842 (1.6). Your individual
contribution to the group effort will also be taken into account.
Operations
Different students may be responsible for different operational areas.
1. Business product for sale as per business plan
2. Product is attractively displayed
3. Efficient production of product to good standard
4. Health and safety adhered to
5. Cash-handling system evident
People
The staff will consist of all members of the student team, with one member having
overall responsibility.
6. Staff engaged readily with customers
7. Staff informed about the product
8. Staff worked together as team
9. Staff “on message” with promotion
10. Person in charge of team discharged their duties
Management
All students will have responsibilities in these management areas.

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11. Customer questions (if any) well handled

12. Business objectives evident
13. On-site staff and competitors respected
14. Equipment is set up, packed up, and tidied up to satisfactory standard
Promotion
Different students may be responsible for different aspects of promotion, but all will
contribute to ensuring the stall is well presented.
15. Stall well presented and attracting customers
16. Promotional posters used
17. Pre-event marketing campaign organised
18. Packaging and labelling clear and engaging

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Internal assessment resource Business Studies 1.6 v3 for Achievement Standard 90842
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Assessment schedule: Business Studies 90842 Planning and Running a Business
Evidence/Judgements for Achievement
The student has carried out and reviewed a
product-based business activity within a classroom
context with direction. The student would typically
do this by:
● planning for a directed, product-based business ●
activity. For example: based business activity. For example:
The group produced a business plan, with the
student contributing to it. All six suggested
elements were completed, with some relevant
business knowledge and a relevant Māori
business concept stated.
“Executive summary: Our objective is to sell
personalised pencil cases using computer-
printed images and popular sayings.”
● carrying out a business activity. For example:
The group met the criteria outlined in its Market
Day checklist, with the student carrying out
their responsibilities in accordance with the
business plan.
● stating how well the business
activity was performed. For example:
was performed. For example:
“Our business was successful because our
product was in high demand. However, we
chose a supplier that went out of business in
the week of the Market Day, and we had to find
another one quickly.”
In planning and reviewing the business activity, the
student:
● stated relevant business knowledge
● stated a Māori business concept (or concepts)
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Evidence/Judgements for Achievement with
Merit
The student has effectively carried out and
reviewed a product-based business activity within
a classroom context with direction. The student
would typically do this by:
detailed planning for a directed, product-
The group produced a business plan, with the
student contributing to it. All six suggested
elements were completed, with some relevant
business knowledge and a relevant Māori
business concept included.
“Executive summary: Our objective is to sell
personalised pencil cases using computer-
printed images and popular sayings. Customers
will be able to select from a range of images or
may supply a photo (images of family/whānau
and pets are suggested). Customers will also
be able to select from a range of inspirational
sayings (such as ‘kia kaha’).”
● carrying out a business activity
● reflecting on how well the business activity
“Our business was successful because our
product was in high demand. However, we
chose a supplier that went out of business in
the week of the Market Day, and we had to find
another one quickly. This affected our financial
performance as the new supplier’s products
were more expensive. This reduced our profit.”
In planning and reviewing the business activity, the
student:
Evidence/Judgements for Achievement with
Excellence
The student has comprehensively carried out and
reviewed a product-based business activity within a
classroom context with direction. The student would
typically do this by:
● comprehensive planning for a directed, product-
based business activity. For example:
The group produced a business plan, with the
student contributing to it. All six suggested
elements were completed, integrating some
relevant business knowledge and a relevant
Māori business concept.
“Executive summary: Our objective is to sell
personalised pencil cases using computer-
printed images and popular sayings. Customers
will be able to select from a range of images or
may supply a photo (images of family/whānau
and pets are suggested). Customers will also be
able to select from a range of inspirational
sayings (such as ‘kia kaha’ and ‘ka hikitia’).”
“The images and sayings we are offering have
been selected to appeal to our target market.
Initial research showed that 70% of our target
market identifies as Māori. We have cleared all
our sayings and images with the principal to
ensure they meet school standards.”
● carrying out a business activity
● reflecting on how well the business activity was
performed and making recommendations of
what could be improved in the future. For
example:
“Our business was successful because our
product was in high demand. However, we
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where relevant.
For example:
concepts) where relevant.
The Operations section of the group’s business
plan stated: “Pencil cases will be sourced so that
we can offer a product of reasonable quality at a
low price.”
These descriptions relate to only part of what is
required and are indicative only.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
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● included relevant business knowledge
● included a Māori business concept (or
For example:
The Operations section of the group’s business
plan stated: “Several suppliers will be contacted
before pencil cases are sourced. We want
reasonable quality but also the best price because
it is important that we keep our costs low so that
our final product will be affordable for our target
customers.”
These descriptions relate to only part of what is
required and are indicative only.
chose a supplier that went out of business in the
week of the Market Day, and we had to find
another one quickly. This affected our financial
performance as the new supplier’s products
were more expensive. This reduced our profit.
“If I was running a similar business again, I
would have a backup supplier that offered
products at a similar cost.
“Also, our product was more popular than we
expected and sold quickly. In future, I will try to
ensure that the market research I use to
estimate the size of the target market is more
accurate.”
In planning and reviewing the business activity, the
student:
● integrated relevant business knowledge
● integrated a Māori business concept (or
concepts) where relevant.
For example:
The Operations section of the group’s business
plan stated: “Several suppliers will be contacted
before pencil cases are sourced. We want
reasonable quality but also the best price because
it is important that we keep our costs low so that
our final product will be affordable for our target
customers. We also want to be able to offer a
variety of products because our market research
indicated that our consumers want different sizes
and shapes of pencil case. Some of the senior girls
we surveyed expressed interest in buying a
customised pencil case for use as a make-up bag.”
These descriptions relate to only part of what is
required and are indicative only.