btec level 3 national in business

Pearson BTEC Level 3 National in Business Unit 2: Developing a Marketing Campaign

Sample Assessment Materials (SAMs)

For use with Certificate, Extended Certificate, Foundation Diploma, Diploma and Extended Diploma in Business

First teaching from September 2016 Issue 4

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ISBN 978 1 4469 4540 7

All the material in this publication is copyright © Pearson Education Limited 2021

Summary of Pearson BTEC Level 3 Nationals in Business Sample Assessment Materials for Unit 2: Developing a Marketing Campaign Issue 4 changes

Summary of changes made between previous issue and this current issue

The pre-release window has been removed and the Part A research will now be provided to learners in a timetabled session on the afternoon before the Part B session. References to the previous format have been changed throughout.

If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

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Contents

BTEC L3 Business U2 Part A 1

BTEC L3 Business U2 Part B 15

Marking Grid 21

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Paperreference

*S73231A*S73231A©2022 Pearson Education Ltd.

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Instructions

• Part A contains material for the completion of the preparatory work for the set Task.

• Part A is issued to learners on the afternoon before Part B is scheduled. Learners have two hours for Part A.

• Part A must be issued to learners on the timetabled date so that learners can prepare in the way specified.

• Part A is specific to each series and this material must only be issued to learners who have been entered to undertake the task in the relevant series.

• Part A should not be returned to Pearson.• Part B materials must be issued to learners on the day specified by Pearson.

You do not need any other materials.

Business; Enterprise & EntrepreneurshipUNIT 2: Developing a Marketing CampaignResearch Pack

Part A

31489HTime 2 hours

Sample Assessment Material

Pearson BTEC Level 3 Nationals

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Paperreference

*S73231A*S73231A©2022 Pearson Education Ltd.

1/1/1/

Instructions

• Part A contains material for the completion of the preparatory work for the set Task.

• Part A is issued to learners on the afternoon before Part B is scheduled. Learners have two hours for Part A.

• Part A must be issued to learners on the timetabled date so that learners can prepare in the way specified.

• Part A is specific to each series and this material must only be issued to learners who have been entered to undertake the task in the relevant series.

• Part A should not be returned to Pearson.• Part B materials must be issued to learners on the day specified by Pearson.

You do not need any other materials.

Business; Enterprise & EntrepreneurshipUNIT 2: Developing a Marketing CampaignResearch Pack

Part A

31489HTime 2 hours

Sample Assessment Material


1Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material Issue 4 – September 2021 © Pearson Education Limited 2021

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Instructions to Teachers/Tutors

This paper must be read in conjunction with the unit information in the specification and the BTEC Nationals Instructions for Conducting External Assessments (ICEA) document.

See the Pearson website for details.

Learners should use the allocated two hours for Part A to annotate and prepare notes for Part B.

Learners are expected to spend two hours on Part A.

Learners may prepare summary notes from their Part A review of provided research. Learners may take up to two sides of A4 notes and an annotated copy of the Part A research pack into the supervised assessment (Part B). Learner notes and annotations should include facts and figures relating to organisations, such as the products they offer and the ways they use the marketing mix in their promotional campaigns. Notes should not include any pre-prepared promotional plans.

Teachers/tutors must not give any support or additional resources to learners during Part A or prior to Part B. All work must be completed independently by the learner.

The supervised assessment (Part B) will take place in a timetabled period specified by Pearson.

Refer carefully to the instructions in this paper and the BTEC Nationals Instructions for Conducting External Assessments (ICEA) document to ensure that the Part A period is conducted correctly and that learners have completed their preparation validly and independently.

All learner notes and annotations must be retained securely by the centre after Part B and may be requested by Pearson if there is suspected malpractice.

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Instructions for Learners

Read the Set Task Brief carefully.

This contains the information you need to prepare for the set task.

In Part B you will be given a scenario. Use Part A to prepare by relating your learning to the specific research information given.

You will then be given the set task to complete under supervised conditions.

You must work independently and must not share your work with other learners.

Your teacher/tutor cannot give you feedback during Part A or prior to Part B.

2 Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material Issue 4 – September 2021 © Pearson Education Limited 2021

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Instructions to Teachers/Tutors

This paper must be read in conjunction with the unit information in the specification and the BTEC Nationals Instructions for Conducting External Assessments (ICEA) document.

See the Pearson website for details.

Learners should use the allocated two hours for Part A to annotate and prepare notes for Part B.

Learners are expected to spend two hours on Part A.

Learners may prepare summary notes from their Part A review of provided research. Learners may take up to two sides of A4 notes and an annotated copy of the Part A research pack into the supervised assessment (Part B). Learner notes and annotations should include facts and figures relating to organisations, such as the products they offer and the ways they use the marketing mix in their promotional campaigns. Notes should not include any pre-prepared promotional plans.

Teachers/tutors must not give any support or additional resources to learners during Part A or prior to Part B. All work must be completed independently by the learner.

The supervised assessment (Part B) will take place in a timetabled period specified by Pearson.

Refer carefully to the instructions in this paper and the BTEC Nationals Instructions for Conducting External Assessments (ICEA) document to ensure that the Part A period is conducted correctly and that learners have completed their preparation validly and independently.

All learner notes and annotations must be retained securely by the centre after Part B and may be requested by Pearson if there is suspected malpractice.

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Read the Set Task Brief carefully.

This contains the information you need to prepare for the set task.

In Part B you will be given a scenario. Use Part A to prepare by relating your learning to the specific research information given.

You will then be given the set task to complete under supervised conditions.

You must work independently and must not share your work with other learners.

Your teacher/tutor cannot give you feedback during Part A or prior to Part B.


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Set Task Brief

You have been asked to write a proposal for a marketing campaign for a business called Rebecca’s Dairy. The business produces and sells ice cream.

The business owners want to increase revenue.

You are required to use given research independently to analyse the market for ice cream in the UK.

This research will include primary and secondary data relating to:

• competitors

• market size, share and structure

• target market

• trends

• external influences

• costs

• timescale

• media options.

You are allowed a maximum of two sides of A4 of your individually prepared notes and you may annotate Part A to support you during the Part B supervised assessment.

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Ice Cream Market in the UK

Revenue generated by the ice cream production industry is expected to continue to rise over the next five years. The volatility in the industry does however hit hard, with fluctuations in the weather having a significant impact on the level of revenues. Similarly, changes in consumer demand, health consciousness and consumer concern over what they eat are likely to stimulate further product adaptation and innovation.

Research has shown that during 2019, the sales volume of ice cream manufactured in the UK amounted to approximately 319 million litres, a fall of some 100 million litres since 2013.

Year 2013 2014 2015 2016 2017 2018 2019

Sales Volume (Thousand litres) 439,485 304,972 279,630 271,259 293,847 334,302 319,010

With the reduction in sales volume also came a collapse in sales value. While the sales value of ice cream in 2013 came to over 630 million British pounds, only a year later it amounted to 366 million pounds. Since 2014, the average expenditure on ice cream blocks or tubs has stagnated at 11p per person per week. The ice cream van has almost vanished from the UK.

It is not all doom and gloom for the industry though, with shoppers paying an average of 5p more for ice cream, at nearly £3 per litre. Pint tubs have seen a bigger increase with some 18p more per litre being demanded by the premium entrants to the category.

(Source: Published by Nils-Gerrit Wunsch, Mar 11, 2021)


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According to Mintel, for the first time in eight years chocolate is top of the ice cream flavours with vanilla-flavoured products steadily declining. Less than one in five (18%) new products launched are vanilla-flavoured. The popularity of chocolate as a flavour in new product development has been rising steadily over the past three years increasing from just 15% of all UK new ice cream products in 2013/2014 to 22%.

The number of new ice cream products with a caramel or caramelised flavour has risen from 6% of all UK new ice cream products in 2011/2012, doubling to 13%.

48% of UK consumers are interested in seeing a wide variety of ice cream made with high-quality chocolate from premium chocolatiers and cocoa from a specific region, with the popularity of premium quality products peaking among 16–24 year olds (57%).

58% of UK males aged 16–24 say they typically eat ice cream once a week or more in the spring and summer months, compared to just 46% of females aged 16–24.

Overall, Mintel research reveals that 95% of UK consumers eat ice cream in the spring and summer months and 83% in autumn and winter. As a result, UK consumers are predicted to purchase 337 million litres of the treat in 2021 from retail channels, compared to Italian consumers who are forecast to scoop up just 284 million litres.

As well as appealing to a nation of chocolate lovers, introducing a hot element to ice cream could help to overcome any dislike of cold food in cold weather. 41% of UK consumers have expressed an interest in ice cream that comes with a sauce to be heated.

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Ice Cream Category Report 2020

2019 was a challenging year with consumers purchasing 7.9 million fewer litres of ice cream which was a decline of 2.1%. However, increased pricing helped businesses minimise the impact of reduced sales volume.

Some brands have managed to gain an edge over own-label products by capitalising on the demand for premium products, suggests Josh Lee, co-founder of premium ice cream brand Northern Bloc. “Consumers wanting more premium products are willing to pay, as long as the ice cream delivers on taste, is interesting and is ethically sourced”.

The top selling brands of 2019 are shown in the table below.

Top Selling Brand Value (£m) in 2019 % growth in 2019–2020

Magnum 186.1 –5.4

Ben & Jerry’s 110.2 2.5

Haagen Dazs 80.4 –0.9

Carte D’Or 34.8 –16.4

Rowntrees 34.4 5.3

Cornetto 25.7 –18.1

Kelly’s 24.2 –16.8

Walls Twister 20.2 –11.9

Halotop 22.3 5.5

Calippo 16.4 –21.6

Branded ice cream has however suffered from reduced space in larger retail stores with space being offered to newer brands, local companies or own-label products.

Hand-held products are equally showing decline with most customers now preferring to purchase alternative types of frozen dessert that align with their changing lifestyles and keep up with market trends. Consequently, there has been growth in snackable and bite-size formats (e.g. Mini-Magnums, Cornetto Miniatures and Little Moons), which tend to command a higher price per litre. Unilever is capitalising on that strategy with its Mini-Magnum product priced about 24% higher per 100ml than its standard sharing tub.


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Top five ice cream product types by sales value

Value (£m) in 2019

% growth in 2019–2020

market share in 2019–2020

Choc Snacks 327.6 0.5 29.9

Luxury Dessert 196.5 4.6 17.9

Premium Dessert 169.3 –1.2 15.5

Kids 121.6 –7.0 11.1

Filled Cones 115.8 3.7 10.6

Trends in the ice cream industry

The global ice cream market has a positive future with sources suggesting that the industry will grow by 5% and will exceed $20 billion in global revenue before 2025. In the UK this would result in a potential £550 million in revenue, a £100 million increase on the reported revenue for 2019.

The top trends in the ice cream industry are:

1 Low-Calorie Ice Cream

Let’s face it, ice cream is not the healthiest treat in the freezer, it is packed with fat, sugar and have high calories. Take the global favourite vanilla which has 137 calories in one scoop! So, it really is no surprise that many people are looking for something with a few less calories due to weight-related health risks increasing.

Brands are realising that there is a steep increase in the number of people wanting and preferring low-calorie ice cream and responding with their own products showcasing the number of calories and fat content across their packaging.

2 Dairy-Free Ice Cream

Over the past two years more than a quarter of 18–24 year-olds have reduced their dairy intake, along with 16% of people aged 25–34. That doesn’t include the 20% of people who are lactose intolerant or the 600,000 of us who are vegan. Think then about the potential in offering an ice cream that is dairy-free, lactose-free, and vegan friendly; you could be onto a winner!

The dairy-free ice cream market has a whole range of frozen treats and ice creams which consumers suggest have excellent flavour, texture and health benefits. This has naturally led to some brands now offering ice cream made from oat milk, coconut milk, almond milk and other dairy alternatives to fill the gap.

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3 Health Additives – for the health conscious

With the increase in the number of people being conscious about their health comes the increase of ice cream makers who are adding in more nutrients, fibre, protein and probiotics to their product offer. An ice cream which is healthier and offers additional nutritional benefits is guaranteed to draw interest.

Just like with low-calorie ice cream, there are some key players in the health market with Wheyhey a UK-based brand offering ice creams and frozen treats that are low in sugar, high in protein and are ‘perfect for the gym goer’.

4 Toppings and More

Who doesn’t love getting an ice cream and watching it be covered in toppings, textures and sauces. 2020 brought around a whole new feast of favourite topping trends including Ritz Crackers, wasabi peas, herbs, spices, and even candied bacon. People like to spice up their ice creams with toppings from all over the world and this is set to continue into 2021.

5 Unique or Just Weird?

Sometimes it’s not just the topping that gets the star treatment but the ice cream and its flavours too; cereal and milk flavour, ginger, pineapple, coffee and doughnuts, vanilla and French fries, balsamic and strawberries, curry ice cream or any combination you can imagine.

6 Limited Editions

Independents and larger brands are now opting to launch limited edition or seasonal products such as pumpkin spiced latte flavour for Halloween or cinnamon and gingerbread cookie pieces for Christmas.

7 Bite-size Varieties

It is no longer just about the cups, cones, and ice cream on a stick despite these continuing to grow in popularity. The focus now is on making ice cream an on-the-go snack through ice cream bars, cakes, snack-pots, and bite-sized treats. They come in small shapes and sizes sporting newer packaging which makes them easier to store and easier for retailers to display due to them no longer requiring specialist freezer equipment.

8 Eco-friendliness

It is no longer just about the inside of the packaging when it comes to people purchasing ice cream, it’s equally about the entirety of the packaging thanks to growing concerns over the environment.

Ben & Jerry’s is working to replace all single-use plastic with biodegradable or compostable alternatives in its packaging; a change which will save 40 tonnes of plastic every year and make the packaging much easier to recycle. Many more organisations are expected to follow suit, who knows in the future, you might even get ice cream served straight into your own containers to help the environment even more!


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Rebecca’s Dairy: Market Research Report

Day: Monday Sample size: 50 Location: City Centre Time: 10 am to 2 pm

Summary of questionnaire responses:

1 Sex:

Male Female Other

33 15 2

2 Age:

0–10 years 11–20 years 21–30 years 31–40 years 40+ years

5 8 11 8 18

3 Occupation:

Student Professional/Management Manual/Retail Administration Retired

8 5 13 7 12

4 How often do you consume ice cream?

Once a week Once a month Once or twice a year Never

5 13 29 3

5 Which flavour of ice cream do you prefer?

Vanilla Chocolate Strawberry Lemon Mint Other

14 21 5 3 2 5

6 How much do you spend per week on ice cream?

0–£2 £2.01 – £5 £5.01 – £10 £10.01 +

28 13 6 3

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7 Which of the following is the most important factor to you when purchasing ice cream?

Taste Nutritional content Calories Cost

23 15 3 9

8 How do you usually buy your ice cream?

Tub Cone Other

18 31 1

9 How important are environmental issues when purchasing ice cream?

Very Important Not important

25 25

10 When do you buy ice cream?

Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

8 12 15 24 36 42 44 46 32 14 12 28


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Rebecca’s Dairy has researched the following options for promoting its new range of ice cream products.

1 Influencers

• Cost – varies depending on influencer – typically £110 per post.

• Typically generates between 3–15K new followers per month depending on the influencer.

2 TikTok

• Tik Tok has 100 million European users/community.

• TikTok has 3.7 million active users in the UK who engage with the app for an average of 41 minutes a day. This is lower than the global average TikTok user, who spends 52 minutes actively using the app.

• In 2019, 26% of TikTok users were aged 18–24 and 9.3% were 25–34 in the UK, accessing TikTok from smartphones.

3 Google ads: Pay per click – with spend cap

• Monthly budget cap which you can vary month by month.

• Budget of £102 /month will generate estimated clicks or calls of 140–235

• Google ads allows you to do your own demographic targeting, e.g. age, gender, household income and parental status.

4 E-Commerce Website

• Prices and for a small/medium sized business.

• Products can be bought/sold online.

• Selling/Listing 1–10 products £1500 + , 11–50 products £2000 +

• Website can be made within three months.

• Costs typically £500 – £5 000 to set up.

• There are ongoing maintenance costs.

5 Rebecca’s Dairy App

• A single platform app could cost £38 000, while a two-platform app can reach £42 000.

• In the UK we have some of the best app developers in the world.

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6 YouTube

• Allows you to set a budget – daily budget from £6 dependent on exposure needed.

• More than 35.6 million adults in the UK use the platform.

• 35% of the UK population are an active user of YouTube.

• 46% of women use YouTube in the UK vs 54% of men.

• YouTube use is growing the fastest amongst Baby Boomers and Gen-X-ers.

• The most active demographic are aged 25–44, accounting for 44% of all users.

• The most popular YouTube channel in the UK was Ed Sheeran with 43 million subscribers. The channel also boasted around 18.78 billion views.

• Ice cream giants Ben & Jerrys has a large following on Youtube with some videos achieving millions of views.

7 Trade fair: Foodex Birmingham (Food and Drink fair)

• A stand at a trade show or national exhibition in the UK typically costs £300–£350 per square metre, so even a small exhibition stand is likely to cost around £3 000

• This is a direct route to the UK food and drink market – connect directly with tens of thousands of major buyers and wholesalers under one roof, over three days.

• The show covers the whole UK food market, from retail, grocery, food service to manufacturing.

• Make deals face to face on a buzzing show floor.

• Create brand awareness and showcase your products alongside the latest trends in food and drink.

8 Print media

• Flyers – A5 premium glossy 1000 – £30.51; 5000 – £79.62

• Business cards – 100 from £12.65

9 Billboards

• Billboard rental costs in the UK vary according to the size and location of the billboard.

• Typically, a standard billboard costs £500–£600 for two weeks and smaller advertising panels like bus stop shelter advertisements cost £240–£270 for two weeks.


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10 Other

• Video production – £500 – £10 000

• Animation/motion graphics – from £1 000

• Voice over – from £500

• Filming – from £1 200 min

• Stock images/video £500

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Paperreference

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31489H

S50131A©2015 Pearson Education Ltd.

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You must have:Calculator, notepaper and a pen.

Supervised hours 3 hours

Business; Enterprise & EntrepreneurshipUNIT 2: Developing a Marketing Campaign

Part B

Instructions

• Part A will need to have been used in preparation for completion of Part B. • The Part B booklet must be issued to learners as defined by Pearson and should

be kept securely.• Part B materials must be issued to learners on the timetabled day and time and

under the conditions specified by Pearson. • Part B is specific to each series and this material must only be issued to learners

who have been entered to undertake the task in the relevant series.

Information

• The total mark for this paper is 70.

Sample assessment material



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Instructions to Teachers/Tutors and/or Invigilators

This paper must be read in conjunction with the unit information in the specification and the BTEC Nationals Information for Conducting External Assessments (ICEA) document. See the Pearson website for details.

The Part B set task is undertaken under supervision in a single session of three hours in the timetabled day and time. Centres may schedule a supervised rest break during the session.

The Part B set task requires learners to apply research. Learners should bring in notes and annotations as defined in Part A. The teacher/invigilator needs to ensure that notes comply with requirements.

Work should be completed using a computer.

All learner work must be completed independently and authenticated by the teacher/tutor and/or invigilator before being submitted to Pearson.

Refer carefully to the instructions in this taskbook and the Information for Conducting External Assessments (ICEA) document to ensure that the supervised period is conducted correctly and that learners submit evidence that is their own work.

Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.

Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

Maintaining security

During supervised assessment period, the assessment areas must only be accessible to the individual learner and to named members of staff.

Learners can only access their work under supervision.

During any break materials must be kept securely.

Any work learners produce under supervision must be kept secure.

Learner notes and annotations will be retained securely by the centre after Part B and may be requested by Pearson if there is suspected malpractice.

Outcomes for submission

Two documents will need to be submitted by each learner:

• a rationale for a marketing campaign

• a budgeted plan for the campaign

Each learner must complete an authentication sheet.

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Read the set task information carefully.

This session is three hours.

Your tutor/invigilator will tell you if there is a supervised break.

Plan your time carefully.

You have prepared for the set task given in this Part B booklet.

Use your notes and annotations prepared during Part A if relevant.

Attempt all of Part B.

Your notes must be your own work and will be retained by your centre until results are issued.

You will complete this set task under supervision and your work will be kept securely during any breaks taken.

You must work independently throughout the supervised assessment period and should not share your work with other learners.


You will need to submit two documents on completion of the supervised assessment period:

• a rationale for a marketing campaign.

• a budgeted plan for the campaign.

You must complete a declaration that the work you submit is your own.


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Instructions to Teachers/Tutors and/or Invigilators

This paper must be read in conjunction with the unit information in the specification and the BTEC Nationals Information for Conducting External Assessments (ICEA) document. See the Pearson website for details.

The Part B set task is undertaken under supervision in a single session of three hours in the timetabled day and time. Centres may schedule a supervised rest break during the session.

The Part B set task requires learners to apply research. Learners should bring in notes and annotations as defined in Part A. The teacher/invigilator needs to ensure that notes comply with requirements.

Work should be completed using a computer.

All learner work must be completed independently and authenticated by the teacher/tutor and/or invigilator before being submitted to Pearson.

Refer carefully to the instructions in this taskbook and the Information for Conducting External Assessments (ICEA) document to ensure that the supervised period is conducted correctly and that learners submit evidence that is their own work.

Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.

Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

Maintaining security

During supervised assessment period, the assessment areas must only be accessible to the individual learner and to named members of staff.

Learners can only access their work under supervision.

During any break materials must be kept securely.

Any work learners produce under supervision must be kept secure.

Learner notes and annotations will be retained securely by the centre after Part B and may be requested by Pearson if there is suspected malpractice.


Two documents will need to be submitted by each learner:

• a rationale for a marketing campaign

• a budgeted plan for the campaign

Each learner must complete an authentication sheet.

3

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Read the set task information carefully.

This session is three hours.

Your tutor/invigilator will tell you if there is a supervised break.

Plan your time carefully.

You have prepared for the set task given in this Part B booklet.

Use your notes and annotations prepared during Part A if relevant.

Attempt all of Part B.

Your notes must be your own work and will be retained by your centre until results are issued.

You will complete this set task under supervision and your work will be kept securely during any breaks taken.

You must work independently throughout the supervised assessment period and should not share your work with other learners.


You will need to submit two documents on completion of the supervised assessment period:

• a rationale for a marketing campaign.

• a budgeted plan for the campaign.

You must complete a declaration that the work you submit is your own.


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Set Task

You must complete ALL activities.

You will need to refer to the additional task information on the following pages and the notes and annotations from Part A.

Activity 1

Prepare a rationale for Rebecca’s artisan ice cream marketing campaign. This should include:

• marketing aims and objectives

• analysis of research data on the market and competition

• justification for your rationale.

(Total for Activity 1 = 34 marks)

Activity 2

Based on your rationale from Activity 1, develop a budgeted plan with a timescale for your marketing campaign. You need to present this in an appropriate format to Rebecca’s Dairy.


TOTAL FOR TASK = 70 MARKS

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Part B Set Task Information

The ice cream market

On average, each person in the UK eats nine litres of ice cream every year. This is just a quarter of what they eat in New Zealand, the world leaders, and less than almost every country in Europe. Even Finland, not known for its balmy summers, sells double this amount of ice cream.

Of the people in the UK who buy ice cream, 49% buy tubs, while ice cream sticks are bought by 51%, 35% love a cone, 31% buy lollies and 25% of people buy ice cream from vans.

The UK’s ice cream market has grown by 20% in the past five years, and is now worth £1.1bn.

While many people are only aware of a handful of ice cream makers there are over 1000 in the UK producing a wide variety of flavours.

Specialist ice cream outlets and shops are fast becoming a niche market and appearing in many places across the UK.

Diversification into the ice cream market

The following information relates to Rebecca’s Dairy, a farm planning to diversify into the making of artisan ice cream. You are required to prepare both a rationale and a budgeted plan for a new marketing campaign for this business.

Rebecca’s Dairy

Rebecca’s Dairy is a working organic dairy farm that was started over 60 years ago in Cornwall.

The dairy herd has continued to grow and the business currently produces about 450,000 litres of organic milk annually. However, since last year, the business has been facing financial difficulties from falling milk prices, overproduction and increased competition together with the requirements of large milk buyers such as supermarkets and their impact on milk prices.

Because of its financial difficulties, the business is looking to diversify and is considering additionally producing and selling organic artisan ice cream, as this end of the market is the fastest growth area for ice cream.

Rebecca’s initial plan is to use around 20% of current milk production for ice cream, moving to a higher percentage if the new product is successful. The business already has the physical and human resource capacity to switch production from milk to the new products and aims to market a limited range of natural flavours in the first instance.

A neighbouring non-organic dairy farm is also considering diversifying into ice cream production. It currently produces in excess of 1 million litres of milk per year. If it decides to do this there may be an impact on Rebecca’s plans.

The initial marketing budget for ice cream is set at £50 000 and there is scope to increase this if the campaign proves successful.


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Set Task

You must complete ALL activities.

You will need to refer to the additional task information on the following pages and the notes and annotations from Part A.

Activity 1

Prepare a rationale for Rebecca’s artisan ice cream marketing campaign. This should include:

• marketing aims and objectives

• analysis of research data on the market and competition

• justification for your rationale.


Activity 2

Based on your rationale from Activity 1, develop a budgeted plan with a timescale for your marketing campaign. You need to present this in an appropriate format to Rebecca’s Dairy.


TOTAL FOR TASK = 70 MARKS

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Part B Set Task Information

The ice cream market

On average, each person in the UK eats nine litres of ice cream every year. This is just a quarter of what they eat in New Zealand, the world leaders, and less than almost every country in Europe. Even Finland, not known for its balmy summers, sells double this amount of ice cream.

Of the people in the UK who buy ice cream, 49% buy tubs, while ice cream sticks are bought by 51%, 35% love a cone, 31% buy lollies and 25% of people buy ice cream from vans.

The UK’s ice cream market has grown by 20% in the past five years, and is now worth £1.1bn.

While many people are only aware of a handful of ice cream makers there are over 1000 in the UK producing a wide variety of flavours.

Specialist ice cream outlets and shops are fast becoming a niche market and appearing in many places across the UK.

Diversification into the ice cream market

The following information relates to Rebecca’s Dairy, a farm planning to diversify into the making of artisan ice cream. You are required to prepare both a rationale and a budgeted plan for a new marketing campaign for this business.

Rebecca’s Dairy

Rebecca’s Dairy is a working organic dairy farm that was started over 60 years ago in Cornwall.

The dairy herd has continued to grow and the business currently produces about 450,000 litres of organic milk annually. However, since last year, the business has been facing financial difficulties from falling milk prices, overproduction and increased competition together with the requirements of large milk buyers such as supermarkets and their impact on milk prices.

Because of its financial difficulties, the business is looking to diversify and is considering additionally producing and selling organic artisan ice cream, as this end of the market is the fastest growth area for ice cream.

Rebecca’s initial plan is to use around 20% of current milk production for ice cream, moving to a higher percentage if the new product is successful. The business already has the physical and human resource capacity to switch production from milk to the new products and aims to market a limited range of natural flavours in the first instance.

A neighbouring non-organic dairy farm is also considering diversifying into ice cream production. It currently produces in excess of 1 million litres of milk per year. If it decides to do this there may be an impact on Rebecca’s plans.

The initial marketing budget for ice cream is set at £50 000 and there is scope to increase this if the campaign proves successful.


6 S50131A

What is artisan ice cream?

Quite simply, artisan ice cream is ice cream made by an artisan; a skilled craftsperson. It also uses processes and machinery that need the ‘human touch’. This may be choosing and mixing the ingredients or keeping a close eye on the freezing to make sure the ice cream is of the smoothest, highest quality possible. Artisan ice cream is not mass produced, it is a luxury product.

How is artisan ice cream made?

As well as the experience and skill of the artisan, great ice cream begins with great ingredients that include fresh whole milk, eggs, butter and cream that are blended together and whisked to make that light melt-in-the-mouth texture.

Unit 2: Developing a Marketing Campaign – Sample marking grid

General marking guidance

• All learners must receive the same treatment. Examiners must mark the first

learner in exactly the same way as they mark the last. • Mark grids should be applied positively. Learners must be rewarded for what

they have shown they can do rather than be penalised for omissions. • Examiners should mark according to the mark grid, not according to their

perception of where the grade boundaries may lie. • All marks on the mark grid should be used appropriately. • All the marks on the mark grid are designed to be awarded. Examiners should

always award full marks if deserved. Examiners should also be prepared to award zero marks if the learner’s response is not rewardable according to the mark grid.

• Where judgement is required, a mark grid will provide the principles by which marks will be awarded.

• When examiners are in doubt regarding the application of the mark grid to a learner’s response, a senior examiner should be consulted.

Specific marking guidance

The mark grids have been designed to assess learners’ work holistically. Rows in the grids identify the assessment focus/outcome being targeted. When using a mark grid, the ‘best fit’ approach should be used.

● Examiners should first make a holistic judgement on which band most closely matches the learner’s response and place it within that band. Learners will be placed in the band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points.


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2 22 Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material Issue 4 – September 2021 © Pearson Education Limited 2021

Mar

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13 23Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment MaterialIssue 4 – September 2021 © Pearson Education Limited 2021

Ass

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14


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8

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will

be

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d to

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rted

st

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14

Mar

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som

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cont

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ustr

atio

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e de

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in c

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xt

with

a c

lear

mar

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g m

essa

ge.

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ia is

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mpr

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and

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iden

ces

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ctiv

ity

rele

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the

cont

ext.

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ifica

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lanc

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ext

ende

d m

ix.

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e m

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ting

mix

pr

esen

ted,

cov

ers

all

aspe

cts

in d

etai

l with

ill

ustr

atio

n us

ing

4Ps

and

appl

ied

in c

onte

xt.

• Ref

eren

ce t

o th

e ex

tend

ed m

arke

ting

mix

whe

re a

pplic

able

. •

All

aspe

cts

of t

he

mar

ketin

g ca

mpa

ign

will

be

cove

red

in d

etai

l an

d in

con

text

with

a

clea

r an

d co

nsid

ered

m

arke

ting

mes

sage

. •

Cov

erag

e of

med

ia is

co

mpr

ehen

sive

and

ev

iden

ces

sele

ctiv

ity

rele

vant

to

the

cont

ext.

•

Just

ifica

tions

for

ch

oice

s ar

e ba

lanc

ed a

nd in

co

ntex

t of

the

ex

tend

ed m

ix.

15 25Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material Issue 4 – September 2021 © Pearson Education Limited 2021

A

sses

smen

t fo

cus

Ban

d 0

B

and

1

Ban

d 2

B

and

3

Ban

d 4

Bu

dg

et

0

1–

2

3–

4

5–

6

7–

8

No

rew

arda

ble

mat

eria

l.

• Bud

get

rest

rict

ed t

o ge

neric

deta

il, w

ith

limite

d re

leva

nce

to

mar

ketin

g ac

tivity

in

cont

ext.

• Bud

get

show

s a

basi

c un

ders

tand

ing

of c

osts

fo

r as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

• Bud

get

used

re

alis

tica

lly

dem

onst

ratin

g de

taile

d un

ders

tand

ing

of c

osts

of

mos

t as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

• Bud

get

used

re

alis

tica

lly w

ith

deta

iled

unde

rsta

ndin

g of

the

cos

ts o

f al

l as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Tim

esca

le

0

1

2

3

4

No

rew

arda

ble

mat

eria

l.

• Ti

mes

cale

is u

nrea

listic

in

the

con

text

of th

e pl

an.

• Ti

mes

cale

is g

ener

ally

re

alis

tic

in t

he c

onte

xt

of t

he p

lan.

May

co

ntai

n oc

casi

onal

la

pses

.

• Ti

mes

cale

is r

ealis

tic in

th

e co

ntex

t of

the

pla

n.

• Ti

mes

cale

is t

horo

ugh

and

entir

ely

real

istic

in

the

cont

ext

of t

he p

lan.

16

A

sses

smen

t fo

cus

Ban

d 0

B

and

1

Ban

d 2

B

and

3

Ban

d 4

Pre

sen

tati

on

0

1

2

3

4

No

rew

arda

ble

mat

eria

l.

• Pl

an la

cks

prof

essi

onal

fo

rmat

whi

ch le

ads

to

lack

of

clar

ity.

• Con

tain

s m

any

com

mun

icat

ion

erro

rs.

• Con

tain

s fe

w r

efer

ence

s to

app

ropr

iate

m

arke

ting

term

inol

ogy.

• Pl

an s

how

s a

clea

r bu

t ba

sic

prof

essi

onal

fo

rmat

. •

Con

tain

s oc

casi

onal

co

mm

unic

atio

n er

rors

. •

Con

tain

s re

fere

nces

to

appr

opriat

e m

arke

ting

term

inol

ogy.

• Pl

an for

mat

is c

lear

and

lo

oks

prof

essi

onal

. •

Con

tain

s fe

w

com

mun

icat

ion

erro

rs.

• Con

tain

s su

stai

ned

refe

renc

es t

o ap

prop

riat

e m

arke

ting

term

inol

ogy.

• Pl

an h

as a

pro

fess

iona

l fo

rmat

. •

Con

tain

s no

co

mm

unic

atio

n er

rors

. •

App

ropr

iate

mar

ketin

g te

rmin

olog

y is

use

d th

roug

hout

.

17 26 Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material

Issue 4 – September 2021 © Pearson Education Limited 2021

A

sses

smen

t fo

cus

Ban

d 0

B

and

1

Ban

d 2

B

and

3

Ban

d 4

Bu

dg

et

0

1–

2

3–

4

5–

6

7–

8

No

rew

arda

ble

mat

eria

l.

• Bud

get

rest

rict

ed t

o ge

neric

deta

il, w

ith

limite

d re

leva

nce

to

mar

ketin

g ac

tivity

in

cont

ext.

• Bud

get

show

s a

basi

c un

ders

tand

ing

of c

osts

fo

r as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

• Bud

get

used

re

alis

tica

lly

dem

onst

ratin

g de

taile

d un

ders

tand

ing

of c

osts

of

mos

t as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

• Bud

get

used

re

alis

tica

lly w

ith

deta

iled

unde

rsta

ndin

g of

the

cos

ts o

f al

l as

pect

s of

the

m

arke

ting

activ

ity in

co

ntex

t.

Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Tim

esca

le

0

1

2

3

4

No

rew

arda

ble

mat

eria

l.

• Ti

mes

cale

is u

nrea

listic

in

the

con

text

of th

e pl

an.

• Ti

mes

cale

is g

ener

ally

re

alis

tic

in t

he c

onte

xt

of t

he p

lan.

May

co

ntai

n oc

casi

onal

la

pses

.

• Ti

mes

cale

is r

ealis

tic in

th

e co

ntex

t of

the

pla

n.

• Ti

mes

cale

is t

horo

ugh

and

entir

ely

real

istic

in

the

cont

ext

of t

he p

lan.

16

A

sses

smen

t fo

cus

Ban

d 0

B

and

1

Ban

d 2

B

and

3

Ban

d 4

Pre

sen

tati

on

0

1

2

3

4

No

rew

arda

ble

mat

eria

l.

• Pl

an la

cks

prof

essi

onal

fo

rmat

whi

ch le

ads

to

lack

of cl

arity

. •

Con

tain

s m

any

com

mun

icat

ion

erro

rs.

• Con

tain

s fe

w r

efer

ence

s to

app

ropr

iate

m

arke

ting

term

inol

ogy.

• Pl

an s

how

s a

clea

r bu

t ba

sic

prof

essi

onal

fo

rmat

. •

Con

tain

s oc

casi

onal

co

mm

unic

atio

n er

rors

. •

Con

tain

s re

fere

nces

to

appr

opriat

e m

arke

ting

term

inol

ogy.

• Pl

an for

mat

is c

lear

and

lo

oks

prof

essi

onal

. •

Con

tain

s fe

w

com

mun

icat

ion

erro

rs.

• Con

tain

s su

stai

ned

refe

renc

es t

o ap

prop

riat

e m

arke

ting

term

inol

ogy.

• Pl

an h

as a

pro

fess

iona

l fo

rmat

. •

Con

tain

s no

co

mm

unic

atio

n er

rors

. •

App

ropr

iate

mar

ketin

g te

rmin

olog

y is

use

d th

roug

hout

.

17 27Pearson BTEC Level 3 National in Business – Unit 2: Developing a Marketing Campaign – Sample Assessment Material Issue 4 – September 2021 © Pearson Education Limited 2021

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