BMS508 Assessment 1 Brief
Assignment Title: Enterprise
Weighting: 75%
Word Count: 3000 words +/-10%
Submission Date: 20/7/2026
Module Learning Outcomes Assessed
LO2: Critically analyse the main components of a business and how they inter-relate.
LO3: Demonstrate effective small business planning and performance.
LO4: Critically evaluate the potential issues arising that may impact the success of small business management through entrepreneurship.
Task – Business Planning
Produce a report that incorporates the following areas:
- A critically analysis of the main components of a business, exploring how they inter-relate and contribute to the success of a new business start-up LO2.
- An outline business plan for a new business start-up demonstrating clearly the factors you have explored and researched in the planning of a new enterprise LO3.
- A consideration of the potential performance of your new business start-up and the factors you have considered LO3.
- critically evaluate the potential issues that you have considered in the planning of your business start-up outlining mitigation strategies you would put in place to reduce the risks you could encounter in the launch and development of your business idea LO4.
Other relevant assessment information:
You will need to include and reference academic sources including at least 2 books, 2 statistical/numerical sources and 2 journals that provide supporting evidence for any assertions that you make. You will need to submit both a reference list and bibliography with your report.
Assessment Criteria
| Categories | ||||||||
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
| Distinction* | 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76-85% | The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | |||||||
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70 – 75% |
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | |||||||
| Distinction |
60 – 69% |
Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Good analysis, clear and orderly, with consistent links from analysis to solutions of problems in a work context. | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and the application of practice in a work context. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources |
| Merit |
50 – 59% |
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose, and which does not consistently link analysis to solutions of problems in a work-based context. | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms | Sound work which expresses a coherent position and evaluates appropriateness of approaches to problem-solving in a work context only in broad terms and in uncritical conformity to one or more standard views of the topic | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. |
| Pass | 40 – 49% | Some correlation with the requirements of the assessment but there is a significant degree of irrelevance | Basic understanding of the subject but addressing a limited range of material | Largely descriptive or narrative, with little evidence of analysis which links to solutions of problems in a work-based context. | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view and a very basic evaluation of the appropriateness of approaches to problem-solving in a work context starting to be formed but mainly derivative.
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A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material. |
| Fail | 35 – 39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms | A limited understanding of a narrow range of material | Heavy dependence on description, and/or on paraphrase, is common, poor evidence of linking analysis to proposed solutions of problems in a work-based context. | Little evidence of coherent argument: lacks development and may be repetitive or thin | Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase and does not adequately evaluate the appropriateness of different approaches to solving problems in a work context. | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style | Barely adequate use of literature. Over reliance on material provided by the tutor. |
| The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. May be considered for compensation if regulations allow for this. | ||||||||
| 30 – 34%
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The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. | |||||||
| 15-29% | The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
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| 0-14% | The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. | |||||||
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