Undertaking an Enterprise Project — NOCN Vocationally-Related Qualification Employability & Work Skills Revision

    This element focuses on the practical application of enterprise skills by guiding learners through the process of selecting, planning, implementing, and re

    Topic Synopsis

    This element focuses on the practical application of enterprise skills by guiding learners through the process of selecting, planning, implementing, and reviewing a small business project. It integrates essential functional skills such as calculating costs, setting prices, and communicating marketing messages, preparing learners for real-world employment and self-employment scenarios.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Undertaking an Enterprise Project

    NOCN
    vocational

    This element equips learners with the foundational skills to conceive, develop, and evaluate a small-scale enterprise project. It focuses on market identification, cost analysis, pricing strategy, marketing essentials, and the project lifecycle from planning through to review, ensuring practical application of employability and numeracy skills.

    23
    Learning Outcomes
    40
    Assessment Guidance
    44
    Key Skills
    25
    Key Terms
    47
    Assessment Criteria

    Assessment criteria

    NOCN Level 1 Award in Employability
    NOCN Level 1 Certificate in Employability
    NOCN Entry Level Award in Using Employability Skills (Entry 1)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 2)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 3)
    NOCN Entry Level Diploma in Using Employability Skills (Entry 1)
    NOCN Entry Level Diploma in Using Employability Skills (Entry 2)
    NOCN Entry Level Award in Using Employability Skills (Entry 3)
    NOCN Entry Level Award in Using Employability Skills (Entry 2)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 1)

    Topic Overview

    The NOCN Level 1 Certificate in Employability is designed to equip students with the essential skills and knowledge needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, which are fundamental for any job role. By completing this certificate, students will develop a strong foundation for further study or entry into the workforce, making them more attractive to employers.

    This qualification is structured around practical, real-world scenarios that help students understand how to apply employability skills in various work contexts. Topics include understanding workplace expectations, health and safety basics, and how to work effectively with others. The course also emphasizes the importance of personal development, encouraging students to reflect on their own strengths and areas for improvement.

    Mastering employability skills is crucial for career success, regardless of the industry. The NOCN Level 1 Certificate provides a stepping stone for students to progress to higher-level qualifications, such as the NOCN Level 2 Certificate in Employability, or to enter apprenticeships and employment. It is particularly valuable for students who are new to the world of work or who want to build confidence in their abilities.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding verbal, non-verbal, and written communication skills, and how to adapt them for different audiences and purposes.
    • →Teamwork: Knowing how to collaborate effectively with others, including listening, sharing ideas, and resolving conflicts.
    • →Problem-solving: Identifying problems, generating solutions, and making decisions using a structured approach.
    • →Self-management: Setting goals, managing time, and taking responsibility for your own learning and development.
    • →Health and safety: Recognizing common workplace hazards and understanding basic health and safety procedures.

    Learning Objectives

    What you need to know and understand

    • Select an appropriate enterprise project for a particular target market.(Rt/L1; Wt/L1), Appreciate the unit cost of, and how to set the price for, their product or service.(N1/L1; N2/L1), Demonstrate an understanding of the significance of effective marketing.(Wt/L1), Plan, monitor and review the enterprise project.(Rw/L1; SLc/L1)
    • Select a viable enterprise project idea aligned to a specific target market.
    • Calculate the unit cost of a product or service using appropriate numeracy skills.
    • Set a selling price that considers cost, market demand, and profit margin.
    • Develop a simple marketing plan to effectively promote the enterprise project.
    • Monitor progress against a plan and review the overall success of the project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the product., Know the equipment/resources needed to sell the product., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell a product., Understand equipment/resources needed to sell products., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the product., Know the equipment/resources needed to sell the product., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Identify a product suited to a specific target market by analysing customer needs.
    • Justify a venue choice based on factors such as accessibility, footfall, and cost.
    • Compile a resource list detailing equipment and materials required for a sale event.
    • Inspect equipment to spot hazards and report unsafe conditions accurately.
    • Perform an assigned role effectively during an enterprise project to achieve team goals.
    • Reflect on the enterprise project to suggest one improvement for future activities.
    • Select a suitable product to sell to a specific target market
    • Choose an appropriate venue for selling the product
    • List the equipment and resources required for the enterprise activity
    • Recognise unsafe equipment and hazards
    • Participate actively in an enterprise project
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clear justification of project choice, explicitly linking product or service features to the identified needs or preferences of a specific target market.
    • Credit evidence of accurate unit cost calculation, including all direct and indirect costs, and a reasoned pricing strategy that demonstrates awareness of market conditions and profitability.
    • Acknowledge demonstration of understanding through identification of appropriate marketing methods, channels, and messages tailored to the target audience, with rationale for their selection.
    • Recognize a structured project plan with defined milestones, regular monitoring records showing adjustments, and a reflective review that analyzes outcomes against initial objectives and identifies lessons learned.
    • Award credit for a clear project proposal that identifies target customers and their needs.
    • Look for evidence of accurate cost calculation, including all direct and indirect costs.
    • Credit should be given for a monitoring log or diary that records progress and any adjustments made.
    • Examiners expect a reflective review that compares actual outcomes with initial plans and identifies lessons learned.
    • Award credit for demonstrating the ability to identify a specific customer group with a clear rationale for product choice.
    • Credit should be given for selecting a venue that aligns with the target market and product type, with justification.
    • Evidence of identifying and listing essential equipment/resources needed for the sale, considering cost and availability.
    • Credit for active involvement in the enterprise project, showing contribution to planning, setup, selling, or evaluation.
    • Award credit for providing a clear rationale for product choice linked to the target market.
    • Credit should be given for identifying a practical and accessible venue suitable for the product and customers.
    • Expect learners to list equipment/resources correctly and justify their necessity.
    • Assessors should look for evidence that learners can identify hazards or faults in equipment and take appropriate action.
    • Evidence of active involvement throughout the project, such as contributing ideas, setting up, selling, or reflecting on outcomes, should be recognised.
    • Learners should demonstrate basic customer interaction skills during the enterprise activity.
    • Award credit for demonstrating a clear link between the chosen product and the identified needs or preferences of the target market.
    • Award credit for justifying the venue selection with reference to factors such as customer accessibility, potential footfall, cost, and suitability for the product.
    • Award credit for accurately listing all necessary equipment and resources, and explaining how each supports the selling activity.
    • Award credit for identifying unsafe equipment through visual checks or basic testing, and explaining the risks (e.g., electrical faults, damaged components).
    • Award credit for providing evidence of active participation, such as taking on a defined role, contributing to decision-making, and completing tasks reliably.
    • Award credit for evidence that the learner has identified a product appropriate to a given target market (e.g., choosing affordable snacks to sell to classmates).
    • Assessors should look for documentation showing the learner selected a suitable venue with basic reasoning (e.g., choosing the school hall because it has high footfall and space for a stall).
    • Credit can be given for a simple list or pictorial record of equipment/resources needed, such as a table, price labels, and a cash float.
    • Participation evidence must include a witness statement or observation record confirming the learner actively engaged in selling activities, such as handling money or talking to customers, not just being present.
    • Award credit for clearly identifying a product and explaining why it suits the chosen target market (e.g., age, interests).
    • Evidence must show a reasoned choice of venue, considering factors like footfall, accessibility, or suitability for the product.
    • Learner must list at least three essential equipment/resources needed, such as a table, price labels, or a cash box.
    • Award credit for correctly identifying unsafe equipment (e.g., frayed cables, broken table) and stating the action to take (e.g., report to supervisor).
    • Observation/witness testimony must confirm active participation in selling, such as engaging with customers or handling transactions.
    • Award credit for evidence of market research that clearly links product choice to target audience characteristics.
    • Look for a venue selection supported by at least two reasoned criteria (e.g., location, facilities, safety).
    • Expect a resource checklist that justifies each item's purpose and considers cost or availability.
    • Credit for correctly identifying at least one unsafe piece of equipment and describing why it is hazardous.
    • Evidence of active participation should include a description of the learner's role and at least one contribution they made.
    • Reflective accounts must go beyond description to include a realistic, actionable improvement idea.
    • Award credit for clear justification of product choice linked to target market
    • Expect evidence of venue selection with reasoning (e.g., footfall, accessibility)
    • Look for a complete list of required equipment and a basic check of its condition
    • Credit identification of an unsafe item and explanation of why it is unsafe
    • Assess participation through observation of teamwork and individual contribution
    • Award credit for demonstrating the ability to select a product that aligns with the needs or wants of a clearly identified target market, supported by simple research or reasoning.
    • Award credit for justifying the choice of venue with reference to factors such as customer accessibility, visibility, and practical constraints like cost or facilities.
    • Award credit for listing required equipment and resources (e.g., tables, price signs, cash float) and explaining their purpose in the selling process.
    • Award credit for active participation throughout the enterprise project, evidenced by a witness statement, log, or photographic portfolio showing contribution to setup, selling, or promotion.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Clearly document your decision-making process for project selection, using simple market research evidence (e.g., surveys, observations) to justify why your product or service suits the chosen target market.
    • 💡When setting your price, show all cost calculations step-by-step and explain how you arrived at the final selling price, considering factors like competitor pricing and perceived value.
    • 💡Develop a marketing plan that goes beyond one method; specify how each promotional activity will reach your target audience, and evaluate which you think will be most effective and why.
    • 💡Keep a project diary or log throughout the undertaking, noting any deviations from the plan and your reasoning. In the review, compare actual outcomes to planned targets and suggest at least one improvement for the future.
    • 💡Practice with real or simulated enterprise activities to build confidence in costing and planning.
    • 💡Keep all documents and notes from the planning phase as evidence for the review stage.
    • 💡Use templates or checklists to ensure all aspects of the project are addressed in your plan and monitoring.
    • 💡When reviewing, be honest about challenges faced and suggest concrete improvements for next time.
    • 💡Document every decision with a short justification to demonstrate understanding of target market and product link.
    • 💡Use photographs, witness statements, or checklists as evidence of participation and venue selection.
    • 💡Ensure resource lists are comprehensive but realistic for the scale of the project.
    • 💡Reflect on the enterprise experience to show learning and personal development, even at Entry 1.
    • 💡Practice explaining your product choice and target market to a peer or assessor to build confidence for oral questioning.
    • 💡Take clear photos of your setup, product, and any safety checks as portfolio evidence.
    • 💡Keep a simple diary or log of what you do each session to demonstrate ongoing participation.
    • 💡Before the selling day, create a checklist of equipment and test critical items to ensure they work safely.
    • 💡Reflect on what went well and what you would improve to show evaluative skills.
    • 💡Include photos, witness statements, or a short diary to evidence your active role in the enterprise project.
    • 💡Show how you gathered brief feedback from potential customers or peers to inform your product choice.
    • 💡Use a simple checklist to demonstrate that you have inspected equipment for safety before use.
    • 💡Use simple templates provided by the centre to record decisions, and support them with photographs of the venue, product, and equipment set-up.
    • 💡Ensure a witness (e.g., tutor or support worker) observes and documents your active participation during the selling activity, noting specific tasks you performed.
    • 💡Practice explaining your choices aloud, such as why you picked the product and venue, to prepare for potential verbal questions from the assessor.
    • 💡When selecting a product, always think about who your customers are and why they would buy it. Write down your reasoning.
    • 💡Visit the venue beforehand and note any features that make it good for selling, like busy areas or shelter from rain.
    • 💡Make a checklist of everything you need—think about setup, selling, and packing away.
    • 💡Always do a quick safety check before you start: look for any damage. If you see something unsafe, tell your tutor straight away.
    • 💡During the enterprise project, make sure you get involved—talking to customers, handling money, or arranging the stall. Witness statements will capture your participation.
    • 💡Keep a portfolio of evidence: photos of your stall, a copy of your resource list, and a short written reflection.
    • 💡When documenting venue selection, include a simple comparison table of at least two potential locations.
    • 💡Practice completing a basic risk assessment template before the enterprise day to build confidence in spotting hazards.
    • 💡During the project, note down any problems you solve—this demonstrates initiative and adds depth to your evidence.
    • 💡Provide photographic or video evidence of the enterprise activity
    • 💡Include a simple written plan showing product, target market, and venue choice with reasons
    • 💡Use a checklist to document equipment checks for safety
    • 💡Reflect on your own role and contribution in the project
    • 💡Use simple, visual evidence like annotated photos or diagrams to show how you matched the product to the target market and venue.
    • 💡Create a straightforward checklist of resources before the enterprise day and tick off items as you use them to demonstrate planning.
    • 💡Secure a witness statement from a supervisor or assessor that details your specific tasks and contributions during the project.
    • 💡Reflect briefly on what went well and what you would change next time to show critical thinking, even at Entry 1 level.
    • 💡Use real-life examples to demonstrate your understanding of employability skills. For instance, describe a time you worked in a team or solved a problem, and explain what you learned.
    • 💡Read each question carefully and ensure you address all parts. Many students lose marks by missing key instructions, such as 'give two reasons' or 'explain how'.
    • 💡Show reflection on your own development. Examiners look for evidence that you can identify your strengths and areas for improvement, and that you have a plan to develop further.

    Common Mistakes

    Common errors to avoid in your coursework

    • Selecting a project idea based solely on personal interest without researching whether a real target market exists or is willing to pay for the product or service.
    • Miscalculating unit costs by omitting hidden expenses (e.g., packaging, labour, delivery) or confusing cost with price, leading to unrealistic pricing.
    • Assuming that marketing is simply advertising and failing to consider the full promotional mix, or using generic messages not adapted to the target audience.
    • Treating the project plan as a one-off document rather than a living tool, resulting in no evidence of monitoring progress or making informed adjustments.
    • Not distinguishing between fixed costs and variable costs, leading to inaccurate pricing.
    • Setting prices solely based on competitors without considering own costs or desired profit.
    • Failing to identify a distinct target market, resulting in broad, ineffective marketing.
    • Neglecting to keep ongoing records during the project, making the final review superficial.
    • Selecting a product based solely on personal preference rather than customer needs or market demand.
    • Choosing a venue without considering accessibility for the target market or legal requirements.
    • Overlooking basic resources such as change float, pricing labels, or promotional materials.
    • Assuming participation means only being present on the day, rather than engaging throughout the project lifecycle.
    • Learners often select a product they personally like without considering if it appeals to the target market.
    • Confusing a product with a service or choosing something too complex to source or produce.
    • Overlooking venue requirements like foot traffic, space, or permissions.
    • Failing to check equipment before use, leading to safety risks or project setbacks.
    • Passive participation rather than engaging in all stages of the project.
    • Choosing a product based solely on personal preference rather than basic research into what the target market might buy.
    • Selecting a venue without considering practical limitations like lack of space, permission requirements, or poor weather for outdoor sales.
    • Overlooking essential small items (e.g., price tags, carrier bags, change float) when listing required resources.
    • Assuming equipment is safe because it looks new, without performing a simple visual inspection or testing
    • Not keeping records or evidence of own involvement, leading to insufficient proof of participation.
    • Confusing a product with a service: learners may propose doing something for money (e.g., car washing) rather than selling a physical item.
    • Choosing a product based solely on personal preference, without considering whether the target market would buy it.
    • Overlooking essential resources like price signs or a method to give change, focusing only on the product itself.
    • Assuming that 'participating' simply means being at the event, rather than taking an active role in set-up, selling, or customer interaction.
    • Selecting a product without considering who will buy it (e.g., choosing a toy for elderly customers).
    • Choosing a venue that is inappropriate (e.g., a quiet corner with no visibility).
    • Forgetting small but critical resources like change for a cash float or bags for customers.
    • Failing to check equipment before use, assuming it is safe.
    • Not actively participating, staying in the background rather than interacting.
    • Selecting a product based on personal preference rather than researching the target market's wants.
    • Choosing a venue without visiting it first or ignoring practical constraints like power supply or weather.
    • Forgetting to list consumable resources (e.g., change float, packaging) alongside obvious equipment.
    • Underestimating safety risks, such as not checking cables for trip hazards or overloading electrical sockets.
    • Assuming passive attendance counts as full participation without proactive task completion.
    • Confusing product selection with personal preference rather than market demand
    • Neglecting to consider safety of equipment before use
    • Assuming a venue without considering practicalities like space or cost
    • Limited participation or relying on others to complete tasks
    • Choosing a product based on personal interest rather than considering whether the target market needs or wants it.
    • Selecting a venue without evaluating its location, footfall, or suitability for the target audience, often leading to poor sales.
    • Forgetting essential resources such as a secure cash box, price labels, or display materials, which disrupts selling activities.
    • Confusing observation with participation; learners must actively engage rather than just being present during the enterprise activity.
    • Misconception: Employability skills are only needed for job interviews. Correction: These skills are used daily in the workplace, from communicating with colleagues to managing tasks and solving problems.
    • Misconception: Teamwork means always agreeing with others. Correction: Effective teamwork involves respectful disagreement and compromise to achieve the best outcome.
    • Misconception: Health and safety is just common sense. Correction: While some aspects are intuitive, specific regulations and procedures must be learned to ensure a safe working environment.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills are helpful for completing written tasks and understanding workplace documents.
    • •An interest in personal development and a willingness to reflect on your own skills and experiences.

    Key Terminology

    Essential terms to know

    • Select an appropriate enterprise project for a particular target market.(Rt/L1; Wt/L1), Appreciate the unit cost of, and how to set the price for, their product or service.(N1/L1; N2/L1), Demonstrate an understanding of the significance of effective marketing.(Wt/L1), Plan, monitor and review the enterprise project.(Rw/L1; SLc/L1)
    • Project ideation and selection
    • Market understanding
    • Costing and pricing strategies
    • Marketing and promotion
    • Project planning and monitoring
    • Reflective review
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the product., Know the equipment/resources needed to sell the product., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell a product., Understand equipment/resources needed to sell products., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the product., Know the equipment/resources needed to sell the product., Be able to recognise when equipment is unsafe., Be able to participate in an enterprise project.
    • Product-market alignment
    • Venue selection criteria
    • Resource and equipment planning
    • Health and safety responsibilities
    • Team participation and contribution
    • Customer interaction
    • Product Selection
    • Target Market Identification
    • Venue Suitability
    • Resource Planning
    • Health and Safety Awareness
    • Team Participation
    • Be able to select a product to sell to a particular target market., Be able to select a suitable venue to sell the chosen product., Understand the equipment/resources needed to sell the chosen product., Be able to participate in an enterprise project.

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