Edexcel BTEC Level 2 Firsts specification in Business

Issue 1 January 2010 Edexcel Limited 2009

239
Unit 21: Promoting and Branding
in Retail Business
Unit code: D/502/5345
QCF Level 2: BTEC First
Credit value: 10
Guided learning hours: 60
Aim and purpose
The aim of this unit is to enable learners to have an awareness of the different sectors and channels used
in retail today, and understand the importance of branding and promotion to retail business.
Unit introduction
We have experienced rapid change in UK retailing over the last 30 years. We have seen a major shift in
focus from the high street to out-of-town shopping, the emergence of a more sophisticated and demanding
shopper and a general intensification of competition as many sectors reach maturity. Since the 1990s we have
witnessed the emergence of new retail formats caused by changing customer needs, advances in technology
and demographics.
In this unit learners will examine how retail businesses are organised into sectors and channels. A retail
channel is the retailers route to market. Developments in technology and society have resulted in a need
for alternative methods of getting goods to customers in order to remain competitive in a rapidly changing
trading environment. Successful retailers identify and develop innovative ways of developing new business
opportunities, including retail channels, that make best use of available information and resources.
Learners will consider and develop a brand suitable for a retail channel. They will also develop promotional
materials for the product.
Learning outcomes
On completion of this unit a learner should:
1 Understand the structure of retail businesses and their supply chains
2 Understand the importance of branding and promotion to retail business
3 Be able to develop and promote a brand for a retail channel.
Edexcel BTEC Level 2 Firsts specification in Business
Issue 1 January 2010 Edexcel Limited 2009
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Unit content
1 Understand the structure of retail businesses and their supply chain
Retail sub-sectors: product related sub-divisions of the retail industry, grocery, fashion, automotive,
electrical, health and beauty, homeware
Retail channels: outlets (shops, stores, showrooms), e-tailing, mobile technology, catalogues, home
shopping, market stalls
Retail formats and sizes: small, medium, large; convenience stores, specialist outlets, market stalls, kiosks,
discounter stores, cooperatives, franchises; department stores, superstores and hypermarkets; non store
formats: mail order, E-tailing, catalogues, telephone selling, vending
Types of location: city/town, district, out of town, retail parks, primary locations, secondary locations;
choice of location by retailers
Businesses that support the retail sector: transport, delivery companies, suppliers, manufacturers,
computing, financial services, trades people, shop fitters, marketing and advertising agencies
2 Understand the importance of branding and promotion to retail businesses
Branding: meaning; reasons for; benefits achieved from successful branding;
Reviewing and updating brand eg if business objectives change
Promoting: meaning; reasons for; benefits achieved; activities used including marketing mix (4 Ps
Product, Price, Place, Promotion, market segmentation
3 Be able to develop and promote a brand for a retail channel
Branding: methods and techniques used including logos, straplines, celebrity endorsements; promoting
brand image across channels
Development of ideas for brand: considerations eg race, nationality, religion, children, infirm and
disabled, environmental
Development of Promotional Ideas: media, practicalities, techniques to measure effectiveness,
market research
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Edexcel BTEC Level 2 Firsts specification in Business
Issue 1 January 2010 Edexcel Limited 2009
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:
To achieve a merit grade the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction grade
the evidence must show that,
in addition to the pass and
merit criteria, the learner
is able to:
P1 identify the various
sub-sectors, channels,
formats, business models and
locations of retail businesses
M1 compare how two different
chosen businesses operate in
terms of channel, sub-sector,
location and support
D1 evaluate the choice
of channels for a
selected business
P2 explain how other businesses
support the retail sector
P3 identify the importance
of branding and promotion
to retail channels
M2 compare the branding
and promotion of two
different businesses/products
P4 assess the marketing mix
for a product
P5 generate ideas and explore
possibilities for branding
a product
[EP]
M3 compare and contrast
brand ideas.
D2 justify brand idea in terms
of customer need
P6 produce promotional
materials taking into
account ethical and
cultural considerations.
[CT, TW]
D3 evaluate promotional
materials.
PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.
Key IE independent enquirers
CT creative thinkers
RL reflective learners
TW team workers
SM self-managers
EP effective participators
Edexcel BTEC Level 2 Firsts specification in Business
Issue 1 January 2010 Edexcel Limited 2009
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Essential guidance for tutors
Delivery
For learning outcome 1, learners should be encouraged to investigate as many different types of retail
business as possible and how the retail sector is evolving and changing. They should be encouraged
throughout to relate to their own experiences of retailing. It is important that learners gain a firm grasp
of what is meant by a retail supply chain so that they understand that a retail store is the last part of a chain
of events where goods and services are offered to customers.
Learner should explore the different types of ownership/business models that exist and how they relate
to other parts of the supply chain and logistical arrangements. Retail websites contain a wealth of information
regarding ownership, markets, channels, formats and locations. Visits to different types of outlet would be useful
as would guest speakers from local and national retail groups to discuss retailing and supply chain management.
Learners need to know the main features of retail channels and how the channels vary in the ways that they
operate. Learners should identify the many types of retail channels available in a selected location.
Learners should investigate their local retail environments to identify different retail channels and factors
that influence choice of channel such as availability of parking, delivery routes, relationship between other
channels, local infrastructure and location, as well as residential and commercial areas. Ideally they should
gain practical experience and knowledge of as many different retail channels as possible; including retail parks
and shopping malls, factory outlets, high street and local shopping areas. Visits will enable learners to acquire
practical experience of the variety and size of channels as well as their different features. The unit can be
delivered through case studies, discussions, guest speakers and organised trips. Primary and secondary data
can be collected to help identify how services offered by different retail channels encourage consumers to
shop. Part-time employment within retail channels will reinforce understanding and knowledge and support
group discussion.
Observations in local high streets can be used to identify both primary and secondary shopping locations
and also the relationship with transport systems and car parking.
Learners can use the internet to identify and analyse online shopping channels to investigate alternative
retail channel formats and see how technology is influencing retail channels.
Learning outcome 2 could be delivered by allocating groups of learners different well-established businesses
(for example Coca Cola, Marks & Spencer, McDonalds, Nike) which are active in retail channels and getting
learners to consider and contrast how the organisations have used their brand name and image in promoting
their product(s). Learners could be asked to investigate how the organisations make use of the 4 Ps (Product,
Price, Place, Promotion) in promoting their brand and product.
An alternative activity could be to allocate each group of learners just one of the 4 Ps and ask them to identify
recent activity by local or national retailers that demonstrates a practical application of their allocated P.
For both activities learners could conduct group discussions to evaluate the effectiveness of different promotional
activities and how you measure the effectiveness of promotional campaigns.
This unit balances research and theory with practical activities. Learners need to understand the variety of
techniques used for branding within different retail channels and how organisations maintain and protect their
brand and adapt it to changing customer preferences and tastes. They also need to be aware of how ethical
and cultural considerations can influence branding and the need for retail organisations to constantly monitor
consumer preferences and changing attitudes towards ethical, cultural and environmental factors. Learners
could conduct an activity where they show how an organisation has reacted to changing ethical, cultural
and environmental influences by re-developing its brand image.
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For learning outcome 3, learners could produce simple promotional campaigns for a given product
or business and could produce a variety of marketing information such as posters, point-of-sale material
or newspaper advertisements. Learners should be given the opportunity to discuss existing promotional
campaigns from television or newspapers and magazines. Visits to local retail businesses and talks from
retail managers would help here. All types of retail establishment can be used to illustrate the problems
of falling sales volume and the means used to increase it. The problems and their solutions are broadly
common to all areas of the retail industry.
Learners need to know the basic principles of making presentations to stimulate interest in a promotion
idea: the importance of structure and clarity; how software and handouts can be used; why it is important
to present an idea in a positive light; and what information potential customers/investors will want to know.
Learners at this level will not be expected to provide the sorts of detailed financial and practical information
that would be expected in the real world. Learners need to understand the decisions and planning that are
involved in implementing a promotional campaign. They need to know about the different promotional
methods and materials they could use and why.
Learners also need to know why it is important to monitor the effectiveness of their campaign and how
to do so.
Learners need to know the different ways in which success can be measured, such as quantitative (eg profits,
sales targets) and also more subjective measures such as whether the team worked well together, lessons
learned and skills developed
This outcome should enable learners to develop an understanding of how retail channels have to continually
evaluate and alter their techniques in order to meet customers ever-changing needs, especially with regard
to ethical, cultural and environmental factors.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Induction and outline scheme of work/programme of assignments.
Formal theory input on structure of retail business and the supply chain.
Speakers from local businesses.
Visits from local businesses.
Research.
Group work.
Assignment 1: Retail Business
Formal theory input on branding and promotion.
Speakers from local businesses.
Visits from local businesses.
Research.
Group work.
Edexcel BTEC Level 2 Firsts specification in Business
Issue 1 January 2010 Edexcel Limited 2009
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Topic and suggested assignments/activities and/assessment
Assignment 2: The Importance of Branding and Promotion
Input on developing a brand for a retail channel.
Research and group work.
Practical work.
Assignment 3: My Band
Supervised assignment work.
Non-supervised individual study time and completion of assignments.
Assessment
The assessment strategies used in this unit need to reflect the evidence required within the grading criteria
and should be assessed through appropriate investigative and practical assignments, where communication
can be considered through the learners presentations, reports, posters, graphs, charts etc.
For P1 and P2, learners need to develop practical and enquiry skills and use ICT to collect information on
businesses, and their choice of sector, channel, location and business model and whether it is appropriate.
Learners also need to investigate the other businesses on which they rely for logistics and the supply chain.
For P3, learners need to identify the importance of branding and promotion to retail channels, and assess
the marketing mix used for a current product.
To carry out the investigative work, learners will require a brief from the tutor to guide them through the
practical or case study/assignment work and give them ideas about how to obtain information to complete
straightforward problems.
The merit-grade learners will independently carry out research with little guidance and will be able to plan and
carry out practical work to solve more complex problems. The merit grade learners will be able to make
accurate observations and comparisons required by the criteria, and give independent reasons.
The merit grade learners will be able to link ideas from different areas and discuss the impact of a variety
of factors on an issue, for example their research will link well to their brand and promotion materials.
The distinction grade learners will use a wide range of resources independently and analyse the information
from these to produce fluent explanations and discussions, using the correct technical language. All work will
be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions
drawn.
The examples given will be detailed, individual and comprehensive. Distinction grade learners will present
reasoned discussions of issues, showing consideration of conflicting viewpoints.
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Edexcel BTEC Level 2 Firsts specification in Business
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Programme of suggested assignments
The following table shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered Assignment title Scenario Assessment method
P1, P2, M1, D1 Retail Business Businesses choice of
channel.
Report, presentation
P3, P4, M2 The Importance of
Branding and Promotion
Brand design. Design, presentation,
research
P5, P6, M3, D2, D3 My Brand Promotion materials. Posters etc
Links to National Occupational Standards, other BTEC units, other BTEC
qualications and other relevant units and qualications
This unit forms part of the BTEC Business sector suite. This unit has particular links with the following unit
titles in the Business suite:
Level 2 Level 3
Business Purposes Creative Product Promotion
Business Organisations Relationship Marketing
Visual Merchandising and Display Techniques for
Retail Business
Working in Business Teams
This unit also links to the following National Occupational Standards in Marketing and Sales, particularly:
Unit U10: Plan the promotion of your products and services
Unit U20: Evaluate the effectiveness of marketing activities.
Essential resources
For this unit learners should have access to a suitable business teaching environment with access to the
internet to do research, and access to retail businesses or a mock shop. Teachers may consider building a
bank of resource materials to ensure there is a sufficient supply of relevant information. Students can generate
evidence from a work placement or from work experience. Other students may have access to information
to family owned and run businesses.

Edexcel BTEC Level 2 Firsts specification in Business

Issue 1 January 2010 Edexcel Limited 2009
246
Employer engagement and vocational contexts
Support to enable centres to initiate and establish links to retail businesses is available from:
National Education Business Partnership Network www.nebpn.org
Learning and Skills Network www.vocationallearning.org.uk
Work experience/workplace learning frameworks Centre for Education and Industry (University of
Warwick) www.warwick.ac.uk/wie/cei/
Indicative reading for learners
Textbooks
Cox R and Brittain P Retailing: An Introduction (FT Prentice Hall, 2004) ISBN 0273678191
Dion J The Complete Idiots Guide to Starting and Running a Retail Store (Alpha Books, 2008) ISBN 1592577261
Fernie J, Fernie S and Moore C Principles of Retailing (Heinemann, 2003) ISBN 0750647035
Pilgrim D Retailing (Real Life Guides) (Trotman & Co, 2008) ISBN 1844551555
Segel R Retail Business Kit for Dummies (John Wiley & Sons, 2008) ISBN 0470293306
Journals
Convenience Store
Independent Retailer
Retail Week
The Grocer
Websites
www.businesslink.gov.uk Advice and information service for businesses
www.mrs.org.uk The Market Research Society
www.skillsmartretail.com The Sector Skills Council for Retail
www.theretailbulletin.com The complete retail news resource
www.tradingstandards.gov.uk Consumer protection information in the UK

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Edexcel BTEC Level 2 Firsts specification in Business
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Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill When learners are
Creative thinkers adapting skills and knowledge to changing circumstances
Team workers working together in teams carrying out the practical work
Effective participators planning, negotiating and communicating with integrity.
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill When learners are
Independent enquirers planning and carrying out research into business sectors and channels
Creative thinkers adapting skills and knowledge to changing circumstances
Reflective learners reviewing and reflecting on their coursework and acting on the outcomes
to modify and improve their work
inviting feedback on their own work and dealing positively with praise, setbacks
and criticism
evaluating their experiences and learning to inform future progress
Team workers collaborating with others to research information about business brands
and promotion
managing discussions to reach agreements and achieve results
Self-managers organising time and resources and prioritising actions when producing coursework,
whether on their own or in a group
dealing with competing pressures, including personal and work-related demands
responding positively to change, seeking advice and support when needed
Effective participators planning, negotiating and communicating with integrity.
Edexcel BTEC Level 2 Firsts specification in Business
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Functional Skills Level 2
Skill When learners are
ICT Use ICT systems
Select, interact with and use ICT systems independently
for a complex task to meet a variety of needs
selecting and using information from assignments
to produce reports
Use ICT to effectively plan work and evaluate the
effectiveness of the ICT system they have used
researching and selecting information to make
comparisons
ICT Develop, present and communicate
information
Enter, develop and format information independently
to suit its meaning and purpose including:
text and tables
images
numbers
records

producing tables, graphs from research information

Bring together information to suit content and purpose bringing the information together for practical
assignment reports
Present information in ways that are fit for purpose
and audience
producing assignment reports/presentations
Evaluate the selection and use of ICT tools and facilities
used to present information
exchanging information with tutors and using reflective
practice
English
Speaking and listening make a range of contributions
to discussions and make effective presentations in
a wide range of contexts
working as a team member
taking part in team discussions during the team
activities/challenges
providing feedback to team members
Reading compare, select, read and understand texts
and use them to gather information, ideas, arguments
and opinions
researching information for the unit and assignment.