2023 Cambridge IGCSE Enterprise (0454) 模拟试题及答案详解

(a)
1. Creative / innovative
2. Determined / persistent
3. Risk-taker

(b)
1. I needed a table for our cake stall, so I asked the science department if we could borrow an unused table instead of renting one.
2. When we ran out of packaging boxes, we collected clean shoe boxes from friends and family and decorated them, saving money on buying new materials.

(c) Althea can use persuasion to convince the school principal to allow her to operate the tuckshop by highlighting that it offers healthy snack options for students, which directly aligns with the school's wellness policy.

(a) State three personal attributes of a successful entrepreneur. [3 marks]
Award 1 mark per correct attribute, up to a maximum of 3.
- Creative / innovative
- Self-confident
- Determined / persistent
- Risk-taker
- Resilient
- Flexible / adaptable
- Hard-working

(b) Describe two ways you demonstrated 'resourcefulness' in your own enterprise project. [4 marks]
Each way should be marked as follows:
- Identification of a way of being resourceful [1]
- Practical application/example from own project [+1]

(c) Explain how Althea could use 'persuasion' when setting up her tuckshop. [3 marks]
- Identification of how persuasion is used [1]
- Explanation showing understanding of the skill in context [+1]
- Specific application to Althea's tuckshop scenario [1]

(a)
1. Agenda
2. Notice of meeting

(b) Marcus could send the agenda to suppliers three days in advance. This allows them to prepare prices for notebooks and pens before arriving, ensuring the meeting remains focused and efficient.

(c) We checked if we reached a final decision on our brand name. The meeting was successful because by the end of the scheduled time we voted and officially selected 'Eco-Pens', which allowed us to start designing the logo the next day.

(d) Active listening ensures that participants fully understand instructions or points before responding, which reduces misunderstandings and errors in subsequent tasks.

(a) State two documents prepared before a meeting. [2 marks]
Award 1 mark per correct document, up to a maximum of 2.
- Agenda
- Notice of meeting
- Previous minutes (to be approved)

(b) Explain one way to improve meeting productivity. [3 marks]
- Identification of a way [1]
- Explanation of how it improves productivity [+1]
- Application to the stationery supplier scenario [1]

(c) Explain how you evaluated meeting success. [3 marks]
- Identification of a way of judging success [1]
- Explanation showing why this would work [+1]
- Specific example from own enterprise project [1]

(d) Explain how active listening affects communication. [2 marks]
- Identification of an effect of active listening [1]
- Explanation showing understanding [+1]

(a) Dev and Priya are risk-reducing because they prefer to plan carefully, such as running a small-scale survey to check if local market visitors actually want smoothies before purchasing expensive industrial blenders.

(b)
1. SWOT analysis
2. Brainstorming with team members

(c) Contaminated or spoiled fruit/dairy is a major hazard. If ingredients are left at room temperature, it could lead to food poisoning for customers, which can be prevented by using a temperature-controlled cooler box.

(d) Under consumer protection laws, their advertisements must be accurate. They cannot label a drink as '100% natural organic strawberry' if it contains artificial food colorings or synthetic syrups, otherwise they could face fines.

(a) Explain why they are classified as risk-reducing. [2 marks]
- Explanation of the term 'risk-reducing' [1]
- Application to the smoothie scenario [1]

(b) State two methods of identifying risks. [2 marks]
Award 1 mark per correct method, up to a maximum of 2.
- Researching competitor history
- SWOT / PEST analysis
- Brainstorming
- Asking experts or advisors
- Risk checklist / assessment

(c) Explain one health and safety risk. [3 marks]
- Identification of a health and safety hazard [1]
- Explanation of how it presents a danger [+1]
- Specific application to smoothie ingredients/equipment [1]

(d) Explain how consumer protection laws affect marketing and selling. [3 marks]
- Identification of a legal requirement [1]
- Explanation showing understanding of the law's effect [+1]
- Specific application to the smoothie stall [1]

(a) Fixed costs do not change with the number of units produced (e.g., the hire fee of $80 is the same whether they print 1 or 100 t-shirts), whereas variable costs change directly as production output changes (e.g., buying plain t-shirts costs $3.50 per unit).

(b) Total Cost = Fixed Cost + (Variable Cost per shirt * quantity)
= 80.00 + (5.00 * 50)
= 80.00 + 250.00
= US$ 330.00

(c) Break-even = Fixed Costs / (Selling Price - Variable Cost per unit)
= 80 / (7.00 - 5.00)
= 80 / 2.00
= 40 t-shirts

(d)
1. Personal savings: Rohan and Lin can use their own pocket money to cover the $80, which is a small amount and carries no interest.
2. Loan from family/friends: They can borrow $40 each from their parents and agree to pay them back once they generate revenue from selling the printed shirts.

(a) Explain one difference between fixed and variable costs. [2 marks]
- Explanation of the difference [1]
- Correct application using examples from Fig. 4.1 [1]

(b) Calculate total cost for 50 shirts. [2 marks]
- Correct calculation/answer of 330 (or $330) [2]
- Award 1 mark for correct method if calculation error occurs: e.g., 80 + (5 * 50) [1]

(c) Calculate break-even point. [2 marks]
- Correct calculation/answer of 40 (or 40 t-shirts) [2]
- Award 1 mark for correct method if calculation error occurs: e.g., 80 / (7 - 5) [1]

(d) Explain two suitable sources of finance. [4 marks]
Each source should be marked as follows:
- Identification of a source of finance [1]
- Explanation of suitability for Rohan and Lin's project [1]

(a) An action plan is a document that lists the sequence of tasks or steps that must be completed to achieve a specific project goal, usually detailing who is responsible and the target deadlines.

(b) Business plan

(c)
1. Allocates clear responsibility: Fatima can assign specific tasks like 'purchasing fabric' to a teammate, ensuring everyone knows their job and no critical activities are overlooked.
2. Time management: By setting clear deadlines for 'completing production', it ensures the bags are ready on time before the school market fair begins.

(d) A cash flow forecast helps identify cash shortages in advance. For example, in our cookie business, we estimated we would run out of cash in week 2 to purchase ingredients, so we arranged pre-orders to fund the stock.

(a) Define the term 'action plan'. [2 marks]
- Precise definition showing clear understanding of sequential tasks and details (who/when) [2]
- Imprecise definition showing partial understanding (e.g., 'a list of tasks to complete a project') [1]

(b) State one other planning document. [1 mark]
Award 1 mark for any correct document, e.g.:
- Business plan
- Marketing plan
- Negotiation plan

(c) Explain two ways an action plan could benefit the project. [4 marks]
Each way should be marked as follows:
- Identification of a benefit [1]
- Explanation showing how this benefits Fatima's specific project [+1]

(d) Explain how a cash flow forecast assisted (or could have). [3 marks]
- Identification of a purpose of a cash flow forecast [1]
- Explanation showing how this manages operations [+1]
- Specific example from own enterprise project [1]

Elena could use social media and flyers distributed to local primary schools as her two methods of marketing communication.

Social media would be highly effective because Elena has a limited budget. Most parents use social platforms, allowing Elena to post details of the craft workshops in local community groups for free. She can include colorful images of the crafts to make the post persuasive, which would encourage parents to sign up their children. This ensures she reaches the exact target audience without spending money.

Flyers are another suitable option. By distributing printed flyers to children at local primary schools just before the holidays start, she ensures the information directly reaches the parents when they are looking for holiday activities. Although there is a small printing cost, the highly targeted nature of this method means she will not waste resources on people who do not have children.

Level 3 (8-10 marks):
Good analysis consistently applied to the case study. Demonstrates good knowledge of marketing communication methods and clearly shows how the chosen methods will impact Elena's ability to attract parents to the eco-friendly craft workshop.

Level 2 (4-7 marks):
Some analysis supported by good application to the case study. Demonstrates knowledge of marketing communication methods. Explains why the methods are suitable for Elena's workshop.

Level 1 (1-3 marks):
Limited application to the case study. Demonstrates basic knowledge of marketing communication methods with little or no development.

Level 0 (0 marks):
No creditable response.

Knowledge points may include:
- Identification of marketing methods: social media, flyers, posters, local newspapers, word of mouth.

Application points may include:
- Workshop context (eco-friendly, school holidays, craft activities).
- Parent/child target audience.
- Limited budget constraints.

In our enterprise project making custom school keyrings, the two stages of the enterprise process that were most important were 'exploring creative solutions' and 'action planning'.

Exploring creative solutions was vital because we initially struggled to find a unique product that wouldn't compete directly with other school groups. By brainstorming and researching, we came up with the creative solution of using 3D-printed biodegradable plastic to customize each keyring with the student's initials. This unique selling point set us apart from competitors, which directly led to high demand and ensured our project made a profit.

Action planning was also crucial to our success. We had a strict deadline to complete all sales before the school term ended. By creating an action plan, we assigned specific tasks and deadlines to each team member, such as ordering materials and managing the 3D printer. This meant we were able to monitor our progress daily and identify bottlenecks early, ensuring all keyrings were produced and delivered on time without missing our sales window.

Level 3 (8-10 marks):
Good analysis consistently applied to their own enterprise experience. Demonstrates good knowledge of the stages of the enterprise process. The response clearly illustrates the impact of both selected stages on the overall success or operation of the candidate's actual enterprise.

Level 2 (4-7 marks):
Some analysis supported by good application to their own enterprise experience. Demonstrates knowledge of the stages of the enterprise process. Explains how the stages helped in the context of the project.

Level 1 (1-3 marks):
Limited application to their own enterprise. Identifies stages of the enterprise process but lacks detailed explanation of how they contributed to success.

Level 0 (0 marks):
No creditable response.

Knowledge points may include:
- Identification of the stages of the enterprise process: identifying the problem, need or want; exploring creative solutions; action planning; implementing the plan; monitoring progress; evaluation.

To achieve Level 4, candidates must provide a balanced evaluation of how two risks were managed in their enterprise. For example, a candidate making and selling cupcakes might identify the risk of food spoilage (health and safety/operational risk) and the risk of competitor price-cutting (market/financial risk). To manage food spoilage, they used the strategy of reducing the risk by preparing the cupcakes on the morning of the sale and storing them in airtight containers. This was highly effective because zero items spoiled, ensuring customer satisfaction and maintaining hygiene standards. To manage competitor price-cutting, they absorbed the risk by keeping their markup flexible, which allowed them to match prices. While this reduced their profit per unit by 20%, it ensured they sold all stock rather than having leftover waste. In evaluation, the strategy to reduce food spoilage was essential for health and safety compliance and completely successful, whereas absorbing the pricing risk was necessary but reduced financial returns, making proactive marketing a better potential alternative.

Level 4 (12-15 marks): Clear reasoned evaluation is present. Good analysis applied consistently to their own enterprise. Demonstrates good knowledge of risk and risk management strategies.
Level 3 (8-11 marks): Good analysis applied consistently to their own enterprise is leading to evaluation. Demonstrates knowledge of risk concepts.
Level 2 (4-7 marks): Some application to their enterprise supported by some analysis of how risks were handled.
Level 1 (1-3 marks): Limited application to their enterprise. Identifies risks or risk management terms.
Level 0 (0 marks): No creditable response.

Key pointers:
- Knowledge: Risks (financial, operational, health and safety) and management strategies (reduce, avoid, transfer, absorb).
- Application: Specific examples of risks faced in the candidate's own project.
- Analysis: Developing points to show the impact of the strategy on the success of the enterprise.
- Evaluation: Making a judgment on how successful or cost-effective the strategies were in practice.

To achieve Level 4, candidates must compare their chosen business structure with another structure. For example, if a candidate chose a partnership with three classmates to sell hand-painted tote bags, they would analyze how this was suitable because it allowed them to pool their start-up capital ($15 each instead of $45 alone) and share the production workload. They would compare this to a sole trader structure, noting that while a sole trader would have given them complete decision-making control and 100% of the profits, the physical burden of sewing and painting 50 bags alone would have caused them to miss their launch deadline. Therefore, the partnership was highly suitable because the benefits of shared workload and joint capital far outweighed the disadvantage of sharing profits and potential minor disagreements on design choices.

Level 4 (12-15 marks): Clear reasoned evaluation of the chosen type of organisation compared to another type. Good analysis applied consistently to their own enterprise. Demonstrates good knowledge of types of business organisation.
Level 3 (8-11 marks): Good analysis applied consistently to their own enterprise, comparing the chosen type with another, leading to an evaluation. Demonstrates knowledge of features of business organisations.
Level 2 (4-7 marks): Some application to their enterprise supported by some analysis of the features of the chosen business organisation.
Level 1 (1-3 marks): Limited application to their enterprise. Identifies features of one or more types of business organisation.
Level 0 (0 marks): No creditable response.

Key pointers:
- Knowledge: Features, advantages, and disadvantages of sole traders, partnerships, limited companies, co-operatives, or social enterprises.
- Application: Applying these features to the candidate's own actual project.
- Analysis: Outlining how the features of the legal structures affected operations, workload, decision-making, and financial liability.
- Evaluation: Constructing a balanced judgment on why the chosen structure was superior or inferior to the alternative for their specific project circumstances.