AQA A Level 2025 Business Paper 3 Mark Scheme
A-LEVEL
BUSINESS 7132/3
Paper 2
Mark scheme
Specimen Assessment Material
AQA A Level 2025 Business Paper 3 Mark Scheme
, MARK SCHEME – A-LEVEL BUSINESS PAPER 3 – 7132/3 –
AQA A Level 2022 Business Paper 3 Mark
SPECIMEN
Scheme
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel
of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates
participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the
mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same
correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already
covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter
unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of
students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should
be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a
particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk
2
, MARK SCHEME – A-LEVEL BUSINESS PAPER 3 – 7132/3 –
SPECIMEN
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows
a description of the response at the middle of the level. There are marks in each level based on the division of the total number
of marks for the question.
Before you apply the mark scheme to a student’s answer, read through the answer and annotate it (as instructed) to show the
qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that
level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If
it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between
the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to
quickly skip through the lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific
parts of the answer where the student has not performed quite as well as in the rest. If the answer covers different aspects of
different levels of the mark scheme you should use a best-fit approach for defining the level and then use the variability of
the response to help decide the mark within the level; ie if the response is predominantly level 3 with a small amount of
level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks will help with this.
The exemplar materials used during standardisation will illustrate the performance needed to achieve a specific mark. There
will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will
have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it
is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on
the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that
the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must
credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the
highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
Examiners are required to assign each of the candidates’ responses to the most appropriate level according to its overall
quality, then allocate a single mark within the level. When deciding upon a mark in a level examiners should bear in mind
the relative weightings of the assessment objectives (included for each question and summarised on page 22) and be
careful not to over/under credit a particular skill. For example, in questions 3, 4, 5 and 6 more weight should be given to AO4
than to AO3, AO1 and AO2. This will be exemplified and reinforced as part of examiner training and standardisation.
3
A-LEVEL
BUSINESS 7132/3
Paper 2
Mark scheme
Specimen Assessment Material
AQA A Level 2025 Business Paper 3 Mark Scheme
, MARK SCHEME – A-LEVEL BUSINESS PAPER 3 – 7132/3 –
AQA A Level 2022 Business Paper 3 Mark
SPECIMEN
Scheme
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel
of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates
participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the
mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same
correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already
covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter
unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of
students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should
be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a
particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk
2
, MARK SCHEME – A-LEVEL BUSINESS PAPER 3 – 7132/3 –
SPECIMEN
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows
a description of the response at the middle of the level. There are marks in each level based on the division of the total number
of marks for the question.
Before you apply the mark scheme to a student’s answer, read through the answer and annotate it (as instructed) to show the
qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that
level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If
it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between
the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to
quickly skip through the lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific
parts of the answer where the student has not performed quite as well as in the rest. If the answer covers different aspects of
different levels of the mark scheme you should use a best-fit approach for defining the level and then use the variability of
the response to help decide the mark within the level; ie if the response is predominantly level 3 with a small amount of
level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks will help with this.
The exemplar materials used during standardisation will illustrate the performance needed to achieve a specific mark. There
will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will
have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it
is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on
the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that
the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must
credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the
highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
Examiners are required to assign each of the candidates’ responses to the most appropriate level according to its overall
quality, then allocate a single mark within the level. When deciding upon a mark in a level examiners should bear in mind
the relative weightings of the assessment objectives (included for each question and summarised on page 22) and be
careful not to over/under credit a particular skill. For example, in questions 3, 4, 5 and 6 more weight should be given to AO4
than to AO3, AO1 and AO2. This will be exemplified and reinforced as part of examiner training and standardisation.
3
