Reproduced verbatim from the Pearson specification — the same grid the assignment brief carries. A unit grade is the highest band where all criteria in that band (and every band below it) are met.
Pass
4 criteria
A.P1Describe how different hospitality organisations meet the needs and expectations of their internal and external customers.
A.P2Analyse how different hospitality organisations meet the needs and expectations of their internal and external customers and the importance of exceeding customer expectations.
B.P3Demonstrate customer service skills in different customer service situations.
C.P4Demonstrate customer service skills independently and confidently in different situations.
Merit
3 criteria
A.M1Analyse how different hospitality organisations meet the needs and expectations of their internal and external customers and the importance of exceeding customer expectations.
B.M2Demonstrate customer service skills independently and confidently in different situations. Description of activity undertaken: • what the learner did • the evidence provided/questions asked, and answers given: During the recent bake sale, I observed Katy's performance at the stand where she was involved in selling chicken wings and ice-cream. Katy displayed several key customer service skills which are essential for success in the hospitality industry Her first customer had an inquiry; Katy demonstrated adeptness in handling customer inquiries and concerns, particularly in an interaction with the customer who was a teacher questioning the pricing of the chicken wings. The teacher approached Katy and asked how much the sticky wings cost. When Katy informed him of the price per piece, the teacher, said that the price was excessive. Katy remained calm and explained that the chicken was priced per piece because they needed to make a profit to participate in the sale as it was for charity. She mentioned that the original price was higher, but they reduced it to be more affordable. Katy further elaborated on the high quality of the ingredients used, emphasizing that the sticky wings were made from organic, locally sourced chicken and spices. She also highlighted the premium BBQ sauce and honey used in the recipe. This conversation highlighted Katy's ability to maintain composure under pressure, her product knowledge, and her skill in clearly articulating pricing decisions. Her professional demeanour ensured that the customer felt informed and respected. The second customer had a complaint, a student expressed frustration over the incorrect change for a large denomination note. Katy double checked the customers change and apologised for the error and ensured the customer had the correct change. She offered the customer a free drink to make amended for the error. This interaction showcased Katy's quick thinking and problem-solving abilities. By addressing the immediate concern and providing a practical solution, she turned a potential complaint into a positive customer experience.
C.M3YES You used comment cards to collect feedback on your customer service skills and used the information from these to review your skills and make recommendations for improvement.
Distinction
2 criteria
A.D1NO Well done Katy, you have described how two different organisations meet the needs of their internal and external customers. You have described the importance of meeting customers’ needs and stated how both Starbucks and Emirates meet the needs of their customers. You have not met this criterion as you have not analysed the strengths and weaknesses of the ways that customer needs and expectations are met in each organisation. You have not met this criterion as you have not evaluated how different hospitality organisations meet the needs and expectations of their customers by implementing procedures for providing customer service such as customer service policies relating to bookings, complaint- handling and refunds for example. General comments A very good effort Katy, please read the feedback carefully and always follow the instruction in the assignment brief. Learner Declaration - I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources and any artificial intelligence (AI) tools used in the work. I understand that false declaration is a form of malpractice. Learner signature Katy Smith Date 12th April Assessor declaration – I declare that the work submitted for assessment has been carried out without assistance other than that which is acceptable according to the rules of the specification. I certify that to the best of my knowledge the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources and any AI tools used in the work. I have not solely used AI to mark learner’s work. I understand that false declaration is a form of malpractice. Assessor signature A Blanche Date 15th April
BC.D2NO General comments Learner Declaration - I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources and any artificial intelligence (AI) tools used in the work. I understand that false declaration is a form of malpractice. Learner signature Katy Smith Date 25th April Assessor declaration – I declare that the work submitted for assessment has been carried out without assistance other than that which is acceptable according to the rules of the specification. I certify that to the best of my knowledge the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources and any AI tools used in the work. I have not solely used AI to mark learner’s work. I understand that false declaration is a form of malpractice. Assessor signature A Blanche Date 30th April Date of feedback to learner – this must be within a timely period of the assessment taking place and after internal verification has taken place. 30th April By signing the above declaration, you agree to your work and/or image (if featured in recorded and/or photographed files) to be used by Pearson or other Pearson group companies for: (delete if not consenting to some of the following) • professional development, online support, and training of Centre Assessors • support and training for Pearson Examiners/Moderators • published resources
Command verbs in this unit
The verb decides the depth expected — that is what separates Pass from Merit and Distinction work on the same learning aim.
DescribeAnalyseDemonstrateYesNo
Pearson's ladder runs Identify → Describe → Explain → Compare / Analyse → Evaluate / Justify / Assess. A Merit or Distinction criterion on the same aim always implies the Pass beneath it: an “evaluate” answer that never first “explains” fails, however polished it reads. Hover a verb for what it demands.
Learning aims
B. Demonstrate customer service skills in a range of situations
C. Use information to suggest improvements to customer service
How checkb.tech checks this unit
Upload a learner's submission and checkb.tech reads it against exactly these criteria, reporting each one as met, partly met, or not met — with the evidence that informed the verdict cited, so every call is auditable.
The check runs against the official Pearson documents for this unit, and identical evidence always produces an identical result — the same script gets the same verdict every time.
It never awards a grade. You stay the assessor: confirm, dismiss, or act on every criterion before your assessment decision is final.
Verification & Quality Tools for Unit 3
Free Lead IV and assessor utilities configured for Pearson BTEC International specifications.
Criteria and aim text reproduced for teacher reference from the official Pearson qualification documentation (Pearson BTEC International Level 2 Qualifications). BTEC is a registered trademark of Pearson Education Limited. checkb.tech is an independent tool — not affiliated with, endorsed by, or sponsored by Pearson. It never awards a grade; the teacher stays the assessor.