- BSBITU201A - Produce simple word processed documents
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBITU201A Mapping and Delivery Guide
Produce simple word processed documents
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBITU201A - Produce simple word processed documents |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to correctly operate word processing applications in the production of workplace documents.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of word processing and software in a defined context, under direct supervision or with limited individual responsibility. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Information and Communications Technology - IT Use | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Prepare to produce documents |
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| Element: Produce documents |
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| Element: Finalise documents |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: knowledge of simple word processing functions, standard document layout and design principles production of a minimum of three simple, word processed documents. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of word processed documents and style guides. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of formatted document review of final document demonstration of techniques oral or written questioning to assess knowledge of word processing software functions. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to clarify document requirements editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondence problem-solving skills to solve routine problems. |
Required knowledge |
formatting styles and their effect on formatting, readability and appearance of documents purpose, use and function of word processing software organisational requirements for ergonomics, work periods and breaks, and conservation techniques organisational style guide. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Ergonomic requirements may include: | avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout |
Work organisation requirements may include: | exercise breaks mix of repetitive and other activities rest periods |
Conservation requirements may include: | disposing of non-confidential waste paper in recycling bins double-sided paper use re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment |
Documents may include: | agendas briefing papers envelopes faxes labels letters mail merges memos minutes short reports simple one-page flyers standard form letters |
Organisational requirements may include: | company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename etc. in header/footer templates |
Formatting may include: | alignment on page columns company logo/letterhead enhancements to format - borders, patterns and colours enhancements to text - colour, size, orientation headers/footers margins page orientation |
Software functions may include: | default settings document protection grammar check headers/footers indent line spacing page numbers page set up paragraph formatting spell check tabs text formatting |
Screen display options and controls may include: | layout view maximise/minimise normal view page view print preview ruler toolbars zoom percentage |
Checking may include: | accuracy of information consistency of layout ensuring instructions with regard to content and format have been followed grammar proofreading spelling, electronically and manually |
Printing may include: | basic print settings multiple copies odd or even pages print preview printer setup specified pages whole document |
Designated time lines may include: | organisational time line e.g. deadline requirements time line agreed with internal/external client time line agreed with supervisor/person requiring document/s |
Naming and storing documents may include: | appropriate file type authorised access file names according to organisational procedure e.g. numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security storage in folders/sub-folders storage on hard/floppy disk drives, CD-ROM, tape back-up |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed | |||
| Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required | |||
| Identify organisational and task requirements for document layout and design | |||
| Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements | |||
| Use system features to identify and manipulate screen display options and controls | |||
| Use manuals, user documentation and online help to overcome problems with document presentation and production | |||
| Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements | |||
| Ensure document is prepared within designated time lines and organisational requirements | |||
| Name and store document in accordance with organisational requirements and exit application without information loss/damage |
Forms
Assessment Cover Sheet
BSBITU201A - Produce simple word processed documents
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBITU201A - Produce simple word processed documents
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: