Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBITU303A Mapping and Delivery Guide
Design and produce text documents

Version 1.0
Issue Date: September 2019


Qualification -
Unit of Competency BSBITU303A - Design and produce text documents
Description This unit describes the performance outcomes, skills and knowledge required to design and develop predominantly text based documents using advanced features of word processing software.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 possess fundamental skills in computer operations and keyboarding, and basic skills in the operation of word processing software. They may work as individuals who provide administrative support within an enterprise, or may be technical/knowledge experts responsible for production of their own word processed documents.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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
Elements of Competency Performance Criteria              
Element: Prepare to produce word processed documents
  • 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 text-based business documents to ensure consistency of style and image
       
Element: Design word processed documents
  • Design document structure and layout to suit purpose, audience and information requirements of the task
  • Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout
  • Use style sheets and automatic functions to ensure consistency of design and layout
       
Element: Add tables and other data
  • Insert a standard table into a document, changing cells to meet information requirements
  • Insert and delete columns and rows as necessary
  • Insert images and other data to meet required specifications
       
Element: Produce text documents
  • Use advanced software functions to enable efficient production of documents
  • Enter or import, and edit text and other data to meet required specifications
  • Preview, adjust and print documents in accordance with organisational and task requirements
  • Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage
  • Prepare text documents within designated time lines and organisational requirements for speed and accuracy
  • Use manuals, user documentation and online help to overcome problems with document design and production
       


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:

applying document design principles

knowledge of organisation's style guide

production of a minimum of three text documents using advanced software functions.

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 text 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:

demonstration of techniques

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

oral or written questioning to assess knowledge of word processing software functions

review of text documents.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBWRT301A Write simple documents

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.

Required skills

communication skills to clarify requirements of documents

editing and proofreading skills to check own work for accuracy against original

keyboarding skills to enter text and numerical data

literacy skills to read and understand the organisation's procedures, and to use models to produce a range of documents

problem-solving skills to use processes flexibly and interchangeably.

Required knowledge

formatting styles and their impact on formatting, readability and appearance of documents

organisational requirements for ergonomics, work periods and breaks, and conservation techniques

organisational style guide

purposes, uses and functions of word processing software.

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

Energy and resource conservation requirements may include:

double-sided paper use

recycling used and shredded paper

re-using paper for rough drafts (observing confidentiality requirements)

using power-save options for equipment

Documents may include:

brochures

calendars

faxes

flyers

forms

mail merge documents, including labels

memos

multi-page letters

promotional material

reports

schedules

tables

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

Design may include:

balance

diversity

relative positioning of graphics and headings

simplicity

text flow

typography

Structure and layout may include:

boxes

colour

columns

drawing

graphics

headings

letter and memo conventions

page layout

photographs

typeface

white space

Automatic functions may include:

auto correct

auto date

auto format

auto text

default settings

headers and footers

page numbering

styles

table headings

Consistency of design and layout may include:

annotated references

borders

bullet/number lists

captions

consistency with other business documents

footnotes/endnotes

indentations

page numbers

spacings

typeface styles and point size

Data may include:

clip art

data from other software applications

digital photographs

files

graphics

quotes

references

scanned photographs and logos

tables, graphs and charts

Advanced software functions may include:

alternate headers and footers

drawing tools

graphics tools

importing data/objects/pictures

mail merge

newspaper columns

sections

sort

styles

tables

templates

Printing may include:

print merge

print to file

with comments

with drawing objects

with field codes

with hidden text

Naming and storing documents may include:

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

filing locations

organisational policy for backing up files, storage in folders/sub-folders

organisational policy for filing hard copies of documents

security/password protection

storage on hard/floppy disk drives, CD-ROM, tape back-up

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

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 text-based business documents to ensure consistency of style and image 
Design document structure and layout to suit purpose, audience and information requirements of the task 
Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout 
Use style sheets and automatic functions to ensure consistency of design and layout 
Insert a standard table into a document, changing cells to meet information requirements 
Insert and delete columns and rows as necessary 
Insert images and other data to meet required specifications 
Use advanced software functions to enable efficient production of documents 
Enter or import, and edit text and other data to meet required specifications 
Preview, adjust and print documents in accordance with organisational and task requirements 
Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage 
Prepare text documents within designated time lines and organisational requirements for speed and accuracy 
Use manuals, user documentation and online help to overcome problems with document design and production 

Forms

Assessment Cover Sheet

BSBITU303A - Design and produce text 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

BSBITU303A - Design and produce text 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: