- BSBITU309A - Produce desktop published documents
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBITU309A Mapping and Delivery Guide
Produce desktop published documents
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBITU309A - Produce desktop published documents |
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| Description | This unit describes the performance outcomes, skills and knowledge required to design and produce desktop published 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 work in a range of environments and require skills in desktop publishing. They may work as individuals providing administrative support within an enterprise, or may be technical or knowledge experts responsible for the production of their own documents. | ||
| 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 desktop published documents |
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| Element: Set up desktop published document |
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| Element: Create desktop published document |
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| Element: Finalise desktop published document |
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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 document design and layout principles producing desktop published documents. |
Context of and specific resources for assessment | Assessment must ensure: access to office equipment and resources in a workplace or simulated environment access to samples of relevantworkplace desktop published documents. |
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 desktop published documents demonstration of techniques oral or written questioning to assess knowledge of desktop publishing 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 requirements of documents culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities 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 or exemplars to produce a range of documents problem-solving skills to edit documents and to resolve issues of consistency of design. |
Required knowledge |
energy and resource conservation techniques organisational requirements for ergonomics, work periods and breaks organisational style guides purposes, uses and functions of desktop publishing software styles and their effect on formatting, readability and appearance of document. |
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 strategies may include: | exercise breaks mix of repetitive and other activities rest periods |
Energy and resource conservation techniques may include: | double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising 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 and task 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 or other fields in headers and footers templates |
Design may include: | balance diversity relative positioning of graphics, headings and white space 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 |
Consistency of design and layout may include: | annotated references borders bulleted and numbered lists captions consistency with other business documents footnotes and endnotes indentations page numbers spacings font styles and point size |
Naming and storing documents may include: | authorised access file and folder names which identify requirements such as the operator, author, section or date filing locations file names according to organisational procedure file names which are easily identifiable in relation to the content organisational policy for backing up files storage in folders and sub-folders organisational policy for filing hard copies of documents security and password protection storage on disk drives, USBs, CD-ROM, tape back-up to server |
Designated time lines may include: | time line agreed with internal or external client time line agreed with supervisor or person requiring document organisational time line e.g. deadline requirements |
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 including addressing ergonomic requirements and using work organisation strategies | |||
| Use energy and resource conservation techniques | |||
| Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required | |||
| Identify organisational and task requirements for desktop published documents to ensure consistency of style and image | |||
| Design content structure and layout to ensure information and graphics are arranged according to related topics and logical sequences | |||
| Select appropriate formatting and create templates or master pages to ensure consistency of design and layout | |||
| Confirm layout with appropriate person | |||
| Prepare, format and enter required text | |||
| Import text from other applications and resolve any formatting issues | |||
| Scan or import graphics from other applications and resolve any formatting issues | |||
| Arrange text and graphics according to organisational and task requirements | |||
| Review text for possible errors and omissions, and resolve any issues | |||
| Check page order, structure and linkages | |||
| Produce completed document in required format | |||
| 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
BSBITU309A - Produce desktop published 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
BSBITU309A - Produce desktop published 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: