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

ICPPP494C Mapping and Delivery Guide
Develop document content and structure

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICPPP494C - Develop document content and structure
Description This unit describes the performance outcomes, skills and knowledge required to develop the content meaning and document structure for markup for web page or electronic publishing purposes.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit requires the individual to create documents that have structure, content, readability and design appropriate for an online or print audience.Electronic publishing here refers to the creation and delivery of a document/information to the reader as electronic output or for print format.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites ICPPP396A Generate high-end PDF files.
Competency Field Pre-press
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: Identify document requirements
  • Content meaning and information structure are developed based on the document intent, final media and intended audiences
  • Information is identified and grouped according to the job brief
  • Target audience requirements and expectations are determined according to the brief
       
Element: Plan content structure
  • Information is arranged in related topics and a logical sequence
  • Content meaning is tested by simulating the generation of new coherent documents based on the original content
  • A hierarchy of information is developed with data checked to confirm the hierarchy sequence
       
Element: Develop information architecture
  • An information hierarchy is prepared catering for the physical storage of the files
  • Search and retrieval mechanisms are prepared for content discovery
  • An information hierarchy is designed catering for navigation and access between files or groups of content
       
Element: Develop navigation system
  • High level, local and document navigational systems are built based on information architecture
  • The design is consistent, intuitive and has a logical labelling system to provide access to various levels and type of content
  • Labels and indexes are clear, consistent, coherent and relatively intuitive to enable target audience access
       
Element: Design information layout
  • Templates for textual and graphic elements are developed to facilitate consistent and uniform layout and visual design
  • An extensible template is linked to the document
       
Element: Test the document
  • A suite of prototypes for all document levels is developed
  • The rigour of the information architecture at all levels is tested
  • Correct functioning and intuitive use of the navigational features are tested for all levels
  • Visual design and layout are tested at all levels against standard onscreen design principles
  • Levels of accessibility for people with disabilities are acceptable
       


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 ability to:

developing information structures for markup, web pages or long document assembly. The document is intuitive for target audience navigation

demonstrate an ability to find and use information relevant to the task from a variety of information sources

TWO different documents are created and successfully tested

evidence for assessment may be gathered from assessment of the unit of competency alone or through an integrated assessment activity.

Context of and specific resources for assessment

Assessment must ensure:

assessment may take place on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

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.

Guidance information for assessment

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

ICPMM492C Create an extensible style sheet

ICPPP485C Develop a digital data template.

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

OHS in relation to operating machinery such as safely switching off machinery before cleaning is started

communication of ideas and information by developing an intuitive, easy to use navigation system that provides different ways of searching for information

collecting, analysing and organising information by developing a consistent and logical labelling system

planning and organising activities by planning the content structure before determining the navigation system

teamwork when maintaining the production process in association with others

mathematical ideas and techniques by developing labels and indexes

problem-solving skills by testing the information structure to identify any gaps or problems with navigation

use of technology by using relevant software to develop document content structure and navigation system

Required knowledge

difference between a data store document and a document layout application

meta languages for multiple audiences

metadata and in particular PRISM

personalised Print Markup Language (PPML)

principles of document navigation

content conversion and content management

data mapping and content models

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.

Data may include:

includes mixed data and dynamic data.

Accessibility may include:

includes "content discoverability" as well as content availability with regard to people with disabilities.

Markup language may include:

new markup languages are becoming available regularly and examples include XML and PPML. This unit does not cover HTML which is covered by another unit ICAB4135B Create a simple mark-up language document to specification.

Document purpose may include:

electronic publishing, e-commerce, web services, interchange of data amongst different applications, software configuration files.

Electronic publishing may include:

electronic publishing in this context does not mean the use of page layout applications but rather the development of content to meet the needs of different audiences and different output devices.

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
Content meaning and information structure are developed based on the document intent, final media and intended audiences 
Information is identified and grouped according to the job brief 
Target audience requirements and expectations are determined according to the brief 
Information is arranged in related topics and a logical sequence 
Content meaning is tested by simulating the generation of new coherent documents based on the original content 
A hierarchy of information is developed with data checked to confirm the hierarchy sequence 
An information hierarchy is prepared catering for the physical storage of the files 
Search and retrieval mechanisms are prepared for content discovery 
An information hierarchy is designed catering for navigation and access between files or groups of content 
High level, local and document navigational systems are built based on information architecture 
The design is consistent, intuitive and has a logical labelling system to provide access to various levels and type of content 
Labels and indexes are clear, consistent, coherent and relatively intuitive to enable target audience access 
Templates for textual and graphic elements are developed to facilitate consistent and uniform layout and visual design 
An extensible template is linked to the document 
A suite of prototypes for all document levels is developed 
The rigour of the information architecture at all levels is tested 
Correct functioning and intuitive use of the navigational features are tested for all levels 
Visual design and layout are tested at all levels against standard onscreen design principles 
Levels of accessibility for people with disabilities are acceptable 

Forms

Assessment Cover Sheet

ICPPP494C - Develop document content and structure
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

ICPPP494C - Develop document content and structure

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: