- BSBITU303A - Design and produce text documents
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: June 2024
Qualification | - |
Unit of Competency | BSBITU303A - Design and produce text documents |
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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. |
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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 word processed documents |
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Element: Design word processed documents |
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Element: Add tables and other data |
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Element: Produce text 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: 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.
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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 |
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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: