Commonwealth Computer Navigator's Certificate/standards
CCNC Project
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Unit StandardsSouth African Qualifications Authority Standards
Unit Standard 1. Develop and use keyboard skills to enter textPURPOSE OF THE UNIT STANDARD LEARNING ASSUMED TO BE IN PLACE ● Communication skills at least at General Education and Training (GET) level. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Associated Assessment Criteria 1 Range Associated Assessment Criteria 2 Range Range Associated Assessment Criteria 4 Range Range Associated Assessment Criteria 1 Range Associated Assessment Criteria 2 Range Associated Assessment Criteria 3 Range
Range
Range Associated Assessment Criteria 2 Range Associated Assessment Criteria 3 Range SPECIFIC OUTCOME 4 Range
Range Associated Assessment Criteria 2 Range UNIT STANDARD DEVELOPMENTAL OUTCOME UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES 2. Text produced will contain words not exceeding an average of 1.5 syllables per
dictionary word.
Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe mannerPURPOSE OF THE UNIT STANDARD ● Describe the components of Information and Communication Technologies. The performance of all elements is to a standard that allows for further learning in this area.
● Mathematical literacy and communication skills at least at NQF level 1. UNIT STANDARD RANGE: N/A SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Associated Assessment Criteria 1 Range
Types of computers - at least five of: mainframes, minicomputers, personal computers, network computers(thin clients), laptop computers, multimedia computers, personal digital assistants (PDA). Associated Assessment Criteria 2 Range
Input, output, storage, peripherals, ROM, Ports (Serial, Parallel, USB). Associated Assessment Criteria 3 Range
Components include but is not limited to: Client computers (typically PCs), Various Networks (LANs & WANs), server computers, the Internet.
Associated Assessment Criteria 1 Associated Assessment Criteria 2 Range
At least two of: Memory types: RAM, ROM, ROM-BIOS, Video memory, PROM.
Associated Assessment Criteria 3 Range
At least six of: Mouse, keyboard, trackball, microphone, touchpad, light pen, scanner, joystick, digital camera. Associated Assessment Criteria 4 Range: At least four of: Monitors (Visual Display Units (VDU)), printers, plotters, speakers, speech synthesisers, microfilm (microfiche). Associated Assessment Criteria 5 Range: Touchscreen, modem. Associated Assessment Criteria 6 Range : At least three of: Floppy/stiffy disks, hard disks, magnetic tape streamers, CD-ROM, ZIP drives and cartridges, flash disks.
Range
Operating system software, applications software. Range
Functions include but not limited to: Interface to hardware, interface between application software, interface to printing.OS software include but is not limited to: MS Windows, UNIX, Lunix, Macintosh. Range
At least 3 of: word processing, spreadsheets, database, presentation, desktop publishing, multimedia applications, internet applications. Associated Assessment Criteria 1 Associated Assessment Criteria 2 Associated Assessment Criteria 3 Range: Distinguish between same graphical area and wide spread area. Associated Assessment Criteria 4 Range: Any 2 of: Analogue (Pulse), Digital (Tone), ADSL (Direct), Wireless.
Associated Assessment Criteria 1
The ergonomic principles for computer workstations are explained in terms of their application and purpose. Associated Assessment Criteria 2 Range: At least two of the following: environmental conditions: lighting, ventilation, VDU positioning, VDU glare, seating, position and use of input devices (e.g. keyboard, mouse), breaks away from the computer.
Associated Assessment Criteria 1 Associated Assessment Criteria 2 Range: At least two of the following: back pain, neck pain, repetitive strain injury (RSI), eye strain. Associated Assessment Criteria 3 Range : At least two of the following: trailing power leads and/or cables, insecure power leads, worn or frayed power leads, overloaded power points. Associated Assessment Criteria 4 Range : At least two of the following: recycling paper, recycling ink/toner cartridges, redundant peripheral devices, low power options on devices, use of "standby" or "sleep" modes for devices, digital formats for communication and storage of documents. Effects can be harmful or positive. SPECIFIC OUTCOME 7 Associated Assessment Criteria 1 Ergonomic principles include but are not limited to: lighting, VDU position, seating, position and use of input devices (e.g. keyboard, mouse). Associated Assessment Criteria 2 Range: Health and safety issues include but are not limited to: Power leads, cables, power points. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). ● Organisations in South Africa responsible for standards for health and safety when working with computers is identified such as SABS. UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A UNIT STANDARD LINKAGES: N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING UNIT STANDARD CCFO ORGANIZING UNIT STANDARD CCFO SCIENCE UNIT STANDARD ASSESSOR CRITERIA: N/A UNIT STANDARD NOTES Supplementary Information: a. Assessor Notes: ● Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. b. Abbreviations: ● PC - Personal computer. Develop and use keyboard skills to enter textPurpose People credited with this unit standard are able to use keyboard techniques to key in alpha and numeric text, symbols, and special characters, using a standard alpha-numerical keyboard; identify and remedy technique errors; apply keyboard techniques and ergonomic practices to avoid overuse injuries; and produce sentences and paragraphs containing alpha and numeric text, symbols and special characters. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training (GET) level. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
Range: Examples of ergonomic factors may include but are not limited to room temperature, humidity, ventilation, workstation location and design, chair design and height, acoustics and noise level, lighting, positioning of power cables, positioning of keyboard and screen, screen background colour, screen brightness control, reduction of
screen glare and radiation, screen tilt, copyholder type and position, use of footrests, anti-static furnishings; explanation is required for five ergonomic factors.
UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A UNIT STANDARD LINKAGES: N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD ASSESSOR CRITERIA: N/A UNIT STANDARD NOTES
1. All activities associated with this standard must comply with occupational health and safety guidelines and recommendations in relation to working environment and work practices for keyboard operators, and will required consideration of relevant current legislation and future amendments to legislation: Health and Safety in Employment Act. 2. Text produced will contain words not exceeding an average of 1.5 syllables per
dictionary word.
Develop and use keyboard skills to enter textPURPOSE OF THE UNIT STANDARD Purpose People credited with this unit standard are able to use keyboard techniques to key in alpha and numeric text, symbols, and special characters, using a standard alpha-numerical keyboard; identify and remedy technique errors; apply keyboard techniques and ergonomic practices to avoid overuse injuries; and produce sentences and paragraphs containing alpha and numeric text, symbols and special characters. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training (GET) level. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Develop keyboard techniques to key-in alpha and numeric text, symbols,and special characters. Notes Develop keyboard techniques to key-in alpha and numeric text, symbols, and special characters, using a standard alpha-numeric keyboard. Range Forearm, wrist, hand and fingers, posture, location of guide keys, automatic response to key location, use of fingering pathways and key striking motion for keyboard used. Associated Assessment Criteria 1 Text entry settings established for line spacing, font size, and page margins are consistent with information provided and output required. Notes Range Associated Assessment Criteria 2 Text entry functions are identified and used to produce output in accordance with information provided and output required. Notes Range Entry functions may include but are not limited to - shift, caps lock, enter, space bar, backspace, tab, cursor keys, delete, insert, over type; evidence is required for six entry functions. Associated Assessment Criteria 3 Keyboard techniques are used to key-in short passages of 150 keystrokes containing alpha and numeric text, symbols, special characters, and incorporating punctuation, in accordance with information provided and output required. Notes Range Associated Assessment Criteria 4 Keyboard techniques developed are appropriate to the keyboard system adopted, and are within the physical capabilities of the keyboard operator. Notes Range SPECIFIC OUTCOME 2 Identify and remedy technique errors. Notes Range Associated Assessment Criteria 1 All keyboarded text is proof-read and errors are identified. Notes Range Associated Assessment Criteria 2 Analysis of keyboard techniques applied and text output produced is used to identify technique errors. Notes Range Associated Assessment Criteria 3 Remedial techniques are applied to achieve improved keyboard skill and quality of text output. Notes Range SPECIFIC OUTCOME 3 Apply keyboard techniques and ergonomic practices to avoid overuse injuries. Notes Range Associated Assessment Criteria 1 Positioning of fingers, wrists, forearms, and back, in relationship to the size, slope and type of keyboard being used, is consistent with occupational health and safety guidelines for keyboard operators. Notes Range Associated Assessment Criteria 2 Overuse syndrome prevention techniques are demonstrated in relation to posture and technique in accordance with occupational health and safety guidelines for keyboard operators. Notes Range Associated Assessment Criteria 3 Concepts of ergonomic practice relating to keyboard are explained in accordance with occupational health and safety guidelines for keyboarding errors. Notes Range Examples of ergonomic factors may include but are not limited to room temperature, humidity, ventilation, workstation location and design, chair design and height, acoustics and noise level, lighting, positioning of power cables, positioning of keyboard and screen, screen background colour, screen brightness control, reduction of screen glare and radiation, screen tilt, copyholder type and position, use of footrests, anti-static furnishings; explanation is required for five ergonomic factors.
SPECIFIC OUTCOME 4 Produce sentences and paragraph containing alpha and numeric text, symbols and special characters. Notes Range Associated Assessment Criteria 1 Keyboard techniques are used to key-in alpha entries containing a minimum of 150 words (750 keystrokes), in accordance with information provided and output required. Notes Range Associated Assessment Criteria 2 Keyboard techniques are used to key-in text containing alpha and numeric entries, symbols and special characters, of a minimum of 1 000 keystrokes, in accordance with information provided and output required. Notes Range UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES 1. All activities associated with this standard must comply with occupational health and safety guidelines and recommendations in relation to working environment and work practices for keyboard operators, and will required consideration of relevant current legislation and future amendments to legislation: Health and Safety in Employment Act. 2. Text produced will contain words not exceeding an average of 1.5 syllables per dictionary word.
Use a Graphical User Interface (GUI)-based presentation application to enhance presentation appearancePURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to enhance presentation appearance using a Graphical User Interface (GUI)-based presentation application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Create a graph in a presentation. ● Create an organisational chart in a presentation. ● Create a drawing in a presentation. ● Import images into a presentation. ● Images and objects are manipulated in presentation. ● Animation effects and transitions are applied or added to a presentation. ● Master Slides are customised within a presentation. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 1. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations. (ID 116933 - NQF level 1). ● Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation according to a given brief (ID 117923 - NQF level 2). UNIT STANDARD RANGE ● This standard is applicable to any presentation application that runs on any Graphical User Interface (GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. ● Appearance enhancement is done by the use of chart graphs, drawn objects, images, objects. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Create a graph in a presentation. Notes Range Graph refers to all types of graphs and/or charts. Associated Assessment Criteria 1 A new graph is created to represent given data. Notes Range Associated Assessment Criteria 2 Graph colours are changed to enhance appearance. Notes Range Graph area, data series. Associated Assessment Criteria 3 The graph type is changed to improve usability, according to given specifications. Notes Range Associated Assessment Criteria 4 Graphs are resized to improve usability, according to given specifications. Notes Range SPECIFIC OUTCOME 2 Create an organisational chart in a presentation. Notes Range Associated Assessment Criteria 1 A new organisational chart is created to present specific given organisational information. Notes Range Minimum of three levels and hierarchical elements. Associated Assessment Criteria 2 The hierarchical structure of an organisational chart is changed to enhance usability. Notes Range Associated Assessment Criteria 3 Hierarchical elements are added and removed according to given specifications. Notes Range Subordinate, co-worker, manager. SPECIFIC OUTCOME 3 Create a drawing in a presentation. Notes Range Associated Assessment Criteria 1 Lines are drawn into a presentation and their attributes changed. Notes Range ● Lines include: Straight line, arrow line, curve line, freeform line. ● Attributes include: Style, arrow start and finish, colour, width. Associated Assessment Criteria 2 Shapes are drawn into a presentation. Notes Range At least two of: Box, circle, autoshape. Associated Assessment Criteria 3 The orientation of a drawing is changed according to given specifications. Notes Range Associated Assessment Criteria 4 The attributes of a shape are changed. Notes Range Any three of: line colour, fill colour, 3-D. Associated Assessment Criteria 5 Drawings are resized to improve the layout of the related presentation. Notes Range Resize entire drawing. Associated Assessment Criteria 6 Drawing objects are re-aligned in the presentation. Notes Range At least one of: automatically, manually. Associated Assessment Criteria 7 The order of display of overlapping objects is changed relative to the other drawing objects. Notes Range Associated Assessment Criteria 8 Connector lines are added between shapes. Notes Range SPECIFIC OUTCOME 4 Import images into a presentation. Notes Range Associated Assessment Criteria 1 Images are imported from different file types, for inclusion into a presentation. Notes Range File types: JPEG, WMF, BMP. Associated Assessment Criteria 2 Images are resized. Notes Range Resize entire image, crop image. Associated Assessment Criteria 3 An image is copied to a master slide. Notes Range SPECIFIC OUTCOME 5 Images and objects are manipulated in presentation. Notes Range Chart/graphs, organisational charts, drawing objects. Associated Assessment Criteria 1 Images and objects are moved. Notes Range Associated Assessment Criteria 2 Images and objects are copied. Notes Range Associated Assessment Criteria 3 Images and objects are deleted. Notes Range Associated Assessment Criteria 4 Images and objects are manipulated. Notes Range Flip and rotate images. SPECIFIC OUTCOME 6 Animation effects and transitions are applied or added to a presentation. Notes Range Associated Assessment Criteria 1 Animation effects are applied to the presentation. Notes Range At least 3 of the following: Animation effects, timing, sounds, sequence, automatic, manual. Associated Assessment Criteria 2 Slide transition effects and timing are added to a presentation. Notes Range At least 2 of the following:Transition effects, timing, sounds, automatic, manual. SPECIFIC OUTCOME 7 Master Slides are customised within a presentation. Notes Range Associated Assessment Criteria 1 An item is copied to a master slide. Notes Range Item: Any one of drawing object, image, object. Associated Assessment Criteria 2 Formatting is changed. Notes Range At least 4 of the following: Font, style, size, colour, alignment, bullets, numbering, line spacing, character spacing, headers, footers, background.
Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using a presentation application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by understanding the saved destination and file name conventions. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by effectively using the Help function and by using the check for synonyms and antonyms, and searching for information in the presentation application. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a presentation to improve communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a presentation application to create and edit presentation. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7575, which was "Produce presentation documents for business", Level 3, 5 Credits. Assessor Notes: a. The following must be made available to the learner at the start of the assessment: ● ClipArt gallery. ● At least one picture and one image in: JPEG, WMF, BMP format. b. Charting refers to creating a chart from valid source material and not copying a chart. c. GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. d. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. Use a Graphical User Interface (GUI)-based web-browser to search the InternetPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use a GUI-based web browser to search for information on the Internet either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: ● Understand the concepts and terms of the Internet. ● Explain legal and ethical issues in relation to Internet use. ● Use a GUI-based browser to display a given Web Page. ● Adjust settings to customise the view and preferences of the browser application. ● Navigate on the Internet. ● Use a Search Engine to locate given information specifications. ● Obtain information from a Web site. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Mathematical literacy and communication skills at least at NQF Level 1. ● ID 116932: Operate a personal computer system, NQF Level 1. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF Level 1. UNIT STANDARD RANGE ● This standard is applicable to any browser application that operates in a Graphical User Interface (GUI)-based environment. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Understand the concepts and terms of the Internet. Notes Range Associated Assessment Criteria 1 The concepts are explained in terms of their meaning and relation to the use of the Internet as a whole. Notes Range At least three of the following: ● WWW (World Wide Web), Uniform Resource Locator (URL), HyperText Transfer Protocol (HTTP), Internet Service Providers (ISP), File Transfer Protocol (FTP), Hyperlink, HyperText Markup Language (HTML), limitations, control, navigation, frames. SPECIFIC OUTCOME 2 Explain legal and ethical issues in relation to Internet use. Notes Range Associated Assessment Criteria 1 The explanation includes the implications of various acts, in terms of using information from the Internet. Notes Range The implications of current legislation on the use of information from the internet need to be included in explanations with reference to national and international practice. At least two laws need to be included. Associated Assessment Criteria 2 The explanation includes implications of providing Internet access to individuals in terms of security of information, and virus protection. Notes Range Associated Assessment Criteria 3 The explanation includes security considerations of using the Internet. Notes Range At least two of: ● Protected Website, Digital Certificate, Encryption, Viruses, Credit Card fraud, Firewall. SPECIFIC OUTCOME 3 Use a Graphical User Interface (GUI)-based browser to display a given Web Page. Notes Range Associated Assessment Criteria 1 A connection is made with the World Wide Web. Notes Range At least one of the following connection types are used: ● Via an Internet Service Provider, LAN or WAN. Associated Assessment Criteria 2 A browser application is opened and closed. Notes Range Associated Assessment Criteria 3 The given Web Page is displayed. Notes Range Associated Assessment Criteria 4 A Web Page is saved as a file. Notes Range Associated Assessment Criteria 5 A Web Page is stopped from loading. Notes Range Associated Assessment Criteria 5 A Web Page is stopped from loading. Notes Range Associated Assessment Criteria 6 A Web Page is refreshed. Notes Range Associated Assessment Criteria 7 The browser Home Page is changed. Notes Range SPECIFIC OUTCOME 4 Adjust settings to customise the view and preferences of the browser application. Notes Range Associated Assessment Criteria 1 Toolbars are displayed and hidden. Notes Range Associated Assessment Criteria 2 Images on a Web page are displayed and hidden. Notes Range Associated Assessment Criteria 3 Previously visited URLs are listed. Notes Range Associated Assessment Criteria 4 The list of previously visited URLs is deleted. Notes Range SPECIFIC OUTCOME 5 Navigate on the Internet. Notes Range SPECIFIC OUTCOME 5 Navigate on the Internet. Notes Range Associated Assessment Criteria 1 Links are activated and control is passed back to the original page. Notes Range Hyperlink, Image Link. Associated Assessment Criteria 2 Control is past backwards and forwards through pages of a website. Notes Range Associated Assessment Criteria 3 Text is extracted from a web page and copied into a file. Notes Range Associated Assessment Criteria 4 An image on a web page is saved to a file. Notes Range Associated Assessment Criteria 5 Web pages are bookmarked. Notes Range Associated Assessment Criteria 6 Bookmarks are deleted. Notes Range SPECIFIC OUTCOME 6 Use a Search Engine to locate given information specifications. Notes Range Associated Assessment Criteria 1 Search Engines are identified and opened. Notes Range Minimum of two Search Engines. Associated Assessment Criteria 2 A search locates information that matches the given information specifications. Notes Range Associated Assessment Criteria 3 A complex search locates information that matches the given information specifications. Notes Range A simple and complex search needs to be completed. Complex means the use of common logical operators such as AND, OR, AND NOT, as well as the use of a wild card like "*". At least one operator should be included in a complex search. SPECIFIC OUTCOME 7 Obtain information from a Web site. Notes Range Associated Assessment Criteria 1 Web site information is saved to a local storage device. Notes Range Text format, HTML format. Associated Assessment Criteria 2 A web site object is downloaded to a local storage device. Notes Range At least one of the following: Graphics, sound, software. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by locating information on the internet. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by organizing information in a web browser. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by locating and analyzing information using a web browser. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others, by locating information using a web browser. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7573, which was "Demonstrate ability to use the World Wide Web", Level 2, 3 Credits. Supplementary information: Definitions: ● "Internet" refers to a global network connecting millions of computers. More than 100 countries are linked into exchanges of data, news and opinions. ● "Web Browser" refers to a software application used to locate and display web pages. The popular browsers are Netscape Navigator and Microsoft Internet Explorer. Both of these are graphical browsers, which means that they can display graphics as well as text. Assessor Notes: ● Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● This unit standard is not suitable for assessment by simulation. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC-Personal computer. ● CD-Compact disk. ● GUI-Graphical User Interface. ● LAN-Local area network. ● WAN-Wide area network. ● ISP-Internet Service Provider. ● URL-Uniform Resource Locator. ● WWW-World wide web (Internet). ● HTML-HyperText Markup Language.
Operate a personal computer systemPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to be able to operate a personal computer either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: ● Start up and shut down a personal computer system using standard and non standard methods. ● Change the configuration of a personal computer. ● Use personal computer operating system functions. ● Use operating system utilities. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training (GET) level. UNIT STANDARD RANGE ● This standard is applicable to Graphical User Interface and Text Interface based operating systems. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Start up and shut down a personal computer system using standard and non standard methods. Notes Range Associated Assessment Criteria 1 The computer is powered up according to the manufacturers' instructions. Notes Range Associated Assessment Criteria 2 Errors experienced are explained and appropriate action is taken to correct the error. Notes Range
Range Associated Assessment Criteria 4 User login information is correctly entered. Notes Range This only applies to computers where, login information is required. Associated Assessment Criteria 5 The computer is shut down according to the manufacturers' instructions. Notes Range Using the mouse, and/or using the keyboard to shut down. Associated Assessment Criteria 6 The computer is switched off according to the manufacturers' instructions. Notes Range Order of switching off. Associated Assessment Criteria 7 Examples of situations when a non-standard start-up should be used and the method for performing this operation is demonstrated. Notes Range At least 2 examples must be given. Associated Assessment Criteria 8 Examples of situations when a non-standard shut-down should be used and the method for performing this operation is demonstrated. Notes Range At least 1 example must be given. SPECIFIC OUTCOME 2 Change the configuration of a personal computer. Notes Range At least two of: date, time, volume controller, display properties, desktop theme, screen saver, screen pixel resolution, keyboard language. Associated Assessment Criteria 1 The configuration function is described in terms of purpose and use. Notes Range Associated Assessment Criteria 2 The configuration function is selected using an appropriate process. Notes
Associated Assessment Criteria 3 The configuration is changed. Notes Range Associated Assessment Criteria 4 The use of the configuration function produced the anticipated outcome. Notes Range SPECIFIC OUTCOME 3 Use personal computer operating system functions. Notes Range At least three of: format any disk, install software, install hardware, uninstall software, print screen (screen print). Associated Assessment Criteria 1 The function is described in terms of purpose and use. Notes Range Associated Assessment Criteria 2 The function is selected using an appropriate process. Notes Range The process is dependent on the particular operating system being used. Associated Assessment Criteria 3 The function is used according to the manufacturer's instructions. Notes Range Associated Assessment Criteria 4 The use of the function produced the anticipated outcome. Notes Range SPECIFIC OUTCOME 4 Use operating system utilities. Notes Range At least two of: Diskcopy, Scandisk, Recycle Bin, Calculator, File editor. Associated Assessment Criteria 1 The system utility program is started. Notes Range
Range Associated Assessment Criteria 3 The use of the utility achieves the anticipated outcome. Notes Range Associated Assessment Criteria 4 The utility is closed. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS ● The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by identifying simple operating problems when operating a personal computer. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one's activities responsibly and effectively by understanding the personal computer operating system functions. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by ensuring that personal computer configurations are operated and maintained in accordance with manufacturers' instructions. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by acting responsibly when operating and maintaining personal computer system. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7547, which was "Operate a personal computer system ", Level 2, 6 Credits. Supplementary information: Where not specified otherwise, all options in the range statement must be covered to confirm that a learner is competent in the specific outcome. Definitions: ● Disks - This refers to all types of removable storage devices/hard drives, like a CD, Stiffy, Floppy, Flashdrive. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. ● LAN - Local area network. ● WAN - Wide area network. ● SP - Internet Service Provider. ● URL - Uniform Resource Locator. ● WWW - World wide web (Internet). Notes: Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.
Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentationsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit slide presentations using a Graphical User Interface (GUI)-based presentation application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Demonstrate an understanding of the use of presentation applications. ● Create a new slide presentation. ● Produce a slide presentation from given text. ● Format a slide presentation. ● Edit a slide presentation. ● Check spelling and grammar in a slide presentation. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Communication skills at least at General Education and Training(GET) Level. ● ID 116932: Operate a personal computer system, NQF Level 1. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF Level 1. UNIT STANDARD RANGE ● This standard is applicable to any presentation application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Demonstrate an understanding of the use of presentation applications. Notes Range Associated Assessment Criteria 1 Presentation applications are defined in terms of its purpose and use. Notes Range Associated Assessment Criteria 2 Presentations produced using a presentation application are provided with relevant examples. Notes Range At least two examples. SPECIFIC OUTCOME 2 Create a new slide presentation. Notes Range When creating new presentations, the name of the new presentation must allow the presentation to be easily identified in terms of its purpose and content. Associated Assessment Criteria 1 The presentation application program is opened to enable capturing of presentation information. Notes Range Associated Assessment Criteria 2 A new slide presentation is created to present given data. Notes Range Minimum 2 slides, default template, no formatting. Associated Assessment Criteria 3 Saving presentations is explained in terms of its purpose and the destination of the saved filed. Notes Range Associated Assessment Criteria 4 The presentation is saved with a specific name in a specific folder. Notes Range At least two different methods of saving a presentation. Associated Assessment Criteria 5 An existing presentation is opened and closed. Notes Range Associated Assessment Criteria 6 The presentation application is closed. Notes Range SPECIFIC OUTCOME 3 Produce a slide presentation from given text. Notes Range Minimum of 5 slides. Associated Assessment Criteria 1 A slide presentation is produced from given text. Notes Range Associated Assessment Criteria 2 The presentation is saved regularly to avoid loss of data. Notes Range Associated Assessment Criteria 3 The benefits of saving a file in different formats are explained with examples. Notes Range Formats: Template, graphic/image, RTF, HTML, slide show, other software versions, other software types. Associated Assessment Criteria 4 A presentation is saved in a different format. Notes Range At least two of: template, graphic, RTF, HTML, slide show, other software versions, other software types. SPECIFIC OUTCOME 4 Format a slide presentation. Notes Range Minimum 5 slides. Associated Assessment Criteria 1 A layout is applied to each slide. Notes Range At least: Presentation title, bullet list. Associated Assessment Criteria 2 A design style is applied to the whole presentation. Notes Range SPECIFIC OUTCOME 5 Edit a slide presentation. Notes Range Associated Assessment Criteria 1 New text is inserted into a slide to update slide information. Notes Range Associated Assessment Criteria 2 Text is selected and de-selected for manipulation in an existing presentation. Notes Range Method of selection: Either keyboard or mouse. Selection text: Word, line of text, entire slide. Manipulation includes but is not limited to: Move, copy, delete. Associated Assessment Criteria 3 A new slide is added to a presentation with a specific layout. Notes Range Associated Assessment Criteria 4 Text is located in a presentation by using application searching features Notes Range Associated Assessment Criteria 5 The background colour of the slide presentation is changed. Notes Range Associated Assessment Criteria 6 The design style of the slide presentation is changed. Notes Range Associated Assessment Criteria 7 Changes are made to text to improve readability or correct grammer/spelling. Notes Range At least four of: Font style, font size, colour, shadow, alignment, line spacing. SPECIFIC OUTCOME 6 Check spelling and grammar in a slide presentation. Notes Range Associated Assessment Criteria 1 Text is checked automatically while entered, for spelling and grammar mistakes. Notes Range Associated Assessment Criteria 2 Text is selected and checked for spelling and grammar mistakes and corrections are made. Notes Range Word, paragraph, slide.
Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using a presentation application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by understanding the saved destination and file name conventions. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by effectively using the Help function and by using the check for synonyms and antonyms, and searching for information in the presentation application. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a presentation to improve communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a presentation application to create and edit presentation. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7574, which was "Demonstrate knowledge of and produce a presentation using basic functions", Level 2, 3 Credits. Assessor Notes: ● Given text for specific outcome 3 to have a minimum of 5 slides. ● Slide design styles must be available on the computer that can be applied automatically to the slide presentation. ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC-Personal computer. ● CD-Compact disk. ● GUI-Graphical User Interface.
Enhance, edit and organise electronic messages using a Graphical User Interface (GUI)-based messaging applicationSAQA US ID UNIT STANDARD TITLE 116935 Enhance, edit and organise electronic messages using a Graphical User Interface (GUI)-based messaging application ORIGINATOR PROVIDER SGB Computer Sciences and Information Systems FIELD SUBFIELD 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS Undefined Regular-Fundamental Level 2 2 REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER Registered 2004-12-02 2007-12-02 SAQA 1257/04 PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use electronic mail to send and receive messages either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Explain legal, ethical and organisational issues in relation to the use of E-mail. ● Work with multiple E-mail messages. ● Manage E-mail messages. ● Use the address book facilities of an electronic mail application. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Mathematical literacy and communication skills at least at NQF level 1. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● Use electronic mail to send and receive messages (ID 116945 - NQF level 2). UNIT STANDARD RANGE ● This standard is applicable to any messaging application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Explain legal, ethical and organisational issues in relation to the use of Email. Notes Range Associated Assessment Criteria 1 The implications of legislation on the use of email in an organisation are explained in terms of transmission of information via the Internet. Notes Range The implications of current legislation on the use of information from the internet need to be included in explanations with reference to national and international practice. At least two laws need to be included. Associated Assessment Criteria 2 Implications to an organisation of providing Email facilities to individuals in the workplace are explained, in terms of security, and virus protection. Notes Range Associated Assessment Criteria 3 Security considerations of using the Internet for transmitting messages are described in terms of both security and its implications to the immediate environment. Notes Range At least 2 of: Digital Certificate, Encryption, Viruses, Spam Filter, unsolicited mail. SPECIFIC OUTCOME 2 Manage E-mail messages. Notes Range Associated Assessment Criteria 1 Default mail folders are identified and explained in terms of their purpose. Notes Range Inbox (messages received), outbox (messaged to be sent), sent messages (messages that have been sent), deleted messages, drafts (messages created but not sent). Associated Assessment Criteria 2 New mail folders are created in order to organize messages in an email application. Notes Range Minimum of two new mail folders. Associated Assessment Criteria 3 E-mail messages are manipulated between mail folders. Notes Range Moved, Copied. Associated Assessment Criteria 4 E-mail messages are sorted within a mail folder. Notes Range By date, by sender, by subject; ascending and descending. Associated Assessment Criteria 5 The priority of an outgoing message is changed within an email application, in order to allow urgent message to be sent first. Notes Range SPECIFIC OUTCOME 3 Use the address book facilities of an electronic mail application. Notes Range Associated Assessment Criteria 1 Address books are identified and explained in terms of their purpose and use. Notes Range At least two of: global address book, personal address book, special address books. Associated Assessment Criteria 2 An address is added to and removed from a personal address book. Notes Range At least one of: Copied from another address book, added manually, added from an E-mail message. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. An example of the standards expected is the standards found in ISO 9000 Certified Organisations. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using an Email application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by organizing email messages into relevant folders within an Email application. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by receiving, analyzing, organizing and critically evaluating email messages sent and received. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by creating and responding to Emails relevant to a specific topic. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using an Email application to communicate to others in various places in a wide spread area. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7571, which was " Demonstrate the ability to use electronic mail software to send and receive messages", Level 2, 3 Credits. Definitions: ● "Internet" refers to a global network connecting millions of computers. More than 100 countries are linked into exchanges of data, news and opinions. ● "E-Mail" and Email both refer to the same facility and are used interchangeably in this unit standard, with the same meaning. ● "Web Browser" refers to a software application used to locate and display web pages. The two most popular browsers are Netscape Navigator and Microsoft Internet Explorer. Both of these are graphical browsers, which means that they can display graphics as well as text. This unit standard is not suitable for assessment by simulation. Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. ● LAN - Local area network. ● ISP - Internet Service Provider. Use a Graphical User Interface (GUI)-based database application to work with simple databasesPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to create and edit simple databases using a Graphical User Interface (GUI)-based database application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Understand the principles of databases. ● Open and save a simple existing database. ● Produce and edit a simple database from given specifications. ● Data is entered into a simple database table from given specifications. ● Modify the design of a database table. ● Sort and search for records in a database table. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 2. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● Use a Graphical User Interface (GUI)-based word processor to format documents (ID 117924 - NQF level 2). ● Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem (ID 116940 - NQF level 2). UNIT STANDARD RANGE ● This standard is applicable to any database application that operates in a Graphical User Interface (GUI)-based environment. ● This standard is restricted to database applications that run on personal computers, or small computer platforms, rather than mainframe or large computer systems. The database table are physically inside the same computer file (flat file) and does not contain references to tables outside the physical file. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Understand the principles of databases. Notes Range Associated Assessment Criteria 1 A database management system is defined in terms of its purpose and use. Notes Range Associated Assessment Criteria 2 Examples of uses of databases are provided. Notes Range At least three examples. Associated Assessment Criteria 3 Properties of databases are described in terms of their purpose and relation to the database as a whole. Notes Range Field, Record, Table, Index, Field Property, Data type. SPECIFIC OUTCOME 2 Open and save a simple existing databases. Notes Range Associated Assessment Criteria 1 The database application is opened or started. Notes Range Associated Assessment Criteria 2 The parts of the database application window are described in terms of their features and use. Notes Range All of: Menu Bar, Toolbar, Status Bar, scroll bar, Object Bar. Associated Assessment Criteria 3 An existing database is opened. Notes Range Associated Assessment Criteria 4 Data is entered into an existing database table. Notes Range At least 5 records are entered. Associated Assessment Criteria 5 Saving a database giving it a descriptive name related to its purpose and use. Notes Range Associated Assessment Criteria 6 The database is closed. Notes Range Associated Assessment Criteria 7 The database application program is closed. Notes Range SPECIFIC OUTCOME 3 Produce and edit a simple database table from given specifications. Notes Range At least 5 fields. Associated Assessment Criteria 1 A database table is created with the required format bases on a given specification. Notes Range Data types to include at least: text, numeric, date, currency. Associated Assessment Criteria 2 The database table is saved with a descriptive name, as per the given specification. Notes Range The name of the new database table and database must allow the database table and database to be easily identified in terms of its purpose and content. Associated Assessment Criteria 3 A column is moved within the database table. Notes Range Associated Assessment Criteria 4 Column widths of columns in the database table are changed. Notes Range At least 2 columns. Associated Assessment Criteria 5 A database table is deleted. Notes Range Associated Assessment Criteria 6 The database table is saved and closed. Notes Range SPECIFIC OUTCOME 4 Data is entered into a simple database table from given specifications. Notes Range At least 5 fields. Associated Assessment Criteria 1 A new record is added to the database table. Notes Range At least 2 records are added. Associated Assessment Criteria 2 Data in the database table is modified. Notes Range At least 3 records are modified. Associated Assessment Criteria 3 Data in the database table is deleted. Notes Range Associated Assessment Criteria 4 A record is deleted from the database table. Notes Range SPECIFIC OUTCOME 5 Modify the design of a database table. Notes Range Associated Assessment Criteria 1 An existing database table is opened in design view. Notes Associated Assessment Criteria 2 The consequences of changing a field size are discussed. Notes Range Associated Assessment Criteria 3 Field formats are modified. Notes Range Field size, Number field, Date field. Associated Assessment Criteria 4 A field is moved in the database table. Notes Range Associated Assessment Criteria 5 A new field is added to the database table. Notes Range Associated Assessment Criteria 6 A field is deleted from the database table. Notes Range Associated Assessment Criteria 7 The consequences of the changes made are explained and corrected if necessary. Notes Range Type conversions. SPECIFIC OUTCOME 6 Sort and search for records in a database table. Notes Range Associated Assessment Criteria 1 A record in a database table is sorted according to one field. Notes Range Ascending, descending. Associated Assessment Criteria 2 A record is located in a database table, by searching for specific data within the table. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a database application to address a given business problem. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by using a database application to organize information into tables, rows and columns for a specific purpose. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by using a database application to organize and capture information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a database application to organize information into tables, rows and columns for a specific purpose. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a database application effectively. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7569, which was "Demonstrate understanding of the basic concepts of databases and the ability to plan and create a simple database", Level 2, 3 Credits. Supplementary Information: Definitions: ● Database - in this standard the term database refer to a database or database management system that contains data in tables, records and fields that relate only to each other, within the same database file, and do not relate to other databases or tables within other databases. ● A "simple user document" - in this standard includes a short description of the purpose of the database, and how to use the database. Assessor Notes: a. Specifications for specific outcome 3 to 5 should be given to the candidate, and should have at least 5 fields and 5 records. b. GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. c. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface.
Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheetsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to create and edit spreadsheets using a Graphical User Interface (GUI)-based spreadsheet application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Demonstrate an understanding of the principles of spreadsheets. ● Create, open and save spreadsheets. ● Produce a spreadsheet from a given specification. ● Edit a spreadsheet. ● Format a spreadsheet. ● Check spelling in a spreadsheet. ● Print a spreadsheet using features specific to spreadsheets. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF Level 1. ● Operate a personal computer system (ID 116932 - NQF Level 1). ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1). UNIT STANDARD RANGE ● This standard is applicable to any spreadsheet application that runs on any Graphical User Interface(GUI) operating system. ● Where spreadsheets are referenced, it refers to a whole spreadsheet, a single page of a spreadsheet, or selected text in a spreadsheet. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Demonstrate an understanding of the principles of spreadsheets. Notes Range
Range Uses include but is not limited to: ● Automation of repetitive calculation tasks, organisation of data into rows and columns. Associated Assessment Criteria 2 Examples of spreadsheets that can be produced using a spreadsheet application are provided. Notes Range At least three examples. Associated Assessment Criteria 3 The benefits of using a spreadsheet application for producing and working with spreadsheets are explained. Notes Range At least three benefits. Associated Assessment Criteria 4 Examples of spreadsheet programs are named. Notes Range Associated Assessment Criteria 5 Properties of a spreadsheet are identified and described in terms of its purpose and use. Notes Range Properties include but is not limited to: ● Rows, columns, cells, cell cursor. SPECIFIC OUTCOME 2 Create, open and save spreadsheets. Notes Range When creating new spreadsheets, the name of the new spreadsheet must allow the spreadsheet to be easily identified in terms of its purpose and content. Associated Assessment Criteria 1 The spreadsheet application program is opened. Notes Range Associated Assessment Criteria 2 A new spreadsheet is created. Notes Range At least 4 columns and 4 rows of data are entered, no calculations. Associated Assessment Criteria 3 Methods of moving the cell cursor are demonstrated in order to move about the spreadsheet. Notes Range At least 2 methods are demonstrated. Associated Assessment Criteria 4 Saving spreadsheets is explained in terms of its purpose and the destination of the saved filed. Notes Range Associated Assessment Criteria 5 The spreadsheet is saved with a specific name in a specific folder. Notes Range At least two different methods of saving a spreadsheet. Associated Assessment Criteria 6 The spreadsheet is closed. Notes Range Associated Assessment Criteria 7 An existing spreadsheet is opened and closed. Notes Range Associated Assessment Criteria 8 The spreadsheet application program is closed. Notes Range SPECIFIC OUTCOME 3 Produce a spreadsheet from a given specification. Notes Range At least 8 rows and 5 columns should be contained in the spreadsheet produced. Associated Assessment Criteria 1 A spreadsheet is produced with the required data from given specification. Notes Range Text, numbers, dates. Associated Assessment Criteria 2 Formula are entered to achieve the given specification. Notes Range Formulae: addition, subtraction, division, multiplication, sum. Associated Assessment Criteria 3 The differences between data cells, label cells, and formula cells are explained. Notes Range Associated Assessment Criteria 4 The spreadsheet is in accordance with the given specifications. Notes Range Associated Assessment Criteria 5 Practices are demonstrated to ensure the integrity of the data. Notes Range Check against data source, check-totals, audit formulae. Associated Assessment Criteria 6 The benefits of saving a file in different formats is explained. Notes Range Formats: Text, CSV, HTML, other software versions, other software types. Associated Assessment Criteria 6 The benefits of saving a file in different formats is explained. Notes Range Formats: Text, CSV, HTML, other software versions, other software types. Associated Assessment Criteria 7 A spreadsheet is saved in a different format. Notes Range At least two of: Text, CSV, HTML, other software versions, other software types. SPECIFIC OUTCOME 4 Edit a spreadsheet. Notes Range Associated Assessment Criteria 1 An existing spreadsheet is opened. Notes Range Associated Assessment Criteria 2 Cells are selected for manipulation and de-selected. Notes Range Cell, cell range, entire column, entire row, entire spreadsheet. Associated Assessment Criteria 3 Cells are manipulated. Notes Range Move, copy, delete. Associated Assessment Criteria 4 Use the automatic fill feature to automatically enter data in cells. Notes Range At least two of: Year, Quarter, Month, Week, Day. Associated Assessment Criteria 4 Use the automatic fill feature to automatically enter data in cells. Notes Range At least two of: Year, Quarter, Month, Week, Day. Associated Assessment Criteria 5 Text is located and replaced in a spreadsheet by using features of the application. Notes Range SPECIFIC OUTCOME 5 Format a spreadsheet. Notes Range Associated Assessment Criteria 1 Cells are formatted using formatting features of the spreadsheet application. Notes Range Formatting features include the following: Style, Alignment, Font, Background colour. At least one option listed out of each formatting feature must be performed: Style (Text, number, date, currency, percentage), Alignment (left, center, right, justified, text direction), Font (type, size, style - italic, bold, underlined, colour, strike-through, superscript, subscript), Background colour. Associated Assessment Criteria 2 Rows are formatted. Notes Range Height, automatic fit. Associated Assessment Criteria 3 Columns are formatted. Notes Range Width, automatic fit. SPECIFIC OUTCOME 6 Check spelling and grammar in a spreadsheet. Notes Range Associated Assessment Criteria 1 The dictionary to be used for spelling and word usage is set up. Notes Range Associated Assessment Criteria 2 Text is entered and corrected automatically while entering. Notes Range Associated Assessment Criteria 3 Text is checked for spelling and grammar and corrections made based on judgement. Notes Range Cell, range of cells. Associated Assessment Criteria 4 Words are added to the custom dictionary. Notes Range SPECIFIC OUTCOME 7 Print a spreadsheet using features specific to spreadsheets. Notes Range Associated Assessment Criteria 1 The printing of gridlines is altered. Notes Range Printing of gridlines on or off. Associated Assessment Criteria 2 A row is selected to print on each page of the printed spreadsheet. Notes Range Associated Assessment Criteria 3 Different ways of printing sheets within a spreadsheet are demonstrated, according to given specifications. Notes Range Different ways include but are not limited to: ● Entire workbook, active sheets. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Proficient in relevant application packages. ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a spreadsheet application to perform calculations. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by using a spreadsheet application to organize information into rows and columns for a specific purpose. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by using a spreadsheet application to organize and perform calculations. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a spreadsheet application to organize information into rows and columns for a specific purpose to each communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a spreadsheet application effectively. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7572, which was "Demonstrate knowledge of and produce computer spreadsheets using basic functions", Level 2, 3 Credits. Assessor Notes: ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface.
Use a Graphical User Interface (GUI)-based word processor to create and edit documentsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: ● Demonstrate an understanding of the principles of word processing. ● Create, open and save documents. ● Produce a document from given text. ● Format a document. ● Edit a document. ● Check spelling and grammar in a document. ● Adjust the display characteristics. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training(GET) level. ● ID 116932: Operate a personal computer system, NQF level 1. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF level 1. UNIT STANDARD RANGE ● This standard is applicable to any word processor application that runs on any Graphical User Interface(GUI) operating systems. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Demonstrate an understanding of the principles of word processing. Notes Range Associated Assessment Criteria 1 Word processing is defined in terms of its purpose and use. Notes Range Associated Assessment Criteria 2 Documents that can be produced using a word processor are provided, with relevant examples. Notes Range At least three examples. Associated Assessment Criteria 3 The benefits of using a word processor for producing documents are explained. Notes Range At least three benefits. SPECIFIC OUTCOME 2 Create, open and save documents. Notes Range When creating new documents, the name of the new document must allow the document to be easily identified in terms of its purpose and content. Associated Assessment Criteria 1 The word processing program is opened. Notes Range Associated Assessment Criteria 2 The parts of the word processor window are described in terms of their features and use. Notes Range At least 2 of: Menu Bar, Toolbar, Status Bar, scroll bar, ruler. Associated Assessment Criteria 3 A new document is created. Notes Range Associated Assessment Criteria 4 Saving documents is explained in terms of its purpose and the destination of the saved filed. Notes Range Associated Assessment Criteria 5 The document is saved with a specific name in a specific folder. Notes Range At least two different methods of saving a document. Associated Assessment Criteria 6 The document is closed. Notes Range
Range Associated Assessment Criteria 8 The word processing program is closed. Notes Range SPECIFIC OUTCOME 3 Produce a document from given text. Notes Range Associated Assessment Criteria 1 A document is produced with the required data from given text. Notes Range Associated Assessment Criteria 2 The document is saved regularly to avoid loss of data. Notes Range Associated Assessment Criteria 3 The benefits of saving a file in different formats are explained. Notes Range At least two of: RTF, Text, HTML, other software versions, other software types. Associated Assessment Criteria 4 A document is saved in a different format. Notes Range At least two of: RTF, Text, HTML, other software versions, other software types. SPECIFIC OUTCOME 4 Format a document. Notes Range Associated Assessment Criteria 1 A paragraph is manually formatted. Notes Range Alignment, justification, line spacing, indentation, paragraph spacing, line and page break control, hyphenation. Associated Assessment Criteria 2 Text is manually formatted. Notes Range At least three of: Font (type, size, style - italic, bold, underlined), font colour, font effects (shadow, small capitals, outline, strike-through, superscript, subscript). SPECIFIC OUTCOME 5 Edit a document. Notes Range Associated Assessment Criteria 1 Data is inserted into a document. Notes Range Method of input: insert, typeover; type of data: text, special characters, page break. Associated Assessment Criteria 2 Text is selected for manipulation and de-selected. Notes Range ● Method of selection: keyboard, mouse. ● Selection text: word, line of text, sentence, paragraph, entire document. Associated Assessment Criteria 3 Text is manipulated. Notes Range Move, copy, delete. Associated Assessment Criteria 4 The format of selected text is copied to other text. Notes Range Selected text may be any of: word, line of text, sentence, paragraph, entire document. Associated Assessment Criteria 5 Text is located and replaced in a document. Notes Range SPECIFIC OUTCOME 6 Check spelling and grammar in a document. Notes Range Associated Assessment Criteria 1 Text is entered and corrected automatically while entering. Notes Range
Range Word, paragraph, document. Associated Assessment Criteria 3 Words are added to the custom dictionary. Notes Range SPECIFIC OUTCOME 7 Adjust the display characteristics. Notes Range Associated Assessment Criteria 1 The page view mode is changed. Notes Range Any three of: normal, web, print layout, outline, draft, multi-page. Associated Assessment Criteria 2 The document view is increased and decreased. Notes Range Using a zoom feature. Associated Assessment Criteria 3 Toolbars are removed and added. Notes Range Associated Assessment Criteria 4 Ruler is viewed and removed. Notes Range Associated Assessment Criteria 5 Non-printing characters are displayed and removed. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS ● The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using a word processing application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one's activities responsibly and effectively by understanding the saved destination and file name conventions. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by effectively using the Help function and by using the check for synonyms and antonyms. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by organising the text within a document. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a word processing application to create and edit documents. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by understanding the application of formats, effects and graphics in documents. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced: ● 7568, which was " Demonstrate knowledge of and produce word processing documents using basic functions", Level 2, 3 Credits. ● 7570, which was "Produce word processing documents for business", Level 3, 5 Credits. Assessor Notes: ● Given text for specific outcome 3 to have a minimum of 150 words and a maximum of 300 words. ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC-Personal computer. ● CD-Compact disk. ● GUI-Graphical User Interface.
Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problemPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to plan, produce, use and spreadsheets to solve problems using a Graphical User Interface (GUI)-based spreadsheet application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Prepare and produce a spreadsheet to provide a solution to a given problem. ● Adjust settings to customise the view and preferences of the spreadsheet application. ● Work with multiple worksheets. ● Apply formulae to worksheets to provide alternative solutions to a problem. ● Apply simple built-in functions of the spreadsheet application to the given problem. ● Apply formatting to a spreadsheet applicable to the given problem. ● Use special effects to improve the presentation of the spreadsheet. ● Evaluate a spreadsheet. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 2. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF level 1. ● ID 116937 Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets, NQF level 2. UNIT STANDARD RANGE This standard is applicable to any spreadsheet application that runs on any Graphical User Interface(GUI) operating system: ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Prepare and produce a spreadsheet to provide a solution to a given problem. Notes Range
Associated Assessment Criteria 1 An outline solution is developed to meet the requirements of a given brief. Notes Range Associated Assessment Criteria 2 The spreadsheet produced addresses the given problem. Notes Range SPECIFIC OUTCOME 2 Adjust settings to customise the view and preferences of the spreadsheet application to suite the solution created for the given problem. Notes Range Associated Assessment Criteria 1 Toolbar menus are switched off and on. Notes Range Associated Assessment Criteria 2 The view of the spreadsheet is enlarged and made smaller. Notes Range Associated Assessment Criteria 3 The way that the spreadsheet is viewed is changed. Notes Range Associated Assessment Criteria 4 Cells are frozen to prevent scrolling. Notes Range Row, column, both. Associated Assessment Criteria 5 The default file location is changed. Notes Range Associated Assessment Criteria 6 A user name is added to the file. Notes Range SPECIFIC OUTCOME 3 Work with multiple worksheets to suite the solution to the given problem. Notes Range Associated Assessment Criteria 1 The purpose of using multiple worksheets within one spreadsheet file are explained with examples. Notes Range Associated Assessment Criteria 2 New worksheets are opened. Notes Range Minimum 3 worksheets. Associated Assessment Criteria 3 Worksheets are renamed in terms of their purpose within the solution to the given problem. Notes Range Each worksheet to have a different name, with a purpose within the solution. Associated Assessment Criteria 4 Cells are manipulated between worksheets. Notes Range Cell range at least two of: ● Cell, range of cells, entire columns, entire row, entire worksheet. Type of manipulation: ● move, copy. Associated Assessment Criteria 5 A worksheet within a workbook (or spreadsheet) is deleted. Notes Range SPECIFIC OUTCOME 4 Apply formulae to worksheets to provide alternative solutions to the given problem. Notes Range Formulae to include at least 3 of: ● Addition(+), subtraction (-), multiplication (*), division (/), percentage (%). Associated Assessment Criteria 1 Formulae are entered taking into consideration the natural order of operation. Notes Range Associated Assessment Criteria 2 Formulae are entered to deliberately change the natural order of operation. Notes Range Associated Assessment Criteria 3 Formula error messages are correctly interpreted and the formula corrected accordingly. Notes Range Associated Assessment Criteria 4 The difference between relative and absolute cell addressing is demonstrated by using it in a formula. Notes Range Associated Assessment Criteria 5 Data are changed to test possible solutions to the given problem without having to change formulae. Notes Range Associated Assessment Criteria 6 Scenarios are created that demonstrate different possible outcomes. Notes Range SPECIFIC OUTCOME 5 Apply simple built-in functions of the spreadsheet application to the given problem. Notes Range Associated Assessment Criteria 1 Functions are explained in terms of their purpose, use and construct. Notes Range At least one function to be used as an example. Associated Assessment Criteria 2 Simple Mathematical functions are applied to the given problem. Notes Range At least the following functions: ● Sum a range, round to a specified number of decimals. Associated Assessment Criteria 3 Statistical functions are applied that achieve the anticipated result. Notes Range At least two of the following functions: ● Average a range, count the number of cells that contain numbers, find the highest value in a range, find the lowest value in a range. SPECIFIC OUTCOME 6 Apply formatting to a spreadsheet applicable to the given problem. Notes Range Associated Assessment Criteria 1 Methods of automatically formatting a spreadsheet are explained. Notes Range Templates, styles, manual. Associated Assessment Criteria 2 A spreadsheet is created using a template. Notes Range Associated Assessment Criteria 3 Cells are formatted using styles. Notes Range Number, date, currency, percentage. Associated Assessment Criteria 4 Formats are copied between cells. Notes Range SPECIFIC OUTCOME 7 Use special effects to improve the presentation of the spreadsheet. Notes Range Associated Assessment Criteria 1 Text is centered across a cell range. Notes Range Associated Assessment Criteria 2 Orientation of text within a cell is changed. Notes Range Associated Assessment Criteria 3 A border is applied to cells and removed from cells. Notes Range Cell, range of cells, entire column, entire row. Associated Assessment Criteria 4 Fill (shading) is applied to cells and removed from cells. Notes Range Cell, range of cells, entire column, entire row. SPECIFIC OUTCOME 8 Evaluate a spreadsheet to comply with the given problem. Notes Range Associated Assessment Criteria 1 The spreadsheet is evaluated for compliance with a given problem, appropriate formatting, readability, legibility, presentation, accuracy, and data integrity. Notes Range Associated Assessment Criteria 2 The spreadsheet is modified if required and compliance with the brief is confirmed. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: Quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a spreadsheet application to perform calculations. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by using a spreadsheet application to organize information into rows and columns for a specific purpose. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by using a spreadsheet application to organize and perform calculations. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a spreadsheet application to organize information into rows and columns for a specific purpose to each communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a spreadsheet application effectively. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard replaces unit standard 7567, "Produce and use spreadsheets for business", Level 3, 5 credits. Assessor Notes: ● Learners are required to plan, produce, use and evaluate a spreadsheet to provide a solution to a given problem. The problem may be either part of the learner`s employment tasks (in the case of workplace assessment) or be a set exercise. ● The supplied brief must clearly identify the outcomes to be met by the solution. The brief must contain detailed specifications against which the success or otherwise of the spreadsheets can be evaluated. ● The supplied brief must incorporate requirements to ensure that all assessment criteria are met. ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC-Personal computer. ● CD-Compact disk. ● GUI-Graphical User Interface.
Use a GUI-based word processor to create merged documentsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to enhance document appearance using a GUI-based word processor either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Describe the uses of merged documents. ● Create a merged document. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 2. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF level 1. ● ID 117924: Use a Graphical User Interface (GUI)-based word processor to format documents, NQF level 2. UNIT STANDARD RANGE ● This standard is applicable to any word processor application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Describe the uses of merged documents. Notes Range Associated Assessment Criteria 1 Merging of documents is described in terms of its usage. Notes Range Main document, data source, merged document. Associated Assessment Criteria 2 Applications for merged documents are described in term of their benefits. Notes Range Benefits include bat are not limited to at least three of: ● Mass-producing letters, mass-producing labels, mass-producing forms, mass-producing contracts, creating a catalogue. SPECIFIC OUTCOME 2 Create a merged document. Notes Range Associated Assessment Criteria 1 A data source is created and saved that will be merged with various documents. Notes Range Data source to contain at least 5 fields and 5 records. Associated Assessment Criteria 2 Documents that suitable for merging with data sources (referred to as main documents) are identified and created with given reasons for suitability. Notes Range Main document to have: at least 4 of fields of the data source, one field to appear more than once. Associated Assessment Criteria 3 A merged document is created and saved thru the use of the merge function of a word processing application. Notes Range At least two of: letters, labels, forms, envelopes using an existing data source within a word processor, using an external database. Associated Assessment Criteria 4 Edit a data source and re-produce a merged document to prove the purpose of document merging. Notes Range Add record, delete record, sort record, change record. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by effectively using merged documents. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by setting up the necessary files to merge documents. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by setting up the necessary files to merge documents. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using merged documents. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by demonstrating responsibility in the set up and use of merged documents. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by merging external data into a master document. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7570, which was "Produce word processing documents for business", Level 3, 5 Credits. Assessor Notes: ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC-Personal computer. ● CD-Compact disk. ● GUI-Graphical User Interface. Using a Graphical User Interface (GUI)-based spreadsheet application, enhance the functionality and apply graph /charts to a spreadsheetPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to enhance spreadsheet appearance using a Graphical User Interface (GUI)-based spreadsheet application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Create and edit a graph/chart. ● Load data from an external data source to produce a given spreadsheet result. ● Insert and edit objects in a spreadsheet. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 3. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● "Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem" (ID 116940 - NQF level 3). UNIT STANDARD RANGE ● This standard is applicable to any spreadsheet application that runs on any Graphical User Interface (GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Create and edit a graph. Notes Range Graph refers to all types of graphs and/or charts. Associated Assessment Criteria 1 The major graph types are defined in terms of their purpose. Notes Range At least 3 of: Pie, Bar, Column, Line, Scatter, Area. Associated Assessment Criteria 2 A graph is created from a given data source. Notes Range At least 2 of: Pie, Bar, Column, Line, Scatter, Area. Associated Assessment Criteria 3 A graph is edited. Notes Range At least 3 of: Graph title, axis titles, data labels, background colour, line or bar colour. Associated Assessment Criteria 4 The graph type is changed. Notes Range Associated Assessment Criteria 5 A graph is copied and moved based on given specifications. Notes Range Within a worksheet, to a different worksheet, to a different spreadsheet file. Associated Assessment Criteria 6 A graph is resized. Notes Range Associated Assessment Criteria 7 A graph is deleted from a spreadsheet. Notes Range SPECIFIC OUTCOME 2 Load data from an external data source to produce a given spreadsheet result. Notes Range Associated Assessment Criteria 1 The external data file is checked to ensure that the input into a spreadsheet will achieve the required results. Notes Range Associated Assessment Criteria 2 The format of the input file is determined to ensure correct input into a spreadsheet. Notes Range Tables from another source. Associated Assessment Criteria 3 The data is copied into the spreadsheet. Notes Range Associated Assessment Criteria 4 The resulting spreadsheet is in accordance with the given spreadsheet result. Notes Range SPECIFIC OUTCOME 3 Insert and edit objects into a spreadsheet. Notes Range Any 2 of the following objects: pictures, images, charts, autoshapes. Associated Assessment Criteria 1 An object is inserted into a spreadsheet. Notes Range At least 2 of the following: picture, image, chart, autoshape. Associated Assessment Criteria 2 A selected object is manipulated in a spreadsheet. Notes Range At least 2 of the following: move, copy, resize. Associated Assessment Criteria 3 Use a drawing tool to draw an object in the spreadsheet. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a spreadsheet application to perform calculations. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by using a spreadsheet application to organize information into rows and columns for a specific purpose. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by using a spreadsheet application to organize and perform calculations. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a spreadsheet application to organize information into rows and columns for a specific purpose to each communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a spreadsheet application effectively. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by understanding the application of formats, effects and graphics in documents. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES Assessor Notes: The following must be made available to the learner at the start of the assessment: ● ClipArt gallery. ● At least one picture and one image in: JPEG, WMF, BMP format. GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface.
Use electronic mail to send and receive messagesPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use electronic mail to send and receive messages either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: ● Understand the concepts and terms of electronic messaging. ● Create and send an E-mail message. ● Receive and respond to e-mails. ● Work with multiple E-mail messages. ● Adjust settings to customise the view and preferences of the E-mail application. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Mathematical literacy and communication skills at least at NQF Level 1. ● Operate a personal computer system (ID 116932 - NQF Level 1). ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1). UNIT STANDARD RANGE ● This standard is applicable to any messaging application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Understand the concepts and terms of electronic messaging. Notes Range Associated Assessment Criteria 1 The structure of an email address is explained using an example. Notes Range Associated Assessment Criteria 2 Aspects of E-Mail Etiquette are described with examples. Notes Range Aspects: content, subject line, privacy, confidentiality, viruses. Associated Assessment Criteria 3 The benefits of using Email are explained within a specific context. Notes Range May include but is not limited to - speed, cost, time, time zones, portability. Associated Assessment Criteria 4 The limitations of using the Internet are explained with examples. Notes Range May include but is not limited to - viruses, security, inappropriate use of Email, attachments. SPECIFIC OUTCOME 2 Create and send an E-mail message. Notes Range When creating new E-mails, the message header/subject line of the new E-mail must allow the E-mail to be easily identified in terms of its purpose and content. Associated Assessment Criteria 1 The electronic mail application is opened in order to prepare for working with E-mail messages, and closed oncw finished working with E-mail messages. Notes Range Associated Assessment Criteria 2 The message is addressed to the required recipients. Notes Range Single and multiple recipients; addressee and CC. Associated Assessment Criteria 3 The message header (subject) is consistent with the message purpose, and target audience. Notes Range Associated Assessment Criteria 4 Message test is manipulated and checked for spelling mistakes prior to sending. Notes Range Manipulation include: copied, moved, deleted. Copy and move to be demonstrated within and Email message and between E-mail messages. Associated Assessment Criteria 5 A file is attached to the email message. Notes Range Associated Assessment Criteria 6 An attachment is deleted from an E-mail message. Notes Range Associated Assessment Criteria 7 A connection is established with an Internet Service Provider. Notes Range Associated Assessment Criteria 8 The E-mail is sent to and received by the intended recipients. Notes Range Associated Assessment Criteria 9 The electronic mail application program is closed. Notes Range SPECIFIC OUTCOME 3 Receive and respond to e-mails. Notes Range Associated Assessment Criteria 1 The senders of the incoming mail are identified. Notes Range Associated Assessment Criteria 2 The contents of incoming E-mails are displayed. Notes Range Message, attached files. Associated Assessment Criteria 3 Precautions are observed when receiving mail. Notes Range Includes but is not limited to - viruses, discussion lists, spam. Associated Assessment Criteria 4 Received E-mail messages are viewed in the inbox of the Email application. Notes Range Associated Assessment Criteria 5 Attached files are processed according to given specification. Notes Range Attachment processing may include any of the following: Saving, modifying, forwarding. Associated Assessment Criteria 6 Incoming mail is highlighted according to required specifications. Notes Range Specifications include but are not limited to: ● Flagged for future follow-up, marked as read/unread. Associated Assessment Criteria 7 Response to incoming mail is conducted according to given specifications. Notes Range Specification include but are not limited to: ● Reply to sender, reply to all, forward; inclusive and exclusive of the original message.
Range Associated Assessment Criteria 1 An E-mail is printed to the default printer. Notes Range A whole E-mail, specific text within an E-mail message. SPECIFIC OUTCOME 5 Work with multiple E-mail messages. Notes Range Associated Assessment Criteria 1 A number of E-mail messages are opened for processing. Notes Range Minimum 3 E-mail messages. Associated Assessment Criteria 2 Control is switched between the open E-mail messages. Notes Range Associated Assessment Criteria 3 Text is manipulated between active E-mail messages. Notes Range Minimum of 2 active E-mail messages; type of manipulation: move, copy. Associated Assessment Criteria 4 Text is copied to an E-mail message from another source. Notes Range Any source other than an E-mail source can be included: Word processor, Web page. Associated Assessment Criteria 5 Text is deleted from an E-mail message. Notes Range Associated Assessment Criteria 6 An E-mail message is deleted. Notes Range Sent to an archive facility and deleted completely. SPECIFIC OUTCOME 6 Adjust settings to customise the view and preferences of the Email application. Notes Range Associated Assessment Criteria 1 Toolbar menus are switched off and on according to use in current situation. Notes Range Associated Assessment Criteria 2 The current view headings are changed according to given requirements. Notes Range Additional columns are added or deleted from the current view. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using an Email application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by organizing email messages into relevant folders within an Email application. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by receiving, analyzing, organizing and critically evaluating email messages sent and received. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by creating and responding to Emails relevant to a specific topic. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using an Email application to communicate to others in various places in a wide spread area. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7571, which was " Demonstrate the ability to use electronic mail software to send and receive messages", Level 2, 3 Credits. Assessor Notes: Definitions: ● "Internet" refers to a global network connecting millions of computers. More than 100 countries are linked into exchanges of data, news and opinions. ● "Web Browser" refers to a software application used to locate and display web pages. The two most popular browsers are Netscape Navigator and Microsoft Internet Explorer. Both of these are graphical browsers, which means that they can display graphics as well as text. This unit standard is not suitable for assessment by simulation. Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. ● LAN - Local area network. ● ISP - Internet Service Provider.
Managing files in a Graphical User Interface (GUI) environmentPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use Graphical User Interface (GUI)-based operating systems either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Identify the different storage devices on a computer. ● Explain the concepts of files on a computer in a GUI environment. ● Locate files in a GUI environment. ● Work with computer files in a GUI environment. ● Protect computer files in a GUI environment. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Communication skills at least at General Education and Training(GET) Level. ● Operate a personal computer system (ID 116932 - NQF Level 1). ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1). UNIT STANDARD RANGE ● This standard is applicable to any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. ● Files are used in a generic form in this standard. It can refer to any "object" with similar properties. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify the different storage devices on a computer, using operating system features where applicable. Notes Range Associated Assessment Criteria 1 Storage devices are physically identified. Notes Range Hard drive, additional hard drive (if present), "stiffy" drive, CD-ROM, flashdrive. Associated Assessment Criteria 2 Storage devices are logically identified by their drive label. Notes Range Whichever is present: ● A:, B:, C:, D:, E:, F: (at least two). Associated Assessment Criteria 3 Storage space on a storage device is identified using the operating system features. Notes Range Storage space used and unused storage space needs to be identified using the operating system. SPECIFIC OUTCOME 2 Explain the concepts of files on a computer in a GUI environment. Notes Range Associated Assessment Criteria 1 A file is explained with reference to its use on a computer. Notes Range A method for storing related information electronically, A method for keeping information for future retrieval, even after physical power to a computer has been lost. Associated Assessment Criteria 2 The method of organising files on a computer is described. Notes Range Windows: folders, non-windows: ● Directories. Associated Assessment Criteria 3 The "path" (or location) of the file is described in terms of its extended name. Notes Range Associated Assessment Criteria 4 The file type is identified from the name of the file. Notes Range Associated Assessment Criteria 5 File types are explained. Notes Range At least 4 of: ● .exe, .tmp, .txt, .mpeg, .jpg, .tif, .gif, .rtf, .zip, .wav, .mp3, .doc, .xls, .ppt, .mdb. .pdf. Associated Assessment Criteria 6 The hierarchical structure of folders/directories is explored and explained. Notes Range Associated Assessment Criteria 7 File compression is described in terms of its use and benefits. Notes Range SPECIFIC OUTCOME 3 Locate files in a GUI environment. Notes Range Associated Assessment Criteria 1 Files are located by file name search and file organising utilities. Notes Range Two of: ● Wild cards, search, folders/directories, explore. Associated Assessment Criteria 2 Methods of viewing file lists are demonstrated. Notes Range Two of: ● List, small icons, large icons, detailed view. Associated Assessment Criteria 3 File lists are sorted. Notes Range By file name, date, file type. Associated Assessment Criteria 4 A specific folder is located and selected. Notes Range Associated Assessment Criteria 5 Methods of selecting more that one file are demonstrated. Notes Range Adjacent files, non-adjacent files.
Range Right click on file name, File menu. SPECIFIC OUTCOME 4 Work with computer files in a GUI environment. Notes Range When creating new folders/directories and files, the name of the new folder/directory or file must be descriptive to allow it to be easily identified in terms of its purpose and content. Associated Assessment Criteria 1 New folders/directories are created. Notes Range To a minimum hierarchy of 3 levels. Associated Assessment Criteria 2 The number of files in a folder/directory is identified using the operating system. Notes Range Associated Assessment Criteria 3 Files are manipulated. Notes Range ● Types of manipulation: Copy, Move, rename, delete, compress/de-compress (at least two types). ● Ways of manipulation: From one folder to another, within a folder, from one device to another (at least two ways). SPECIFIC OUTCOME 5 Protect computer files in a GUI environment. Notes Range Associated Assessment Criteria 1 Common threats to the integrity of information held in computer files are explained. Notes Range Any two of: ● Loss, unauthorised access, viruses, defect equipment. Associated Assessment Criteria 2 Methods of protecting files are explained. Notes Range Backups, read-only, password. Associated Assessment Criteria 3 Files are backed-up using the operating system backup facility. Notes Range Associated Assessment Criteria 4 Files are restored using the operating system restore facility. Notes Range Associated Assessment Criteria 5 Other methods of backing up and restoring files are described. Notes Range Any one of: ● Copy, diskcopy, or any other industry copying tool. Associated Assessment Criteria 6 Different backup devices are identified. Notes Range Any two of: ● Stiffy, CD, tape streamer, memory stick, fileserver. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding how to manage files in a Graphical User Interface (GUI)-based operating system. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively made by using files in a Graphical User Interface (GUI)-based operating system. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by understanding how to manipulate files using a Graphical User Interface (GUI)-based operating system. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using files & storage devices in a Graphical User Interface (GUI)-based operating system effectively and responsibly. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced: ● 7547, which was "Operate a personal computer system ", Level 2, 6 Credits. ● 7548, which was " Use personal computer operating system", Level 2, 3 Credits. Supplementary Information: Where not specified otherwise, all options in the range statement must be covered to confirm that a learner is competent in the specific outcome. Definitions: Disks or storage devices - This refers to all types of removable storage devices, like a harddrive, CD, Stiffy, Floppy, Flashdrive etc. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. Notes: GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.
Use generic functions in a Graphical User Interface (GUI)-environmentPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Use the desktop of a Graphical User Interface (GUI)-based operating system. ● Use the features of a GUI Window. ● Use of the Help facility in a GUI environment. ● Use a pointing device in a GUI environment. ● Use generic print options in a GUI environment. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training (GET) Level. ● Operate a personal computer system (ID 116932 - NQF Level 1). UNIT STANDARD RANGE ● This standard is applicable to any application that runs on any Graphical User Interface(GUI) operating systems. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Use the desktop of a Graphical User Interface (GUI)-based operating system. Notes Range Any GUI applications available to the learner can be chosen for this outcome. Associated Assessment Criteria 1 Graphical User Interface (GUI)-based operating systems are defined and an example of a Graphical User Interface (GUI)-based operating system is given. Notes Range
Range Any two of: ● ICONs, Taskbar (or action bar), Background, Themes, Display settings, Activation button (Start). Associated Assessment Criteria 3 The term "ICON" is described and standard icons identified on the GUI "desktop". Notes Range Any two of: ● My Computer, My Documents, Network Neighbourhood/My Network Places. Associated Assessment Criteria 4 ICONS are rearranged on the "desktop", showing the different options. Notes Range Any two of: ● Auto arrange, manual, by file type, aligned. Associated Assessment Criteria 5 A desktop short-cut (ICON) is created. Notes Range One of: ● Text document, presentation file, spreadsheet file. Associated Assessment Criteria 6 The elements on the Start Menu are described in terms of their purpose. Notes Range Any two of: ● Programs, Documents, Settings, Find, Help, Run. SPECIFIC OUTCOME 2 Use of the features of a GUI Window. Notes Range Any GUI applications available to the learner can be chosen for this outcome. Associated Assessment Criteria 1 Different types of windows are described and an example given for each one described. Notes Range Any 3 of: ● Modal/Non-Modal, pop-up, warning, error, information, application. Associated Assessment Criteria 2 An application is started from the Start Menu. Notes Range Associated Assessment Criteria 3 The parts of a window are described in terms of their features and use. Notes Range Any 4 of: ● Title Bar, Minimize Button, Maximize Button, Restore Button, Close Button, Menu Bar, Toolbar, Status Bar. Associated Assessment Criteria 4 GUI application windows are manipulated on a GUI desktop. Notes Range Opened, minimized, maximized, moved and closed. Associated Assessment Criteria 5 Implications of having more than one window open at the same time are described. Notes Range Active and inactive windows, impact on speed, switching between open windows. Associated Assessment Criteria 6 Multiple applications are started. Notes Range Associated Assessment Criteria 7 The "active" window is changed between applications. Notes Range Keyboard, mouse. SPECIFIC OUTCOME 3 Use of the Help facility in a GUI environment. Notes Range Associated Assessment Criteria 1 Different methods to launch the HELP facility in a GUI application are explained. Notes Range Menu option, <F1> key. Associated Assessment Criteria 2 The HELP facility is launched. Notes Range Associated Assessment Criteria 3 Different methods of finding information within the HELP facility are explained. Notes Range Any 2 of: ● Content, Index and Seach. Associated Assessment Criteria 4 Different methods of finding information within the HELP facility are demonstrated. Notes Range Any 2 of: ● Content, Index and Seach. SPECIFIC OUTCOME 4 Use a pointing device in a GUI environment. Notes Range Any one of: ● Mouse, trackball, touchpad, touchscreen. Associated Assessment Criteria 1 Different methods to select objects by using the device are demonstrated. Notes Range Single-click, Double-click, Alternate click. Associated Assessment Criteria 2 Different methods to select groups of objects by using the device are demonstrated. Notes Range Device + <Shift> (Range), Device + <Ctrl> (Multiple individual). Associated Assessment Criteria 3 A method of displaying device setting is demonstrated. Notes Range Any 2 of: ● Content, Index and Seach. Associated Assessment Criteria 4 A method of changing device setting is demonstrated, but changing the settings to allow alternate hand settings. Notes Range From right- to left-handed users, and back. Associated Assessment Criteria 5 Different methods to use the "drag-and-drop" concept are demonstrated in a GUI environment, allowing graphical objects to be moved around on in a GUI environment and explaining the difference between the methods being demionstrated. Notes Range Drag with SELECT button, drag with ALTERNATE SELECT button. SPECIFIC OUTCOME 5 Use generic print options in a GUI environment. Notes Range Associated Assessment Criteria 1 An object is previewed in print format. Notes Range Associated Assessment Criteria 2 How to change various print options before printing an object are demonstrated, explaining the effect of each. Notes Range Select the printer, number of copies, collate sequence. Associated Assessment Criteria 3 Different methods of altering various printer properties are demonstrated, to allow formatting of printing output. Notes Range Methods are: ● From within Print Options or "Page setup". ● Printer properties are: Paper size, orientation, paper source, resolution. Associated Assessment Criteria 4 Different methods of printing within any chosen application package are demonstrated, to allow formatting of printing output to a desired requirement. Notes Range Methods are: ● Printing all information or only selected information, printing in different sequences. Associated Assessment Criteria 5 An object is printed to the connected printer selected, resulting in a print job queue for the selected printer. Notes Range A whole object, a selected part of an object. Associated Assessment Criteria 6 Print job progress status in a print queue is viewed in the print queue manager software of the operating system. Notes Range Progress status includes: ● Paused, busy printing, being deleted.
Associated Assessment Criteria 7 Print jobs are manipulated in the print queue, to get the required result. Notes Range Manipulation includes: ● Pause, re-start, delete, refresh. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. This cover but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding a Graphical User Interface (GUI) environment. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively made by using generic functions a Graphical User Interface (GUI) environment. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by understanding the different parts of a Graphical User Interface (GUI) environment. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using generic functions a Graphical User Interface (GUI) environment effectively and responsibly. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced: ● 7547, which was "Operate a personal computer system ", Level 2, 6 Credits. ● 7548, which was " Use personal computer operating system", Level 2, 3 Credits. Supplementary Information: Where not specified otherwise, all options in the range statement must be covered to confirm that a learner is competent in the specific outcome. Assessor Notes: ● The learner must demonstrate skills for an object that spans multiple pages, where applicable. Definitions: ● Modal - A window that can be sized, moved, and does not force the focus on the screen (typically any application window). ● Non-Modal - A window that cannot be sized and forces the focus on the screen to it. Other windows cannot be used until this window is closed (typically any error msg window that forces an answer). ● Print job - Any object that is printed is sent to a print facility of a printer as a print object referred to as a print job. ● Print Queue - Any object that is printed is sent to a print facility as a print job, and is being placed on a print queue, allowing multiple printouts to be send to a printer before other printing has completed. Abbreviations: ● PC - Personal computer. ● GUI - Graphical User Interface. Notes: Generic GUI functions like printing, using a pointing device and using the HELP facility are covered in this standard and should not be assessed as part of other standards using these facilities. Learners can choose any applicable software package being assessed to demonstrate the required outcomes listed. This allows both the generic and specific parts to be covered in an integrated manner, without repeating the assessment of such competencies.
Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation according to a given briefPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to plan, produce, use and evaluate presentations using a Graphical User Interface (GUI)-based presentation application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Prepare and produce a presentation according to a specified brief. ● Adjust settings to customise the view and preferences of the presentation application. ● Work with multiple presentations. ● Format a presentation. ● Use special presentation effects. ● Apply special formatting to a presentation. ● Customise a presentation for a specified purpose. ● Evaluate a presentation produced for a specified purpose. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 1. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations. (ID 116933 - NQF level 1). UNIT STANDARD RANGE ● This standard is applicable to any presentation application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Prepare and produce a presentation according to a specified brief. Notes Range The brief should identify the topics, purpose, time limits and target audience of the presentation. Associated Assessment Criteria 1 A presentation is prepared to meet the requirements of a supplied brief. Notes Range Associated Assessment Criteria 2 The prepared presentation shows the topic, purpose, for target audience of the given brief. Notes Range Associated Assessment Criteria 3 The presentation incorporates information consistent with the topic, purpose and target audience of the given brief. Notes Range Associated Assessment Criteria 4 The presentation is prepared in line with the time limits set in the brief. Notes Range SPECIFIC OUTCOME 2 Adjust settings to customise the view and preferences of the presentation application. Notes Range Associated Assessment Criteria 1 View is increased and decreased, according to given specifications. Notes Range Zoom feature or equivalent is used for the view. Associated Assessment Criteria 2 The view mode is changed. Notes Range Associated Assessment Criteria 3 Toolbar menus are switched off and on, to improve the working view of the application. Notes Range Associated Assessment Criteria 4 The slide format of a presentation is changed, according to given specifications. Notes Range Size of slide, slide orientation. SPECIFIC OUTCOME 3 Work with multiple presentations. Notes Range Associated Assessment Criteria 1 A number of existing presentations are opened. Notes Range Minimum 2 presentations. Associated Assessment Criteria 2 Control is switched between the open presentations. Notes Range Associated Assessment Criteria 3 Text is manipulated between active presentations. Notes Range Minimum of 2 active presentations; type of manipulation: move, copy. SPECIFIC OUTCOME 4 Format a presentation according to given specifications. Notes Range Associated Assessment Criteria 1 Methods of automatically formatting a presentation are explained. Notes Range Methods of formatting include: ● Presentation design templates, slide layout. Associated Assessment Criteria 2 A presentation is created using a presentation design template. Notes Range SPECIFIC OUTCOME 5 Use special presentation effects. Notes Range Tabs, Image, Bullets, Numbering, Borders, Fill. Associated Assessment Criteria 1 Tabs are set, reset and removed. Notes Range Tabs: left tab, right tab, centre tab, decimal align tab; at least 2 methods of setting tabs are demonstrated.
Range Associated Assessment Criteria 3 Bullets are applied to text and removed from text. Notes Range Automatic while entering, to existing text. Associated Assessment Criteria 4 Bullet formats are changed, according to given specifications, to enhance the presentation. Notes Range Bullet formatting include: Bullet character, bullet position, text position. Associated Assessment Criteria 5 Numbering is applied to text and removed from text. Notes Range Automatic while entering and/or to existing text; at least one of: single level numbering, multi-level numbering to at least three levels. SPECIFIC OUTCOME 6 Apply special formatting to a presentation, according to given specifications, to enhance the presentation. Notes Range Headers, footers, date, time, slide numbers. Associated Assessment Criteria 1 A footer is added to and removed from a presentation. Notes Range Associated Assessment Criteria 2 The current date and time is added to a presentation. Notes Range Specific slides, entire presentation. Associated Assessment Criteria 3 Page numbers are added to a presentation. Notes Range Associated Assessment Criteria 4 Notes are added as an aid to the presentation. Notes Range SPECIFIC OUTCOME 7 Customise a presentation for a specified purpose. Notes Range Associated Assessment Criteria 1 Slides are sorted into an order appropriate for the specified purpose. Notes Range Associated Assessment Criteria 2 Slides are hidden so that they will not be part of a presentation. Notes Range Associated Assessment Criteria 3 The presentation is presented for the specified purpose. Notes Range Associated Assessment Criteria 4 The presentation is navigated from within the slide presentation. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using a presentation application. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by understanding the saved destination and file name conventions. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by effectively using the Help function and by using the check for synonyms and antonyms, and searching for information in the presentation application. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a presentation to improve communication. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a presentation application to create and edit presentation. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES ● If the learner is required to enter text used for this unit standard, the entering of the text and the time taken to enter the text do not form part of the assessment of this standard. ● At least three presentations must be made available to the learner for use for the assessment task. ● Learners are required to prepare, produce, use and evaluate a presentation for a specified purpose. The purpose may either be a workplace task (in case of workplace assessment) or be a set exercise. ● The supplied brief must be a clear description of both the desirable outcomes sought and the constraints to be met by the presentation. It must contain detailed specifications against which the success or otherwise of the presentation can be evaluated. For the purpose of this unit standard the brief can be either created as part of the candidates employment (in the case of workplace assessment) or in response to a set task. ● The supplied brief must incorporate requirements to ensure that all assessment criteria are met. ● Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface.
Use a Graphical User Interface (GUI)-based word processor to format documentsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use advanced formatting to documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Work with multiple documents. ● Format text. ● Format paragraphs. ● Format pages. ● Format a document. ● Templates are used and created. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 1. ● ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF level 1. ● ID 116938: Use a Graphical User Interface (GUI)-based word processor to create and edit documents, NQFlevel 1. UNIT STANDARD RANGE ● This standard is applicable to any word processor application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Work with multiple documents within a word processing application. Notes Range Minimum 2 documents. Associated Assessment Criteria 1 A number of documents are opened, in order to switch control between them. Notes Range Associated Assessment Criteria 2 Documents are sized so that at least two documents can be seen at the same time. Notes Range Associated Assessment Criteria 3 Text is manipulated between active documents. Notes Range SPECIFIC OUTCOME 2 Format Text using a word processing application. Notes Range Associated Assessment Criteria 1 A border is applied to text and removed from text to enhance the look-and-feel of a document. Notes Range Associated Assessment Criteria 2 Shading is applied to text and removed from text. Notes Range Shading is also refers to a filling. Associated Assessment Criteria 3 The current date and time is added. Notes Range Associated Assessment Criteria 4 The use of an automatic field added capability of the word processor is demonstrated, in terms of its purpose and use to speed up typing of words and sentences. Notes Range Date, time, document information. Associated Assessment Criteria 5 Special characters and symbols are inserted into an existing word processing document. Notes Range Associated Assessment Criteria 6 Hyphenation is activated and applied into an existing word processing document. Notes Range At least one of the following: Automatic, soft, optional. Associated Assessment Criteria 7 Special effects are applied to text in an existing word processing document. Notes Range Animation, text border. Associated Assessment Criteria 8 Character Spacing is changed in an existing word processing document. Notes Range SPECIFIC OUTCOME 3 Format paragraphs. Notes Range Associated Assessment Criteria 1 Tabs are set, reset and removed from an existing word processing document. Notes Range Tabs: left tab, right tab, centre tab, decimal align tab, leading character tab; at least 2 methods of setting tabs are demonstrated. Associated Assessment Criteria 2 The default tab setting is changed in an existing word processing document. Notes Range Associated Assessment Criteria 3 Bullets are applied to and removed from an existing word processing document. Notes Range Automatic while entering, to existing text. Associated Assessment Criteria 4 Bullet formats are changed within an existing word processing document. Notes Range Bullet character, bullet position, text position. Associated Assessment Criteria 5 The difference between numbered text and outline numbered text is explained in terms of their use in an existing word processing document. Notes Range Associated Assessment Criteria 6 Numbering is applied to and removed from selected text in an existing word processing document. Notes Range Automatic while entering, to existing text; single level numbering, multi-level numbering to at least three levels. Associated Assessment Criteria 7 Numbering formats are changed within existing paragraph. Notes Range Number format, number style, number position, text position. Associated Assessment Criteria 8 A border is applied to and removed from an existing word processing document. Notes Range Associated Assessment Criteria 9 Paragraph spacing is changed in an existing word processing document. Notes Range Line spacing, before and after paragraph. SPECIFIC OUTCOME 4 Format Pages within an existing word processing document. Notes Range Associated Assessment Criteria 1 The page format of a document is changed according to given specifications. Notes Range Page size, page orientation, margins, layout. Associated Assessment Criteria 2 Manual Page breaks are inserted into an existing word processing document. Notes Range Associated Assessment Criteria 3 Page breaks are deleted from an existing word processing document. Notes Range Associated Assessment Criteria 4 A border is applied to and removed from an existing word processing document. Notes Range SPECIFIC OUTCOME 5 Format an existing word processing Document. Notes Range Associated Assessment Criteria 1 Methods of automatically formatting a document are explained. Notes Range Templates, styles, manual. Associated Assessment Criteria 2 A header is added to and removed from a document. Notes Range Associated Assessment Criteria 3 A footer is added to and removed from a document. Notes Range Associated Assessment Criteria 4 Page numbers are added to a document. Notes Range Associated Assessment Criteria 5 A document is split into sections according to given specifications. Notes Range Minimum 2 sections. Associated Assessment Criteria 6 Endnotes and footnotes are inserted into a document. Notes Range Associated Assessment Criteria 7 A Section Break is inserted into and deleted from an existing word processing document. Notes Range SPECIFIC OUTCOME 6 Templates are used and created to facilitate ease of use in future, by having default options when starting a new word processing document. Notes Range Associated Assessment Criteria 1 A document is created using an existing template. Notes Range Associated Assessment Criteria 2 A document is saved as a new template with a specific name and in a specific folder. Notes Range Associated Assessment Criteria 3 A created template is used to have pre-defined default options when starting a new word processing document. Notes Range Default options include but is not limited to: ● Document type, document format depending on type chosen. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by working with multiple documents, and applying special formatting to a document. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by switching control between documents and manipulating text between documents. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by selecting graphics, symbols and special characters to be included in the text. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by organising and formatting documents appropriately. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a word processing application to format documents. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced: ● " 7568, which was " Demonstrate knowledge of and produce word processing documents using basic functions", NQF Level 2, 3 Credits. ● " 7570, which was "Produce word processing documents for business", NQF Level 3, 5 Credits. Assessor Notes: ● If the learner is required to enter text used for this unit standard, the entering of the text and the time taken to enter the text do not form part of the assessment of this standard. ● At least three documents must be available for use for assessment. ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● " PC-Personal computer. ● " CD-Compact disk. ● " GUI-Graphical User Interface.
Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe mannerPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need a fundamental understanding of the concepts of Information and Communication Technology (ICT) either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Describe the components of Information and Communication Technologies. ● Describe the hardware components of a personal computer. ● Describe software for personal computers. ● Describe information networks in relation to ICT. ● Describe ergonomic principles for computer workstations. ● Explain health and safety when working with computers. ● Setup a computer workstation taking ergonomic principles and health and safety issues into account. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Mathematical literacy and communication skills at least at NQF level 1. UNIT STANDARD RANGE N/A SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Describe the components of Information and Communication Technologies. Notes Range Associated Assessment Criteria 1 Types of computers are described in terms of their size, application, and relation to each other. Notes Range Types of computers - at least five of: mainframes, minicomputers, personal computers, network computers (thin clients), laptop computers, multimedia computers, personal digital assistants (PDA). Associated Assessment Criteria 2 The components of a personal computer are described in terms of their role in the system as a whole is described. Notes Range Input, output, storage, peripherals, ROM, Ports (Serial, Parallel, USB). Associated Assessment Criteria 3 The major components of ICT is described in terms of their relationship to each other. Notes Range Components include but is not limited to: Client computers (typically PCs), Various Networks (LANs & WANs), server computers, the Internet. SPECIFIC OUTCOME 2 Describe the hardware components of a personal computer. Notes Range Associated Assessment Criteria 1 The Central Processing Unit (CPU) is described in terms of its purpose and functions. Notes Range Associated Assessment Criteria 2 The Memory of a personal computer is defined in terms of memory size, the types of memory and their purpose. Notes Range At least two of: Memory types: RAM, ROM, ROM-BIOS, Video memory, PROM. Associated Assessment Criteria 3 Input devices are identified and described in terms of their purpose and functions. Notes Range At least six of: Mouse, keyboard, trackball, microphone, touchpad, light pen, scanner, joystick, digital camera. Associated Assessment Criteria 4 Output devices are identified and described in terms of the variety, their purpose and functions. Notes Range At least four of: Monitors (Visual Display Units (VDU)), printers, plotters, speakers, speech synthesisers, microfilm (microfiche). Associated Assessment Criteria 5 Input/output devices are identified and described in terms of their purpose and function. Notes Range Touchscreen, modem. Associated Assessment Criteria 6 Storage devices are identified and described in terms of their purpose, capacity and functioning. Notes Range At least three of: Floppy/stiffy disks, hard disks, magnetic tape streamers, CD-ROM, ZIP drives and cartridges, flash disks. SPECIFIC OUTCOME 3 Describe software for personal computers. Notes Range Associated Assessment Criteria 1 The types of software are described in terms of purpose. Notes Range Operating system software, applications software. Associated Assessment Criteria 2 Operating system software is defined in terms of its function, providing examples of current OS software commonly in use. Notes Range Functions include but not limited to: Interface to hardware, interface between application software, interface to printing.OS software include but is not limited to: MS Windows, UNIX, Lunix, Macintosh. Associated Assessment Criteria 3 Applications software is defined and examples of applications software types and the specific application for each is described. Notes Range At least 3 of: word processing, spreadsheets, database, presentation, desktop publishing, multimedia applications, internet applications. SPECIFIC OUTCOME 4 Describe information networks in relation to ICT. Notes Range Associated Assessment Criteria 1 "Data communication" is defined in terms of its different forms of data communication and examples given. Notes Range Associated Assessment Criteria 2 The networking of computers are explained in terms of its use, advantages and disadvantages. Notes Range Associated Assessment Criteria 3 The terms LAN and WAN are explained in terms of their scope and usage. Notes Range Distinguish between same graphical area and wide spread area. Associated Assessment Criteria 4 Different types of telephone network connections used for access to the Internet are explained with examples. Notes Range Any 2 of: Analogue (Pulse), Digital (Tone), ADSL (Direct), Wireless. SPECIFIC OUTCOME 5 Describe ergonomic principles for computer workstations. Notes Range Associated Assessment Criteria 1 The ergonomic principles for computer workstations are explained in terms of their application and purpose. Notes Range Associated Assessment Criteria 2 Environmental conditions relating to ergonomics of computer workstations are explained in terms of their impact on personal well being. Notes Range At least two of the following: environmental conditions: lighting, ventilation, VDU positioning, VDU glare, seating, position and use of input devices (e.g. keyboard, mouse), breaks away from the computer. SPECIFIC OUTCOME 6 Explain health and safety when working with computers. Notes Range Associated Assessment Criteria 1 Current legislation related to health and safety in the ICT environment are identified and explained with examples. Notes Range Associated Assessment Criteria 2 Personal injuries related to incorrect ergonomics when working with computers are explained with examples. Notes Range At least two of the following: back pain, neck pain, repetitive strain injury (RSI), eye strain. Associated Assessment Criteria 3 Common precautions that can be taken when working with computers are explained in terms of how they ensure safe working environment. Notes Range At least two of the following: trailing power leads and/or cables, insecure power leads, worn or frayed power leads, overloaded power points. Associated Assessment Criteria 4 ICT working practices are explained in terms of ways to minimise the effect of working practices on the immediate environment. Notes Range At least two of the following: recycling paper, recycling ink/toner cartridges, redundant peripheral devices, low power options on devices, use of "standby" or "sleep" modes for devices, digital formats for communication and storage of documents. Effects can be harmful or positive. SPECIFIC OUTCOME 7 A computer workstation is set up taking ergonomic principles and health and safety issues into account. Notes Range Associated Assessment Criteria 1 The computer workstation is set up taking ergonomic principles into account. Notes Range Ergonomic principles include but are not limited to: lighting, VDU position, seating, position and use of input devices (e.g. keyboard, mouse). Associated Assessment Criteria 2 A computer workstation is set up taking health and safety issues into account. Notes Range Health and safety issues include but are not limited to: Power leads, cables, power points. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). ● Organisations in South Africa responsible for standards for health and safety when working with computers is identified such as SABS. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the impact of using a computer in an unsafe manner. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by ensuring that the correct ergonomic structures are in place before using a computer. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a computer in a safe and secure manner. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7546 which was " Describe the application and impact as well as social implications of information technology", Level 2, 5 credits. Supplementary Information: a. Assessor Notes: ● Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. b. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. ● LAN - Local area network. ● ISP - Internet Service Provider. ● CPU - Central Processing Unit. ● RAM - Random Access Memory. ● ROM - Read Only Memory. ● VDU - Visual Display Units (Monitor).
Identify and explain ICT risks and recommend security solutionsPURPOSE OF THE UNIT STANDARD People credited with this unit standard are able to: ● Explain and differentiate between Information Technology and Communication Technology. ● Explain what is risk. ● Describe information security problems and recommend simple solutions. ● Describe computer viruses and virus attacks. ● Describe the management of computer viruses using anti-virus software. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF Level 3. ● Describe the application and effect of Information and Communication Technologies (ICT) on society (ID 117928 - NQF Level 4). UNIT STANDARD RANGE N/A SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Explain and differentiate between Information Technology and Communication Technology. Notes Range Associated Assessment Criteria 1 Information Technology and Communication Technologies (ICT) is explained. Notes Range Differentiate between Information Technology and Communications Technology. Associated Assessment Criteria 2 Explain how information and communication technologies have converged. Notes Range Any three of: Cable Internet, Web TV, Gaming consoles, WAP, GPRS. Associated Assessment Criteria 3 Explain the benefits of converging technology. Notes Range SPECIFIC OUTCOME 2 Explain what is Risk. Notes Range Associated Assessment Criteria 1 Explain what are risks / threats (general definition). Notes Range Associated Assessment Criteria 2 Identify and explain what risks are associated with ICT. Notes Range Data loss/theft, hardware and software loss/theft, unauthorized access, espionage, piracy, breach of copyright, viruses. Associated Assessment Criteria 3 Explain what effects these threats have on organizations. Notes Range Loss of revenue, business slows down, competitors gain advantage, face legal action, high cost of replacement, poor public image. SPECIFIC OUTCOME 3 Describe information security problems and recommend simple solutions. Notes Range Associated Assessment Criteria 1 Explain what information security is. Notes Range Associated Assessment Criteria 2 Describe the main information security control areas. Notes Range The system, the environment, policies / procedures. Associated Assessment Criteria 3 Describe and recommend system controls. Notes Range Any three of: Passwords, access rights, UPS, drive locks, warning alarms (hardware and software anti virus software. Associated Assessment Criteria 4 Describe and recommend environment controls. Notes Range Any three of: Access control, guards, locks fencing, air conditioners, cleanliness, anti static. Associated Assessment Criteria 5 Explain what are policies and procedures. Notes Range Associated Assessment Criteria 6 Explain what is acceptable and unacceptable usage of ICT's. Notes Range Associated Assessment Criteria 7 Explain the implications for unacceptable use of ICT's. Notes Range SPECIFIC OUTCOME 4 Describe Computer Viruses and Virus Attacks. Notes Range Associated Assessment Criteria 1 Types of computer viruses are described. Notes Range Any two of: Trojans, worms, time bombs, logic bombs, macro viruses. Associated Assessment Criteria 2 Methods of spreading viruses are described. Notes Range Any three of: copying disks, hacking, e-mail attachments.
Associated Assessment Criteria 3 Methods of protecting against viruses are described. Notes Range Any two of: User id, passwords, emails, email attachments, internet downloads, anti-virus software, piracy. Associated Assessment Criteria 4 Computer viruses are explained in term of the threats it poses to computer environments. Notes Range SPECIFIC OUTCOME 5 Describe the management of computer viruses using anti-virus software. Notes Range Associated Assessment Criteria 1 Computer viruses are defined in terms of their construct and effect. Notes Range Associated Assessment Criteria 2 Classes of computer viruses are defined in terms of their impact. Notes Range File-infectors, Systems or boot-record infectors, Macro viruses. Associated Assessment Criteria 3 Methods of disinfecting files are described. Notes Range Automatic scanning, file scan. Associated Assessment Criteria 4 The reasons for keeping anti-virus software updated and explained. Notes Range Associated Assessment Criteria 5 Examples of current anti-virus software are given. Notes Range Minimum of 3 examples. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organization standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behavior. ● Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organizations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. in a commercial or government organization). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding security aspects of using computers in modern society. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one's activities responsibly and effectively by effectively using a variety of safeguards to maintain security of a computer environment. UNIT STANDARD CCFO COLLECTING Collect, analyse, organize, and critically evaluate information by remaining alert to new viruses that could effect the computer. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by acting responsibly when using a computer. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES Assessor Notes: ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. Use a Graphical User Interface (GUI)-based database application to solve a given problemPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to plan, produce, use and databases to solve problems using a Graphical User Interface (GUI)-based database application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Prepare a database to provide a solution to a given problem. ● Create a data entry form for a new database table to solve the given problem. ● Retrieve information from a database. ● Sort data in a database query. ● Create a report for a database table. ● Perform advanced print options for a database. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF level 3. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). ● Use a Graphical User Interface (GUI)-based database application to work with simple databases (ID 116936 - NQF level 3). UNIT STANDARD RANGE Any database application that operates in a Graphical User Interface (GUI)-based environment. The database being worked with in this standard is to include, but is not limited to: ● Two related tables, two select queries (one or more Boolean), one update query (apply a filter and find a record that is to be updated), one report which includes both sections and section totals, forms, and appropriate formatting. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Prepare a database to provide a solution to a given problem. Notes Range Associated Assessment Criteria 1 A working plan is developed to meet the requirements of a supplied brief. Notes Range Associated Assessment Criteria 2 The plan identifies the purpose of the database. Notes Range Associated Assessment Criteria 3 The plan includes a basic outline of the database specifications and/or features required to provide a solution, with reasons for choices made. Notes Range SPECIFIC OUTCOME 2 Create database tables and data entry forms to solve the given problem. Notes Range Associated Assessment Criteria 1 One or more database tables are created to solve the given problem. Notes Range At least 5 fields are included in one of the database tables created. The table definition data types needs to include at least the following: text, numeric, date, currency. Associated Assessment Criteria 2 A form is created for each database table. Notes Range Associated Assessment Criteria 3 Formats of form fields are modified. Notes Range Font style, size and colour, background colour. Associated Assessment Criteria 4 A header is added to a form. Notes Range Associated Assessment Criteria 5 A footer is added to a form. Notes Range Associated Assessment Criteria 6 Fields of the form are re-arranged. Notes Range Associated Assessment Criteria 7 A data entry form is saved and closed. Notes Range Associated Assessment Criteria 8 Data is entered into a database table using the form. Notes Range Associated Assessment Criteria 9 A data entry form is deleted. Notes Range SPECIFIC OUTCOME 3 Retrieve information from a database by applying a filter. Notes Range Filter, Query. Associated Assessment Criteria 1 A filter is applied to the database table to filter out specific records. Notes Range Filter by selection, excluding selection, input, form, form window. Associated Assessment Criteria 2 Remove a filter. Notes Range Associated Assessment Criteria 3 Create queries to select specific records to be extracted from a database table. Notes Range Single-field query, multi-field query, using the toolbar, using a wizard. Associated Assessment Criteria 4 Retrieve information by running a query. Notes Range Associated Assessment Criteria 5 A query is saved. Notes Range Associated Assessment Criteria 6 Modify an existing query. Notes Range Associated Assessment Criteria 7 A field is added to a query. Notes Range Associated Assessment Criteria 8 A field is removed from a query. Notes Range Associated Assessment Criteria 9 Fields in a query are hidden. Notes Range SPECIFIC OUTCOME 4 Sort data in a database query. Notes Range Ascending, descending. Associated Assessment Criteria 1 Query data is sorted. Notes Range SPECIFIC OUTCOME 5 Create a report for a database table. Notes Range Associated Assessment Criteria 1 A report is designed to address the requirement of the given problem. Notes Range Associated Assessment Criteria 2 A report is created that meets the design. Notes Range Associated Assessment Criteria 3 A report is modified. Notes Range Header, Footer, font (size, type, colour). Associated Assessment Criteria 4 Data is grouped in a report. Notes Range Associated Assessment Criteria 5 A selection is resized in a report. Notes Range Associated Assessment Criteria 6 A report is saved. Notes Range Associated Assessment Criteria 7 A report is deleted. Notes Range SPECIFIC OUTCOME 6 Perform advanced print options for a database. Notes Range Associated Assessment Criteria 1 A database form is printed. Notes Range Associated Assessment Criteria 2 A query result is printed. Notes Range Associated Assessment Criteria 3 A database report is previewed to check that the presentation is in accordance with the given specification. Notes Range Associated Assessment Criteria 4 A database report is printed. Notes Range UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a database application to address a given business problem. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by using a database application to organize information into tables, rows and columns for a specific purpose. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by using a database application to organize and capture information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a database application to organize information into tables, rows and columns for a specific purpose. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a database application effectively. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7576, which was "Demonstrate the ability to use a database for business purposes", Level 3, 5 Credits. Supplementary Information: Definitions: ● Database - in this standard the term database refer to a database that contains data in tables, records and fields that relate only to each other, within the same database file, and do not relate to other databases or tables within other databases. ● A "simple user document" - in this standard this term includes a short description of the purpose of the database, and how to use the database. Assessor Notes: a. Learners are required to plan, produce, use and evaluate a database to provide a solution to a given problem. The problem may be either part of the learner`s employment tasks (in the case of workplace assessment) or be a set exercise. b. The simple user document must be provided to the candidate being assessed, with a clear description of both the desirable outcomes sought and the constraints to be met by the solution. It contains detailed specifications against which the success or otherwise of the database can be evaluated. For the purpose of this unit standard the simple user document can be either created as part of the candidates employment (in the case of workplace assessment) or in response to a set task. c. The supplied brief must incorporate requirements to ensure that all assessment criteria are met. d. GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. e. Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. Describe the application and effect of Information and Communication Technologies (ICT) on societyPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need a working understanding of the trends in Information and Communication Technologies (ICT) either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Describe Information and Communication Technology (ICT). ● Describe the use and effect of ICT on modern society. ● Explain the effect of the legal environment on ICT. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following: ● Mathematical literacy and communication skills at least at NQF level 3. ● Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe manner (IS 117925 - NQF level 2). UNIT STANDARD RANGE N/A SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Describe Information and Communication Technology (ICT). Notes Range Associated Assessment Criteria 1 Information and Communication Technology (ICT) is defined in terms of its application and role in modern society. Notes Range Associated Assessment Criteria 2 ICT Equipment used in modern society is described in terms of its purpose and use. Notes Range Any four of: ● Computer, Laptop Computer, Personal Digital Assistant (PDA), Modems, Cell phones, Printers, Facsimile, Photocopiers, Telecommunications, the Internet, Bluetooth. SPECIFIC OUTCOME 2 Describe the use and effect of ICT on modern society. Notes Range Associated Assessment Criteria 1 Uses of computers in modern society are analysed in terms of advantages & disadvantages. Notes Range The analysis looks at using people to perform similar tasks as computers. Associated Assessment Criteria 2 ICT is describes in terms of use and the effect on modern society. Notes Range Any three of: information age, information availability (time and place), information overload, jobless growth, competencies, globalization, mobility. Associated Assessment Criteria 3 Computer applications are described in terms of their advantages and disadvantages. Examples include but are not limited to any three of: In the Home, Banking, Insurance, Manufacturing, Hospitality and Tourism, Retail, Healthcare, Education, Teleworking, Libraries, Mining, Government. Notes Range SPECIFIC OUTCOME 3 Explain the effect of ICT on the Physical environment. Notes Range Associated Assessment Criteria 1 The effect of ICT on the physical environment is analysed in terms of its impact, advantages & disadvantages. Notes Range Disposal of solid waste (cartridges), disposal of ink, destruction of trees, radiation, global warming, paperless, reduced commuting, access in remote areas.
Associated Assessment Criteria 2 The effect of ICT on society is analysed in term of it benefits and negative effects. Notes Range Two benefits and two negative effects required out of the following: ● Telecommuting, highly paid employment, convenience, more recreation, lower costs, unemployment, crime, health, breakdown of morals and cultures, anti-social behaviour. Associated Assessment Criteria 3 The types of environment are defined with examples. Notes Range Types include but are not limited to: ● Physical, natural & social. SPECIFIC OUTCOME 4 Explain the effect of the legal environment on ICT. Notes Range Associated Assessment Criteria 1 Legislation is explained with examples from the ICT industry. Notes Range Associated Assessment Criteria 2 The benefits of having legislation are explained with examples. Notes Range Examples must be related to ICT related legislation. Associated Assessment Criteria 3 Legal issues that arise out of the ICT industry are explained with examples. Notes Range Include two of: ● Intellectual property, cyber crime, infringement of privacy, service level agreements, purchase and sale agreements. Associated Assessment Criteria 4 Current legislation that impacts on ICT is identified with examples. Notes Range Include two of: ● Copyright Act, ECTA, access to Information act, law of contract.
Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organization standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behavior. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organizations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. in a commercial or government organization). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding security aspects of using computers in modern society. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by effectively using a variety of safeguards to maintain security of a computer environment. UNIT STANDARD CCFO COLLECTING Collect, analyse, organize, and critically evaluate information by remaining alert to new viruses that could effect the computer. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by acting responsibly when using a computer. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7546 which was " Describe the application and impact as well as social implications of information technology", Level 2, 5 credits. Assessor Notes: ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface.
Install a Personal Computer (PC) peripheral device, in a GUI environmentPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to be able to operate a personal computer either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Physically connect a peripheral device directly to a PC. ● Setup device drivers for a peripheral device in a GUI environment. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Communication skills at least at General Education and Training (GET) level. ● Operate a personal computer system (ID 116932 - NQF level 1). ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). UNIT STANDARD RANGE ● This standard is applicable to any peripheral that is connected directly (not via a LAN) to a Personal Computer (PC) running any Graphical User Interface (GUI) operating systems. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. ● The candidate can choose any one of the following peripheral devices, but is not limited to this list: Any type of PC printer, plotter or scanner. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Physically connect a peripheral device directly to a PC. Notes Range Associated Assessment Criteria 1 The type of device is described in terms of its technology in relation to its output quality and speed. Notes Range Associated Assessment Criteria 2 The consumables for the type of device are identified. Notes Range Depending on type of device: paper (type, size, method of paper feed), ink, colour ink, laser cartridge, ribbon. Associated Assessment Criteria 3 The affect on the environment, of typical peripheral device consumables are identified. Notes Range Depending on type of device: paper (type, size, method of paper feed), ink, colour ink, laser cartridge, ribbon. Associated Assessment Criteria 4 The device is powered on according to the manufacturer`s instructions. Notes Range Associated Assessment Criteria 5 Communication is established between the device and the computer. Notes Range Associated Assessment Criteria 6 The device is powered off according to the manufacturer`s instructions. Notes Range SPECIFIC OUTCOME 2 Setup device drivers for a peripheral device in a GUI environment. Notes Range Associated Assessment Criteria 1 The chosen peripheral device is installed on the computer. Notes Range Associated Assessment Criteria 2 The default device is explained in terms of its use and benefits. Notes Range Associated Assessment Criteria 3 The default device is selected. Notes Range Associated Assessment Criteria 4 The device properties are altered. Notes Range One of (as applicable or similar): Paper/image size, orientation, input source, resolution. Associated Assessment Criteria 5 A test operation is performed on the installed device to show output. Notes Range Depending on type of device, one of the following: a test page, test scan, test plot. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. This cover but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made, by identifying simple operating problems when operating personal computer peripherals. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by understanding the connection of personal computer peripherals and selecting a default device. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by ensuring that personal computer peripherals are connected, operated and maintained in accordance with manufacturers` instructions. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by acting responsibly when operating and maintaining personal computer peripherals, by understanding their affect on the environment. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that PC peripherals do not exists in isolation. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7566, which was "Operate personal computer peripherals", Level 2, 3 Credits. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. ● LAN - Local area network. Notes: GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.
Use a GUI-based word processor to enhance a document through the use of tables and columnsPURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to enhance document appearance using a GUI-based word processor either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: ● Create and edit a table. ● Format a table according to given requirements. ● Create and edit columns in a document. ● Format columns in a document. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in: ● Mathematical literacy and communication skills at least at NQF Level 2. ● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1). ● Use a Graphical User Interface (GUI)-based word processor to format documents (ID 117924 - NQF Level 2). UNIT STANDARD RANGE ● This standard is applicable to any word processor application that runs on any Graphical User Interface(GUI) operating system. ● Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Create and edit a table. Notes Range Associated Assessment Criteria 1 A table is created. Notes Range Table to have at least 4 columns and 4 rows, and at least two of the following methods of creating a table are demonstrated: Insert Table on Standard Toolbar, Insert/Draw Table from Table Menu, Convert Text to Table from Table Menu. Associated Assessment Criteria 2 Data is entered into the table. Notes Range Associated Assessment Criteria 3 Text is selected in the table. Notes Range A word, a sentence, a Cell, a Row, a Column, the Entire Table. Associated Assessment Criteria 4 Text is deleted from a table. Notes Range Text to be deleted includes: ● In a single cell, in an entire row, in an entire column. Associated Assessment Criteria 5 Table cells are inserted and deleted. Notes Range A single cell, a whole column, a whole row. Associated Assessment Criteria 6 Text is copied from one cell range to another. Notes Range A cell, a column, a row. Associated Assessment Criteria 7 Text is moved from one cell range to another. Notes Range A cell, a column, a row. SPECIFIC OUTCOME 2 Format a table according to given requirements. Notes Range Associated Assessment Criteria 1 The width of a column is changed. Notes Range Methods of changing a column width: ● Manually using drag, and automatically using Table Menu. Associated Assessment Criteria 2 The height of a row is changed. Notes Range Methods of changing a row height: ● Manually using drag, and automatically using Table Menu. Associated Assessment Criteria 3 The alignment of text in a cell range is changed. Notes Range Left, Center, Right, Justified, Direction. Associated Assessment Criteria 4 Borders are added to a cell range. Notes Range A single cell, a column, a row, the entire table, at least two methods of adding a border to be demonstrated. Associated Assessment Criteria 5 The background shading of a cell range is changed. Notes Range Shading: ● Colour. Cell range: ● A single cell, a column, a row, the entire table, at least two methods of adding shading to be demonstrated. Associated Assessment Criteria 6 The text colour is changed in a cell range. Notes Range A single cell, a column, a row, the entire table, at least two methods of changing the text colour to be demonstrated. Associated Assessment Criteria 7 Borders are changed in a cell range. Notes Range Change: ● Line colour, line style, line width. Cell range: ● A single cell, a column, a row, the entire table, at least two methods of changing the border colour to be demonstrated. Associated Assessment Criteria 8 A table is formatted automatically using the features of the word processing application. Notes Range Associated Assessment Criteria 9 Cell attributes are changed. Notes Range Merge cells, split cells. Associated Assessment Criteria 10 Data in a table is sorted. Notes Range Associated Assessment Criteria 11 Numeric calculations are applied to achieve a given scenario. Notes Range SPECIFIC OUTCOME 3 Create and Edit Columns in a document. Notes Range Columns referred to here are not columns in a table (see definition in the notes section). Associated Assessment Criteria 1 A document column is inserted. Notes Range At least two. Associated Assessment Criteria 2 Edit a column in a document. Notes Range Resize, Line in between, Adjust column length. Associated Assessment Criteria 3 A column break is inserted and deleted. Notes Range SPECIFIC OUTCOME 4 Format a column in a document. Notes Range Columns referred to here are not columns in a table (see definition in the notes section). Associated Assessment Criteria 1 A heading is added for a column. Notes Range Above column break, inside column. Associated Assessment Criteria 2 A text box is added inside a column. Notes Range At least two in separate columns. Associated Assessment Criteria 3 Text boxes are linked between different columns. Notes Range At least two. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards. Moderation Process: ● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. ● Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. ● All activities must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements. ● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the application of tables and columns to documents. UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and one`s activities responsibly and effectively by organising tables and columns within a document. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by understanding the impact of tables and columns in a document. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by formatting tables and columns in documents. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by incorporating tables and columns into a document. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES This unit standard has replaced 7570, which was "Produce word processing documents for business", Level 3, 5 Credits. Supplementary Information: Definitions: ● Columns - Columns in the standard refers to a way of formatting documents into columns. This is often used when creating newspapers or magazines. This does not refer to the column of a table inside a document. Assessor Notes: ● The following must be made available to the learner at the start of the assessment: ○ ClipArt gallery - a picture or image in .gif or .jpg format ● GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard. ● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in. Abbreviations: ● PC - Personal computer. ● CD - Compact disk. ● GUI - Graphical User Interface. |
