(doc, 900 kb )

Senior Syllabus

Business Communication & Technologies

2008

ISBN: 978-1-920749-79-8

Business Communication & Technologies Senior Syllabus

© The State of Queensland (Queensland Studies Authority) 2008

Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, AustraliaPhone: (07) 3864 0299Fax: (07) 3221 2553Email: [email protected]: www.qsa.qld.edu.au

Contents

1. RATIONALE 1

2. GLOBAL AIMS 2

3. GENERAL OBJECTIVES 3

3.1 Introduction 33.2 Knowledge and understanding 33.3 Reasoning processes 33.4 Skills and procedures 33.5 Attitudes and values 4

4. COURSE ORGANISATION 5

4.1 Time allocation 54.2 Course structure 54.3 Topics of study 64.4 Business contexts 64.5 Requirements for delivering the vocational qualification in Business 74.6 Distinguishing features of competency at Certificate II of the Australian

Qualification Framework 74.7 Units of competency 84.8 Composite classes 94.9 Work program requirements 9

5. LEARNING EXPERIENCES 10

5.1 Suggested learning experiences 10

6. TOPICS OF STUDY 12

1. Business and work environments 122. International business communication 153. Workplace health, safety and sustainability 174. Managing workplace information 195. Workplace communication 216. Workteams 247. Organisational skills 268. Computer operations 289. Financial records 35

7. ASSESSMENT 37

7.1 Principles of exit assessment 377.2 Planning an assessment program 397.3 Special consideration 407.4 Authentication of student work 40

7.5 Assessment techniques 417.6 Requirements for verification folio 457.7 Exit criteria and standards 457.8 Determining exit levels of achievement 46

8. LANGUAGE EDUCATION 48

9. QUANTITATIVE CONCEPTS AND SKILLS 50

10. EDUCATIONAL EQUITY 51

RESOURCES 52

GLOSSARY 55

APPENDIX: SAMPLE COURSES OF STUDY 60

Sample A: Course organisation 60Sample A: Assessment plan 61Sample A: Student profile 62Sample B: Course organisation for composite class (Year A) 63Sample B: Course organisation for composite class (Year B) 64Sample B: Visual representation of composite class 65Sample B: Sample assessment plan for composite class (Year A) 66Sample B: Sample assessment plan for composite class (Year B) 67Sample B: Student profile (Year A) 68Sample B: Student profile (Year B) 69

BUSINESS COMMUNICATION & TECHNOLOGIES SENIOR SYLLABUS

1. Rationale

Business helps define the way citizens make sense of and operate in society. Contemporary business activities form a complex global web through which goods and services are designed, produced, marketed, delivered and supported. These activities connect all people as producers or consumers across settings where they may be employers, employees or self-employed. It is important that young people have business knowledge, strategies and skills to make informed and reasoned decisions about their role in and contribution to this dynamic global environment.

As Business Communication & Technologies allows students to gain a level of achievement and a Certificate II in Business, it offers opportunities to engage with and understand both theoretical and practical aspects of a range of business situations in the private and public sectors. By combining general and vocational educational components, the subject aims to provide students with meaningful learning experiences in real-life and life-like business settings. The general objectives and learning experiences allow for the development of the key competencies* that are relevant to a course in Business Communication & Technologies.

In Business Communication & Technologies students examine the dynamics of different business contexts and the broader social, cultural and environmental implications of business activities. This focus for this study of business provides students with opportunities to successfully carry out a variety of business transactions and to develop the communication skills essential for quality staff and customer relations. Business Communication & Technologies also demands that students engage in learning activities requiring higher-order cognition to analyse, evaluate and propose recommendations from the perspectives of an employer, employee or self-employed individual across a range of business-related situations.

The attitudes, knowledge and skills developed across the four-semester course enhance students’ confidence and ability to participate effectively in business and to deal with the impact business issues may have on their lives.

* KC1: collecting, analysing and organising information; KC2: communicating ideas and information; KC3: planning and organising activities; KC4: working with others and in teams; KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology

1


2. Global aims

By the end of this course, students should develop the ability to:

communicate effectively and to interact confidently through and within a business environment

use a range of business information technologies

apply a range of individual and group strategies to resolve issues and complete tasks

question existing administrative practices from a variety of viewpoints, for example, financial, technological, social, ethical and cultural

be enterprising in developing solutions to problems within a business environment

participate competently and confidently within sectors of the business industry

appreciate workplace ethics, safety and environmental issues

appreciate the skills and attitudes that enhance employability, enjoyment of life and preparedness for life-long learning.

2


3. General objectives

3.1 Introduction

The general objectives of this course are organised into four categories:

Knowledge and understanding

Reasoning processes

Skills and procedures

Attitudes and values.

The general objectives for each of the categories are detailed below. The first three categories of objectives, Knowledge and understanding, Reasoning processes, and Skills and procedures, are linked to the exit criteria in Section 7.7.

3.2 Knowledge and understanding

This criterion requires students to recall knowledge through defining, describing, and explaining previously learned factual information. It also requires students to demonstrate understanding by illustrating, explaining, and applying in familiar situations the key concepts, principles, processes and practices related to business contexts.

By the conclusion of the course, students should:

recall, define and describe factual information relating to a range of business contexts

apply and explain business concepts, principles, processes and practices.

3.3 Reasoning processes

Reasoning processes refers to the developmental process whereby students analyse and evaluate information to justify conclusions and recommendations in response to a variety of business contexts. It also requires students to communicate information to a business standard.


interpret, analyse, synthesise and evaluate information from a range of business contexts

develop logically reasoned arguments, draw valid conclusions and make appropriate and justified recommendations to business-related issues and problems

communicate information to a business standard for a variety of purposes and audiences.

3.4 Skills and procedures

Skills and procedures requires students to complete a variety of tasks using appropriate technologies and presentation skills, and to record business procedures either manually or electronically.


3


demonstrate a range of skills and capabilities relevant to business technologies

select and apply appropriate business procedures

presents information manually and electronically to a business standard.

3.5 Attitudes and values

The subject aims to develop in students’ ethical and responsible attitudes and values. Attitudes and values are not assessed for the awarding of exit levels of achievement.

By the conclusion of the course, students should appreciate the:

need for effective communication within the workplace

views, differences and values of others, nationally and internationally

ethics adopted by businesses in their dealings with clients, government and other firms

ethical, safety and environmental issues in business environments

need for lifelong learning.

4


4. Course organisation

A course in Business Communication & Technologies provides students with the opportunity to attain a:

level of achievement

BSB20107 Certificate II in Business.

To attain a level of achievement, schools must offer students opportunities throughout the course to learn and demonstrate the general objectives (Section 3) and the topics of study (Section 6). To achieve the BSB20107 Certificate II in Business students must have opportunities throughout the course of study to demonstrate the units of competency.

4.1 Time allocation

The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this syllabus is 55 hours per semester. A course of study will usually be completed over two years (220 hours).

4.2 Course structure

This two-year course is based on the topics of study (Section 6). Embedded within these topics are 12 units of competency, making up the BSB20107 Certificate II in Business. All units of competency are taken from the BSB07 Business Services Training Package, 2007.

4.2.1 Designing a course of study

Schools should plan a course of study offering an increasing level of challenge to students and provide opportunities for them to achieve the general objectives throughout the two-year course. When designing a course of study schools should refer to the:

rationale (Section 1)

global aims (Section 2)

general objectives (Section 3)

topics of study (Section 6)

units of competency, if/when appropriate

students’ needs and interests

available resources.

The Appendix provides examples of a two-year course organisation, assessment plan and corresponding sample student profiles.

5


4.3 Topics of study

The recommended subject matter for each topic of study is a guide to the level of detail required in the delivery of each topic of study. The topics of study are listed below, however the order in which the topics are presented does not imply a teaching sequence.

The topics of study are:

1. Business and work environments2. International business communication 3. Workplace health, safety and sustainability4. Managing workplace information 5. Workplace communication6. Workteams7. Organisational skills8. Computer operations9. Financial records.

There is no prescribed number of topics to be studied in any one semester.

4.3.1 Sequencing topics of study

The order of topics listed above is not meant to prescribe a sequence. However, topics 1–4 and components of topic 8 must be spread evenly over the four semesters. Components of topic 9 must be spread evenly over at least two semesters (at least once in Year 12). Schools will determine a sequence of topics, or parts thereof, with the following principles in mind:

the nature of the contexts chosen

the development of the general objectives

coverage of the units of competency embedded in the topics of study.

Topics which best suit the contexts selected should be chosen.

The selection and sequencing of topics must allow students the opportunity to develop the Knowledge and understanding, Reasoning processes, and Skills and procedures required in the course.

Within each semester, students must be given the opportunity to demonstrate their ability in each of the course criteria. (Refer to the sample course organisations in the Appendix.)

4.4 Business contexts

The purpose of the business contexts is to provide a focus for learning experiences throughout the course of study, relevant to the topics chosen.

In the Business Communication & Technologies course, there are 16 nominated contexts and an optional context. The optional context has been included to allow flexibility. A context once chosen cannot be selected again. At least one, but no more than two contexts per semester may be chosen from the list provided. The contexts are:

Public administration

Legal

Banks and other financial institutions

Tourism and hospitality

Real estate

Mining

6


Political

Events management

Technical, e.g. manufacturing, construction, engineering, architecture

Insurance

Health and wellbeing

Retail

Travel

Rural

Media

Entertainment

Optional.

Where appropriate, business contexts may be studied from an Indigenous perspective.

4.5 Requirements for delivering the vocational qualification in Business

In completing this course of study, students will have the opportunity to achieve BSB20107 Certificate II in Business from the Business Services Training Package.

Schools wishing to offer the subject must have BSB20107 Certificate II in Business (linked to subject 63) on their scope of registration as a registered training organisation and must comply with the AQTF2007 Essential Standards for Registration. Information regarding extending a school’s scope of registration is available at <www.qsa.qld.edu.au> P–12 syllabuses and support > Vocational education and training. Schools that are not registered training organisations and wish to offer the subject must inform the VET Branch of the QSA of a partnership agreement with another registered training organisation for the delivery and assessment of the embedded competencies from BSB20107 Certificate II in Business.

Students who do not complete a certificate, but do achieve one or more units of competency, must receive a Statement of Attainment listing the units of competency achieved.

4.6 Distinguishing features of competency at Certificate II of the Australian Qualification Framework

4.6.1 Characteristics of learning outcomes for Certificate II

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

7

http://www.qsa.qld.edu.au/syllabus/576.html


4.6.2 Distinguishing features of learning outcomes

The competencies of this qualification should enable a student to:

demonstrate basic operational knowledge in a moderate range of areas

apply a defined range of skills

apply known solutions to a limited range of predictable problems

perform a range of tasks where choice between a limited range of options is required

assess and record information from varied sources

take limited responsibility for own outputs in work and learning.

4.7 Units of competency

BSB20107 Certificate II in Business is embedded in this course. The required content for each unit of competency is covered in the topics of study.

The units of competency are outlined in Table 1.

Table 1: Units of competency

Code Competency name Recommended topic of study

BSBOHS201A Participate in OHS processes Workplace health, safety and sustainability (3)

BSBWOR202A Organise and complete daily work activities Organisational skills (7)

BSBCMM201A Communicate in the workplace Workplace communication (5)

BSBWOR203A Work effectively with others Workteams (6)

BSBWOR204A Use business technology Computer operations (8)

BSBINM201A Process and maintain workplace information

Computer operations (8)

Managing workplace information (4)

FNSICGEN305B Maintain daily financial/business records Financial records (9)

BSBITU201A Produce simple word processed documents


BSBITU202A Create and use spreadsheets Computer operations (8)

BSBSUS201A Participate in environmentally sustainable work practices

Workplace health, safety and sustainability (3)

BSBITU303A Design and produce text documents Computer operations (8)

*BSBITU301A

*BSBITU302A

Create and use databases

or

Create electronic presentations



* Schools are required to select either BSBITU301A OR BSBITU302A in the planning of the two-year course.

8


4.8 Composite classes

In some schools, it may be necessary to combine students into a composite Year 11 and 12 class. This syllabus provides teachers with an opportunity to develop a course of study that caters for a variety of circumstances such as combined Year 11 and 12 classes, combined campuses, or modes of delivery involving periods of student-directed study.

The multilevel nature of such classes can prove advantageous to the teaching and learning process because:

it allows teachers to maximise the flexibility of the syllabus

it provides opportunities for a mix of multilevel group work, peer teaching, and for independent work on appropriate occasions

learning experiences and assessment can be structured to allow both Year 11 and Year 12 students to consider the key concepts and ideas at the level appropriate to the needs of students within each year level.

The following guidelines may prove helpful in designing a course of study for a composite class:

The course of study could be written in a Year A/Year B format, if the school intends to teach the same topic to both cohorts.

Place a topic at the beginning of each year that will allow Year 11 students ease of entry into the course.

Learning experiences and assessment instruments need to cater for both year levels throughout the course. Even though tasks may be similar for both year levels, it is recommended that more extended and/or complex tasks be used with Year 12 students.

4.9 Work program requirements

A work program is the school’s plan of how the course will be delivered and assessed based on the school’s interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.

The school’s work program must meet all syllabus requirements and must demonstrate that there will be sufficient scope and depth of student learning to meet the general objectives and the exit standards.

The requirements for on-line work program approval can be accessed on the Queensland Studies Authority’s website, <www.qsa.qld.edu.au>, under P–12 syllabuses & support > Years 11 and 12. This information should be consulted before writing a work program. Updates of the requirements for work program approval may occur periodically.

9


5. Learning experiences

The learning experiences involved in Business Communication & Technologies need to reflect the contextual nature of the course, wherever possible. Teachers need to choose learning experiences relevant to the contexts chosen.

Students should be given opportunities to integrate different areas of learning. The learning experiences should encourage students to extend their Knowledge and understanding, Reasoning processes and Skills and procedures.

For the delivery of the embedded vocational components in Business Communication & Technologies to be effective, it is necessary for the school environment to simulate as closely as possible a workplace environment. While there is no requirement for students to complete on-the-job training in this course, schools are encouraged to offer students the opportunity to consolidate and/or develop units of competency through relevant work experience. Schools should note, however, that irrespective of where assessment for the units of competency occurs, the responsibility for ensuring professional assessment standards are maintained at all times rests with the school as the registered training organisation (RTO).

5.1 Suggested learning experiences

A range of suggested learning experiences specific to each topic of study has been given in Section 6.

Following is a list of generic learning experiences appropriate to the course of study. Teachers should not feel constrained by this list of learning experiences but should feel free to introduce learning experiences that have not been included in this list:

making spoken/multimodal presentations (using video and/or audio recording for self appraisal wherever possible)

critically appraising the presentations of others

participating in debates and discussions

organising and/or attending seminars

forming electronic links with other schools

conducting research — ranging from small class activities to a major research activity

using computers and other technologies

performing tasks for business organisations and school administration

forming business–school links — “Adopt a Business”

surveying businesses and government agencies — investigate business procedures

participating in work experience, work shadowing or structured workplace learning

compiling a portfolio of completed work

participating in simulated business activities

planning, organising and participating in meetings

participating in peer tutoring and group work

conducting a media watch — from a local and international perspective and/or through the collection and interpretation of relevant newspaper articles, magazines, journals

10


using audio and visual aids

participating in visits to industry

inviting guest speakers

evaluating case studies

planning and conducting a Business Communication & Technologies Open Day

participating in competitions, poster displays

producing desktop publishing material and/or word-processed documents for a range of clientele

planning, conducting and evaluating process and outcomes of business activities

evaluating and justifying business procedures to provide valid recommendations

make recommendations following a workplace health and safety audit

collaborating online using virtual teams.

In selecting learning experiences, teachers have ample opportunity to incorporate key competencies, which occur naturally in business activities and are essential to the study of Business Communication & Technologies, namely:

collecting, analysing and organising information

communicating ideas and information

planning and organising activities

working with others and in teams

using mathematical ideas and techniques

solving problems

using technology.

11


6. Topics of study

1. Business and work environments

Summary of content

Organisations and their structures

Human resources

Quality practices

Industrial relations

Recommended subject matter

Organisations and their structures

types of businesses

types of organisational structures

organisational charts

mission statements

work environments remote home

open

outsourcing advantages and disadvantages

Human resources

managers/supervisors roles and responsibilities

valuing employees work/life balance workplace surveillance

employment issues job descriptions performance appraisals negotiating salary nature and purpose of workplace agreements modes of employment nature, role and function of unions and employer associations the process of resolving disputes grievance procedures awards

nature and purpose

dismissal

12


procedures unfair dismissal

Quality practices

policies and procedures

corporate social responsibility and ethics inclusive environments

valuing customers

privacy information work surveillance

ethical use of time and resources copyright


knowledge and application of Commonwealth and/or State legislation relating to workplace relations anti-discrimination legislation other current legislation

Rights and responsibilities of employers and employees obligation of the employer with regard to:

safety non-discrimination legal/ethical requirements inclusive environments

obligation of employee with regard to: attendance following directions confidentiality work performance safety and care.

Suggested learning experiences collaboratively analyse the advantages and disadvantages of the main categories of private

sector business ownership

research cases where people have been prosecuted for breaching legislation and understand the penalties as a result

apply knowledge and understanding of effective human resources to role-play a job interview for a manager/supervisor position

evaluate job descriptions (online, newspaper) and their placement in the business environment

apply knowledge of different types of organisational structures and work environments to identify them in a range of case studies

determine the organisational structure of the school and electronically create an organisational chart

debate the positives and negatives of outsourcing using a specific business as the context

create a mission statement for the school using an excerpt of their OPPM (Operational/Organisational policy and procedures manual)

13


identify and summarise main points from presentations from guest speakers, suggested speakers include: various businesses Commonwealth and State public service unions private sector unions Queensland Chamber of Commerce & Industry Ltd (1994) the Industrial Relations Education Committee (IREC) the Australian Industrial Relations Commission (AIRC)

investigate and describe the social and economic issues, e.g. unionism, the impact of changes in the workplace legislation, right and responsibilities and agreements and contracts

apply knowledge to a workplace field study to analyse the impact of recent workplace legislation changes on employers, employees and businesses as a whole

analyse local newspapers and websites, e.g. <www.deir.qld.gov.au>, <www.australia.gov.au>, <www.actu.asn.au>, <www.fedcourt.gov.au>, to investigate current industrial relations cases and issues

examine and evaluate examples of a variety of awards and/or workplace agreements specific to the context being studied

construct and apply problem-solving techniques to workplace scenarios in which the parties are attempting to resolve differences.

14

http://www.actu.asn.au/

http://www.australia.gov.au/

http://www.deir.qld.gov.au/


2. International business communication

Summary of content

Business dealings

General considerations

Support agencies

Recommended subject matterSubject matter included in this topic should be explored from a business perspective.

Business dealings

power, role and status issues

business decision-making protocols

business etiquette

business meetings

business work ethics

business communication

trade

time differences and working hours

General considerations

currency and exchange rates

political and economic climate

language, religion and cultural differences

Support agencies

roles

historical development

industry support

political influence

Suggested learning experiences identify and summarise main points from presentations from guest speakers, suggested

speakers include: Foreign embassies and cultural clubs International business enterprises School language department Students internationally

interpret international communication techniques by role playing business situations

examine differences between international and domestic company’s policies and procedures

form a panel to debate and discuss the benefits of other countries’ business procedures

provide recommendations for a company thinking about extending their business internationally (choose a country of choice and justify the choice and recommendations)

15


investigate industries aided by a particular support agency (e.g. AUSTRADE, Australian Institute of Export, World Trade Centres, Department of Foreign Affairs and Trade, Trade Facilitators International, Chambers of Commerce and Industry)

create a mock international business exhibition in which students examine a country’s business environment and advertise its business prospects.

16


3. Workplace health, safety and sustainability

Units of competency associated with this topic BSBOHS201A – Participate in OHS processes

BSBSUS201A – Participate in environmentally sustainable work practices

Summary of content

Legislation

Workplace health and safety committee

Policies and procedures


Legislation

relevant legislation and codes of practice State Commonwealth

workers’ compensation authorities (e.g. WorkCover)

Workplace Health and Safety Committee

representation

function

role and responsibilities of Workplace Health and Safety Officer

Policies and procedures

legal requirements employee and employer responsibilities risk assessment training and practice of accident and emergency procedures records symbols and signs material safety data sheets

accidents and emergencies knowledge of relevant personnel knowledge of workplace procedures

fire accidents incidents

first aid role and responsibilities of First Aid Officer

rehabilitation

safe operation of equipment

hazards identification reporting/recording controlling or eliminating hazards/risks personal protective equipment

environmentally sustainable work practices

17


legislation and regulations policies and procedures energy pollution

air land water waste (hazardous substances and signs)

alternatives (e.g. recycling)

Suggested learning experiences complete information kits from WorkCover and the Division of Workplace Health and Safety

identify and summarise main points of an address given by the school WHS officer about WHS issues

explore Queensland’s WHS legislation via the internet

participate in an excursion; to learn how to evaluate different businesses WHS procedures, environmental issues, and clarify procedures for students to follow in certain situations, e.g. bullying, sexual harassment, stress management, the identification of hazards and provide recommendations

examine case studies relating to WorkCover claims

assess required WHS competencies by completing the on-line Safety Sense program http://whs.qld.gov.au/safetysense/

evaluate WHS policies and procedures within the school environment and participate in the identification of potential hazardous and unsustainable work practices, and provide recommendations

create an accident or incident registrar reporting hazardous and unsustainable work practices.

18


4. Managing workplace information

Unit of competency associated with this topic BSBINM201A – Process and maintain workplace information

Summary of content

Workplace information

Establishment and organisation of systems

Maintaining integrity of systems


Workplace information

types of information explicit (e.g. correspondence, business plans, intellectual property (trademarks,

patents), customer lists) tacit (e.g. corporate knowledge)

accountability legal requirements Acts/standards

Establishment and organisation of systems

information management systems electronic and manual centralised and decentralised suitability filing systems

classification of information to suit integrity of the system vital active semiactive inactive removing inactive/dead files

security of systems (manual and electronic) levels of access confidentiality of information back-up procedures disaster recovery virus protection firewalls crime

Maintaining the integrity of the system

accessing and tracking information

version control

transferring information from active to secondary storage (e.g. semi-active, inactive, archive)

legislation retention

19


disposal

storage, relocation and disposal methods

Suggested learning experiences identify and summarise main points about information management systems from speakers

from state or local government archives, public or private companies or other organisations

evaluate the information management systems used in your school in relation to the information management policy

create a booklet on security measures used by local enterprises to demonstrate effective information management systems for the use of email and other information devices.

create a training manual on information management systems.

20


5. Workplace communication

Unit of competency associated with this topic BSBCMM201A – Communicate in the workplace

Summary of content

Generic communication skills

Written communication skills


Generic communication skills

interpersonal skills discretion, diplomacy, tact establishing and maintaining relationships introductions client liaison dealing with clients cultural considerations personal assumptions legal requirements (e.g. anti-discrimination, ethical principles, codes of practice, privacy

laws) delegation cooperation mentoring and networking grief negotiation

communication styles assertive aggressive passive

listening skills paraphrase clarify attentiveness

questioning techniques styles — open, closed, high gain, leading

receiving and relaying information telephone (e.g. landline, Voice Over Internet Protocol (VOIP)) face to face other technologies (e.g. webinars, webcasts, podcasts)

non-verbal communication body language (e.g. posture, eye contact, facial expression) paralinguistics (e.g. use of voice) personal space pictorials

21


presentation skills visuals audience preparation

Written communication skills

receiving and relaying information electronic (e.g. email, SMS, webpage, wiki) paper (e.g. standard/form letter, memorandum, facsimile)

purpose of writing understand the task identify audience select type of document accurately convey message

drafting enterprise guidelines

letter styles and other correspondence formats punctuation styles

conveying intended message or meaning clearly and accurately organising information language

appropriate to situation, purpose, recipient correct spelling, grammar, sentence construction etiquette and netiquette non-discriminatory

sequencing for logic and effect

proofreading

editing information self peer supervisor

Suggested learning experiences participate in video/web conference

demonstrate through role-playing the differences between effective and non-effective communication

identify and summarise main points from guest speakers discussing communication in the workplace

identify and summarise main points from a visit to enterprises to experience the operation and application of a range of business communication technologies

identify and summarise main points of survey enterprise policies on customer service and communication techniques

apply knowledge and understanding of composition of written business documentation by creating invitation and thank you letters to guest speakers

practise oral communication by welcoming visitors to school functions and acting as hosts

practise learned procedures by role playing workplace situations such as using different communication styles to converse with colleagues and taking on the role of a receptionist by using face to face communication and the telephone to practise communication with international and difficult visitors and students

22


design letterheads, faxes, memos appropriate to the business contexts being studied using your prior knowledge

critically evaluate the latest developments in business communication technologies and determine the appropriateness of these related to the contexts being studied.

23


6. Workteams

Unit of competency associated with this topic BSBWOR203A – Work effectively with others

Summary of content

Quality teams

Team personnel

Task analysis

Team processes

Team performance


Quality teams

types

characteristics

developmental stages

Team personnel

qualities (e.g. trust, reliance, initiative)

responsibilities and duties of team members/leaders

differences in personal values and beliefs

styles of leadership

Task analysis

job requirements

availability of physical and human resources

defining areas of responsibility

time management

requesting assistance

Team processes

meetings organisation documentation types of meetings roles and responsibilities of team members

decision making process tools

technologies

conflict management

24


Team performance

review process individual/team

feedback

strategies for improvement

Suggested learning experiences work together in groups to research business-related topics

survey businesses and reading current journal articles to identify different types of teams in business

work with other departments within the school on specific projects (e.g. musical, fete, greening the school)

organise, conduct and evaluate a meeting for a school project

evaluate the effectiveness and running of school camps

attend or participate in a video/web conference or webinar

invite the school IT coordinator to set up video conferencing between two different classrooms

organise and run a meeting; video and evaluate the effectiveness of the team meeting through a discussion or other collaborative learning experience

prepare a booklet, video, or webpage to use as a training session on quality teams including the roles of individual team members and leaders

develop a workteam appraisal form and evaluate the effectiveness of group work undertaken

invite guest speakers to discuss teams in business

participate in team problem solving on school or local issues

role-play effective versus non-effective teams

prepare a seminar on the latest in team communication technologies

create a resource to be used to assist in conducting a training session on quality teams including the roles of individual team members and leaders

create work documents which will assist in running a team, e.g. task analysis form, workteam appraisal forms

survey workteams within the school environment and classify each member into their team roles.

25


7. Organisational skills

Unit of competency associated with this topic BSBWOR202A – Organise and complete daily work activities

Summary of content

Goal setting

Time management

Reviewing and evaluating


Goal setting

self-motivation proactive or reactive approach

short-term and long-term goals

Time management

establishing timelines

planning and organising own work schedule realistic expectations accurate assessment of work time allocations

prioritising tasks decision-making processes

breakdown of tasks realistic expectations accurate assessment of time needed to complete task

selecting resources availability suitability

meeting deadlines reducing and managing stress eliminating time wasters

Organisational tools planners diaries “to-do” lists

Reviewing and evaluating

review of tasks and priorities with a change of instruction

self-assessment

26


Suggested learning experiences identify and summarise main points of a speech given by a successful business person, sports

person or motivational speaker to recalling important and effective organisational strategies

identify and summarise main points made by a technician talking about a system, hardware, or policy

organise and deliver an information seminar to the class

research the ways in which enterprises protect data and manage information security, and analyse your research by identifying key points and significant findings

create a unique and original electronic or paper diary which is specific to the students’ needs and details a step-by-step plan to enable success

create, prepare and review a personal semester plan showing assessment items, extracurricular activities, leisure time, timeline to manage study; homework and work commitments and “to-do lists” etc.

27


8. Computer operations

Units of competency associated with this topic BSBWOR204A – Use business technology

BSBINM201A – Process and maintain workplace information

BSBITU201A – Produce simple word processed documents

BSBITU303A – Design and produce text documents

BSBITU202A – Create and use spreadsheets

BSBITU301A – Create and use databases† ; or

BSBITU302A – Create electronic presentations†

Summary of content

Wordprocessing — routine

Wordprocessing — advanced

Spreadsheets

Databases (elective); or

Electronic presentations (elective)

Note:

schools must elect to undertake a study of either (d) Databases or (e) Electronic presentations in the two-year course

the application of task management procedures to all recommended subject matter is expected

familiarity of system to be used is required (e.g. networks, hardware, software, maintenance, file management, security, ergonomic requirements, latest developments)

the use of keyboard shortcuts is encouraged

the practice of minimising paper wastage is expected.


Wordprocessing — Routine task management

safe work practices ergonomics exercises conservation

organisational policies and procedures on-line help storage and location of data meet designated timelines follow instructions (oral and written) check for accuracy selection of appropriate software and hardware maintain technology

documents — these may include standard or merge letters

† Schools are required to select either BSBITU301A OR BSBITU302A.

28


memos facsimile short reports one-page fliers agendas minutes tables email templates

functions default settings page setup paragraph formatting text formatting bullets and numbering tabs line spacing page numbers headers and footers auto functions borders

design and enhancement — these may include consistency of layout use of white space margins justification formatting columns alignment

print print preview appropriate stationery options (e.g. multiple pages, odd/even, specified)

Wordprocessing — Advanced task management

see Wordprocessing — Routine speed and accuracy

documents — these may include multipage mail merge (including labels) reports promotional material

brochures calendars flyers schedules

newsletters press releases complex tables forms context specific

29


functions template creation macros alternate headers and footers change of orientation within document table headings (vertical, continuous) multilevel bullets and numbering styles automatic table of contents importing from other software packages linking/merging with other software packages fill in fields, drop-down boxes, tick boxes

design and enhancement consistency of layout drawing tools graphics tools digital photos scanning

print field codes print merge

Spreadsheets task management

see Wordprocessing — Routine

terminology rows and columns cells cell referencing range absolute active cells operators

functions text formatting (e.g. bold, orientation, alignment, autofill) cell formatting (e.g. text wrap, numbers, currency, merge) formulae

range efficiency of use relative and absolute moving and copying sum, maximum, minimum, average, operations others may include: “if statements”, count, look up

adding/deleting columns/rows sizing columns/rows headers/footers linking data

within a workbook to another application

comments show/hide columns

design and enhancement

30


analysis of a given situation construction of appropriate design identification of heading, labels, values page set-up options

margins portrait/landscape headers/footers formatting (e.g. lines, borders, shading, row height)

charts types — these may include

column stacked bar line pie

features — these may include data labels axis title chart title legend gridlines colours/patterns lines/borders

print with values with formulae to fit specific number of pages to fit on one page with row and column headings

Database task management


terminology files fields records cells data queries forms reports tables input masks primary key

functions creating relationships between tables field definitions/attributes inserting/deleting blank lines and spaces altering field widths adding, deleting, moving, relabelling repeating (if available)

31


formulae data protection table, form and report wizard linking data to another application

design and enhancement analysis of a given situation construction of appropriate design identification of fields and data types alignment on page formatting (e.g. borders, shading) headers and footers modification

forms design use

reports text boxes labels formula format data

queries range selecting specified data showing specific fields

print records tables forms queries reports

Electronic Presentations task management


terminology auto layout view (e.g. slide, outline, normal, slideshow) master slide design template

functions slide sorter animation

preset custom

insert and/or import (e.g. sound, music, video clips, pictures, charts, tables, graphics, objects, illustrations)

hyperlink agenda slide custom show transitions timing

32


loop continuously action buttons

design and enhancement appropriate use for intended audience headlines/titles slide content logos colour schemes visual impact backgrounds distractions

print slides handouts notes pages outline view

Suggested learning experiences apply style guides and/or OPPM for document layout

research the ways in which enterprises protect data and manage information security

collect newspaper articles on latest developments in technology

invite a technician to talk about system, hardware, policy

survey a local community or school organisation (e.g. sporting body or hobby club, P&C) with a view to developing a database or spreadsheet to suit their needs

devise and implement recycling practices for the school

design letterheads, faxes, memos appropriate to the business contexts being studied

organise a competition to develop new documentation for the school’s consideration

compile a folio of documents and exemplar material

prepare subject-specific information for career night or open day

organise and deliver an information seminar

design a range of spreadsheets suitable for business purposes, e.g. payroll, petty cash, tax invoices

evaluate and create an on-line help/manual to solve software package difficulties

create a range of spreadsheets suitable for business purposes, e.g. payroll, petty cash, tax invoices

create and implement recycling practices to minimise paper wastage

create charts/electronic presentations on: safe work practices storage and location of data efficient use of time selection of appropriate software and hardware.

33


9. Financial records

Unit of competency associated with this topic FNSICGEN305B — Maintain daily financial/business records

Summary of content

Banking procedures

Petty cash

Source documents


Banking procedures organisational policies and procedures

current developments

preparation and processing of banking documents withdrawal forms deposit slips/books cheques merchant summaries

banking guidelines cash bundled accurate forms banking summary banking electronically

validity and authorisation

personnel

Petty cash organisational policies and procedures

imprest system

preparation of vouchers and petty cash book

recording and balancing of petty cash transactions

reimbursement

validation, authorisation

personnel

Source documents organisational policies and procedures

type (order forms, tax invoices, consignment notes, adjustment notes, cheques, receipts) purpose and function description preparation GST discounts correct authorisation and payment procedures

importance of correct calculations and checking procedures:

34


accuracy irregularities security resolution or referral of creditor enquiries

personnel

Suggested learning experiences identify and summarise main points from a speech given by the school business services

officer recalling their own experiences with regards to the school petty cash system, banking procedures, bank reconciliation and invoices

use computer packages to carry out petty cash procedures

identify and summarise main points from a speech given by a representative from a financial institution discussing trends in banking, the impact of technology on the banking industry and the effects on their clientele

participate in a simulation of real banking procedures in order to practise a learned procedure using “play money”

organise and participate in a fund-raising venture in order to carry out a learned procedure

identify and summarise main points from a visit to a work place to enhance students’ understanding through allowing them to discuss with personnel how their business prepares source documents and the checking procedures to ensure accuracy, banking procedures and the recording of financial aspects as related to their business

create a company’s financial documents in line with an OPPM

explore issues surrounding identity theft.

35


7. Assessment

Assessment is an integral part of the teaching and learning process. The major purposes of assessment in senior Authority subjects are to:

promote, assist and improve learning

inform programs of teaching and learning

provide information for students, parents and teachers about the progress and achievements of individual students to help them achieve as well as they are able

provide comparable levels of achievement in each Authority subject to be recorded in students’ learning accounts. The comparable levels of achievement may contribute to the awarding of the Queensland Certificate of Education

be used as the base data for tertiary entrance purposes

provide information about how well groups of students are achieving for school authorities and the State Education and Training Minister.

7.1 Principles of exit assessment

An assessment program for the four-semester course of study requires consideration of the following principles. These principles of exit assessment are to be considered together and not individually in the development of an assessment program.

Information is gathered through a process of continuous assessment.

Balance of assessment is a balance over the course of study and not necessarily a balance over a semester or between semesters.

Exit achievement levels are devised from student achievement in all areas identified in the syllabus as being mandatory.

Assessment of a student’s achievement is in the significant aspects of the course of study identified in the syllabus and the school’s work program.

Selective updating of a student’s profile of achievement is undertaken over the course of study.

Exit assessment is devised to provide the fullest and latest information on a student’s achievement in the course of study.

While most students will exit a course of study after four semesters, some will exit after one, two or three semesters.

Continuous assessment

Judgments about student achievement made at exit from a course of study must be based on an assessment program of continuous assessment.

Continuous assessment involves gathering information on student achievement using assessment instruments administered at suitable intervals over the developmental four-semester course of study.

In continuous assessment, all assessment instruments have a formative purpose. The major purpose of formative assessment is to help students attain higher levels of performance.

36


When students exit the course of study, teachers make a summative judgment about their levels of achievement in accordance with the standards associated with exit criteria.

The process of continuous assessment provides the framework in which the other five principles of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the course, selective updating, and fullest and latest information.

Balance

Judgments about student achievement made at exit from a course of study must be based on a balance of assessments over the course of study.

Balance of assessments is a balance over the course of study and not a balance within a semester or between semesters.

Balance of assessment means judgments about students’ achievements of all the assessable general objectives are made a number of times using a variety of assessment techniques and a range of assessment conditions over the developmental four-semester course.

See also the section on Requirements for verification folio.

Mandatory aspects of the syllabus

Judgments about student achievement made at exit from a course of study must be based on mandatory aspects of the syllabus.

The mandatory aspects are:

the general objectives of Knowledge and understanding, Reasoning processes, and Skills and procedures and

the nine topics of study, 1. Business and work environments2. International business communication 3. Workplace health, safety and sustainability4. Managing workplace information 5. Workplace communication6. Workteams7. Organisational skills8. Computer operations9. Financial records

To make the judgment of student achievement at exit from a four-semester course of study about the mandatory aspects, the standards associated with exit criteria stated in Section 7.8.1 must be used.

Significant aspects of the course of study

Judgments about student achievement made at exit from a course of study must be based on significant aspects of the course of study.

Significant aspects are those areas described in the school’s work program that have been selected from the choices permitted by the syllabus to meet local needs.

The significant aspects must be consistent with the general objectives of the syllabus and complement the developmental nature of learning in the course over four semesters.

Selective updating

37


Judgments about student achievement made at exit from a course of study must be selectively updated throughout the course.

Selective updating is related to the developmental nature of the course of study and works in conjunction with the principle of fullest and latest information.

As subject matter is treated at increasing levels of complexity, assessment information gathered at earlier stages of the course may no longer be representative of student achievement. Therefore, the information should be selectively and continually updated (not averaged) to accurately represent student achievement.

Schools may apply the principle of selective updating:

to the whole subject-group

A school develops an assessment program so that, in accordance with the developmental nature of the course, later assessment information based on the same groups of objectives replaces earlier assessment information.

to individual students

A school determines the assessment folio for verification or exit (post-verification). The student’s assessment folio must be representative of the student’s achievements over the course of study. The assessment folio does not have to be the same for all students, however the folio must conform to the syllabus requirements and the school’s approved work program.

Selective updating must not involve students reworking and resubmitting previously graded responses to assessment instruments.

Fullest and latest information

Judgments about student achievement made at exit from a course of study must be based on the fullest and latest information available.

“Fullest” refers to information about student achievement gathered across the range of general objectives.

“Latest” refers to information about student achievement gathered from the most recent period in which achievement of the general objectives is assessed.

As the assessment program is developmental, fullest and latest information will most likely come from Year 12 for those students who complete four semesters of the course.

The fullest and latest assessment data on mandatory and significant aspects of the course of study is recorded on a student profile.

7.2 Planning an assessment program

To achieve the purposes of assessment listed at the beginning of this section, schools must consider the following when planning an assessment program:

general objectives (see Section 3)

learning experiences (see Section 5)

principles of exit assessment (see Section 7.1)

variety in assessment techniques over the four-semester course (see Section 7.5)

conditions in which assessment instruments are undertaken (see Section 7.5)

verification folio requirements, that is the range and mix of assessment instruments necessary to reach valid judgments of students’ standards of achievement (see Section 7.6)

post verification assessment (see Section 7.6)

38


exit criteria and standards (see Section7.7).

In keeping with the principle of continuous assessment, students should have opportunities to become familiar with the assessment techniques that will be used to make summative judgments. They should also have knowledge of the criteria to be used in relation to each assessment instrument.

Further information can be found at <www.qsa.qld.edu.au> under P–12 syllabuses & support > Years 11 and 12 > Subject areas.

7.3 Special consideration

Guidance about the nature and appropriateness of special consideration and special arrangements for particular students may be found in the Authority’s Policy on Special Consideration in School-based Assessments in Senior Certification (2006), available from <www.qsa.qld.edu.au> under Assessment > Senior assessment > Special consideration.

This statement provides guidance on responsibilities, principles and strategies that schools may need to consider in their school settings.

To enable special consideration to be effective for students, it is important that schools plan and implement strategies in the early stages of an assessment program and not at the point of deciding levels of achievement. The special consideration might involve alternative teaching approaches, assessment plans and learning experiences.

7.4 Authentication of student work

It is essential that judgments of student achievement are made on accurate and genuine student assessment responses. Teachers should ensure that students’ work is their own, particularly where students have access to electronic resources and when they are preparing collaborative tasks.

The QSA information statement Strategies for authenticating student work for learning and assessment is available from <www.qsa.qld.edu.au> under Publications > Reports & papers > QSA. This statement provides information about various methods teachers can use to monitor students’ work to ensure it is their own. Particular methods outlined include:

students planning production of drafts and final responses

teachers seeing plans and drafts of student work

maintaining documentation of the development of responses

students acknowledging resources used.

Teachers must ensure students use consistent accepted conventions of in-text citations and referencing where appropriate.

39


7.5 Assessment techniques

The assessment techniques most suited to the judgment of student achievement in this subject are described below. The criteria to which each technique is best suited are indicated also.

Where students undertake assessment in a group or team, instruments must be designed so that teachers can validly assess the work of individual students and not apply a judgment of the group product and processes to all individuals.

7.5.1 Category 1: Short written response

What is a short written response?

The short written response is an assessment instrument that is written and conducted under supervised conditions to ensure authentication of student work.

This technique may draw on the Knowledge and understanding and/or Reasoning processes criteria.

Perusal time is recommended.

A short written response may be constructed using the following items:

1. Short items

Such as, multiple-choice questions, true/false, sentence or short-paragraph (up to 50 words) responses

2. Paragraph responses

These are used when explanation of greater complexity is required and should be between 50 and 200 words, such as, paragraphs, business letters, memos, emails.

For monitoring For verification

Mix of items listed above Emphasis on paragraph responses

What should teachers do when planning and implementing a short written response?

The teacher should: construct questions that are unambiguous

format the paper to allow for ease of reading and responding

consider the language needs of the students

ensure the questions allow the full range of standards to be demonstrated.

40


7.5.2 Category 2: Extended written response

What is an extended written response?

The extended written response is an assessment instrument that is developed in response to a question, scenario or issue. Appropriate questions invite a variety of perspectives. They are “open” questions, that is, they have a range of possible answers. They should highlight specific issues rather than broad general topics and could require a response to stimulus materials and/or a deeper understanding of factual knowledge. It may take many forms, for example feature articles, editorial or persuasive, analytical or argumentative essays or reports.

The assessable outcome of the extended response task is a written presentation, which may take one of the forms below. This technique may draw on the Knowledge and understanding and/or Reasoning processes criteria.

Perusal time is recommended for extended written responses conducted under supervised conditions.

Scaffolding (modelling the process and familiarising students with the expectations for the required outcome) must be provided as part of the learning process to help students complete an assessment instrument. Scaffolding must be reduced from Year 11 to Year 12 to allow the student to better demonstrate independence

in the process.

Research

The student

must include in-text referencing, bibliography and/or reference list

may provide a factual response to a specific question/issue

or

may make some form of a decision/recommendation regarding the question/issue under investigation and support the decision/recommendation with logical arguments.

Responses to seen or unseen stimulus materials

These take the form of either paragraph responses or more extended pieces of writing. When supervised conditions are chosen for an extended piece of writing it is best if it is the only item, as this will better allow students to demonstrate the full range of standards.

Stimulus materials must be succinct enough to allow students to engage with the material in the time provided under supervised conditions. If the stimulus material is lengthy, it may need to be given to the students before the administration of the task. In these cases, the teacher must only provide the stimulus material, not the question or statement relating to the material.


Report: 800–1000 words

Article: 400–600 words

Responses to seen or unseen stimulus materials under supervised conditions: 300–500 words

Report: 1200–1800 words

Article: 500–800 words

Responses to seen or unseen stimulus materials under supervised conditions: 500–800 words

What should teachers do when planning and implementing an extended written response?

The teacher should:

construct questions that are unambiguous

provide scaffolding for formative assessment

format the paper to allow for ease of reading and responding


ensure the questions allow the full range of standards to be demonstrated

allow sufficient class time for students to be able to undertake the task effectively.

41


7.5.3 Category 3: Spoken/Multimodal presentation

What is a spoken/multimodal presentation?

A spoken/multimodal presentation is an assessment instrument that is spoken/signed (e.g. debate, seminar, lesson, demonstration) or multimodal (e.g. webpage, podcast, video, computer simulation, board game). A multimodal presentation must include an aspect of spoken/signed communication.

The spoken/multimodal presentation:

must be supported by explanatory notes (which may include in-text references, bibliography, data and diagrams for clarification of the content of the presentation).

may draw on the Knowledge and understanding and/or Reasoning processes criteria.

Assessment of a spoken/multimodal presentation may be accompanied with documentary evidence such as detailed checklists for each student.

Scaffolding (modelling the process and familiarising students with the expectations for the required outcome) must be provided as part of the learning process to help students complete an assessment instrument. Scaffolding must be reduced from Year 11 to Year 12 to allow the student to better demonstrate independence in the process.


Directly spoken/signed presentation: 5–8 minutes per student

Multimodal presentation: minimum of 3 minutes per student

Directly spoken/signed presentation: 8–10 minutes per student

Multimodal presentation: minimum of 5 minutes per student

What should teachers do when planning and implementing a spoken/multimodal presentation?

The teacher should:

provide scaffolding for formative assessment


ensure the task allows the full range of standards to be demonstrated

allow sufficient class time for students to be able to effectively undertake the task.

42


7.5.4 Category 4: Practical tasks

What is a practical task?

A practical task is an assessment instrument that is used to assess business procedures either manually or electronically (e.g. folio of work, computer generated documents, financial documents, diaries).

This technique may draw on the Knowledge and understanding and/or Skills and procedures criteria.

This technique may require teacher observation of a defined activity, such as:

operating relevant technologies

completing defined tasks within a designated timeline

role playing, group or team situations.

Any assessment using teacher observation must be accompanied with documentary evidence such as detailed checklists for each student.

Class time must be allocated to observe a practical task, however independent student time may be required to complete the task.

What should teachers do when planning and implementing a practical task?

The teacher should:

provide OPPM guidelines

model appropriate business standards required

provide access to relevant technologies

construct questions/tasks that are unambiguous


ensure the questions/tasks suit the relevant context

ensure the questions/tasks allow for the full range of standards to be demonstrated.

7.5.5 Category 5: Integrated project

What is an integrated project?

An integrated project is an assessment instrument that involves a variety of interrelated tasks completed in groups, individually or a combination of individual and group work. The integrated project should be undertaken over an extended period (e.g. three weeks minimum) and involve the use of students’ own time and class time.

An integrated project must include at least:

two topics of study

two criteria

two assessment techniques.

Scaffolding (modelling the process and familiarising students with the expectations for the required outcome) must be provided as part of the learning process to help students complete an assessment instrument. Scaffolding must be reduced from Year 11 to Year 12 to allow the student to better demonstrate independence in the process.

What should teachers do when planning and implementing an integrated project?

The teacher should:

provide detailed guidelines to ensure students have the necessary skills to complete the task, when an integrated project is undertaken for the first time

allow some class time for students to be able to effectively undertake each component of the integrated project

use progressive checks and consult with students to assist them in completing the project in the required time.

43


7.6 Requirements for verification folio

A verification folio is a collection of a student’s responses to assessment instruments on which the level of achievement is based. For students who are to exit with four semesters of credit, each folio must contain the range and mix of assessment techniques for making summative judgments stated below.

Students’ verification folios for Business Communication & Technologies must contain:

a minimum of four and a maximum of six assessment instruments from Year 12

evidence of each criterion being assessed summatively at least twice by verification

assessment instruments that include:

one extended written response completed under supervised conditions which must assess Reasoning processes

one significant assessment instrument of either an extended written response (research) or an integrated project

the latest substantial computer operations’ assessment instrument

a task-specific criteria sheet for each assessment instrument which provides evidence of how students meet standards associated with the exit criteria involved in that instrument.

For information about preparing monitoring and verification submissions schools should refer to <www.qsa.qld.edu.au> under Assessment > Senior Assessment > Forms and procedures.

7.6.1 Post-verification assessment

Schools must use assessment information gathered after verification in making judgments about exit levels of achievement for those students who are completing the fourth semester of the course of study. For this syllabus students are to respond to at least one instrument which assesses at least one criteria.

7.6.2 Student profile

The purpose of the student profile is to record student achievement over the four-semester course of study. Key elements on the profile include:

semester units/themes/topics

assessment instruments in each semester

standard achieved in each criterion for each instrument

instruments used for summative judgments

interim level of achievement at monitoring and verification.

Schools may use the sample profile template in the appendix or design their own.

7.7 Exit criteria and standards

The purpose of exit criteria and standards is to make judgments about students’ levels of achievement at exit from a course of study. The criteria are stated in the same categories as the assessable general objectives of the syllabus. The standards describe how well students have achieved the general objectives and are stated in the table Standards associated with exit criteria.

44


The following criteria must be used:

Criterion 1: Knowledge and understanding

Criterion 2: Reasoning processes

Criterion 3: Skills and procedures

Each criterion must be assessed in each semester, and each criterion is to make an equal contribution to the determination of exit levels of achievement.

7.8 Determining exit levels of achievement

When students exit the course of study, the school is required to award each student an exit level of achievement from one of the five levels:

Very High AchievementHigh AchievementSound AchievementLimited AchievementVery Limited Achievement.

Exit levels of achievement are summative judgments made when students exit the course of study. For most students this will be after four semesters. For these students, judgments are based on exit folios providing evidence of achievement in relation to all general objectives of the syllabus and in accordance with the criteria and standards.

Determining a standard

The standard awarded is an on-balance judgment about how the qualities of the student’s work match the standards descriptors overall in each criterion. This means that it is not necessary for the student to have met every descriptor for a particular standard in each criterion.

When standards have been determined in each of the criteria for this subject, the following table is used to award exit levels of achievement, where A represents the highest standard and E the lowest. The table indicates the minimum combination of standards across the criteria for each level.

Awarding exit levels of achievement

VHA Standard A in any two criteria and no less than a B in the remaining criterion

HA Standard B in any two criteria and no less than a C in the remaining criterion

SA Standard C in any two criteria and no less than a D in the remaining criterion

LA At least Standard D in any two criteria

VLA Standard E in the three criteria

Some students will exit after three, two or one semesters. For these students, judgments are based on folios providing evidence of achievement in relation to the general objectives of the syllabus focused on to that point of time. The particular standards descriptors related to the objectives focused on are used to make the judgment.

Further information can be found at <www.qsa.qld.edu.au> under Assessment > Senior Assessment > Forms and procedures (scroll to Additional guidelines and procedures).

45


7.8.1 Standards associated with exit criteria

Criterion A B C D E

Kn

ow

led

ge

and

u

nd

ers

tan

din

g

The student work has the following characteristics:

recall, definition and description of a comprehensive range of factual information


recall, definition and description of a substantial range of factual information


recall, definition and description of a range of factual information


recall, definition and description of factual information


recall of factual information

effective and consistent application and explanation of business concepts, principles, processes and practices.

effective application and explanation of business concepts, principles, processes and practices.

application and explanation of basic business concepts, principles, processes and practices.

explanation of basic business concepts.

states basic business concepts.

Re

aso

nin

g p

roce

sse

s


effective and consistent interpretation, analysis, synthesis and evaluation of information


effective interpretation, analysis, synthesis and evaluation of information


basic interpretation, analysis, synthesis and evaluation of information


basic interpretation, analysis and organisation of information


basic interpretation and organisation of information

development of logically reasoned arguments, valid conclusions, appropriate and justified recommendations to business-related issues and problems

development of logically reasoned arguments, valid conclusions and appropriate recommendations to business-related issues and problems

development of reasoned arguments, conclusions and recommendations to business-related issues and problems

provide conclusions and/or recommendations to business-related issues and problems

provides basic conclusions and/or recommendations

communicates information consistently and effectively to a business standard for a variety of purposes and audiences.

communicates information effectively to a business standard for a variety of purposes and audiences.

communicates information for a variety of purposes and audiences.

communicates information to an audience.

communicates information.

Ski

lls a

nd

pro

ced

ure

s


effective and consistent use of a range of skills and capabilities relevant to business technologies to achieve the required output


effective use of a range of skills and capabilities relevant to business technologies to achieve the required output


uses appropriate skills and capabilities relevant to business technologies to achieve the required output


uses skills and capabilities relevant to business technologies to achieve an output


uses technology to achieve an output

selection and application of appropriate business procedures to consistently produce accurate information

selection and application of appropriate business procedures to produce relatively accurate information

selection and application of business procedures to produce information

selection and application of some procedures to produce information

produces some information

presents information consistently and effectively to a business standard.

presents information effectively to a business standard.

presents information to a business standard.

presents some information to a business standard.

presents some information.

46


8. Language education

Teachers of Senior English have a special responsibility for language education. However, it is the responsibility of all teachers to develop and monitor students’ abilities to use the forms of language appropriate to their own subject areas. Their responsibility entails developing the following skills:

ability in the selection and sequencing of information required in the various forms (such as reports, essays, interviews and seminar presentations)

the use of technical terms and their definitions

the use of correct grammar, spelling, punctuation and layout.

Assessment in all subjects needs to take into consideration appropriate use of language.

The ability to communicate well is essential to effective participation in the workplace. Students of Business Communication & Technologies will be required to demonstrate the attributes and skills necessary for effective written and non-written communication in a business environment.

Such skills are of fundamental importance in attaining knowledge of business, in understanding administration concepts, in analysing and evaluating recommendations in a range of business-related situations, and in handling a variety of business transactions. They are also critical to developing the effective workteam, personal and interpersonal communication skills essential for good staff and customer relations and, ultimately, the successful operation of a business.

Students also need to be familiar with differences and subtleties in language when negotiating with overseas business contacts and handling international business communications. In a highly competitive business world and one in which international trade is becoming more frequent, the importance of developing an awareness of national and international cultural sensitivities in both verbal and nonverbal communications is of utmost importance.

Students should be encouraged to use language to achieve different purposes in different contexts and for a variety of audiences. Opportunities should be provided for students to access, process and present information in a range of forms and media as suggested in Table 1.

47


Table 1: Language sources, purposes and formats

Drawing upon sources of information, such as:

Using language for the purposes of:

Presenting information in forms such as:

observations

demonstrations

textbooks

handbooks

manuals

product brochures

computer files

journal articles

magazines

newspaper articles

advertisements

broadcast media

internet

CD-ROMs

videos/films/DVD

lectures

interviews

discussions

industry speakers.

restating information

reporting results

delivering information

arguing a proposition

explaining a relationship

proposing action

defending a position

justifying a stance

evaluating an argument

developing an idea

persuading

describing a process

identifying/recognising

listening/responding

collecting

selecting

listening

classifying

sequencing

explaining/describing

analysing

solving problems

making conclusions

summarising.

formal reports

business letters

memos

emails

faxes

telephone messages

reviews

short response

spoken/signed presentations

audiovisual presentations

seminars

discussions

expositions

demonstrations

charts

graphs

diagrams

brochures

pamphlets

sketches

models

photographs/captions

conversations

electronic media.

48


9. Quantitative concepts and skills

Success in dealing with issues and situations in life and work depends on the development and integration of a range of abilities, such as being able to:

comprehend basic concepts and terms underpinning the areas of number, space, probability and statistics, measurement and algebra

extract, convert or translate information given in numerical or algebraic forms, diagrams, maps, graphs or tables

calculate, apply algebraic procedures, implement algorithms

make use of calculators and computers

use skills or apply concepts from one problem or one subject domain to another.

Some subjects focus on the development and application of numerical and other mathematical concepts and skills. These subjects may provide a basis for the general development of such quantitative skills or have a distinct aim, such as to prepare students to cope with the quantitative demands of their personal lives or to participate in a specific workplace environment.

Nevertheless, in all subjects students are to be encouraged to develop their understanding and to learn through the incorporation — to varying degrees — of mathematical strategies and approaches to tasks. Similarly, students should be presented with experiences that stimulate their mathematical interest and hone those quantitative skills that contribute to operating successfully within each of their subject domains.

The distinctive nature of Business Communication & Technologies may require that new mathematical concepts be introduced and new skills be developed. In many cases, however, it will be a matter for teachers, in the context of their own subjects, having to encourage the use of quantitative skills and understandings that were developed previously by their students. Within appropriate learning contexts and experiences in the subject, opportunities are to be provided for the revision, maintenance, and extension of such skills and understandings.

49


10. Educational equity

Equity means fair treatment of all. In developing work programs from this syllabus, schools should incorporate the following concepts of equity.

All young people in Queensland have a right to gain an education that meets their needs, and prepares them for active participation in creating a socially just, equitable and democratic global society. Schools need to provide opportunities for all students to demonstrate what they know and can do. All students, therefore, should have equitable access to educational programs and human and physical resources. Teachers should ensure that particular needs of the following groups of students are met: female students; male students; Aboriginal students; Torres Strait Islander students; students from non–English-speaking backgrounds; students with disabilities; students with gifts and talents; geographically isolated students; and students from low socioeconomic backgrounds.

Subject matter chosen should include, whenever possible, the contributions and experiences of all groups of people. Learning contexts and community needs and aspirations should also be considered. In choosing appropriate learning experiences teachers can introduce and reinforce non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning experiences should encourage the participation of students with disabilities and accommodate different learning styles.

Resource materials used should recognise and value the contributions of both females and males to society and include social experiences of both genders. Resource materials should also reflect cultural diversity within the community and draw from the experiences of the range of cultural groups in the community.

To allow students to demonstrate achievement, barriers to equal opportunity need to be identified, investigated and removed. This may involve being proactive in finding the best ways to meet the diverse range of learning and assessment needs of students. The variety of assessment techniques in the work program should allow students of all backgrounds to demonstrate their knowledge and skills related to the criteria and standards stated in this syllabus. The syllabus criteria and standards should be applied in the same way to all students.

Teachers should consider equity policies of individual schools and schooling authorities, and may find the following resources useful for devising an inclusive work program:ACACA 1996, Guidelines for Assessment Quality and Equity, available from <www.acaca.org.au>ANTA 2004, A Guide to Equity and the AQTF, available from Australian Training Products Ltd

<www.atpl.net.au>QSA 2006, Policy on Special Consideration in School-based Assessments in Senior Certification,

available from <www.qsa.qld.edu.au>QSA 2006, Policy Statement: Equity, available from <www.qsa.qld.edu.au>EQ 2005, Inclusive education statement, available from

<http://education.qld.gov.au/studentservices/>EQ 2006, Education Policy and Procedures Register: Inclusive education, available from

<http://education.qld.gov.au/strategic/eppr/>QSCC 2001, Equity Considerations for the development of curriculum and test material, available

from <www.qsa.qld.edu.au>QCEC 2001, Inclusive Practices in Queensland Catholic Schools, available from

<www.qcec.qld.catholic.edu.au>

50

http://www.qcec.qld.catholic.edu.au/

http://www.qsa.qld.edu.au/

http://education.qld.gov.au/strategic/eppr/

http://education.qld.gov.au/studentservices/



http://www.atpl.net.au/

http://www.acaca.org.au/


Resources

Text and reference books

A wide variety of textbooks and resource materials that could be used as sources of information about Business Communication & Technologies are available. Book suppliers provide information regarding current publications.

World Wide Web

Many interactive and static websites can be used to enhance a course in Business Communication & Technologies and often include useful resources. Some particularly useful sites include:


Australian Council of Trade Unions: <www.actu.asn.au>

Australian Industrial Relations Commission: <www.airc.gov.au>

Department of Employment and Industrial Relations — Industrial Relations Queensland: <www.deir.qld.gov.au>

Department of Employment and Industrial Relations — Queensland Industrial Relations Education Committee (IREC): <www.deir.qld.gov.au/industrial/training/education/schools/index.htm>

Federal Court of Australia: <www.federalcourt.gov.au>

Queensland Chamber of Commerce & Industry Ltd: <www.commerceqld.com.au/www/index.cfm>

Wageline: <www.wageline.qld.gov.au>

International business communication

AUSTRADE — Australian Trade commission: <www.austrade.gov.au>

Australian Chamber of Commerce and Industry: <www.acci.asn.au>

Australian Department of Foreign Affairs and Trade (Smart Traveller): <www.smarttraveller.gov.au>

Australian Institute of Export: <www.aiex.com.au>

Commerce Queensland (International Business): <www.commerceqld.com.au/www/index.cfm?itemid=8&CFID=2747593&CFTOKEN=86700446>

Department of Foreign Affairs and Trade: <www.dfat.gov.au>

Executive Planet: <www.executiveplanet.com/index.php?title=Main_Page>

Lonely Planet: <www.lonelyplanet.com>

United Nations: <www.un.org/english>

World Trade Centres Association: <http://world.wtca.org/portal/site/wtcaonline>

World Trade Organisations: <www.wto.org>

51

http://www.wto.org/

http://world.wtca.org/portal/site/wtcaonline

http://www.un.org/english/

http://www.lonelyplanet.com/

http://www.executiveplanet.com/index.php?title=Main_Page

http://www.dfat.gov.au/

http://www.commerceqld.com.au/www/index.cfm?itemid=8&CFID=2747593&CFTOKEN=86700446

http://www.commerceqld.com.au/www/index.cfm?itemid=8&CFID=2747593&CFTOKEN=86700446

http://www.aiex.com.au/

http://www.smarttraveller.gov.au/

http://www.acci.asn.au/

http://www.austrade.gov.au/

http://www.wageline.qld.gov.au/

http://www.commerceqld.com.au/www/index.cfm

http://www.federalcourt.gov.au/

http://www.deir.qld.gov.au/industrial/training/education/schools/index.htm

http://www.deir.qld.gov.au/

http://www.airc.gov.au/

http://www.actu.asn.au/


Workplace health, safety and sustainability

Australian Government — Comcare: <www.comcare.gov.au>

Australian Government — Occupation Health & Safety: <www.business.gov.au/Business+Entry+Point/Business+Topics/Occupational+health+and+safety>

Australian Government (Workplace Health & Safety): <www.australia.gov.au/OHS_(Workplace_Health_&_Safety)>

Department of Employment and Industrial Relations — Workplace Health and Safety: <www.deir.qld.gov.au/workplace/index.htm>

Queensland Department of Industrial Relations — Safetysense: <http://whs.qld.gov.au/safetysense/index.htm>

WorkCover Queensland: <www.workcover.qld.gov.au>

Workplace Health & Safety Act 1995 (Qld): <www.legislation.qld.gov.au/LEGISLTN/CURRENT/W/WorkplHSaA95.pdf>

Workplace Health & Safety Diagnostic Quiz: <www.sdi.qld.gov.au/dsdweb/htdocs/ssb/diag/first_page.cfm?surveyType=STWHS>

Newspaper reports

Many newspapers carry regular pages, columns and features about Business Communication & Technologies. Local newspapers can also be a source of useful data. The compilation of news files on particular topics can broaden the knowledge base of students and provide a valuable source of material for developing assessment instruments.

Periodicals

Journals and periodicals provide current, relevant information. Journals and periodicals relevant to Business Communication & Technologies may include:

Business Communication Quarterly

Business Education Forum

International Journal of Business and Management Education

The Journal of Business Communication

The Journal of Business Systems, Governance and Ethics

School librarians should be able to help identify and locate other useful periodicals.

Electronic media and learning technology

A wide range of videos, DVDs and television recordings are available on a variety of topics related to Business Communication & Technologies. Various computer software programs and CD-ROMs may be useful for a course in Business Communication & Technologies, as learning tools, to gain access to information presented in a variety of forms and to help students gain ICT skills. Educational program distributors are able to supply updated resource lists.

52

http://www.sdi.qld.gov.au/dsdweb/htdocs/ssb/diag/first_page.cfm?surveyType=STWHS

http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/W/WorkplHSaA95.pdf

http://www.workcover.qld.gov.au/

http://whs.qld.gov.au/safetysense/index.htm

http://www.deir.qld.gov.au/workplace/index.htm

http://www.australia.gov.au/OHS_(Workplace_Health_&_Safety)

http://www.business.gov.au/Business+Entry+Point/Business+Topics/Occupational+health+and+safety/

http://www.business.gov.au/Business+Entry+Point/Business+Topics/Occupational+health+and+safety/


Organisations and community resources

A variety of government and community organisations provide personnel, advice, resources and information to assist in constructing and implementing a course in Business Communication & Technologies. Some of these include:

Australian Bureau of Statistics: <www.abs.gov.au>

Australian Government — Business.gov.au: <www.business.gov.au/Business+Entry+Point/>

Business Educators Association of Queensland: <www.beaq.org.au/>

Business Studies Teaching & Education Resources: <www.bized.co.uk/>

Commonwealth Government (departments and agencies): <www.australia.gov.au>

Education Queensland — Curriculum Exchange (Learning Place): <http://education.qld.gov.au/learningplace/cx/>

National Training Information Service: <www.ntis.gov.au/

Office of Fair Trading Queensland: <www.fairtrading.qld.gov.au/>

Queensland Chamber of Commerce & Industry Ltd: <www.commerceqld.com.au/www/index.cfm>

Queensland Government Home Page: <www.qld.gov.au/>

The Learning Federation (business & Enterprise Resources): <www.tlf.edu.au/for_teachers/sample_learning_materials/tm_-_business_and_enterprise.html>

Victorian Commercial Teachers Association: <www.vcta.asn.au/>

53

http://www.vcta.asn.au/

http://www.tlf.edu.au/for_teachers/sample_learning_materials/tm_-_business_and_enterprise.html

http://www.tlf.edu.au/for_teachers/sample_learning_materials/tm_-_business_and_enterprise.html

http://www.qld.gov.au/

http://www.commerceqld.com.au/www/index.cfm

http://www.fairtrading.qld.gov.au/

http://www.ntis.gov.au/

http://education.qld.gov.au/learningplace/cx/

http://www.australia.gov.au/

http://www.bized.co.uk/

http://www.beaq.org.au/

http://www.business.gov.au/Business+Entry+Point/

http://www.abs.gov.au/


Glossary

AccreditationThe process by which specific courses are formally recognised by State or Territory Training Authorities to ensure they meet specified quality requirements.

ArticulationThe formal linkage between different levels of qualifications. Articulation arrangements allow for horizontal or vertical movement between qualifications.

AssessmentAssessment means the process of collecting evidence and making judgments on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace, as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course.

Assessment guidelinesAssessment guidelines means an endorsed component of a Training Package which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment. Assessment guidelines include the assessment system overview, assessor requirements, designing assessment resources, conducting assessment and sources of information on assessment.

Assessment instrumentParticular methods developed and used by a school to gather information about student achievement, which may be made up of one or more items and may assess more than one criterion.

Assessment itemAn individual question on an assessment instrument or part of an instrument.

Assessment materialsOptional component of training packages that complement endorsed industry assessment guidelines and could take the form of assessment exemplars or specific assessment tasks and instructions.

Assessment techniqueThe methods identified in the syllabus to gather evidence about student achievement.

Australian Qualifications Framework (AQF)A national framework for all qualifications in post-compulsory education and training. The AQF recognises that the schools sector, the VET sector and the higher education sector have different industry and institutional linkages. It connects the different sectors in a coherent single framework incorporating qualifications, levels and guidelines. The AQF comprises titles and guidelines, which define each qualification, together with principles and protocols covering articulation and issuance of qualifications and Statements of Attainment.

Australian Quality Training Framework (AQTF)The Australian Quality Training Framework (AQTF) is the national set of standards which assures nationally consistent, high-quality training and assessment services for the clients of Australia’s vocational education and training system. AQTF 2007 is the current version of the framework, effective from 1 July 2007.

54


The National Quality Council (NQC) collaboratively developed AQTF 2007 and will continue to monitor it. The NQC includes all State and Territory Governments, the Australian Government, peak industry bodies, peak training organisations and a representative on equity issues. The Ministerial Council of Vocational and Technical Education, which includes all Ministers for Training in Australia, has approved these quality arrangements.

Competency-based AssessmentCompetency-based assessment is the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.

Competency The broad concept of industry competence concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector, or enterprise.

Credit transferCredit transfer assesses the initial course or subject that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial course or subject is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. This may include credit transfer based on formal learning that is outside the AQF.

Elements of competencyElements of competency are any of the basic building blocks of a unit of competency which describe the key activities or elements of the work covered by the unit.

Employability skillsEmployability skills are skills that apply across a variety of jobs and life contexts. They are sometimes referred to as key skills, core skills, life skills, essential skills, key competencies, necessary skills, and transferable skills. Industry’s preferred term is employability skills.

Employability skills are defined as “skills required not only to gain employment, but also to progress within an enterprise so as to achieve one’s potential and contribute successfully to enterprise strategic directions”.

Key competenciesEmployment related general competencies that are essential for effective participation in the workplace.

National recognitionNational recognition is:

Recognition by an RTO of the AQF qualifications and statements of attainment issued by all other RTOs, thereby enabling national recognition of the qualifications and statements of attainment issued to any person.

Recognition by each state and territory’s registering body of the training organisations registered by any other state or territory’s registering body of its registration decisions.

Recognition by all state and territory course-accrediting bodies and registering bodies of the courses accredited by each state or territory’s course-accrediting body and of its accreditation decisions.

National Training Framework (NTF)The National Training Framework is made up of the AQF and Training Packages. The NTF is a nationally consistent, industry-led system designed to:

55


provide high-quality skill outcomes to maintain individuals’ employability and increase their productivity

provide for nationally recognised qualifications, and

improve the competitiveness of enterprises and the nation.

National Training Information Service (NTIS)The National Training Information Service is the national register for recording information about RTOs, Training Packages and accredited courses. NTIS is part of the National Skills Framework.

Performance criteriaThe part of a competency standard specifying the required level of performance in terms of a set of outcomes which need to be achieved in order to be deemed competent.

QualificationQualification means, in the vocational education and training sector, the formal certification, issued by an RTO under the AQF, that a person has achieved all the requirements for a qualification as specified in an endorsed national Training Package or in an AQF accredited course.

Recognition of Prior Learning (RPL)An assessment process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

Registered training organisation (RTO)

A training organisation registered by a state or territory registering body in accordance with the AQTF 2007 Essential Standards for Registration within a defined scope of registration. A training organisation must be registered in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

RegistrationFormal recognition by a state or territory registering body, in accordance with the AQTF 2007 Standards for State and Territory Registering Bodies, that a training organisation meets the requirements of the AQTF 2007 Essential Standards for Recognition. A training organisation must be registered in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

Seen taskStimulus material provided before the administration of the assessment instrument, not the question or statement relating to the material.

Statement of AttainmentStatement of Attainment is issued by an RTO when an individual has completed one or more units of competency from nationally recognised qualification(s)/course(s).

Training and Assessment StrategyA framework that guides the learning requirements and the teaching, training and assessment arrangements of a vocational education and training qualification. It is the document that outlines the macro-level requirements of the learning process, usually at the qualification level.

Training PackagesA nationally endorsed, integrated set of competency standards, assessment guidelines and AQF qualifications for a specific industry, industry sector or enterprise.

56


Units of competencyUnit of competency means the specification of industry knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.

Unseen taskNeither the stimulus material nor the question or statement relating to the material is provided before the administration of the task.

57


Appendix: Sample courses of study

Sample A: Course organisation‡

Context:TOPIC NO.

TOPIC TITLE UNIT OF COMPETENCY HOURSTOTAL HOURS

YE

AR

11 S

EM

1

Sport and recreation

and/or Other

8 (a) Computer operations — wordprocessing — routine BSBITU201A 20

558 (e) Computer operations — electronic presentations (to be assessed Semester 3) BSBITU302A 3

7 Organisational skills (to be assessed Semester 3) BSBWOR202A 3

1 Business and work environments 29

SE

M 2

Entertainment and/or Other

4 Managing workplace information BSBINM201A 20

558 (c) Computer operations — spreadsheets BSBITU202A 17

9 (c) Financial records — Source Documents FNSICGEN305B (elements 1 & 4) 8

5 (a) Workplace communication 10

YE

AR

12 SE

M 3 Tourism and

Hospitality and/or Other

5 (b) Workplace communication BSBCMM201A 15

552 International business communication 15

8 (e) Computer operations — electronic presentations BSBITU302A 5

7 Organisational skills BSBWOR202A 5

6 Workteams BSBWOR203A 15

SE

M 4

Retail and/or Other

8 (b) Computer operations — word processing — advanced BSBITU303A, BSBWOR204A 20

553 Workplace health, safety and sustainability BSBOHS201A, BSBSUS201A 20

9 (a) Financial records — banking procedures FNSICGEN305B (element 1 & 2) 79 (b) Financial records — petty cash FNSICGEN305B (element 1 & 3) 8

‡ NOTE: These samples are intended as a guide for teachers’ planning only. See <www.qsa.qld.edu.au> for work program requirements.

58



Sample A: Assessment plan

SemInst no.

Topic no.

Topic name Assessment techniqueApprox time/length

Knowledge & Understanding

Reasoning Processes

Skills & Procedures

F S F S F S

On

e

1 8 (a)Computer operations — wordprocessing routine

Practical tasks 70–100 mins

2 1 Business and work environmentsShort written response 50–70 mins

Extended written response60–80 mins300–500 wds

Tw

o

3 4 Managing workplace informationSpoken/multimodal presentationExtended written response (Research)

min. 3 mins 3–5 wks

48 (c)9 (c)

Computer operations — spreadsheetsFinancial records — source documents


5 5 (a) Workplace communication Short written response/ Extended written response

70–90 mins

Th

ree

6 5 (b) Workplace communicationPractical tasks/Short written response

60–90 mins

7

28 (e)76

International business communication Computer operations — electronic presentationsOrganisational skillsWorkteams

Integrated project 6–8 wks

Fo

ur

8 8 (b)Computer operations — wordprocessing advanced


9 3Workplace health, safety and sustainability

Short written response 40–60 mins

Extended written response60–80 mins500–800 wds

VERIFICATION

109 (a & b)

Financial records — banking procedures and petty cash


59


60


Sample A: Student profile

SemInst No

Topic No

Topic Assessment technique

KU RP SP LOA

1

1 8aComputer operations —

wordprocessing — routine Practical tasks (F) X

2 1Business and work environments

Short written response (F)Extended written response (F)

X X

END OF SEMESTER

2

3 4Managing workplace information

Spoken/Multimodal presentation (F)Extended written response (Research) (F)

X X

4 8c, 9c

Computer operations — spreadsheetsFinancial records — source documents

Practical tasks (F) X

5 5a Workplace communicationShort written response (F)Extended written response (F)

X X

END OF SEMESTER

MONITORING

3

6 5b Workplace communicationPractical tasks / Short written response (S) X

7

28e76

International business communication Computer operations — Electronic presentationsOrganisational skillsWorkteams

Integrated project (S) X X X

END OF SEMESTER

4

8 8bComputer operations —

wordprocessing — advanced

Practical tasks (S) X

9 3Workplace health, safety and sustainability

Short written response (S)X X

Extended written response (S)

VERIFICATION

10 9a, 9bFinancial records —

banking procedures and petty cash

Practical task (S) X

EXIT LEVEL

Assessment completed in Year 11 is considered formative.

Assessment completed in Year 12 is considered summative.

61


Sample B: Course organisation for composite class (Year A)

Sem ContextTopic number

Topic title Unit/s of competency HoursTotal time

1Travel§

8 (a) Computer operations — word processing — routine

BSBITU201A 17

55 hours367

Workplace health, safety and sustainabilityWorkteamsOrganisational skills

BSBOHS201ABSBSUS201ABSBWOR203ABSBWOR202A

38

2Public

administration§


55 hours9 (b) Financial records — Petty cash FNSICGEN305B (element 1 & 3) 108 (c) Computer operations — Spreadsheets BSBITU202A 15

3 Legal§

8 (b) Computer operations — word processing — advanced

BSBITU303A, BSBWOR204A 17

55 hours45

Managing workplace informationWorkplace communication

BSBINM201ABSBCMM201A

38

4Health and Well-being§

28 (e)

International business communicationComputer operations — electronic presentations

BSBITU302A 38

55 hours9 (a) 9 (c)

Financial records — Banking proceduresFinancial records — Source documents

FNSICGEN305B (element 1 2, & 4) 17

§ Alternative contexts – these may be substituted for any of the contexts in the above course organisation: insurance, banks and other financial institutions, tourism and hospitality, optional.

62


Sample B: Course organisation for composite class (Year B)

Sem Context Topic number

Topic title Unit/s of competency HoursTotal time

1 Legal**

8 (a) Computer operations — word processing routine

BSBITU201A 17

55 hours45


BSBINM201ABSBCMM201A

38

2Health and Well-being**

28 (e)


BSBITU302A38

55 hours9 (a) 9 (c)

Financial records — Banking proceduresFinancial records — Source documents FNSICGEN305B (element 1 2, & 4) 17

3 Travel**

8 (b) Computer operations — word processing advanced

BSBITU303A, BSBWOR204A 17

55 hours367

Workplace health, safety and sustainability WorkteamsOrganisational skills


38

4Public

administration**


55 hours9 (b) Financial records — Petty cash FNSICGEN305B (element 1 & 3) 108 (c) Computer operations — Spreadsheets BSBITU202A 15

** Alternative contexts – these may be substituted for any of the contexts in the above course organisation: insurance, banks and other financial institutions, tourism and hospitality, optional.

63


Sample B: Visual representation of composite class

Topic no. TopicUnit of

competencyHrs

Semester 1 Year A

8 (a)Computer operations — word processing — routine

BSBITU201A 17

3 Workplace health, safety and sustainability


386 Workteams

7 Organisational skills

Total time 55 hours

Semester 2 Year A

1Business and work environments

30

9 (b)Financial records — petty cash

FNSICGEN305B (element 1 & 3)

10

8 (c)Computer operations — spreadsheets

BSBITU202A 15

Total time 55 hours Topic no. TopicUnit of

competencyHrs

Semester 3 Year A Semester 1 Year B

8 (b)Computer operations — word processing — advanced

BSBITU303A, BSBWOR204A

17 8 (a)Computer operations — word processing — routine

BSBITU201A17

4Managing workplace information

BSBINM201A38

4Managing workplace information

BSBINM201A38

5 Workplace communication BSBCMM201A 5 Workplace communication BSBCMM201A

Total time 55 hours Total time 55 hours

Semester 4 Year A Semester 2 Year B

2International business communication

BSBITU302A 38

2International business communication

BSBITU302A 38

8 (e)Computer operations — electronic presentations

8 (e)Computer operations — electronic presentations

9 (a)Financial records — banking procedures FNSICGEN305B

(element 1, 2 & 4)17

9 (a)Financial records — banking procedures FNSICGEN305B

(element 1, 2 & 4)17

9 (c)Financial records — source documents

9 (c)Financial records — source documents

Total time 55 hours Total time 55 hours

Semester 3 Year B

8 (b)Computer operations — word processing — advanced BSBITU303A,

BSBWOR204A17

3Workplace health, safety and sustainability

6 Workteams

7Organisational skills

Total time

55 hours Semester 4 Year B

1Business and work environments

30

9 (b)Financial records — petty cash

FNSICGEN305B (element 1 & 3)

10

8 (c)

Computer operations — spreadsheets

BSBITU202A15Total time55 hours

Year AS1/ 11Year BS2/11S3/12S1/ 11Year

AS4/12S2/11S3/12S1/ 11Year

BS4/12S2/11S3/12S1/

11S4/12S2/11S3/12S4/12And so onRepresentation of continuing composite classes.

Year AS1/ 11Year BS2/11S3/12S1/ 11Year

AS4/12S2/11S3/12S1/ 11Year

BS4/12S2/11S3/12S1/

11S4/12S2/11S3/12S4/12And so onRepresentation of continuing composite classes.

Yea

r A

Yea

r A

Year B

Year B


Sample B: Sample assessment plan for composite class (Year A)

SemInst no.

Topic Topic name Assessment techniqueApprox. time/length

KU RP SP

1

1 8 (a) Computer operations — word processing — routine Practical tasks (F) 50–80 mins

2

3

6

7


Workteams

Organisational skills

Integrated project (F) 5–7 weeks

2

3 1 Business and work environmentsExtended written response (F)

50–70 mins

(min 300 words)

Short written response (F) 50–70 mins

4 9 (b) Financial records — Petty cash Practical tasks (F) 50–70 mins 5 8 (c) Computer operations — Spreadsheets Practical tasks (F) 50–70 mins

3

6 8 (b) Computer operations – word processing – advanced Practical tasks (S) 50–80 mins

74

5

Managing workplace information

Workplace communication

Extended written response (S)50–70 mins

(min 500 words)

Short written response (S) 50–70 mins

4

82

8 (e)


Computer operations — electronic presentationsIntegrated project (S) 5–7 weeks

VERIFICATION

99 (a)

9 (c)

Financial records — Banking procedures

Financial records — Source documentsPractical tasks (S) 50–80 mins


Sample B: Sample assessment plan for composite class (Year B)

SemInst no.

Topic Topic name Assessment techniqueApprox. time/length

KU RP SP

1

1 8 (b) Computer operations – word processing – advanced Practical tasks (F) 50–80 mins

24

5

Managing workplace information

Workplace communication

Extended written response (F)50–70 mins

(min 300 words)

Short written response (F) 50–70 mins

2

32

8 (e)


Computer operations — electronic presentationsIntegrated project (F) 5–7 weeks

49 (a)

9 (c)


Financial records — Source documentsPractical tasks (F) 50–80 mins

3

5 8 (a) Computer operations — word processing — routine Practical tasks (S) 50–80 mins

6

3

6

7


Workteams

Organisational skills

Integrated project (S) 5–7 weeks

4

7 1 Business and work environmentsExtended written response (S)

50–70 mins

(min 500 words)

Short written response (S) 60–90 mins

8 9 (b) Financial records — Petty cash Practical tasks (S) 50–70 mins VERIFICATION

9 8 (c) Computer operations — Spreadsheets Practical tasks (S) 50–80 mins


Sample B: Student profile (Year A)

Sem

Inst no.

Topic no.

TopicAssessment technique

Kn

ow

led

ge

&

un

de

rsta

nd

ing

Re

aso

nin

g

pro

ces

ses

Ski

lls a

nd

p

roce

du

res

Lev

el o

f ac

hie

vem

ent

KU RP SP LOA

1


Practical tasks (F)

2367


Integrated project (F)

END OF SEMESTER

2


Extended written response (F)

Short written response (F)

4 9 (b) Financial records — Petty cash Practical tasks (F)

5 8 (c)Computer operations — Spreadsheets

Practical tasks (F)

END OF SEMESTER

MONITORING

3

6 8 (b)Computer operations — word processing — advanced

Practical tasks (S)

745



Short written response (S)

END OF SEMESTER

4

828 (e)


Integrated project (S)

VERIFICATION

9

9 (a)

9 (c)


Financial records — Source documents

Practical tasks (S)

EXIT LEVEL

(F) = Formative Assessment (S) = Summative Assessment


Sample B: Student profile (Year B)

Sem

Inst no.

Topic no.

TopicAssessment technique K

no

wle

dg

e &

u

nd

ers

tan

din

g

Re

aso

nin

g

pro

ces

ses

Ski

lls a

nd

p

roce

du

res

Lev

el o

f ac

hie

vem

ent

KU RP SP LOA

1

1 8 (b)Computer operations — word processing — advanced

Practical tasks (F)

245


Extended written response (F)

Short written response (F)

END OF SEMESTER

2

328 (e)


Integrated project (F)

4

9 (a)

9 (c)


Financial records — Source documents

Practical tasks (F)

END OF SEMESTER

MONITORING

3


Practical tasks (S)

6367


Integrated project (S)

END OF SEMESTER

4



Short written response (S)

8 9 (b) Financial records — Petty cash Practical tasks (S) VERIFICATION

9 8 (c)Computer operations — Spreadsheets

Practical tasks (S)

EXIT LEVEL

(F) = Formative Assessment (S) = Summative Assessment

(doc, 900 kb )

Education

summarise

business communication

p12 syllabuses

bsb20107 certificate

territory

territorys

short written

thethe student