Sparrow Consulting © July 08Rev.1 – Jul 08
FACILITATOR GUIDESpreadsheet APPLICATION
Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets
Unit Standard 116937
NQF Level 2
Credits: 4
Compiled by:
Brigitte Els
Rev.1 – July 08
Moderated by:
Facilitator Name:
Facilitator Number:
Table of Contents
UNIT 1:UNIT STANDARD 116937
UNIT 2:FACILITATOR NOTES
2.1General information
2.1.1The NQF National Certificate (Vocational)
2.1.2The purpose of the qualification
2.1.3Learning assumed to be in place
2.1.4Recognition of Prior Learning
2.1.5Access to the qualification
2.2Assessment and Portfolio of Evidence
2.2.1Outcomes based assessment
2.2.2The Portfolio of Evidence (PoE)
2.2.3Formative assessment (learner workbook)
2.2.4Summative assessment (assessment guide)
2.2.5Recording and reporting
2.3Resources needed
2.3.1Physical resources
2.3.2Human resources
2.3.3Other resources
2.4Module information
2.4.1An overview of the module
2.4.2Theoretical and practical application of the module
UNIT 3:LEARNER WORKBOOK
3.1Learning methodologies employed in this module
3.2Activities and exercises
3.2.2Unit 2: Basic use of a spreadsheet application
3.2.3Unit 3: Formatting
3.2.4Unit 4: Formulae
3.2.5Unit 5: Completing the spreadsheet
UNIT 4:THE ASSESSMENT PROCESS
4.1Assessment principles
4.2Feedback
4.3Assessment process
UNIT 5:THE ASSESSMENT GUIDE
5.1Assessment 1: Theoretical questionnaire
5.2Assessment 2: Practical assignment
5.3Critical cross-field outcomes
5.4Summative feedback report
5.5Lesson plan
UNIT 6:FINAL ASSESSOR REPORT
UNIT 7:LESSON PLAN
Icons
/ Checklist/ Demonstration
/ Example
/ Group work / discussion
/ Important Note / Something to think about
/ Lecture
/ Multimedia
/ Practical exercise/ assessment
/ Safety & PPE
/ Self-study
/ Site visit
/ Written exercise
/ This guide was developed by
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Tel: 012 – 460 9755
UNIT 1: UNIT STANDARD 116937
SOUTH AFRICAN QUALIFICATIONS AUTHORITYREGISTERED UNIT STANDARD:
Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets.
SAQA US ID / UNIT STANDARD TITLE
116937 / Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets.
SGB NAME / REGISTERING PROVIDER
SGB Computer Sciences and Information Systems
FIELD / SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences / Information Technology and Computer Sciences
ABET BAND / UNIT STANDARD TYPE / NQF LEVEL / CREDITS
Undefined / Regular-Fundamental / Level 2 / 4
REGISTRATION STATUS / REGISTRATION START DATE / REGISTRATION END DATE / SAQA DECISION NUMBER
Registered / 2004-12-02 / 2007-12-02 / SAQA 1257/04
PURPOSE OF THE UNIT STANDARD
This unit standard is intended for people who need to create and edit spreadsheets using a Graphical User Interface (GUI)-based spreadsheet application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry.
People credited with this unit standard are able to:
Demonstrate an understanding of the principles of spreadsheets.
Create, open and save spreadsheets.
Produce a spreadsheet from a given specification.
Edit a spreadsheet.
Format a spreadsheet.
Check spelling in a spreadsheet.
Print a spreadsheet using features specific to spreadsheets.
The performance of all elements is to a standard that allows for further learning in this area.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit value of this unit standard is calculated assuming a person is competent in:
Mathematical literacy and communication skills at least at NQF Level 1.
Operate a personal computer system (ID 116932 - NQF Level 1).
Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1).
UNIT STANDARD RANGE
This standard is applicable to any spreadsheet application that runs on any Graphical User Interface(GUI) operating system.
Where spreadsheets are referenced, it refers to a whole spreadsheet, a single page of a spreadsheet or selected text in a spreadsheet.
Where wording is not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria.
UNIT STANDARD OUTCOME HEADER
N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the principles of spreadsheets.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Spreadsheet is defined in terms of its purpose and use.
ASSESSMENT CRITERION RANGE
Uses include but are not limited to:
Automation of repetitive calculation tasks, organisation of data into rows and columns.
ASSESSMENT CRITERION 2
Examples of spreadsheets that can be produced using a spreadsheet application are provided.
ASSESSMENT CRITERION RANGE
At least three examples
ASSESSMENT CRITERION 3
The benefits of using a spreadsheet application for producing and working with spreadsheets are explained.
ASSESSMENT CRITERION RANGE
At least three benefits.
ASSESSMENT CRITERION 4
Examples of spreadsheet programmes are named.
ASSESSMENT CRITERION 5
Properties of a spreadsheet are identified and described in terms of its purpose and use.
ASSESSMENT CRITERION RANGE
Properties include but are not limited to:
rows, columns, cells, cell cursor.
SPECIFIC OUTCOME 2
Create, open and save spreadsheets.
OUTCOME RANGE
When creating new spreadsheets, the name of the new spreadsheet must allow the spreadsheet to be easily identified in terms of its purpose and content.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The spreadsheet application programme is opened.
ASSESSMENT CRITERION 2
A new spreadsheet is created.
ASSESSMENT CRITERION RANGE
At least 4 columns and 4 rows of data are entered, no calculations.
ASSESSMENT CRITERION 3
Methods of moving the cell cursor are demonstrated in order to move about the spreadsheet.
ASSESSMENT CRITERION RANGE
At least 2 methods are demonstrated.
ASSESSMENT CRITERION 4
Saving spreadsheets is explained in terms of its purpose and the destination of the saved file.
ASSESSMENT CRITERION 5
The spreadsheet is saved with a specific name in a specific folder.
ASSESSMENT CRITERION RANGE
At least two different methods of saving a spreadsheet
ASSESSMENT CRITERION 6
The spreadsheet is closed.
ASSESSMENT CRITERION 7
An existing spreadsheet is opened and closed.
ASSESSMENT CRITERION 8
The spreadsheet application programme is closed.
SPECIFIC OUTCOME 3
Produce a spreadsheet from a given specification.
OUTCOME RANGE
At least 8 rows and 5 columns should be contained in the spreadsheet produced.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A spreadsheet is produced with the required data from given specification.
ASSESSMENT CRITERION RANGE
Text, numbers, dates.
ASSESSMENT CRITERION 2
Formula are entered to achieve the given specification.
ASSESSMENT CRITERION RANGE
Formulae: addition, subtraction, division, multiplication, sum.
ASSESSMENT CRITERION 3
The differences between data cells, label cells and formula cells are explained.
ASSESSMENT CRITERION 4
The spreadsheet is in accordance with the given specifications.
ASSESSMENT CRITERION 5
Practices are demonstrated to ensure the integrity of the data.
ASSESSMENT CRITERION RANGE
Check against data source, check-totals and audit formulae.
ASSESSMENT CRITERION 6
The benefits of saving a file in different formats are explained.
ASSESSMENT CRITERION RANGE
Formats: Text, CSV, HTML, other software versions, other software types.
ASSESSMENT CRITERION 7
A spreadsheet is saved in a different format.
ASSESSMENT CRITERION RANGE
At least two of: Text, CSV, HTML, other software versions, other software types.
SPECIFIC OUTCOME 4
Edit a spreadsheet.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
An existing spreadsheet is opened.
ASSESSMENT CRITERION 2
Cells are selected for manipulation and de-selected.
ASSESSMENT CRITERION RANGE
Cell, range, entire column, entire row, entire spreadsheet
ASSESSMENT CRITERION 3
Cells are manipulated.
ASSESSMENT CRITERION RANGE
Move, copy, delete.
ASSESSMENT CRITERION 4
Use the automatic fill feature to automatically enter data in cells.
ASSESSMENT CRITERION RANGE
At least two of: Year, Quarter, Month, Week, Day.
ASSESSMENT CRITERION 5
Text is located and replaced in a spreadsheet by using features of the application.
SPECIFIC OUTCOME 5
Format a spreadsheet.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Cells are formatted using formatting features of the spreadsheet application.
ASSESSMENT CRITERION RANGE
Formatting features include the following: style, alignment, font, background colour. At least one option listed out of each formatting feature must be performed: style (text, number, date, currency, percentage), Alignment (left, centre, right, justified, text direction), font (type, size, style - italic, bold, underlined, colour, strike-through, superscript, subscript), background colour.
ASSESSMENT CRITERION 2
Rows are formatted.
ASSESSMENT CRITERION RANGE
Height, automatic fit.
ASSESSMENT CRITERION 3
Columns are formatted.
ASSESSMENT CRITERION RANGE
Width, automatic fit.
SPECIFIC OUTCOME 6
Check spelling and grammar in a spreadsheet.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The dictionary to be used for spelling and word usage is set up.
ASSESSMENT CRITERION 2
Text is entered and corrected automatically while entering.
ASSESSMENT CRITERION 3
Text is checked for spelling and grammar and corrections made based on judgement.
ASSESSMENT CRITERION RANGE
Cell, range of cells
ASSESSMENT CRITERION 4
Words are added to the custom dictionary.
SPECIFIC OUTCOME 7
Print a spreadsheet using features specific to spreadsheets.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The printing of gridlines is altered.
ASSESSMENT CRITERION RANGE
Printing of gridlines on or off
ASSESSMENT CRITERION 2
A row is selected to print on each page of the printed spreadsheet.
ASSESSMENT CRITERION 3
Different ways of printing sheets within a spreadsheet are demonstrated, according to given specifications.
ASSESSMENT CRITERION RANGE
Different ways include but are not limited to:
Entire workbook, active sheets
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards.
Moderation Process:
Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Proficient in relevant application packages.
Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour.
Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.
All activities must comply with any policies, procedures and requirements of the organisations involved the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements.
Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. in a commercial or government organisation).
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO)
1. UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by using a spreadsheet application to perform calculations.
2. UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively by using a spreadsheet application to organize information into rows and columns for a specific purpose.
3. UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise, and critically evaluate information by using a spreadsheet application to organize and perform calculations.
4. UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by using a spreadsheet application to organize information into rows and columns for a specific purpose to each communication.
5. UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a spreadsheet application effectively.
UNIT STANDARD ASSESSOR CRITERIA
N/A
UNIT STANDARD NOTES
This unit standard has replaced 7572, which was "Demonstrate knowledge of and produce computer spreadsheets using basic functions", Level 2, 3 Credits.
Assessor Notes:
GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.
Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in.
Abbreviations:
PC - Personal computer.
CD - Compact disk.
GUI - Graphical User Interface.
UNIT 2: FACILITATOR NOTES
2.1General information
2.1.1The NQF National Certificate (Vocational)
This module forms part of the National Certificate: Pulp and Paper Operations NQF2, which is a vocationally orientated qualification that allows learners to progress from the General Education and Training (GET) band into the Further Education and Training (FET) band along a vocational pathway into world of work. This qualification replaces the National Certificate: Pulp and Paper Manufacturing NQF Level 2 (ID 35941).
This qualification is the second in a learning pathway for people working in the pulp and paper processing industries who need to progress beyond NQF Level 2 in Pulp and Paper Operations. The qualification is aimed at the learner who wants to gain competence in the skills needed for pulp and paper manufacturing operations in a pulp and paper mill.
Typical learners are operating personnel working in a chemical or a pulp and paper processing plant. The pulp and paper industry is well established in South Africa and its success is dependant upon the efficient production of products. Achievement of this objective is largely dependant upon the competence, recognised by this qualification, of the people who operate processing equipment. An adequate number of people with these skills are needed to ensure that the pulp and paper production units in South Africa operate productively.
This qualification will contribute to the full development of the learner within the pulp and paper industry by providing recognition, further mobility and transportability within the field. The skills, knowledge and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the progression and economic growth within the pulp and paper processing and maintenance fraternity.
2.1.2The purpose of the qualification
This qualification builds onto the largely theoretical foundation laid at the NQF Level 1, GETC: Chemical Operations. This qualification is specifically aimed at introducing learners to the full range of general pulp and paper principles (e.g. safety, quality, operating instructions) while at the same time giving them limited operational exposure in one or two smaller functional areas.
The qualification allows the learner a choice of elective specialisation areas associated with the different operational areas of a pulp and paper production facility. This qualification will equip the learner with the competencies needed to take responsibility in a limited process area in the pulp and paper manufacturing industry. It also provides the basis upon which further related learning and career development can take place.
Social development and economic transformation are enhanced through efficient production and career development and personal job satisfaction of processing personnel are facilitated through the learning process used to achieve the competencies specified.Qualifying learners will:
have an understanding of the Pulp and Paper Industry
apply safety, health and environmental principles and procedures in the workplace
monitor and control basic pulp and paper process operations
maintain quality in a processing environment
2.1.3Learning assumed to be in place
It is assumed that learners are already competent in the GET Certificate: Chemical Operations or equivalent and Communication, Mathematical Literacy, Natural Science and Technology principles at NQF/ ABET Level 4.
2.1.4Recognition of Prior Learning
Recognition of prior learning must be carried out in accordance with the policy and rules specified and used by the ETQA responsible for evaluation of people seeking RPL for a part of the whole qualification.
2.1.5Access to the qualification
Access for learners with disabilities is dependant on the:
Type and severity of the disability.
nature of the operational processes and requirements of the equipment
2.2Assessment and Portfolio of Evidence
For assessment to be meaningful, it should be fully integrated into teaching and learning. It should guide decisions about the activities that will support and enhance learning and it should never be an “add-on” to be used at the end of a learning programme in the form of a once-off written examination.
2.2.1Outcomes based assessment
Outcomes-based assessment is about:
judging what a learner knows and can do
being able to determine the relationship between the learner and the curriculum at any time
monitoring learning in an ongoing manner to determine which learners are doing well and where they should improve
Observing, describing, collecting, recording, scoring and interpreting information about what a learner knows and can do, or doesn’t know and can’t do.
Assessment tasks must:
Use appropriate assessment methods (e.g. writing an essay is not a sensible task to set for learners if you want to assess their ability to demonstrate a practical skill, like inspecting a machine.) However, an essay would be appropriate if you wanted to assess whether learners can describe the function of a specific piece of equipment in the workplace.
Provide sufficient evidence to assess the learning outcome you want to assess. In other words, the task should have the appropriate scope and breadth (e.g. if you want to assess a learner’s knowledge of how to clean the workplace to the appropriate standard before and after use, the task cannot just state: “Describe how you would clean the workplace.”)
Have a realistic time allocation – you can’t spend more time assessing learners than on teaching and learning.
Challenge the learners – tasks that are too simple are a waste of everyone’s time.
Be aligned with the way in which you will record and report on the assessment – you need to plan how you will record and report on an assessment task at the time of preparing for the task.
2.2.2The Portfolio of Evidence (PoE)
The Portfolio of Evidence is one of the components of internal assessment which is made up of the written, task-based, practical and on-site assessments that have been collected throughout the learning process for each individual learner. This includes all the Learner Workbook activities and exercises, as well as logsheets, reports, etc. collected during the learning period.