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CURRICULUM STRATEGY NATIONAL CERTFICATE: BUSINESS ADMINISTRATION SERVICES SAQA ID: 67465:LP:23655
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Curriculum Strategy
National Certificate: Business Administration Services
NQF: 3 SAQA ID: 67465
LP: 23655
CURRICULUM STRATEGY NATIONAL CERTFICATE: BUSINESS ADMINISTRATION SERVICES SAQA ID: 67465:LP:23655
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TABLE OF CONTENTS A. Key Elements and Outline .................................................................................................................................... 4
Name of Qualification ........................................................................................................................................... 5
Purpose of Qualification ....................................................................................................................................... 5
Duration of Qualification ...................................................................................................................................... 5
Target Group / Occupational link ......................................................................................................................... 5
Learning assumed to be in place / Entry requirements ....................................................................................... 6
Learning Materials Pack ........................................................................................................................................ 6
Qualification Rules ................................................................................................................................................ 6
Exit Level Outcomes ............................................................................................................................................. 6
Critical Cross Fields Outcomes .............................................................................................................................. 7
Unit Standard Alignment ...................................................................................................................................... 7
Certification Process ............................................................................................................................................. 7
A. Programme Strategy ............................................................................................................................................. 9
Overview ............................................................................................................................................................... 9
Provision / Facilitation and Delivery ..................................................................................................................... 9
Overview ............................................................................................................................................................... 9
Learner Support by the Provider and Workplace environment ........................................................................... 9
Overview ............................................................................................................................................................... 9
Learner Duties/Learning ....................................................................................................................................... 9
Duties of the Facilitator ........................................................................................................................................ 9
Duties of the Assessor ........................................................................................................................................ 10
Duties of the Moderator ..................................................................................................................................... 10
Duties of the Coaches/Mentors ......................................................................................................................... 10
B. Overall Assessment and Moderation Strategy ................................................................................................... 11
Purpose of Assessment ....................................................................................................................................... 11
Assessment Alignment Strategy ......................................................................................................................... 11
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Context of Assessment ....................................................................................................................................... 11
Assessment Procedure ....................................................................................................................................... 11
Moderation Strategy .......................................................................................................................................... 11
Assessment Defined ........................................................................................................................................... 12
What is the difference between Summative and Formative Assessment?........................................................ 12
What are the differences between theory, practice and workplace activities? ................................................ 12
C. Notional Hour Matrix .......................................................................................................................................... 13
D. Training Schedule / Facilitation Planner ............................................................................................................. 24
F: Alignment Matrix ................................................................................................................................................... 25
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A. Key Elements and Outline
Key Elements and Outline of National Certificate: Business Administration: SAQA ID: 67465: LP 23655. The Curriculum Strategy is a document designed to enlighten the learner as to the following aspects of this Qualification:
The time frame of classroom
learning, practical activities and
workplace assignments.
What topics are to be covered and
the breakdown of modules
How assessments will take place
How Certificates will be awarded
CURRICULUM STRATEGY NATIONAL CERTFICATE: BUSINESS ADMINISTRATION SERVICES SAQA ID: 67465:LP:23655
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Name of Qualification National Certificate: Business Administration Services
Purpose of Qualification
This qualification is for any individual who is, or wishes to be, involved in the
Administration function in any organization or business in any sector, or field as well
as in non-commercial organisations such as clubs and charitable organisations. It
contains all the COMPETENCIES, skills and values required by a learner who wishes to
access the National Certificate in Business Administration Services at NQF: Level 4.
The core component contains competencies in Information Handling,
Communications, Enterprise/customer service, Technology, Organisation skills, Self-
development, Teamwork and Business policies and procedures. The elective
component allows the learner to gain specialist knowledge, skills and insight in the
areas of Reception, Executive Administration, Financial Services and Banking, Legal
administration and Human Resources.
Learners working towards this qualification will find that the acquisition of
competence in the unit standards, which make up the qualification, will add value to
their work performance. This qualification is intended to enhance the provision of
service within the field of Administration within all sectors.
Duration of Qualification
As per the Notional Hours Matrix the qualification is 1250 hours in duration
Target Group / Occupational link
Through building day-to-day administration skills, as well as general operational
competencies, the qualification ensures progression of learning, enabling the learner
to meet standards of service excellence required within the administration field of
learning.
The qualification will provide the broad knowledge, skills and values needed in the
administration field in all sectors and will facilitate access to, and mobility and
progression within, education and training for learners who:
Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training.
Have worked in this field for many years, but have no formal qualifications and would like to achieve this qualification through the process of RPL (Recognition of Prior Learning) and/or formal study
Wish to extend their range of skills and knowledge of administration within their respective industries so that they can extend their competency levels.
The qualification has building blocks that can be developed further in qualifications at
a higher level. It also focuses on the skills, knowledge, values and attitudes required
to progress further. The intention is:
To promote the development of knowledge, skills and values that is required for service excellence within the field of administration.
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To release the potential of people. To provide opportunities for people to move up the value chain.
Learning assumed to be in place / Entry requirements
Learners accessing this qualification will have demonstrated competence in:
Communication at NQF Level 2. Mathematical Literacy at NQF Level 2
Learning Materials Pack
The qualification pack consists out of the following documents:
Curriculum Outline
Learner Guides per module
Facilitator Guides including Model Answers per module
Portfolio of Evidence including Learner Workbooks per module
Assessment Guide including Model Answers and Alignment Strategy per
module
Moderator Guides per module
Summative Test including Model Answers per module
Qualification Rules
The Qualification consists of a Fundamental, a Core and an Elective Component Fundamental Component: The Fundamental Component consists of Unit Standards in: All unit standards totalling 45 credits are compulsory Core Component: The Core Component consists of unit standard totalling 64 credits: Elective Component: Unit standards totalling a minimum of 11 credits
Exit Level Outcomes
Gather and report information
Plan, monitor and control and information system
Maintain booking systems
Participate in meetings and process documents and communications related thereto
Utilise technology to produce information
Plan and conduct basic research in an office environment
Coordinate meetings, minor events and travel arrangements
Set personal goals
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Function in a team and overall business environment
Demonstrate an understanding of employment relations
Critical Cross Fields Outcomes
As per the individual Unit standards in the learning programme
Unit Standard Alignment
The table below presents the Unit Standards that are aligned to the qualification
Certification Process
After you have completed all your Formative and Summative Assessments, you will be issued with an Assessor Report which will include the outcome of your Portfolio of Evidence. You will need to complete Feedback Forms and sign acknowledgement of this Report. 25% of learner Portfolio of Evidences will be then be Moderated and these results will be sent to the Services Seta. The Training Provider will then be issued a date for an External Moderation Site Visit i.e. this is when the SETA Evaluator comes and checks the entire learner Portfolio of Evidences and the Training Providers’ adherence to Policies and Procedures during the training intervention. Once the Evaluator has found everything to be in order, they will then complete a Report which is sent through to the SETA. The SETA will then issue the Training Provider with a Statement of Result and Certificate for each Competent Learner. The Training Provider will then arrange a Graduation Ceremony where learners will be awarded these Certificates and Results.
Type of Unit
Standard
Unit Standard
Number
US Credit US Level Unit Standard Title
Core 7573 3 2
Demonstrate ability to use the World Wide
Web
Core 8420 4 2 Operate in a team
Core 13929 3 3
Co-ordinate meetings, minor events and travel
arrangements
Core 10170 3 3
Demonstrate understanding of employment
relations in an organisation
Core 7785 4 3 Function in a business environment
Core 7860 1 3 Introduce new staff to the workplace
Core 7706 3 3 Maintain a Booking System
Core 7796 1 3 Maintain a secure working environment
Core 13937 2 3 Monitor and control office supplies
Core 13931 4 3
Monitor and control the maintenance of office
equipment
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Core 13935 6 3
Plan and conduct basic research in an office
environment
Core 13934 4 3 Plan and prepare meeting communications
Core 13933 3 3
Plan, monitor and control an information
system in a business environment
Core 7567 5 3 Produce and use spreadsheets for business
Core 7570 5 3
Produce word processing documents for
business
Core 9533 3 3
Use communication skills to handle and
resolve conflict in the workplace
Core 14357 10
4 Demonstrate an understanding of a selected business environment
Fundamental 8968 5
3 Accommodate audience and context needs in
oral communication
Fundamental 9960 8
3 Communicate verbally and non-verbally in the
workplace
Fundamental
9010 2
3 Demonstrate an understanding of the use of
different number bases and measurement
units and an awareness of error in the context
of relevant calculations
Fundamental
9013 4
3 Describe, apply, analyse and calculate shape
and motion in 2-and 3-dimensional space in
different contexts
Fundamental 8969 5 3 Interpret and use information from texts
Fundamental 9012 5
3 Investigate life and work related problems
using data and probabilities
Fundamental 11241 6 3 Perform Basic Business Calculations
Fundamental
7456 5
3 Use mathematics to investigate and monitor
the financial aspects of personal, business and
national issues
Fundamental 8970 5
3 Write texts for a range of communicative
contexts
Elective 7177 4 3
Attend to customer enquiries face-to-face and
on the telephone in a banking environment
Elective 7911 4 3 Manage the float
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A. Programme Strategy
Elective 13928 4 3 Monitor and control reception area
Elective 13930 4 3
Monitor and control the receiving and
satisfaction of visitors
Overview Provision / Facilitation and Delivery
Learning provision will be given in the form of lecturing, group discussions and
classroom activities. Learners are involved in various brainstorming activities before
each Assessment Criteria to gauge their existing knowledge on the subject at hand.
Overview Learner Support by the Provider and Workplace environment
Provider Support
Learner support will be given prior to and after training in the identification of
resource materials that can be read by the Learner to enhance and develop the
Learners understanding on understanding new venture creation.
Workplace Support
Workplace Mentors must be identified by the Learner (This could be the Learners
immediate Supervisor / Manager) who will monitor the Learner’s progress and
performance in the workplace. This information must be recorded in the Learner’s
workplace performance appraisal documents. Learners are required to complete
Logbooks for all practical work related activities – supervisors / mentors are required
to sign these off as proof of the learner’s competence.
Overview Learner Duties/Learning
It is the responsibility of the Learner to implement classroom taught skills in the
workplace and request assistance and guidance from his workplace mentor in the
effective implementation of such skills in the workplace.
Furthermore, it is the sole responsibility of the Learner to ensure his Portfolio of
Evidence is completed and handed back to the Provider in order to receive the
appropriate credits and certification.
Duties of the Facilitator
A Facilitator can also be called a Lecturer and/or a Teacher depending on the
qualifications being run. This person’s broad outline of duties will cover:
Conduct classroom facilitation/training. Conduct classroom activities whether they are knowledge based or practical
based. Check that the formative/classroom activities have been completed. Provide feedback to the Learner on his Portfolio of Evidence collection. Support and encourage the Learner during his/her learning process. Provide guidance and mentoring to Learners with regards to learning
barriers and career pathways.
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Duties of the Assessor
The duties of an Assessor will be as follows, but is not limited to:
Plan and prepare for the assessment process. Prepare the Learner for the assessment process. Plan the assessment occasion with the Learner. Advice and support both the Learner and the Facilitator regarding the
assessment requirements. Conduct the assessment according to the assessment principles. Record all assessment information. Provide the Learner with feedback regarding the assessment. Obtain feedback from the Learner regarding the specific assessment as well
as review of the entire assessment process. Conduct re-assessments, if necessary. Provide the Learner in writing with the assessment decision. Ensure all assessment documentation is completed in the Learners PoE. Review the assessment process.
Duties of the Moderator
The duties of a Moderator will be as follows, but is not limited to:
Plan and prepare for the moderation process. Prepare the Assessor/Provider for the moderation process. Plan the moderation occasion with the Provider. Advice and support both the Assessors and Provider regarding the
moderation requirements and outcomes. Conduct the moderation according to the assessment principles. Record all moderation information. Provide the Provider and Assessors with feedback regarding the moderation. Obtain feedback from the Assessors regarding the specific assessment if
necessary. Conduct re-moderation, if necessary. Provide the Provider in writing with the moderation report including the
decision. Ensure all moderation documentation is completed. Review the moderation process.
Duties of the Coaches/Mentors
A Coach may also sometimes be a Mentor in the workplace. Normally, this person
will also be employed in the workplace as a Manager or Supervisor, to whom the
Learner reports. This person will also have many other duties and responsibilities as
per his employment with the host site. Our concern is only with the duties and
responsibility that he will have towards the Learner. This person’s broad outline of
duties will cover in terms of the learning function:
Provide support and guidance to the Learner in the workplace. Provide on the job coaching if necessary in terms of the Learners duties of
functions. Provide written feedback to the Assessor regarding the Learner’s progress in
the workplace via the workplace testimonials, if applicable and also through comments in the Workplace Integrated Learning Pack or Logbook, if applicable.
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B. Overall Assessment and Moderation Strategy
Purpose of Assessment
The purpose of assessment is to judge competence against the relevant criteria as
identified in the unit standard.
Assessment Alignment Strategy
This qualification will be assessed using an alignment matrix of all the Specific
Outcomes/Assessment Criteria/Range Statements/Essential Embedded Knowledge
and Critical Cross Field Outcomes of the unit standards in the various modules.
Context of Assessment
Assessment Method Assessment
conducted by:
Assessment results and
feedback
Both formative and Summative
and in the form of:
Theory questions
Practical skills tasks
Workplace Assignments
A registered
Assessor
Within 72 hrs of PoE
submissions
Assessment Procedure
Assessment will take place after each module has been completed and submitted.
Learners take responsibility for their own assessment and re-assessment process.
Learners must adhere to deadline dates for submission of portfolios as this may impact on the final assessment decisions
A summative assessment judgment will take place after the 3rd assessment (if applicable) per module.
Candidates will receive feedback of final results after each summative assessment decision.
Moderation Strategy
Internal Moderation will only take place after all Learners POE’s have been assessed and final assessment judgments have been made after each module.
A sample percentage (25%) of Learners PoE’s will be moderated. Moderation will take place within an agreed time period with the Training
Provider. The applicable SETA will also conduct external moderation processes at
their discretion.
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Assessment Defined:
It is important that the assessment scope, approach and methods are clearly evident. A PoE must differentiate
between formative and summative testing, as well as workplace, theory and practical evidence requirements. It
must also be noted that the qualification carries a Final Integrated Summative Assessment (FISA) which will be
conducted at the end of the qualification. This directive has been created to ensure that the evidence collected,
covers a range of knowledge, workplace practical and reflective requirements.
What is the difference between Summative and Formative Assessment?
Summative assessment refers to the assessment of learning and summarizes the development of Learners at a particular time (usually conducted at a set interval, e.g. at the end of each module or at the end of the qualification).
Formative assessment is a self-reflective process that assists the Learner to enhance, recognize and respond to the learning (usually conducted throughout the learning experience, e.g. Learner activities found in the Learner Workbook).
What are the differences between theory, practice and workplace activities?
Theory refers to contemplation or speculation, as opposed to action. This draws on the information you have obtained throughout your theoretical training. Knowledge questions may test your understanding or ask you to explain aspects of the subject matter.
Practice refers to the act of rehearsing behaviour, or engaging in an activity (i.e. action) for the purpose of improving or mastering it. Practical tasks may ask you to perform, create or develop evidence.
Work Place refers to research conducted or action taken within the workplace. In other words, the workplace question requires you to actually interact with your workplace or organisation in order to meet certain objectives.
How has the above been covered in this learning programme?
These have been defined in the Learner workbooks against the following Legend:
Item Legend
Learner Guide LG
Learner Workbook LW
Assessment / Assessors Guide AG
Formative Assessment FA
Summative Assessment SA
Knowledge based / Question Assessment KQ
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Practical Task Assessment PT
A Workplace assignment or research topic that must be done in the workplace WP
C. Notional Hour Matrix
The roll out strategy below indicates the relationship between theories, practical, workplace and the FISA
component of the qualification in notional hours:
The following is a suggested time frame for classroom training and workplace experience. The split of 30/70 has been used, however, the Facilitator will use their discretion based on how the class is coping with the Theory and Practical activities Each Unit Standard has been broken down into a 30/70 split. During the contact sessions 90% of the notional hours will be for theory while 10% will be for the practical component. Experiential Learning is split as follows: Workplace Experience (90%) and Assessment Preparation (10%) of the 70% The FISA will be conducted in the form of practical assignments.
OVERALL NOTIONAL HOURS FOR THE QUALIFICATION: NATIONAL CERTFICATE: BUSINESS ADMINISTRATION
SERVICES: 67465: LP: 23655
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
125 1250 47 375 338 37 875 788 87
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NOTIONAL HOURS PER UNIT STANDARD
US 7573
US 8420
US 13929
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
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US 10170
US 7785
US 7860
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
Practical
10% of
30%
Contact
Experiential
Learning
70%
WPE
90% of
70% EL
Ass Prep
10% of
70% of EL
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US 7706
US 7796
US 13937
(Hours)
Session
(Hours)
(Hours)
(Hours)
30% of Notional
Hours
70% of
Notional Hours
1 10 0.5 3 2 1 7 6 1
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
1 10 0.5 3 2 1 7 6 1
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US 13931
US 13935
US 13934
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
2 20 1 6 5.5 0.5 14 12.5 1.5
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
6 60 2 18 16 2 42 38 4
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US 13933
US 7567
US 7570
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
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US 9533
US 14357
US 8968
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
3 30 1 9 8 1 21 19 2
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
10 100 4 30 27 3 70 63 7
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US 9960
US 9010
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
8 80 3 24 22 2 56 50 6
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
2 20 1 6 5.5 0.5 14 12.5 1.5
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US 9013
US 8969
US 9012
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
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US 11241
US 7456
US 8970
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
6 60 2 18 16 2 42 38 4
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
5 50 2 15 13.5 1.5 35 31.5 3.5
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US 7177
US 7911
US 7911
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
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US 13928
US 13930
D. Training Schedule / Facilitation Planner
The roll out strategy assumes that all Learners will attend all blocks / days of training, and is based on the total
notional hours of the unit standard.
QUALIFICATION Hours Learning Activity Resources
66249
FURTHER EDUCATION
AND TRAINING: NEW
37 Practical
Learner Guide
Portfolio of Evidence
Workplace Evidence
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
Credits Notional
Hours
Days Contact Session
30%
Theory
90% of 30%
Contact
Session
(Hours)
Practical
10% of
30%
Contact
Session
(Hours)
Experiential
Learning
70%
WPE
90% of
70% EL
(Hours)
Ass Prep
10% of
70% of EL
(Hours)
30% of Notional
Hours
70% of
Notional Hours
4 40 1.5 12 11 1 28 25 3
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VENTURE CREATION 338 Theory
Learner Guide
Portfolio of Evidence
788 Workplace Experience Portfolio of Evidence
87 Assessment Preparation Learner Guide
Workplace Documents
Total 1250
F: Alignment Matrix
EXIT LEVEL OUTCOMES
EXIT LEVEL OUTCOMES ASSOCIATED UNIT STANDARDS
MODULE 1
Gather and report information
9960- Communicate verbally and non-verbally in the
workplace
8969- Interpret and use information from texts
MODULE 2
Plan, monitor and control an information system
13933- Plan, monitor and control an information
system in a business environment
13931- Monitor and control the maintenance of
office equipment
MODULE 3
Maintain booking systems
7706- Maintain a Booking System
11241- Perform Basic Business Calculations
MODULE 4
Participate in meetings and process documents and
communications related thereto
13934- Plan and prepare meeting communications
8970- Write texts for a range of communicative
contexts
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MODULE 5
Utilise technology to produce information
7567- Produce and use spreadsheets for business
7570- Produce word processing documents for
business
MODULE 6
Plan and conduct basic research in an office
environment
13935- Plan and conduct basic research in an office
environment
7573- Demonstrate ability to use the World Wide
Web
9010- Demonstrate an understanding of the use of
different number bases and measurement units and
an awareness of error in the context of relevant
calculations
9012- Investigate life and work related problems
using data and probabilities
7456- Use mathematics to investigate and monitor
the financial aspects of personal, business and
national issues
MODULE 7
Coordinate meetings, minor events and travel arrangements
13929- Co-ordinate meetings, minor events and
travel arrangements
8968- Accommodate audience and context needs in
oral communication
MODULE 8
Set personal goals
13937- Monitor and control office supplies
7911- Manage the float
13928- Monitor and control reception area
13930- Monitor and control the receiving and
satisfaction of visitors
MODULE 9
Function in a team and overall business environment
8420- Operate in a team
7785- Function in a business environment
7860- Introduce new staff to the workplace
14357- Demonstrate an understanding of a selected
business environment
7177- Attend to customer enquiries face-to-face and
on the telephone in a banking environment
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9013- Describe, apply, analyse and calculate shape
and motion in 2-and 3-dimensional space in different
contexts
9533- Use communication skills to handle and
resolve conflict in the workplace
MODULE 10
Demonstrate an understanding of employment
relations
10170- Demonstrate understanding of employment
relations in an organisation
7796- Maintain a secure working environment
Alignment Matrix per unit standard is contained in each unit standard Assessment Guide