POE Guide

USE A GRAPHICAL USER INTERFACE (GUI) BASED PRESENTATION
APPLICATION TO PREPARE
USE A GRAPHICAL AND PRODUCE
USER INTERFACE (GUI) A PRESENTATION
BASED ACCORDING
PRESENTATION
APPLICATION TO PREPARE ANDTO A GIVEN A
PRODUCE BRIEF
PRESENTATION ACCORDING
US A
TO 117923;
GIVENNQF LEVEL: 2
BRIEF
CREDITS: 5
US 117923; NQF LEVEL: 2
CREDITS: 5
POE GUIDE
Name
Contact Address
Telephone (H)
Telephone (W)
Facsimile
Cellular
TABLE OF CONTENTS
Table of contents 2
Contact Details 3
Competence 4
Being Declared competent Entails 4
You have to submit a portfolio of evidence 4
The Assessment of your competence 4
Appeals & Disputes 5
Assessment Process Flow 6
Assessment Strategy 7
Assessment Preparation 9
Agreed Assessment Plan 10
Assessor’s declaration: 13
Interview (RPL Purposes) 14
Letter of commitment from the learner 16
Learner ID; CV; Qualifications 17
Declaration of authenticity 18
Portfolio Building 19
Plan your portfolio 19
Gather the evidence 19
Evaluate your evidence 19
Completed assessment activities 20
Record Of Learning 21
Assessment decision and evidence evaluation record 22
Assessor’s feedback Report 23
Moderator’s Report 24
Assessment review 25
Candidate appeal form 27
Assessor’s contingency plan 28
Learner registration and SAQA coding 29
Unit standard 32
Learner’s Initials…………………………… Date…………………………….

2
CONTACT DETAILS
Unit Standard: 117923
Course: Use a Graphical User Interface (GUI)-based presentation application to prepare

and produce a presentation according to a given brief
Assessor Details
Name
Branch Registration No:
Contact Details email:
Phone: Fax:
Moderator Details
Name
Branch
Contact Details email: Registration No:
Phone: Fax:
Candidate Details
Surname Name
Organisation ID No
Department
Contact Details email:
Phone: Fax:

3
COMPETENCE
Congratulations on completing this programme. We sincerely hope you enjoyed the
programme and that the learning experience was enriching.
The fact that you have attended training, however, is not sufficient evidence of your
competence for us to award you a certificate and the credits attached to this
programme. You are required to undergo assessment in order to prove your
competence to achieve credits leading to a national qualification.
Being Declared Competent Entails:
Competence is the ability to perform whole work roles, to the standards expected in
employment, in a real working environment.
There are three levels of competence:
• Foundational competence: an understanding of what you do and why.
• Practical competence: the ability to perform a set of tasks in an authentic context.
• Reflexive competence: the ability to adapt to changed circumstances

appropriately and responsibly, and to explain the reason behind the action.
To receive a certificate of competence and be awarded credits, you are required to

provide evidence of your competence by compiling a portfolio of evidence, which will
be assessed by a Services SETA accredited assessor.
You Have to Submit a Portfolio of Evidence
A portfolio of evidence is a structured collection of evidence that reflects your efforts,

progress and achievement in a specific learning area, and demonstrates your
competence.
The Assessment of Your Competence
Assessment of competence is a process of making judgments about an individual's

competence through matching evidence collected to the appropriate national
standards. The evidence in your portfolio should closely reflect the outcomes and
assessment criteria of the unit standards of the learning programme for which you
are being assessed.
To determine a candidate’s knowledge and ability to apply the skills before and
during the learning programme, formative assessments are done to determine the
learner’s progress towards full competence. This normally guides the learner towards
a successful summative (final) assessment to which both the assessor and the
candidate only agree when they both feel the candidate is ready.

4
Should it happen that a candidate is deemed not yet competent upon a summative
assessment, that candidate will be allowed to be re-assessed. The candidate can,
however, only be allowed two reassessments.
When learners have to undergo re-assessment, the following conditions will apply:
Specific feedback will be given so that candidates can concentrate on only those
areas in which they were assessed as not yet competent.
Re-assessment will take place in the same situation or context and under the same
conditions as the original assessment.
Only the specific outcomes that were not achieved will be re-assessed.
Candidates who are repeatedly unsuccessful will be given guidance on other

possible and more suitable learning avenues.
In order for your assessor to assess your competence, your portfolio should provide
evidence of both your knowledge and skills, and of how you applied your knowledge
and skills in a variety of contexts.
This Candidate’s Assessment Portfolio directs you in the activities that need to be
completed so that your competence can be assessed and so that you can be
awarded the credits attached to the programme.
Appeals & Disputes
The candidate has the right to appeal against assessment decision or practice they
regard as unfair. An Appeals and Disputes procedure is in place and communicated
to all assessment candidates in order for them to appeal on the basis of:
• Unfair assessment
• Invalid assessment
• Unreliable assessment
• Unethical practices
• Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the
Training Provider internal moderator within 48 hours, following the assessment in
question. The moderator will consider the appeal & make a decision regarding the
granting of a re-assessment. The learner will be informed about the appeal-outcome
within 3 days of lodging the appeal. Should the learner not be satisfied with the
internal appeal outcome, the learner will be advised of the rights to refer the matter to
the Services SETA ETQA.

5
ASSESSMENT PROCESS FLOW
Assessment Plan agreed by Assessment Activities

candidate & completed by the conducted as per the
CANDIDATE assessors before the actual Assessment Plan
assessment
Detailed Assessor Report Assessment Guide submitted

compiled & forwarded for ASSESSMENT to Training Provider as per
Moderation Assessment Plan
Feedback Report
Completed by Appeal form
Assessor & completed by the
Assessment Record of Learning
individual candidate in event
Results Moderated Updated
feedback given to of dispute
candidate
Action Plan completed

by Assessor
All records &

SETA
evidence filed
Certificate of
Completed Assessor Approval and
Competencies
report/Moderator report/Record Certification SETA to register on
issued to
of Learning forwarded to SETA obtained from National Learner
successful
SETA Database
candidates

6
ASSESSMENT STRATEGY
This assessment exercise will cover the outcomes required in order to achieve a
competency certificate. The purpose of the assessment process is to gather enough
evidence to prove all unit standard outcomes were achieved.
Competency will be assessed through class hands on tasks recorded in POE, input
and performance based assessment, assignments which will require a fair amount of
research and observation in essential embedded knowledge. Assessment evidence
should be sufficient to prove that the candidate is competent in all require tasks set
by the unit standards.
A summative assessment will be conducted at end of course to confirm

assessment judgments. Principles of fairness, validity, practicability, reliability
and consistency will be adhered to throughout.
Qualification Unit Standard 117923
Codes
Level Level 2 Credits 5
Purpose of This unit standard is intended for people who need to plan, produce, use and
Assessment evaluate presentations using a Graphical User Interface (GUI)-based presentation
application either as a user of computers or as basic knowledge for a career
needing this competency, like the ICT industry.
An integrated assessment approach will be followed to allow for
practical and theoretical components. This entails the assessment
of a number of unit standards, outcomes and criteria together in
one assessment activity.
Candidates are not only assessed against specific outcomes, but
also on critical outcomes, attitudes and values.
A summative competence judgment will be made on the basis of all
assessment evidence produced, that proves that the candidate can
be consistently judged as competent against the outcomes of the
unit standards and the qualification as a whole.
Candidates take responsibility for their own assessment and should
Assessment Procedures
notify the assessor when they are ready for assessment.

Candidates will receive feedback after the summative assessment,
which will be discussed after all assessments have been
completed.
All assessments will be reviewed to ensure that assessment
practices are valid, fair, transparent, consistent and current.
An Internal/External moderator will moderate assessment practices.
The SETA will also conduct external moderation.
Assessment Assessment Who will Assessment
Context of
Methods Conditions conduct results and
Assessment
assessment feedback

7
Written Input based Assessor 2 weeks after
assessments assessments successful
(exercises; submission
assignments;
projects)
Oral
Observation
checklist

8
ASSESSMENT PREPARATION
Preparing the Candidate
Name of Date
Candidate Time
Name of Venue
Assessor
How to prepare the candidate Document Agree Action Required

Requirements (tick)
Explain to the candidate why NQF Framework
you are meeting and the Assessment
purpose of the assessment. process
Discuss the assessment plan in Assessment
detail. strategy
Explain assessment process, Assessment
show assessment instruments instruments
to candidate and describe
assessment conditions.
Identify the role-players during Assessors
assessment. Moderator
Describe the evidence required Examples of
to be declared competent. evidence
Explain how evidence will be
judged.
Explain to the candidate how to Summative task
prepare: Give candidate description
summative task description.
Confirm with the candidate Detailed briefing on
what he/she should bring to the exact requirements
assessment. to be given to
candidate
Ensure that candidate Appeals procedure
understands the procedures of Moderation
all assessment practices. procedure
Assessment policy
Ask the candidate if he/she List needs
foresees any problems or
identify any special needs.
Check with candidate that
he/she clearly understands the
assessment procedure.
Comments or questions:

9
AGREED ASSESSMENT PLAN
Candidate's Name:
Assessor's Name:
Use a Graphical User Interface (GUI)-based presentation
Unit Standard Title: application to prepare and produce a presentation
according to a given brief
Special Assessment
Requirements
Date, time
Resources
Event and Evidence to be generated
required
location
Training
Attend Training. material, Attendance Register
Facilitator
Formative
Complete formative Completed portfolio of
assessment
assessment evidence
workbook
Summative
Complete summative Completed portfolio of
assessment
assessment evidence
workbook
Submit Portfolio of
Acknowledgement of receipt
Evidence to Training
from Training Provider
Provider
Assessor roles and responsibility
Assessor
Guide
Roles
Feedback Agent
Reviewer
Consult candidate re assessment, assessment process
and plan.
Agree assessment process and plan with candidate.
Forward documentation to candidate: plan, guide and
assessment instruments.
Assess candidate with the use of different instruments.
Responsibilities
Provide feedback on assessment findings.
Support candidate through assessment process.
Source feedback from candidate on assessment process.
Review assessment process and outcome.
Use assessment process as opportunity to transform
assessment activities and outcomes.
Candidate roles and responsibility
Roles Candidate
10
Feedback agent
Reviewer
Be available for assessment.

Be actively involved in the consultative process.
Learn from the assessment process.
Provide feedback to the assessor in terms of the
Responsibilities assessment as learning activity.
Provide feedback to the assessor on the efficacy of the
assessment process.
Review own role and assessor role in the assessment
process.
Portfolio of evidence
Assessment Instruments Observation checklist
Questioning
Assessment Process
Step Date
Evaluation of POE addressing Essential Embedded
Knowledge in unit standards.
Evaluation of Research Projects and other evidence address
specific unit standards.
Consultation: assessment plan and assessment activities and
instruments. Pre-assessment moderation and interviews
conducted at this stage.
Observation: feedback on assessment against specific
outcomes, critical outcomes in unit standards.
Feedback: to candidate regarding sufficiency of evidence and
possible interview to gain supplementary evidence.
Feedback to candidate regarding assessment findings as well
as review process.
Written feedback to be given to all stakeholders at the
Feedback end of the assessment process, as well as verbal
feedback to the candidate during assessment activities.
Process and findings to be recorded and submitted for
Recording Process record keeping purposes as well as moderation and
verification.
The review process is the responsibility of the assessor
Review Process and the candidate. Joint reviewing will take place after
feedback has been given to the candidate.
Right to appeal The candidate must be advised of the right to appeal.
Step Date
Accessibility and safety Site inspection conducted.
of environment Pre-assessment moderation
conducted.
11
Assignments
Resources Required POE
Assessments
Assessor
Candidate Signature Moderator Signature
Signature
Date Date Date
I confirm that:
 I have been consulted on and have agreed to the training and assessment
process as detailed in the assessment guide.
 I have been advised of my right to appeal against any assessment that is
unfair, unreliable, invalid or impracticable.
 I have read and understood the appeal procedure.
 I know that assessments may be moderated or verified by an external party.
 The purpose of the assessment has been clearly explained to me.
 The criteria have been discussed with me, and I know I will be assessed
against these criteria.
 I know when and where I will be assessed, and I was given fair notice.
 I know how the assessment will be done, and any other requirements
related to the assessment.
Signed: Date:
Overall Met requirements Did not meet requirements
Assessment
Decision
Candidate’s
Date
Signature
Assessor’s
Date
Signature
Moderator’s
Date
Signature
12
Assessor’s declaration:
I hereby declare that I have prepared the candidate for assessment, the candidate
was consulted and all stakeholders have been informed and the workplace is
prepared to ensure valid and fair assessment.
Assessor Name Signature
13
Interview (RPL Purposes)
The purpose of the interview is two-fold:
• A type of self-assessment for the candidate. It should assist the assessor in

deciding the approach towards assessment in terms of making competence
decisions where candidates are successful in proving their prior learning.
• To determine candidate preparedness for prior learning conducted and sensitize

candidates to re-assessment.
Questions
Have you attended any short courses / courses that amount to prior learning before
the start of the learnership / qualification? (Note that it should be relevant to the
qualification against which RPL is being conducted)
Did you attend all modules of the learnership / qualification training?
How were you prepared for assessments?
How were assessments conducted?
Did an accredited training provider conduct the course/s?
Did you attend classroom training during the course?
14
What work experience do you have to prove competence against a unit standard/s
for RPL purposes? (State number of year’s experience)
Do you have a relevant certificate from an approved institution?
Do you have samples of work or other forms of evidence that can prove your
competence?
Do you have a Grade 12 (Matric) with English and Maths, or English only?
Any evidence of competence provided during the course of the above interview must
be considered during the planning phase of re-assessment and when making a
judgement on candidate competence.
15
LETTER OF COMMITMENT FROM THE LEARNER
Dear learner/learner
You have requested to be assessed through our organisation. To ensure effective

assessment, there needs to be a commitment from you, that you will attend training if
required and submit evidence of workplace application as required by the assessor.
Declaration of commitment:
I undertake to fulfill all the requirements of the assessment practices as specified by

the assessor and service provider.
Organisation __________________________________________
Full names of learner __________________________________________
Signature__________________________ Date: ___________________________
16
Learner ID
Insert a certified copy of your Identify Document here:
Learner CV
Insert a copy of your full CV (Curriculum Vitae) here:
Learner Qualifications
Insert certified copies of relevant qualifications here:
17
Declaration of Authenticity
I __________________________ (full name), declare that the evidence presented in

this portfolio of evidence represents workplace and training evidence against the unit
standard 117923 Use a Graphical User Interface (GUI)-based presentation
application to prepare and produce a presentation according to a given brief is in
own work and has been completed me, with the exception of: (detail any work that
was not completed by yourself, i.e. group work, etc.)
In signing this, I declare that all the evidence presented in this Portfolio of Evidence is true, valid and
my own work.
Learner signature
Date
Witness name
Witness contact
details
Witness signature
In signing this, I declare that all the evidence presented in this Portfolio of Evidence is true, valid and
my own work.
Learner signature
Date
Witness name
Witness contact
details
Witness signature
18
PORTFOLIO BUILDING
Your Portfolio of Evidence (PoE) contains the evidence needed to declare you competent and to
award credits towards the award of this qualification to you. Evidence should be authentic and
reflect both your knowledge of the subject and your ability to apply this knowledge in the
workplace. Thus, evidence of day to day activities supporting the specific outcomes addressed by
this learning programme should complement the theoretical learning you attended and were
assessed on.
There are FIVE key steps in creating a portfolio that will reflect your competence.
Plan Your Portfolio
Plan and document the sequence, graphics and layout of your portfolio. This will assist you in
following a logical sequence, which makes the Portfolio also much more user friendly and
understandable for the assessor. It will also reflect your professional approach and attitude
towards the subject matter, your work and your life. Impact and appearance always contribute to or
affect your chances of being taken seriously and declared competent!
Gather The Evidence
An evidence checklist has been provided (Section 4) to tell you what evidence needs to be
gathered for assessment purposes. However, there are four broad categories of evidence that you
should include:
• Knowledge evidence (your knowledge questionnaire).
• Direct performance evidence (actual samples of your work or records of activities captured on
audio or video tape).
• Indirect performance evidence (documentary records of your performance e.g. appraisals,
photographs, testimonials, self-assessments, customer ratings etc.).
• Supplementary evidence (to confirm the authenticity of your evidence).
Evaluate Your Evidence
Once you have collected your evidence, evaluate each piece by ensuring that it is:
• Valid (relevant to the unit standard/s being assessed).
• Authentic (clearly your own work).
• Current (not more than 2 years old).
• Sufficient (adequate to prove your competence against all of the assessment criteria and range
statements in the unit standard/s).
Cross-Reference Your Evidence To The Unit Standards
Evidence for assessment against unit standards must be linked to the outcomes of the unit
standard in question. An evidence locator grid is useful for this.
19
Completed Assessment Activities
Insert your completed assessment activities and evidence here:
20
RECORD OF LEARNING
Candidate's Name:
ID No
Assessor's Name: Ass. Reg.

No
Moderator's Name: Mod. Reg.

No
Date:
UNIT NQF DATE OF SIGNATURE OF SIGNATURE OF
CREDITS
STANDARD LEVEL COMPLETION ASSESSOR MODERATOR
117923 2 5
21
ASSESSMENT DECISION & EVIDENCE EVALUATION RECORD
Candidate's Name ID No.
Assessor's Name Reg. No.
Use a Graphical User Interface (GUI)-based presentation application to

Unit Standard Title
prepare and produce a presentation according to a given brief
ASSESSMENT DECISION
Met Did not meet
Specific Outcome Comments
requirements requirements
Prepare and produce a presentation
according to a specified brief.
Adjust settings to customise the view
and preferences of the presentation
application.
Work with multiple presentations.
Format a presentation according to
given specifications.
Use special presentation effects.
Apply special formatting to a
presentation, according to given
specifications, to enhance the
presentation.
Customise a presentation for a
specified purpose.
Overall Assessment Decision.
Comments
Date
Signature of Assessor Signature of Candidate
22
Assessor’s feedback report to candidate
Unit 117923
Standard
Title Use a Graphical User Interface
(GUI)-based presentation
application to prepare and
produce a presentation
according to a given brief
Candidate' ID
s Name No.
Assessor's Reg
Name .
No.
ASSESSMENT DECISION
Met Did not meet

Source of Evidence Candidates Comments
Summative assessment
Formative assessment
I hereby confirm that I have been given feedback by the assessor on all the aspects of my
assessment. I have been given the opportunity to ask questions and the above feedback was
given by me in respect of my assessment. I am aware of the assessment process and the appeal
procedure. I AGREE / DISAGREE with the assessment decision.
Overall Assessment Decision
Additional Notes
Assessor Signature: Candidate Signature:
Date: Date:
23
Moderator's Report
Moderator's Name Reg. No.

Assessor's Name Reg. No.
Candidate's Name ID No.
Unit Standard Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a
Title presentation according to a given brief
MODERATION DECISION
Met Did not meet
Specific Outcome Comments
Prepare and produce a presentation
according to a specified brief.
Adjust settings to customise the view
and preferences of the presentation
application.
Format a presentation according to
given specifications.
Apply special formatting to a

presentation, according to given
specifications, to enhance the
presentation.
Customise a presentation for a
specified purpose.
Overall Moderation Decision
Feedback to Assessor
Action Required
Date of Moderation
Signature of Moderator
Signature of Assessor
Signature of Candidate
24
ASSESSMENT REVIEW
NAME of LEARNER NAME of ASSESSOR
VENUE DATE of REVIEW
Use a Graphical User Interface (GUI)-based presentation application to

UNIT STANDARD
LEARNER/
Review Dimension ASSESSOR ACTION
CANDIDATE
The principles/criteria for Agree Agree

good assessment were
achieved. Disagree Disagree
Agree Agree
The assessment related to
the registered unit standard.
Disagree Disagree
Agree Agree
The assessment was
practical.
Disagree Disagree
It was time efficient and cost-

Agree Agree
effective and did not interfere
with my normal
Disagree Disagree
responsibilities.
The assessment instruments Agree Agree

were fair, clear and
understandable. Disagree Disagree
The assessment judgment Agree Agree

was made against set
requirements. Disagree Disagree
Agree Agree
The venue and equipment
was functional.
Disagree Disagree
25
Special needs were
Agree Agree
identified and the
assessment plan was
Disagree Disagree
adjusted.
Feedback was constructive Agree Agree

against the evidence
required. Disagree Disagree
Agree Agree
An opportunity to appeal was
given.
Disagree Disagree
Agree Agree
The evidence was recorded.
Disagree Disagree
LEARNER”S DECLARATION OF UNDERSTANDING
I am aware of the moderation process and understand that the moderator could declare the
assessment decision invalid.
Learner Date Assessor Date Moderator Date
26
Candidate Appeal Form
Candidate's Name: ID No.
Assessor's Name: Reg. No.
Unit Standard Title: Use a Graphical User Interface (GUI)-based presentation application to
Date:
SECTION 1
Candidate's reason for

disagreeing with the
assessment decision.
Assessor's rationale for the

assessment decision.
Candidate's signature.
Assessor's signature.
SECTION 2
Moderator's decision.
Moderator's signature.
27
Assessor’s Contingency Plan
Name of Assessor: ___________________________________________________
Unforeseen Event Corrective Action To Be Taken
Candidate:
Equipment:
Role Players:
Environment:
Assessment Process:
Signature of Assessor: ______________________________________
Signature of Moderator: ______________________________________
Date: ______________________________________
28
2. Learner Registration and SAQA Coding Form
No Field Description Information

Personal Details
1 Learner Surname As per your ID document
2 Full Names As per your ID document
3 Learner Title Mr, Ms, Mrs, Dr, Prof.
4 ID Number RSA ID. If not, Complete next line
5 Alternative ID Only complete if no RSA ID available.
Indicate type of alternative ID
6 Date of Birth Insert date of birth
7 Gender Male – M, Female – F, Other – O
8 Equity Black African – BA, Black Indian Asian –
BI, Black Coloured – BC, White – W,
Other – O (specify)
9 Socio Economic Status Employed, unemployed, student
10 Disability Status None, hearing / sight / speech /
movement, other (specify)
11 Geographic Area List geographic area that you live in, i.e.
Gauteng, Kwa Zulu Natal, Eastern Cape,
Western Cape, Northern Cape, Limpopo,
Polokwane, Free State, North West,
Mpumalanga, Northern Province,
Outside SA
Contact Details
12 Physical Address State physical address
13 Postal Address State PO Box, or address where mail is

received
Postal Code:
14 Home Phone Number One of the following contact details
(number 12 – 16 is mandatory to
29
No Field Description Information
complete
15 Business Phone Number
16 Cell Phone Number
17 Fax Number
18 Email
Educational Details
19 Highest Education Overview of qualifications completed
20 Current Occupation State current or last occupation, if

unemployed.
21 Experience Overview of experience in years and
fields / areas
22 Years in Occupation State years in last occupation

Programme Details
23 Name of Learning Full name of programme, i.e. National Insert Qualification Title
Programme Certificate in …
24 Registration Number of NLRD number Insert NLRD Number
Programme
25 NQF Level of programme State NQF Level Insert Level, e.g. 4
26 Type of learning Qualification, learnership, skills Qualification
programme programme, learning programme
Unit Standard Details
27 Unit Standards List NLRD numbers and names of unit See attached list of unit standard
standards in programme.
Alternative ID type Equity code Nationality code Citizen/residence status

521 SAQA member ID BA Black: African U Unspecified SEY Seychelles U Unknown
527 Passport No BC Black : Coloured SA South African ZAI Zaire SA South Africa
529 Driver’s licence BI Black : Indian / Asian SDC SADC except SA (i.e. ROA rest of Africa O Other
531 Temporary ID no U Unknown Nam to ZAI) EUR European countries D Dual (SA plus other)
30
533 None WH White NAM Namibia AIS Asian countries Gender Code
535 Unknown BOT Botswana NOR North American
537 Student no ZIM Zimbabwe countries M Male
538 Work permit no ANG Angola SOU Central & South F Female
539 Employee no MOZ Mozambique American countries
540 Birth certificate no LES Lesotho AUS Australia & New
541 Human Sciences Research SWA Swaziland Zealand
Council register no MAL Malawi OOC Other and rest of
561 ETQA record no ZAM Zambia Oceania
MAU Mauritius NOT N/A: Institution
TAN Tanzania
Home language code Province code Disability status Socioeconomic Status

ENG English 0 Undefined N None U Unspecified
AFR Afrikaans 01 Sight (even with glasses) 01 Employed
1 Western Cape
OTH Other 02 Hearing (even with hearing aid) 02 Unemployed
SEP sePedi 2 Eastern Cape 03 Communication (talking, listening) 03 Not working – not looking for work
SES seSotho 04 Physical (moving, standing, grasping) 04 Not working – housewife/homemaker
3 Northern Cape
SET seTswana 05 Intellectual (difficulties in learning); retardation 06 Not working – scholar/full time student
SWA siSwati 4 Free State 06 Emotional (behavioural or psychological) 07 Not working – pensioner/retired person
TSH tshiVenda 07 Multiple 08 Not working – disabled person
5 Kwazulu-Natal
U Unknown 09 Disabled but unspecified 09 Not working – not wishing to work
XHO isiXhosa 6 North West U Unknown 10 Not working – none of the above
XIT xiTsonga 97 N/A : Aged < 15
7 Gauteng
ZUL isiZulu 98 N/A : Institution
NDE siNdebele 8 Mpumalanga
9 Limpopo
31
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the o
quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a
presentation according to a given brief
SAQA US ID UNIT STANDARD TITLE
117923 Use a Graphical User Interface (GUI)-based presentation application to prepare and produce
a presentation according to a given brief
ORIGINATOR ORIGINATING PROVIDER
SGB Computer Sciences and
Information Systems
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer
Sciences
ABET BAND UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
TYPE
Undefined Regular-Fundamental Level 2 NQF Level 02 5
REGISTRATION STATUS REGISTRATION REGISTRATION END SAQA DECISION
START DATE DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose
statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated
otherwise.
This unit standard does not replace any other unit standard and is not replaced by any other unit standard.
PURPOSE OF THE UNIT STANDARD

This unit standard is intended for people who need to plan, produce, use and evaluate presentations using a
Graphical User Interface (GUI)-based presentation application either as a user of computers or as basic
knowledge for a career needing this competency, like the ICT industry.
People credited with this unit standard are able to:
 Prepare and produce a presentation according to a specified brief.

 Adjust settings to customise the view and preferences of the presentation application.
 Work with multiple presentations.
 Format a presentation.
 Use special presentation effects.
 Apply special formatting to a presentation.
32
 Customise a presentation for a specified purpose.
 Evaluate a presentation produced for a specified purpose.
The performance of all elements is to a standard that allows for further learning in this area.
LEARNING ASSUMED TO BE IN PLACE 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.

 Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1).
 Use a Graphical User Interface (GUI)-based presentation application to create and edit slide
presentations. (ID 116933 - NQF level 1).
UNIT STANDARD RANGE

 This standard is applicable to any presentation application that runs on any Graphical User
Interface(GUI) operating system.
 Where wording are not exact for the chosen operating system, the learner can choose the equivalent
item or option to demonstrate competence in the specific outcome or assessment criteria.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Prepare and produce a presentation according to a specified brief.
OUTCOME RANGE
The brief should identify the topics, purpose, time limits and target audience of the presentation.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A presentation is prepared to meet the requirements of a supplied brief.
The prepared presentation shows the topic, purpose, for target audience of the given brief.
The presentation incorporates information consistent with the topic, purpose and target audience of the
given brief.
The presentation is prepared in line with the time limits set in the brief.
SPECIFIC OUTCOME 2
Adjust settings to customise the view and preferences of the presentation application.
ASSESSMENT CRITERIA
View is increased and decreased, according to given specifications.
ASSESSMENT CRITERION RANGE
Zoom feature or equivalent is used for the view.
The view mode is changed.
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Toolbar menus are switched off and on, to improve the working view of the application.
The slide format of a presentation is changed, according to given specifications.
Size of slide, slide orientation.
SPECIFIC OUTCOME 3
ASSESSMENT CRITERIA
A number of existing presentations are opened.
Minimum 2 presentations.
Control is switched between the open presentations.
Text is manipulated between active presentations.
Minimum of 2 active presentations; type of manipulation: move, copy.
SPECIFIC OUTCOME 4
Format a presentation according to given specifications.
ASSESSMENT CRITERIA
Methods of automatically formatting a presentation are explained.
Methods of formatting include:
 Presentation design templates, slide layout.
A presentation is created using a presentation design template.
SPECIFIC OUTCOME 5
OUTCOME RANGE
Tabs, Image, Bullets, Numbering, Borders, Fill.
ASSESSMENT CRITERIA
Tabs are set, reset and removed.
Tabs: left tab, right tab, centre tab, decimal align tab; at least 2 methods of setting tabs are demonstrated.
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An image is added to a presentation slide.
Bullets are applied to text and removed from text.
Automatic while entering, to existing text.
Bullet formats are changed, according to given specifications, to enhance the presentation.
Bullet formatting include: Bullet character, bullet position, text position.
Numbering is applied to text and removed from text.
Automatic while entering and/or to existing text; at least one of: single level numbering, multi-level
numbering to at least three levels.
SPECIFIC OUTCOME 6
Apply special formatting to a presentation, according to given specifications, to enhance the presentation.
OUTCOME RANGE
Headers, footers, date, time, slide numbers.
ASSESSMENT CRITERIA
A footer is added to and removed from a presentation.
The current date and time is added to a presentation.
Specific slides, entire presentation.
Page numbers are added to a presentation.
Notes are added as an aid to the presentation.
SPECIFIC OUTCOME 7
Customise a presentation for a specified purpose.
ASSESSMENT CRITERIA
Slides are sorted into an order appropriate for the specified purpose.
Slides are hidden so that they will not be part of a presentation.
35
The presentation is presented for the specified purpose.
The presentation is navigated from within the slide presentation.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer
programmes of education and training assessed against unit standards.
Moderation Process:
 Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines
in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 Performance of all elements is to be carried out in accordance with organisation standards and
procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance,
documentation, security, communication, health and safety, and personal behaviour.
 Performance of all elements complies with the laws of the country operating in, especially with regard to
copyright, privacy, health and safety, and consumer rights.
 All activities must comply with any policies, procedures and requirements of the organisations involved,
the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory
requirements.
 Performance of all elements is to be completed within the normal range of time and cost that would be
expected in a professional environment (e.g. In a commercial or government organisation).
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses display that decisions using critical and creative thinking
have been made by understanding the uses and benefits of using a presentation application.
UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively by understanding the saved
destination and file name conventions.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise, and critically evaluate information by effectively using the Help function and by
using the check for synonyms and antonyms, and searching for information in the presentation application.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or
written persuasion when engaging with the subject by using a presentation to improve communication.
UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and
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health of others by using a presentation application to create and edit presentation.
37

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USE A GRAPHICAL USER INTERFACE (GUI) BASED PRESENTATION

Learner’s Initials…………………………… Date…………………………….

Unit Standard: 117923

Course: Use a Graphical User Interface (GUI)-based presentation application to prepare

Branch Registration No:

Contact Details email:

Contact Details email: Registration No:

Contact Details email:

Learner’s Initials…………………………… Date…………………………….

Being Declared Competent Entails:

There are three levels of competence:

• Foundational competence: an understanding of what you do and why.

• Practical competence: the ability to perform a set of tasks in an authentic context.

• Reflexive competence: the ability to adapt to changed circumstances

To receive a certificate of competence and be awarded credits, you are required to

You Have to Submit a Portfolio of Evidence

A portfolio of evidence is a structured collection of evidence that reflects your efforts,

The Assessment of Your Competence

Assessment of competence is a process of making judgments about an individual's

Learner’s Initials…………………………… Date…………………………….

Candidates who are repeatedly unsuccessful will be given guidance on other

Appeals & Disputes

• Inadequate expertise and experience of the assessor

Learner’s Initials…………………………… Date…………………………….

Assessment Plan agreed by Assessment Activities

Detailed Assessor Report Assessment Guide submitted

Action Plan completed

All records &

Learner’s Initials…………………………… Date…………………………….

A summative assessment will be conducted at end of course to confirm

notify the assessor when they are ready for assessment.

Learner’s Initials…………………………… Date…………………………….

Learner’s Initials…………………………… Date…………………………….

How to prepare the candidate Document Agree Action Required

Learner’s Initials…………………………… Date…………………………….

Be available for assessment.

Learner’s Initials…………………………… Date…………………………….

Date Date Date

Learner’s Initials…………………………… Date…………………………….

Learner’s Initials…………………………… Date…………………………….

• A type of self-assessment for the candidate. It should assist the assessor in

• To determine candidate preparedness for prior learning conducted and sensitize

Did you attend all modules of the learnership / qualification training?

How were you prepared for assessments?

How were assessments conducted?

Did an accredited training provider conduct the course/s?

Did you attend classroom training during the course?

Learner’s Initials…………………………… Date…………………………….

Do you have a relevant certificate from an approved institution?

Learner’s Initials…………………………… Date…………………………….

You have requested to be assessed through our organisation. To ensure effective

I undertake to fulfill all the requirements of the assessment practices as specified by

Learner’s Initials…………………………… Date…………………………….

Learner’s Initials…………………………… Date…………………………….

I __________________________ (full name), declare that the evidence presented in

Learner’s Initials…………………………… Date…………………………….

Assessor's Name: Ass. Reg.

Moderator's Name: Mod. Reg.

Candidate's Name ID No.