AH&B College

BSBWRT401 Write Complex Documents

BSB40215 Cert IV in Business

BSBWRT401 Write Complex Documents

Unit Assessment Summary;

Participant Workbook; & Checklist

Name: Number:

Unit Start Date: Unit Finish Date:

DISCLAIMER: “I have accessed the Wisenet Student Portal and have read the Assessment Plan
& marking guides for this workbook & activities and am aware of the learning outcomes for this
unit. I am aware that I can contact the Educator for extra assistance. “

My own work statement: “I confirm that this assessment/workbook is all my own work and I
understand that any plagiarism or copying from another student or other source will result in this
work being considered non assessable”.

Student Signature: Date:

RPL is available for this unit. If you would like to apply, please see your educator.
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BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business
Staff Name: _____________________________________

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BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business
Assessment Summary and Checklist

Students are to attend lectures and participate in learning and group activities. Student’s active
participation in activities and notes taken during lectures and activities are scrutinised and help to aid
learning.
Students must attempt all class activities; work book activities and chapter activities (achieving at least
75% demonstrated competence all parts weighted equally). Included in the workbook is a mid Unit
Comprehension Activity (UCA) and marking guide which must be completed (achieving at least 75%
demonstrated competence). Soon after starting this workbook you will be given your final UCA. This is
your major assignment and includes detailed instructions and marking guides; you will be required to
achieve at least 75% demonstrated competence.
Assessments are holistic and summative to more faithfully represent real life business experiences and
to help the student demonstrate competence without having to worry about everything coming down to
one exam at the end of each unit. Students are assessed as competent when they have successfully
satisfied the assessment criteria as per the AQF assessment guidelines. (These are more clearly stated
in the AH&B Assessment plan relating to the units within the Certificate IV in Business.).

Checklist:
Learning / Assessment Item Tick here
23 Lectures (not assessed)

19 Practice task activities – in class (assessed)

11 Class activities – in class

(assessed)
4 Chapter activities
(assessed)
1 Mid Unit UCA – Practical
(assessed)
1 UCA
(assessed)
3rd Party Report
(assessed)

Detailed Instructions for student

This workbook has been created from the learning guides/texts BSBWRT401 Write Complex Documents from
IBSA and Aspire, lesson plans, assessor experience; industry feedback and a range of other resources.

This Workbook gives you, the participant, the space to write down answers for questions, discussions, opinions and
to complete assessable activities to demonstrate competency in the required elements for this unit. Any area that
is allocated a space for writing will need to be completed, as well as any attachments which are required must be
attached, in order to have a complete Workbook.

Resources required in completing this Workbook:

- Pen
- Computer
- Desk space
- Assessor/Educator
- Teams
- Direct access to external and internal customers

The Workbook is divided into chapters and the chapters include the following tasks to be completed:

- Lecture/Discussions(to demonstrate class participation)

- Space for opinions
- Class activities(assessable)
- Workbook questions and answers(assessable)
- Practical observations(assessable)

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BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business
- Chapter revision activities(assessable)
- Third party report (assessable)

Purpose of this workbook

This workbook will guide you in learning how to write complex documents. For each chapter there will be
spaces to write notes from the lectures and class discussions. These will be marked to demonstrate your
class participation. Then, there will also be a number of class and workbook activities for each chapter
and also an end-of-chapter revision activity. These activities will be assessed as to your competency at
actually writing a document of some complexity in terms of elements. These activities MUST be
completed as per the instructions and relevant pages attached.

Application requirements of this unit

This unit describes the skills and knowledge required to write complex documents including planning
documents, draft texts, prepare final texts and producing documents.

It applies to individuals employed in a range of work environments who are required to write complex
documents. They may provide administrative support within an enterprise, or have responsibility for these
tasks in the context of a particular team, workgroup or project.

Performance Evidence
Evidence of the ability to:

 plan, draft and finalise complex documents that require review and analysis of a range of
information sources
 use business technology to apply formatting, and incorporate graphics
 edit the draft text to ensure accuracy and clarity of information, obtain feedback on the draft
and revise the draft
 apply the enterprise style guide/house style.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:

 identify the enterprise style guide/house style

 outline formatting styles and their impact on formatting, readability and appearance of
documents
 explain rules and conventions for written English, as defined by general and specialist
sources.

Apply skills and knowledge to write complex documents including planning documents, draft texts,
prepare final texts and producing documents.

Assessment Conditions
Workbooks must be completed in the classroom(face to face) where class and revision activities
demonstrate consistent practical application of typical activities experienced in the general practice of the
field of work for this subject and include access to office equipment and resources.
You are required to complete each section as instructed by your educator including the spaces provided
for your own opinions and group activities. Your Workbook will be assessed either during the activities or
upon completion of each chapter. Your assessor will give you feedback on each task completed in a
designated section of the Workbook. Should the feedback include a resubmission of a particular task,
you assessor will inform you of the procedure for resubmission. Should the feedback include points for
consideration please take note and ask questions to clarify if you need to.

This Workbook is the property of the College; if you misplace this Workbook you will incur a replacement
fee.

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BSBWRT401 Write Complex Documents
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Marking Guidelines for Workbook:

To be deemed competent in the completion of this workbook, candidates will need to attain 75%
satisfactory completion and competency of class/workbook activities and chapter revision activities. The
candidate must also complete and pass the mid-unit UCA within this workbook.

Has the student:

Observation
Element 1 Plan documents
Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task,  Arranges information and ideas coherently.
although some small parts may be less  Demonstrates a clear overall progression in
fully covered than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained conclusions/results
are made clear.
1.1 Determine the purposes of documents Yes No

Class Activity
Workbook Activities – Practice Tasks 1
1.2 Choose appropriate formats for documents
Class Activity
Workbook Activity – Practice Task 2
1.3 Establish means of communication
Class Activity
Workbook Activity – Practice Task 3
1.4 Determine requirements of documents
Class Activity
Workbook Activities – Practice Task 4
1.5 Determine categories and logical sequences of data,
information and knowledge to achieve document objectives
Class Activity
Workbook Activities – Practice Task 5
1.6 Develop an understanding of the writing environment
Class Activity
Workbook Activities – Practice Task 6
Chapter 1: Revision activity
Chapter 1: Weighting 10%
Element 2 Draft text
Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully  Demonstrates a clear overall progression in
covered than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained conclusions/results
are made clear.
2.1 Review and organise available data, information and Yes No

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BSBWRT401 Write Complex Documents
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knowledge according to proposed structure and content
Workbook Activities – Practice Task 7
2.2 Ensure data, information and knowledge is aggregated,
interpreted and summarised to prepare text that satisfies
document purposes and objectives
Workbook Activity – Practice Task 8
2.3 Include graphics as appropriate
Class Activity
Workbook Activity – Practice Task 9
2.4 Identify gaps in required data and information, and collect
additional material from relevant enterprise personnel
Workbook Activity – Practice Task 10
2.5 Draft text according to document requirements and genre
Workbook Activity – Practice Task 11
2.6 Use language appropriate to the audience
Class Activity
Workbook Activity – Practice Task 12
Chapter 2: Revision activity
Chapter 2: Weighting 10%
Mid Unit UCA –
ALL Questions completed
Mid UCA Marking Guide completed
Mid UCA Weighting 20%
Element 3 Prepare final text
Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully  Demonstrates a clear overall progression
covered than others. in emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained conclusions/results
are made clear.
3.1 Review draft text to ensure document objectives are achieved Yes No
and requirements are met

Workbook Activities – Practice Task 13

3.2 Check grammar, spelling and style for accuracy and
punctuation
Class Activity
Workbook Activity – Practice Task 14
3.3 Ensure draft text is approved by relevant enterprise personnel
Workbook Activity – Practice Task 15
3.4 Incorporate revisions in final copy
Workbook Activity
Revision Paragraph
Element 4 Produce document
Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully  Demonstrates a clear overall progression in
covered than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained conclusions/results

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BSBWRT401 Write Complex Documents
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are made clear.
4.1 Choose basic design elements for documents appropriate to Yes No
audience and purpose
Workbook Activities – Practice Tasks 17
4.2 Use word processing software to apply basic design elements
to text
Class Activity
Workbook Activity – Practice Task 18
4.3 Check documents to ensure all requirements are met
Class Activity
Workbook Activity – Practice Task 19
Chapter 1: Revision activity
Chapter 1: Weighting 10%
Foundation Skills
Third-Party Report
Final UCA Note: Do not forget that UCA has a 50% weighting

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BSBWRT401 Write Complex Documents
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Please circle: Competent Not Yet Competent

Date: _____________________________

If Not Yet Competent: Has the student been given information on the assessment appeals
procedure

Yes / No

If yes, the student has five working days in which to access the assessment appeals procedure,
Should the student not access the procedure within the 5 working days, a new assessment must
be submitted.

Assessor Feedback (include feedback on all Parts):

________________________________________________________________
________________________________________________________________

Further submission required Yes No

________________________________________________________________
________________________________________________________________

Assessor signature: _________________________________________

Date: ___________________________

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BSBWRT401 Write Complex Documents
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Chapter 1 Plan documents

Introduction
Lecture/Discussion
Please take notes on the lecture/discussion in this allocated area

1.1 Determine the purpose of the document

Lecture/Discussion
Purpose
Please take notes on the lecture/discussion in this allocated area

The reason for which something exists or is done, made, used, etc. an intended or
desired result; end; aim; goal. determination; resoluteness.

.2. Choose appropriate formats for documents

Lecture/ Discussion
Formats
Please take notes on the lecture/discussion in this allocated area:

The way in which something is arranged or set out.

1.3 Establish means of communication

Lecture/ Discussion
Communication including formats
Please take notes on the lecture/discussion in this allocated area:

There are four main types of communication we use on a daily basis: Verbal,

nonverbal, written and visual. Let's take a look at each of
these types of communication, why they are important and how you can improve
them for success in your career.

Class Activity
Class discussion: What is a template?

A template is a file that serves as a starting point for a new document. When you
open a template, it is pre-formatted in some way. For example, you might
use template in Microsoft Word that is formatted as a business letter.

1.4 Determine requirements of documents

Lecture/ Discussion
Requirements
Please take notes on the lecture/discussion in this allocated area:

A requirement is something that's mandatory or necessary—it's something you need

to have or need to do.
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BSBWRT401 Write Complex Documents
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Class Activity
An Employment contract: What should be in this document and how it should be presented?
What factors should be taken into consideration when preparing and distributing this
document?

- Job description
- Salary or wages details
- Nature of the employment
- Reporting structure
- Leave entitlements
- Confidentiality
- Non-compete/restraint of trade
- Termination process
- Dispute resolution

You should consider:

- How diverse the workplace is

- Law and regulations
- Consult senior management

Workbook activities
Practice task 4
Simona, works in the sales department of Fancy Fit, a corporate uniforms company. She
reviews the request for tender from Reliable Repairs. There is a section in the request that
specifies that they must provide the following information:
 Design cost
 Cost per uniform at various volume levels
 Range of uniform sizes
 Materials used in each type of uniform
 Delivery lead times for initial and subsequent orders
 Exclusive use of colours for reliable repairs.

Simona decides that – since this is what Reliable Repairs requested – then she will adopt this
structure for her presentation and submission. Simona looks at her calendar. She has to get
her plan and her schedule to Jesse for review within the next couple of days if she is going to
get the document to Natalie in time – especially since Mario, the production manager, is often
slow at proving information. Since this is the first time Simona has completed such a detailed
submission, she decides to ask Jesse about any other requirements.

1. In the example above, what other document requirements might Jesse have suggested to
Simona? Why would this have been helpful?

Jess might suggest Simona to add quantity in order to know the final price. She might also
suggest to include the specifications about the design to make sure it will match the
expectations.

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2. Develop a timeline for Simona’s submission document. Include – internal approvals,
publication, and distribution requirements.

Develop the document – 24.11.2020

Review the document – 28.11.2020
Send to internal approval – 29.11.2020
Publication – 01.12.2020
Distribution requirements – 02.12.2020

3. What guidelines exist for creating documents at your job? How can these be accessible for
all employees?

We need to use the company logo on the top, have the company details on the foot of the page. All
documents need to be approved by the department manager and communication executive.
Documents are sent to everyone by email and published in the intranet.

1.5 Determine categories and sequences of data, information and knowledge to achieve documents
objectives

Lecture/ Discussion
Logical sequences – Content
Please take notes on the lecture/discussion in this allocated area:

Logical sequence of words as the name implies is that type of reasoning which
consists of words and we have to find out a sequence which is logical in that context.
Normally, in these questions, the words are mentioned in serial numbers 1, 2, 3 etc.

Workbook activities
Practice task 5
Write a brief outline showing the sequence you suggest Simona should adopt for her
submission document in Practice Task 4, include the headings she should use and what
subsections may be included. Write a paragraph explaining why you have chosen this
structure for the document.
Use relevant textbooks or research on the internet, to write notes for the following

Simona should develop the document, making sure that it is meeting all the requirements,
then she should review the document to ensure that is not missing any information, after it
she needs to send it to her manager and the communication executive for approval. Once
she has the ok, she can publish the document on their internal website and send it by email
to the staff.
The document title is Reliable Repairs and it needs to have company name, address, phone,
email and logo on the top – right side.
I did choose this structure for the document because it is something simple, formal and
enough to be professional and have all the necessary information.

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BSBWRT401 Write Complex Documents
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1.6 Develop an understanding of the writing environment

Lecture/ Discussion
Structure and Content
Please take notes on the lecture/discussion in this allocated area:

A structure is an arrangement and organization of interrelated elements in a material object

or system, or the object or system so organized.

Content is defined as what is inside or included in something. An example of content is

beans inside of a jar. An example of content is the words inside a book. noun.

‘True’ or ‘False’ Quiz

Once you have a clear opening sentence stating the aim, you can use ‘poetic license’ to make
points as they occur to you – rather than in order.

Effective report writing requires making a plan following ‘normal’ guidelines.

Punctuation is used to clarify meaning and to highlight structure.

In the conclusion, restate all of the material contained in the body using bullet points.

Long sentences with very big words will impress the reader and give credibility to the report.

Every paragraph in a report should justify itself, serve a purpose, convey a single idea and
should begin with a statement of that idea.

Proofread thoroughly because mistakes can embarrass you and affect your career!

Once you have written the report, just print it on clean paper and dispatch. Any mistakes will
demonstrate originality.

We need to know who our audience are so we can adjust the content, language, and
suggestions to suit their needs.

All appendix and reference material should be noted in the body of the report and attached at
the end.

Participation Evidence Assessment

Student has satisfactorily participated in lectures/discussions/Activities relating to this Chapter and notes have
been sighted. Yes  No 

Assessor Signature: ___________________________________________________ Date:____________

Assessor comments: ___________________________________________________________________

____________________________________________________________________________________

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BSBWRT401 Write Complex Documents
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Chapter 1 Planning Documents – Document 1

Review activity

The activity is covered in five parts – all five parts must be answered.
Prepare the information to advertise a one-day seminar on a subject of your choice. You
should choose a subject you are familiar with (for example: your favourite sport, hobby, or
interest). The seminar will be targeted at beginners in the subject who may be of any age
group. There are no pre-requisites for this seminar. A class room, projector, and support
materials (such as flip charts) will be available. You are going to continue to use this
document (Document 1) throughout this workbook as you learn the various stages of
production. You must print and attach the document at each stage.

PART A
Briefly outline the purpose of the document:

The purpose of the document is give as much information as possible to people that are not sure if
they want to work as UX designer. It will be used as kind of guide to follow the one-day seminar and
use to research more about the subject.

PART B
Research similar documents – for example those used in your training organisation or
workplace. What features of these documents might you include in your own work? Which
ones might you change and why?

I would include the description and practical part. I would add more visual effects, what I think would
work better for my audience and I also think that is more interesting when we have some visual
information.

PART C
Explain how you will present your documents including:
- Format
- Means of communication
- Organisation requirements
- Other requirements.

Document would follow the company requirements:

- Logo
- Heading
- Font Arial 11
- Colour black

It would have pictures and texts explain about the subject – All pictures must to have a caption
and source.

It would be an informal text to meet the target audience that is young people.

It will also have videos to show the performance of the surfers and demonstrate exercises.

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BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business
PART D
Prepare a control document on a computer that clearly indicates your intended content,
structure format, and layout. As this is a planning document, you need to develop final text or
graphics.

Attachment – Doc Control

Introduction – brief what this document is about. Something that will keep people
interesting.
Development – Develop the subject. Use as much resource you can to make it easy
to read and understand.
Observation – Any additional information that can add value to your content.
Conclusion – The conclusion of all the information. A short resume with the

PART E
Consider your workplace or an organisation that you know well like AH&B College. What are
the organisational requirements relating to developing complex documents?

Consistent corporate image

Company logo
Company colour scheme
Established guidelines and procedure for document production
Content restrictions
Templates
Organisation name, time, date, document title in header/footer
Table of contents
Index
Merge criteria
Form fields
White space
Graphics
Photographs
Boxes
Colour
Page layout
Heading
Columns
Letter and memo conventions

Feedback on Chapter 1 revision activities

This feedback is based on the revision activities for Chapter 1.

________________________________________________________________
________________________________________________________________

Resubmission required Yes_________ No___________

Date resubmission must be handed in: ________________________

Assessor Name and Signature: ________________________________________________

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BSBWRT401 Write Complex Documents
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Date: _________________________

Chapter 2 Draft text

Introduction
Lecture/Discussion
Draft text
Please take notes on the lecture/discussion in this allocated space:

A preliminary version of a piece of writing. A draft is essentially where you last left off before
texting someone else, or doing some other activity. ... A text message draft is a text that you
write and you save what you wrote so far, so you can add on to it later or send it later.

2.1 Review and organise available data, information and knowledge according to proposed structure
and content

Lecture/Discussion
Reviewing and organising
Please take notes on the lecture/discussion in this allocated area:

1. Topical order (by main topics or issues, showing relationship to the main problem or
topic)
2. Chronological order (simplest of all, organise by dates of published literature)
3. Problem-cause-solution order.
4. General to specific order.
5. Known to unknown order.
6. Comparison and contrast order.

Workbook activities
Practice task 7
Review and organise the data for the document you started in chapter 1(Revision questions).
Update your control document with new information. If you have decided to discard any
information, why did you do so? Explain. Identify any additional supporting information you
may require.
Use relevant textbooks or research on the internet, to write notes for the following

Attached version 2.0

Deleted conclusion because it was included in a new part and add information, such as:
- UX Design
- How to become a UX Designer
- How to learn UX design
- The UX designer career path
- Career Information

2.2 Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare
text that satisfies document purpose and objectives

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BSBWRT401 Write Complex Documents
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Lecture/Discussion – Facilitate participation

‘Interpret’ ‘Summarise’ ‘Aggregate’
Please take notes on the lecture/discussion in this allocated area:

Interpret - explain the meaning of (information or actions).

Summarise - give a brief statement of the main points of (something).
Aggregate - a whole formed by combining several separate elements.

Workbook activities
Practice task 8
1. Prepare the text for the document you started in chapter 1. Update your control document
with your interpretation of information and the notes you have prepared.
Use relevant textbooks or research on the internet, to write notes for the following

Attached version 3.0

Revised the text, correct spelling mistakes and make it easier for the readers.
2. What might happen if you commence drafting text or developing graphics without spending
time reviewing, organising and preparing text? How might this affect your final document?

It might not be right and following all the organisation requirements, which will affect
the final document, and maybe it will be necessary re-do everything.

2.3 Include graphics as appropriate

Lecture/Discussion
‘Graphics’
Please take notes on the lecture/discussion in this allocated area:

A graphic is an image or visual representation of an object. Therefore,

computer graphics are simply images displayed on a computer screen. Graphics are often
contrasted with text, which is comprised of characters, such as numbers and letters, rather
than images.

Class Activity
Write a list of documents and which type of graphics it is appropriate to include in them and
also those which should not have graphics included(write NONE).

Document type: Graphics which can be included:

Financial reports Bar graphs

Promotional documents Photos
Presentation documents Photos, illustration, graphs
Business proposal Photos, illustration, graphs
Process document SmartArt

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BSBWRT401 Write Complex Documents
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Workbook activities
Practice task 9
Use relevant textbooks or research on the internet, to write notes for the following

1. Provide a list of graphics you will include in the document you started in task 1. Briefly
outline the purpose of each graphic – and explain why you have chosen to represent it in
this way.

Photos - Unique images that are fully aligned with your message.
Illustrations - Unique to your document.
Data Visualisation - Reinforce what’s described in the text with a visual representation of the
data. This could be a: chart, graph, map, calendar, timeline etc.

2. Collect several business documents that contain graphics. These could be documents you
have received at home or have used in your workplace. Comment on the graphics used
and how they support the key messages. Write notes.

First of all, graphic is crucial in making a brand shine. It makes brands memorable and
convert potential customers into actual customers.
The graphics support the key messages by getting attention of people and giving them more
details, something more realistic.

2.4 Identify gaps in required data and information, and collect additional materials from relevant
enterprise personnel

Lecture/Discussion
‘Identify Gaps’
Please take notes on the lecture/discussion in this allocated area:

A gap analysis is process that compares actual performance or results with what was
expected or desired. The method provides a way to identify suboptimal or missing strategies,
structures, capabilities, processes, practices, technologies or skills, and then recommends
steps that will help the company meet its goals.

Workbook activities
Practice task 10
Think of a time when someone had promised to provide you input for a report, document, or
assignment, and did not deliver. What might you have done differently to ensure that you
received the information on time?
Use relevant textbooks or research on the internet, to write notes for the following

I would give them a comfortable timeframe that would provide me enough time to chase for
those information if they did not deliver on time. Also I would ask by email and copying the
managers in order to cover myself and the company.

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BSBWRT401 Write Complex Documents
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2.5 Draft text according to document requirements and genre

Lecture/Discussion
‘Documents required’
Please take notes on the lecture/discussion in this allocated area:

A Requirements Document should act as the starting point for your product: outlining its
purpose, who will use it, and how to use it. It is an essential precursor to design and
development. This article should help you create a requirements document that straddles the
line between concise and precise.

Workbook activities
Practice task 11
Find an example of a business document format that you have not used in a previous
exercise. Comment on the text of the document. Do you feel it is appropriate to the document
and to the audience? Why or why not? What changes would you make?
Use relevant textbooks or research on the internet, to write notes for the following

I found a business document with the agenda of the presentation and it would be
appropriate to my audience as well, since the program is one-day seminar, so they would
know exactly what would happen.
I would change the layout because this one does not match with the requirements of mine.

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BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business

2.6 Use language appropriate to the audience

Lecture/Discussion
‘Language’
Please take notes on the lecture/discussion in this allocated area:

Language, a system of conventional spoken, manual (signed), or written symbols by means

of which human beings, as members of a social group and participants in its culture, express
themselves.

Class Activity
Better words

Wordy Better
In view of the fact that Given that

In the event that In case

During the month of April In April

For the reason that Because

During which time In that time

In that order Respectively

At the present time Currently

Are of the opinion Believe

A large number of Heap

According to our records Conforming to

On a regular basis frequently

Is sorry for Apologise for

In the near future Imminent

In the absence of Without

Prior to Before

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Work out what words you will use instead of the long words:

Long Short
Participate Join
Difficult Hard
Initiate Start
Visualise Picture
Demonstrate Show
Requirements Needs
Primarily Mainly
Frequently Often
Terminate End
Assistance Help

Workbook activities
Notes: page 46-48

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Write notes on the above:

Practice task 12
1. Write a list of documents and the type of language that would usually be appropriate for
them. Briefly explain your reasons why?

Document type: Type of Language(formal, casual etc.)

Curriculum Formal – It will be the first contact
with the company
Internal Email Casual – you already know the
person
Proposal Formal – It will show professionalism

Simona is now drafting the text for her submission. She takes a moment to review Natalie’s request
for tender, Fancy Fit’s style guide and the submissions to other clients she has been using as a
reference. Most of the other submissions are quite formal, except for one that is brief and more
casual. She notes that this particular more casual submission is for a long-standing client. Since
Reliable Repairs would be a new, potentially major client, she decides a formal tone is best for the
submission. She also decides to make a list of the acronyms and abbreviations and include it as a
reference.

2. The previous case study explains the type of language Simona will use in her
submission. Would you use the same type of language for the presentation to
accompany the tender document? Why or why not?

Yes, I would use the same if it is a new customer. I would like to show them a
professional document, so I think a formal way sound better in that case. I also agree
with the list of creating a list of acronyms and abbreviations and include as a
reference, once the customer maybe will not know what it is about.

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Revision notes:

Participation Evidence Assessment

Student has satisfactorily participated in lectures/discussions/Activities relating to this Chapter and
notes have been sighted. Yes  No 

Assessor Signature: ________________________________________ Date:____________

Assessor Comments: ___________________________________________________________

____________________________________________________________________________

Chapter 2 Draft text

Review activity

Using your document from chapter 1 review activity – Review and organise the material for
your document and answer the following questions:
1. Do you need to adjust the structure of your document?
No, It was adjusted before.
2. Is all the material you have received relevant to the seminar?
No, some of the materials were not relevant to the seminar, so it was discarded.
3. What material might you discard?
Conclusion was discarded and it was implemented in a different way.
4. Include (attach) an updated copy of your document.
Attachment version 3.0

Students need to draft the document from Activity 1 and attach it.

Feedback on Chapter 2 Revision activities

This feedback is based on the revision activities for Chapter 2.

________________________________________________________________
________________________________________________________________

Resubmission required Yes___________ No_____________

Date resubmission must be handed in: ________________________

Assessor Name and Signature: ______________________________________________________

Date: _________________________

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Mid Unit UCA

Student Name:

Student Number:

Group:

Date:

Disclaimer: “I have accessed the Wisenet Student Portal and have read the Assessment Plan and
am aware of the learning outcomes for this unit. I am aware that I can contact DOS/Educator for extra
assistance. “

Student Signature: Date:

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Plan Document

Question 1
In the planning stage of writing a document you can conduct an audience analysis. The more
you know about your potential reader the better you can meet their needs. Imagine that you
work for Global Car Manufacturing Pty Ltd and provide administrative support to Al Perez, the
General Manager of GCM. You have been asked to create a safety analysis document (for
car manufacture) to be presented at the Board Meeting.
The first step you take is to complete an audience analysis. Answer the questions below.

Who are the audience?

Board team

What position do they occupy in the organisation?

Chairman, directors, CEO, CFO

What responsibilities do they have?

- Establishing the Organization's Mission and Purpose.
- Executive Director-Selecting, Supporting, Reviewing.
- Organizational Planning.
- Monitoring and Managing Financial Resources.
- Assessing and Developing Skills.
- Serve on Committees.
- Recruiting New Board Members.
- Spread the Word About the Organization.

What do they need?

They need to know the safety analysis for the car manufacture.

Where will they be reading?

They will be reading at the board meeting.
When will they be reading?
They will be reading during the board meeting
Why will they be reading?
They will be reading because they need to know how safety is the car manufacture.

How will they be reading?

They will be reading with the presentation. Checking details and asking questions.

Question 2

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After completing this audience analysis, summarise the critical factors you would take into
consideration when you were preparing the document. Consider purpose, format and
requirements of the document.

 The who, specifies the target audience.

 The what defines the purpose—what the document sets out to achieve.
 The when provides the deadline and specifies the urgency.
 The how indicates what method will be used to present the document. For
example, will the document be paper based? Will it be presented to an audience
via a Smartboard presentation, or will it be uploaded to a website?
 The clarification ensures that instructions appear to be straightforward and any
vital steps aren’t missing.

In addition to these factors, also need to determine own work priorities in terms of
the importance of the document in relation to other competing tasks. Work
prioritising and time management are nearly always factors you must manage.
When different people are giving you work and all say their work is important, this
can be both confusing and stressful. As in the issue of the check list, if in doubt
don’t hesitate to ask for clarification.

Question 3
If you had to present the same information at a team meeting would you use the same format
that was used for the Board Meeting? Why or why not?

No, because the target audience would be different, so I would use a simple
language that everyone would understand.

Question 4
Explain the benefits of including graphics in documents. Provide examples from your
experience where the use of graphics has enhanced a document.

- Graphics can communicate spatial information more effectively than words alone;

- Graphics can communicate steps in a process more effectively than words alone;
- Graphics can save space.

I used to use graphic to demonstrate website analytics – which makes things much
easier to understand, than if I just present a report with texts.

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Draft Text

Question 5
Imagine you have collected some data through an informal survey on the work practices of
the Finance and Administration department at GCM. You have asked each team member
verbally and recorded their responses on a scrap piece of paper.
You had been asked to send out a memo to the team. The purpose of the memo is remind
them of the risks associated with poor work practices. Interpret the data above and
summarise it so that it can be used in the memo you are about to create.

An informal survey was done with the finance and administration department at GCM
and after that a memo was elaborated to remind everyone about the risks associated
with the poor practices.

Question 6
Draft the text that you would include in the memo.

Dear Colleagues,

All employees are legally entitled to work in an environment where health and
safety risks are properly controlled and the responsibility for this lies with their
employer.

This document is to ensure all employees understand the risks associated

with the poor practices.

Legal ramifications
Companies that fail to comply with the legal obligations of health and safety
can be liable for prosecution by regulators, such as the HSE.

Claims for compensation

Legal ramifications aside, perhaps the most obvious financial cost of poor
health and safety management comes in the form of compensation. 

Higher insurance premiums

If an unsafe work environment leads to more accidents and injuries, so too will
it lead to more insurance claims. Fulfilling these claims can be costly, and the
more claims that are made on a company’s insurance, the higher its
insurance premiums will become, eating into its bottom line.

Productivity and profitability

There are also the productivity costs to consider. The majority of employees
who have suffered an injury due to poor health and safety management will
need to take time off work to recover. Not only will they be eligible for sick

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pay, but their employer may source a temporary replacement for their role,
leading to additional costs for recruitment and training.

Lack of motivation
Should an organisation fail in its duty of care to its employees, the inevitable
drop in staff motivation can cause productivity to suffer. 

Reputational damage
In some cases, a company’s reputation can be at stake. Employees will talk
about their own experience of poor health and safety management, and not in
a good way. Word of mouth is a powerful weapon – particularly in the age of
social media.

MID- UCA Marking Guide - EDUCATOR to complete

Observation Satisfactory/Not Yet Comments

Satisfactory
Did the student determine the
purposes of documents?

Did the student chose

appropriate formats for the
document?

Did the student establish a

means of communication to the
audience?

Did the student determine

requirements of the document?

Did the student determine

categories and logical
sequences of data, information
and knowledge?

Did the student develop an

overview of structure and
content of the documents?

Did the student review the

available data, information and
knowledge according to
proposed structure and content
for the document?

Did the student ensure data,

information and knowledge is
aggregated, interpreted and
summarised to prepare text that

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satisfies document purposes
and objectives?

Did the student understand and

plan the appropriate use of
graphics for the purpose?

Did the student identify the

required data and information
and collect material from
relevant personnel?

Did the student draft text

according to the appropriate
genre?
Did the student use language
appropriate for the audience?

Assessor to complete:

Did you read the audience analysis? Yes No

Did you see the plan for the document? Yes No

Did the student use appropriate

language for the document?
Yes No

Did you see the draft text for the document? Yes No

Assessor Comments

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Resubmission required Yes_________ No___________

Date resubmission must be handed in: ________________________

Assessor’s name and signature: _______________________________

Date: _________________________

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Chapter 3 Prepare final text

Introduction
Lecture/Discussion
‘Prepare Final Text’
Please take notes on the lecture/discussion in this allocated area:

1. Revise your essay to improve organization and cohesion.

2. Determine an appropriate style and tone for your essay.
3. Revise to ensure that your tone is consistent.
4. Edit your essay to ensure that language, citations, and formatting are correct.

3.1 Review draft text to ensure document objectives are achieved and requirements are met

Lecture/Discussion
‘Review objectives’
Please take notes on the lecture/discussion in this allocated area:

Performance review goals are vital for motivation, development and even corporate

protection. Clear communication about what the organization expects can help
employees stay positive and focused throughout their employment.

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Workbook activities
Practice tasks 13
Complete this checklist regarding your document
Review checklist Yes No
Does it achieve the document purpose? x
Does it use language appropriate to the audience? x
Does the format suit the intended presentation forum? x
Does it confirm to length requirements? x
Is the overall content appropriate to the audience’s knowledge and x
skill level?
Is there a balance of information and examples? x
Are graphics clear and effective? x
Is there sufficient information to achieve the document’s purpose? x
Have you completed internal reviews? x
Have you processed any amendments? x
Have you formatted the document? x
Have you requested proofreading by a colleague or associate? x

3.2 Check grammar, spelling, and style for accuracy and punctuation

Lecture/Discussion
‘Grammar and spelling styles’
Please take notes on the lecture/discussion in this allocated area:
Demonstrate on the computer what AHBC uses to check spelling in Word.

Grammar is the way a language is used, or a set of rules that tell how it's used. Grammar is
the whole system or structure of a language, comprising its morphology (study of the form of
words) and its syntax (the arrangement of words and phrases). Spelling is the act or process
of forming words from letters.

Class Activity
Reading each other’s drafts mark necessary changes on their document with a red pen – take
notes on what kind of errors you found:

Workbook activities
Practice task 14
Use relevant textbooks or research on the internet, to write notes for the following;

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1. Carefully review the document you have been preparing for accuracy. Be sure to review
the grammar, spelling, punctuation, and style. Attach a mark-up copy of the document to
demonstrate the errors you and your classmate identified.

2. Prepare a list of common spelling errors that may not be identified by an automatic spell
check. Classroom learners may like to discuss this with another learner or as part of a
group.

 absence – absense, absentse, abcense, absance.

 acceptable – acceptible.
 accidentally/accidently – accidentaly.
 accommodate – accomodate, acommodate.
 achieve – acheive.
 acknowledge – acknowlege, aknowledge.
 acquaintance – acquaintence, aquaintance.
 acquire – aquire, adquire.

3. Review the following paragraph. How would you rate its readability? Why? Rewrite the
paragraph more clearly.

“Ahmed was requested by his manager, Lottie, to review her presentation for the upcoming
sales conference, which she was delivering the next day to the regional managers. She is
particularly concerned about the graphs and whether they are too complex to present, since
they show information on a combination graph that may be hard for the regional managers to
follow. Ahmed reviews the presentation, correcting some spelling mistakes, making notes on
some content revision and thinks he has a suggestion for presenting the graph, more clearly.
The graph could be shown on two subsequent slides, the first with the column graph only,
then the second with both pieces of information, which would give the mangers the
opportunity to absorb one piece of data before taking in the next”

It has too much information and some spelling mistakes.

“Ahmed was requested by his manager to review her presentation for the upcoming
sales conference, which she was delivering the next day to the regional managers.
She is particularly concerned about the graphs are too complex to present. Ahmed
reviews the presentation, correcting some spelling mistakes, making notes on some
content revision and thinks he has a suggestion for presenting the graph, more
clearly. The graph could be shown on two subsequent slides, the first with the
column graph only, then the second with both pieces of information, which would give
the managers the opportunity to absorb one piece of data before taking in the next.”

3.3 Ensure draft text is approved by relevant enterprise personnel

Lecture/Discussion
Relevant personnel:
Please take notes on the lecture/discussion in this allocated area:

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Relevant Personnel means all relevant staff, sub-contractors, suppliers, servants, employees or

agents involved directly in the delivery and administration of the service and staff with access to
patient identifiable information in relation to clients using the service.

The importance of getting approval – and the aim of approval (content, formatting, etc.).

Without approvals then your content can never be officially finished. But with

an approval process-flow, you can remain productive and keep your project chugging along.
It also helps to keep things on budget, which every organization can appreciated.

Version control

Version control is a system that records changes to a file or set of files over time so that you
can recall specific versions later. For the examples in this book, you will use
software source code as the files being version controlled, though in reality you can do this
with nearly any type of file on a computer.

Workbook activities
Practice task 15
Use relevant textbooks or research on the internet, to write notes for the following;
Consider the document you are developing. Who in your organisation might need to approve
this document?
Which of the elements detailed in the previous section would require approval and why?

I would need to send the document to the general manager to approve it.
The elements that would require an approval are:
- Information – What kind of information I am giving to the audience
- Grammar – If grammar is correct
- Spelling – It there are spelling mistakes
- Format – If it follows the company guide
All those elements would need to be analysed and approved to provide a good document to
the audience.

3.4 Process text amendments as required

Lecture/Discussion
‘Amendments’
Please take notes on the lecture/discussion in this allocated area:

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A minor change or addition designed to improve a text, piece of legislation, etc.

Workbook activities
Practice tasks 16 must be completed.
See example on page 63 in your textbook:

Based on the changes that were suggested, what might you do differently for future
documents?

I would create an changes control in the first part of the document and there I would
fill up with the document version number control, date of change, who made the
change and what has been changed.

Chapter 3 Draft Text

Review activity
Using your document from chapter 1 review activity:

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Show the educator your draft and process any amendments suggested then prepare the final
draft: Please attach the document with version control.

Feedback on Chapter 3 revision activities

This feedback is based on the revision activities for Chapter 3

________________________________________________________________
________________________________________________________________

Resubmission required Yes___________ No_____________

Date resubmission must be handed in: ________________________

Assessor Name and Signature: ______________________________________________________

Date: _________________________

Chapter 4 Produce Document

Introduction
Lecture/Discussion
‘Producing a Document’
Please take notes on the lecture/discussion in
this allocated area:

The process of producing documents is an iterative process involving drafting, checking, and
revising the document. It should continue until a document of acceptable quality is produced.
The acceptable quality level depends on the document type and the potential readers of
the document.

4.1 Choose basic design elements for document appropriate to audience and purpose

Lecture/Discussion
‘Design element’
Please take notes on the lecture/discussion in this allocated area:

Design elements are the basic units of any visual design which form its structure and convey
visual messages.

Workbook activities
Practice tasks 17

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Consider the document you have developed in earlier chapters. Complete the following table,
explaining in detail how and where you will apply each of these design elements into your
document and why. Provide examples where appropriate.

Element Application
Capital letters Capital letters are used in a title, and to signal proper names
and official titles. 
Font Arial – It is a kind of official font document.

Headings Headings are applied to all pages and the company logo is
there.
Illustrations and photographs Illustrations and photographs are used to make the document
easier for the reader understand and make it more interactive.
Justification and alignment When you justify text, space is added between words so that
both edges of each line are aligned with both margins. The last
line in the paragraph is aligned left. Click anywhere in the
paragraph that you want to justify.
Lists and tables List and tables are used to organise information on the
document.
Logos and branding A company logo is a symbol that is used by organisations to
create and promote recognition. It acts as a visual
representation of everything that an organisation stands for.
Margins and paragraph The margin size is usually 2.54cm.
indention
Page orientation Page orientation is portrait because it looks like more
professional.
Page size Page size is A4 what is the standard for this type of
documents.
Templates Logo on the heading, font Arial, size 11, colour black. Titles
font Arial size 14.
Use of colour Coloured text is not advised in business documents, so for this
document we are using black.. However, there may be
instances that you do need to use coloured text.
Don’t: Use neon colours and multiple colours within one word.
Use of white space The human eye appreciates space around the writing it is
trying to make sense of. Humans do not like their personal, or
their published, space to appear too crowded. The area around
the text is referred to as white (or blank) space because that is
generally the colour of the page being used.
This means ensuring that the top, bottom and side margins are
generous; that there is space left around images rather than
too many hard-line borders; that the elements of design
previously are applied and that the text does not appear
squeezed.

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4.2 Use word processing software to apply basic design element to text

Lecture/Discussion
‘Software’
Please take notes on the lecture/discussion in this allocated area:

Software is a set of instructions, data or programs used to operate computers and execute
specific tasks. Opposite of hardware, which describes the physical aspects of a
computer, software is a generic term used to refer to applications, scripts and programs that
run on a device.

Class Activity
In pairs or small groups, work on computers using software available at AHBC. Work
together through the following headings:
Capital letters
Fonts
Headings
Illustration, photographs and other illustrative materials
Justification and alignment
Lists and tables
Logos, branding and organisational identify requirements
Margins and paragraph indentation
Page orientation
Page Size
Templates
Use an amount of colour
Use and amount of white space
Web design

Look at how you add/edit the headings above into your document? Which menu item do you
need to choose in the software? You can write the menu path above next to the heading item.

Workbook Activities
Practice task 18
Use relevant textbooks or research on the internet, to write notes for the following;

1. What software application are you using for your document? Why?

Microsoft word. Because it is an easy software and give you a lot of different options
to make your document interactive.

2. Based on the table you completed in practice task 17, format the document using the appropriate
software application and submit a copy (computer activity - include version control).
Attachment version 4.0

3. Explain any difficulties you encountered in achieving a consistent format in your document.
If possible discuss these with your class or with a colleague.

I did not have any difficult in achieving a consistent format in my document.

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4.3 Check documents to ensure all requirements are met

Lecture/Discussion
‘Proof reading’
Please take notes on the lecture/discussion in this allocated area:

Proofreading means carefully checking for errors in a text before it is published or shared. It

is the very last stage of the writing process, when you fix minor spelling and punctuation
mistakes, typos, formatting issues and inconsistencies.

Class Activity
Discussion
‘Reviewing a document several times is too time-consuming. It’s enough to review it just prior
to distribution’.
Is there a time when this may be true? Does this happen in your organisation?

It is not true. Review documents is necessary. It can avoid many problems and
misunderstand.

Workbook Activities
Practice task 19
Use relevant textbooks or research on the internet, to write notes for the following;
Do a final edit and proofreading of your document – include the new version control and show
the educator for proofreading (made changes if necessary). Submit a final copy of the
document and attach.

Attachment version 5.0

Summary

Participation Evidence Assessment

Student has satisfactorily participated in lectures/discussions/Activities relating to this Chapter and
notes have been sighted. Yes  No 

Assessor Signature: __________________________________________ Date:____________

Assessor comments: ____________________________________________________________

_____________________________________________________________________________

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Chapter 4 Produce Document – Document 2
Review activity (computer activity)

PART A
Create a template for a document in your preferred word processing application. Your
template should include at least 6 different design elements and should vary from the default
setting of the software application. Include the following in your response:
- Brief description of the type of document
- Details of your chosen software application including version number and date
- Description of each element included: heading hierarchy and when it would apply
- Your reasons for including this element
- Your reasons for applying the element in your chosen way.

PART B
Produce the document and print it.

PART C
Edit and proofread your document.
1. A marked-up copy, indicating the changes you plan to make
2. Print a final copy with all changes and a new version control entered
3. A summary of any additional checks you performed before finalising the document, such
as printer checks.
Attach all documents to Workbook (Documents 1 & 2) Write the practice task number it
corresponds to at the top of each document.

PART D
Based on the document you have just created, produce a similar document in another
language and attach (you can work together as a group or in pairs).

Feedback on Chapter 4 revision activities

This feedback is based on the revision activities for Chapter 4.

________________________________________________________________
________________________________________________________________

Resubmission required Yes_________ No___________

Date resubmission must be handed in: ________________________

Assessor Name and Signature: _______________________________________________

Date: _________________________

Foundation Skills - This section describes language, literacy, numeracy and

employment skills incorporated in the performance criteria that are
required for competent performance.

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Skill Performance Description Student Application

Criteria

Reading 1.1, 1.2, 2.1,  Interprets information to identify

2.2, 2.4, 3.1, requirements and prepares material
3.2, 4.3 suitable to target audience and
environment
 Proofreads texts for accuracy

Writing 1.6, 2.2, 2.3,  Creates documents for a specific

2.5, 2.6, 3.2, audience using cohesive and well-
3.4, 4.1 structured language to convey detailed
and accurate information
 Ensures vocabulary, layout and
grammatical arrangement achieves
meaning and intent of document

Oral 1.1, 1.4, 2.4,  Obtains information or clarifies

Communication 3.3 requirements by asking questions and
listening

Navigate the world 1.4, 4.3  Adheres to organisational policies and

of work procedures related to document
production

Interact with others 1.1, 1.4, 1.5,  Follows accepted communication

2.4, 3.3 practices and protocols when seeking
advice about documents from colleagues,
supervisors and managers

Get the work done 1.1-1.6, 2.1-2.5,  Plans, organises and implements tasks
3.3, 4.1-4.2 required to produce documents
 Makes decisions based on standard
procedures, using more formal decision
making processes where required
 Uses the main features and functions of
digital tools to complete work tasks

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Third Party Report: Based on

workplace practical skills & performance
of tasks relating the unit of competency
Unit of Competency: WRITE COMPLEX DOCUMENTS

Student Name:
Student number:
Student Work-place
Name
Workplace Address

Workplace contact e.g. Phone & email

details
Workplace ABN:
Student Role with-in e.g. Assistant manager
the workplace:

Instructions to Student must please remove this form from their work book. Take it to
student & workplace their workplace and get their supervisor to tick and sign to confirm their
supervisor: active participation with-in the skill set area. The supervisor will be
contacted to validate student active participation in the workplace.
Students are encouraged to take photographs (if appropriate and in
accordance with the organisation’s privacy and workplace policies) as
further evidence.
Once this report is filled-in student must present this form, (by re-
attaching to the workbook), with their completed workbook to be
submitted for marking.

Observation checklist
Time period (Dates) From:
Element Performance criteria
Plan documents 1.1 Determine the
purposes of documents
1.2 Choose appropriate
formats for documents
1.3 Establish means of
communication
1.4 Determine
requirements of
documents
1.5 Determine
categories and logical
sequences of data,
information and
knowledge to achieve
document objectives
1.6 Develop overview
of structure and content
of documents
To:
Skills and performance Tick & initial*
examples *Supervisors are
welcome to add
constructive
comments below if
they wish.
The worker has
worked out what the
document (letter, flyer,
poster, news article
etc.) was written for,
what it needs to look
like, what it needs to
have in it and has
chosen the right style
to fit those things.
The worker has
worked out where all
the different types of
information is going to
be put in the document
to make it look the
best and for people
reading it to find the
information they need
easily and made a

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Draft text 2.1 Review and
organise available
data, information and
knowledge according to
proposed structure and
content
2.2 Ensure data,
information and
knowledge is
aggregated, interpreted
and summarised to
prepare text that
satisfies document
purposes and
objectives
2.3 Include graphics as
appropriate
2.4 Identify gaps in
required data and
information, and collect
additional material from
relevant enterprise
personnel
2.5 Draft text according
to document
requirements and
genre
2.6 Use language
appropriate to the
audience
Prepare final text 3.1 Review draft text to
ensure document
objectives are achieved
and requirements are
met
3.2 Check grammar,
spelling and style for
accuracy and
punctuation
3.3 Ensure draft text is
approved by relevant
enterprise personnel
3.4 Incorporate
revisions in final copy
Produce document 4.1 Choose basic
design elements for
documents
appropriate to
audience and
purpose
4.2 Use word
processing software to
apply basic design
elements to text
4.3 Check documents
to ensure all
requirements are met
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AH&B College
BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business
plan for what the
document will look like.
The worker has started
to write the document
by getting all the
information they need
and putting it in the
right place according
to the plan they made.
The worker has found
the pictures and logos
etc that they need to
put in the document
and have put them in
the right place.
The worker has found
places where they still
need to find the right
information to fill in
and has asked for the
information from
people who can
provide it.
The worker has
remembered any rules
or instructions you
gave them about it and
has written information
in a way that will fit the
people who will read it.
The worker has read
what they have written
so far to check that it’s
right and for grammar,
spelling, punctuation.
The worker has shown
what they’ve done so
far to you and others
that need the
document to see that
you agree with what
they’ve done and have
made any changes
that you told them.
The worker has
changed parts of the
document style to
match the type of
document and to look
nice using a computer
(font style and size,
borders, pictures etc.)
The worker has looked
at all of the parts of the
finished document to
make sure it’s very
good.
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 AH&B College
BSBWRT401 Write Complex Documents
BSB40215 Cert IV in Business

Supervisor/ Third-party Declaration

I confirm that I have observed the learner perform the tasks associated with the
elements/performance criteria/work skills for this subject/unit effectively and consistently over a
period of time

Supervisor/ Third-party
Name

Supervisor/ Third-party Date: / /

Signature

Assessor to fill only:

Assessor Declaration
I confirm that I have validated this document by confirming the above with the employer/supervisor
to ascertain the practical application of learning in the workplace
Assessor sign: Date: / /

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