Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

naming conventions
data layout
formatting

name
data type
size

one-to-one
one-to-many
many-to-many relationships

diskettes (floppy disks)
CDs
CD-RW (Compact Discs-Read Write)
DVD RW
zip disks
solid state hard drives

landscape
portrait

buttons
menus
a combination of both

The combination of typeface and other attributes, such as size, pitch, and spacing character or symbol

supervisor
teacher
authorised business representative
client

buttons
checkboxes
option buttons
text boxes
drop down lists

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Assessment must ensure a person has the ability to design and develop a simple database using a standard database package. The person must add data, use queries, and create forms and reports.

To demonstrate competency in this unit the person will require access to:

Personal computer
Basic software
Documents or information containing data suitable for creating a database

Context of and specific resources for assessment
An individual demonstrating these competencies, may use pre-existing data (e.g. documents, spreadsheet data, data from database tables) or create new data when creating and manipulating databases and tables.
The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform a defined range of activities many of which may be routine and predictable.
Assessment must ensure
Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Method of assessment
The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.
Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.
Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICAU1128B Operate a personal computer
ICAU1129B Operate a word processing application
ICAU1130B Operate a spreadsheet application
ICAU1132B Operate a presentation package

An individual demonstrating this competency would be able to:

Demonstrate knowledge by recall in a narrow range of areas
Demonstrate basic practical skills, such as the use of relevant tools
Perform a sequence of routine tasks given clear direction
Receive and pass on messages and information
Maintain knowledge of industry products and services