Assessment Pack
1. Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order
to demonstrate competence in a variety of ways.
Evidence
Assessment method/ Type of evidence/
Sufficient
Task name
number/ Task
evidence
number
recorded/Outcome
Assessment task 1
Knowledge Test (KT)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2
Skills Test (ST)
S / NS (First Attempt)
S / NS (Second Attempt)
Outcome
C ☐ NYC
☐
Date assessed:
Trainer signature:
\Pre-Assessment Checklist: Task 1 - Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the
assessment
task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this
assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and
negotiate these with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☐ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task has been clearly explained
to me.
☐ I confirm that I have been consulted about any special needs I might have in relation to
the assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have
the consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the
Training
Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements
for this assessment.
☐ I confirm that I am ready for assessment.
Student Name:
Student Signature: _
Assessment method-based instructions and
guidelines: Knowledge Test
Assessment type

Written Questions
Instructions provided to the student:
Assessment task description:





This is the first (1) assessment task you must successfully complete to be deemed
competent in this unit of competency.
The Knowledge Test is comprised of seven (7) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within
the required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by
your Trainer/Assessor when your results are available.
Applicable conditions:






All knowledge tests are untimed and are conducted as open book assessment (this
means you can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your
written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:



Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:

This assessment task may be completed in:
☐ a classroom
☐learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location
for completing this assessment task.
Instructions for answering the written questions:








Complete a written assessment consisting of a series of questions.
You will be required to answer all the questions correctly.
Do not start answering questions without understanding what is required. Read the questions
carefully and critically analyse them for a few seconds; this will help you to identify what
information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant
concepts and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question.
Do not provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own words.
Use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write
your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to design and
produce spreadsheets in a range of contexts and industry settings and knowledge regarding the
following:




Knowledge of the key elements of formatting of spreadsheets appropriate to
workplace documents, including the ability to calculate:
o sum totals
o averages
o counts of values
Knowledge of the key features of spreadsheet applications, both cloud-based and noncloud based
Knowledge of the key features of organisational guidelines on spreadsheet design and use
Knowledge of the organisational requirements for ergonomics, work periods and breaks,
and sustainability in relation to spreadsheet production.
Task instructions



This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and
other information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1
:
Answer the following questions:
1.1. How can you use the following key elements of formatting of
spreadsheets appropriate to workplace documents? Write your answer
in 100-150 words.
Satisfacto
ry
response
Yes ☐
No ☐
a) Applying borders
b) Changing alignment
1.2. Document the formals you would use to calculate the following:
a) Sum totals
b) Averages
c) Counts of values
1.1.
A. Applying Borders: You can separate different types of data in a spreadsheet and make it easier to scan the
spreadsheet by adding borders around cells or ranges. You can also shade cells with a solid background color or a
specific color pattern to improve visibility and draw attention to certain information. You can quickly add a border
around cells or cell ranges using predefined border styles. If the predefined cell borders do not meet your needs,
you can create a custom border. If you want to add a colored background to all spreadsheet data, you can also use
an image as a page background. However, the background of the page cannot be printed - the background only
enhances the display of the table.
https://support.microsoft.com/en-us/office/ways-to-format-a-worksheet-d5efbdb5-b79b-475a-8c56-99aad944b030
B. Changing alignment: You can separate different types of data in a spreadsheet and make it
easier to scan the spreadsheet by adding borders around cells or ranges. You can also shade cells
with a solid background color or a specific color pattern to improve visibility and draw attention to
certain information.
You can quickly add a border around cells or cell ranges using predefined border styles. If the
predefined cell borders do not meet your needs, you can create a custom border.
If you want to add a colored background to all spreadsheet data, you can also use an image as a
page background. However, the background of the page cannot be printed - the background only
enhances the display of the table.
Change the orientation of text in a cell
1. Select a cell, row, column, or a range.
2. Select Home > Orientation
, and then select an option.
3.You can rotate your text up, down, clockwise, or counterclockwise, or align text
vertically:
https://support.microsoft.com/en-us/office/align-or-rotate-text-in-a-cell-8bf8177a-d2e8-4f5c-a707d51625fd7758
Q2
:
Explain the key features of the following cloud-based and non-cloud
based spreadsheet applications:
a) Google Sheets
b) MS Excel
Satisfacto
ry
response
Yes ☐
No ☐
Write 70-120 words for each.
A. Google Sheets: As we know, Sheets is designed with collaboration, productivity and ease of use in
mind. But because it's so easy to use, it doesn't have nearly as many features as Excel, including
advanced scripting and formatting options and the ability to create dynamic charts and pictures.
Additionally, the Spreadsheet service does not offer the ability to track dependents or upload to other
clients. That's not to say that Sheets is completely basic—it has some important functional features that
match Microsoft.
Sheets allows users to collaborate on spreadsheets in real time, but it also comes with a built-in instant
chat platform. In the chat window, users can discuss changes and give feedback between project team
members in real time. Plus – and in true Google fashion – Sheets has built-in autofill formulas to
maximize productivity.
In terms of compatibility, Sheets is fully integrated with Android, iOS, Windows and Mac OS X. In
addition, Sheets is integrated with other Google solutions, making it easy for business users to take
advantage of many useful applications. For example, users can use formulas to connect to Google
Translate or Google Finance directly from the spreadsheet platform. So you can easily use free Google
tools without leaving your spreadsheet.
https://www.alvareztg.com/spreadsheet-showdown-microsoft-excel-vs-google-sheets/
B. MS Excel: It's no secret that users can do almost anything with Microsoft Excel. It's not just about
spreadsheets either – users can even use Excel to automate and manage critical workflows and
projects. Additionally, Excel offers users the ability to create all kinds of charts, such as bar charts, flow
charts, pie charts, Gantt charts, line charts, stock charts, and more.
Editing options are also unlimited. Excel allows users to fully customize charts by changing x- and yaxis names, formatting data cells, and maximizing color-coding tools. Excel offers so much creative
control and attention to detail, some have even used the application for artistic purposes.
However, it is worth noting that because Excel is so versatile, some users get confused when managing
the use of all these dynamic tools. Some consider attending an Excel workshop or contacting technical
experts for guidance. Although the learning curve may seem daunting, it is worth it in the long run.
When Google came out with the simple and easy-to-use Folio program, Microsoft used some of the
"less is more" attitude common among business users. So in true Microsoft fashion, they upped their
game. Shortly after the popularity of Sheets, Microsoft released a cloud version of Excel called Excel
Online, designed to be compatible with Android, iOS, Windows and Mac OS X.
With Excel Online, the application is connected to the rest of Office 365. Suite and spreadsheets files
are saved to OneDrive. Like Sheets, Excel Online offers a simple and easy-to-use toolbar, dynamic
collaboration tools, and seamless sharing capabilities. Users have the ability to download spreadsheets
from the desktop version to the cloud version, but some advanced formats may be lost.
However, it should be noted that Excel Online is not as dynamic or versatile as the original desktop
version. Basically, Excel Online is Microsoft's answer to Google Sheets, offering a simple and reliable
cloud-based spreadsheet solution for users who don't need the versatility offered by the server version
of Excel.
https://www.alvareztg.com/spreadsheet-showdown-microsoft-excel-vs-google-sheets/
Q3
:
Answer the following questions:
3.1. What are the key features of organizational guidelines on
spreadsheet design and use? Write your answer in 70-120 words.
Satisfacto
ry
response
Yes ☐
No ☐
3.2. Explain the purpose of an organizational style guide in 50-100
words.
3.1 Put similar items in the same column Arrange the data so that all rows have similar items
in the same column.
Keep data area separate. Leave at least one blank column and one blank row between the linked data area and
the rest of the worksheet data. Excel can then more easily identify and select a range when you sort, filter, or add
automatic subtotals.
Place important information above or below the area Avoid placing critical information on the left or right side of the
area, as the information may be hidden when filtering the area.
Avoid empty rows and columns in the area Avoid placing empty rows and columns in the data area. Do this to make
it easier for Excel to identify and select the related data range.
Show all rows and columns of a range Before making changes to a data range, make sure that all hidden rows or
columns are visible. If the rows and columns of the range are not displayed, data may have been accidentally
deleted.
https://support.microsoft.com/en-us/office/guidelines-for-organizing-and-formatting-data-on-a-worksheet90895cad-6c85-4e02-90d3-8798660166e3#:~:text=Data%20organization%20guidelines,-Put%20similar
%20items&text=Position%20critical%20data%20above%20or,within%20a%20range%20of%20data.
3.2 The purpose of the style guide is to ensure that multiple authors create in a clear and consistent manner that
reflects the style of the company and ensures brand consistency in everything from design to writing.
Organizations today communicate with their audiences through many platforms and channels. From sales teams to
customer success teams, every department in an organization creates content in some form.
In this multi-channel, communication-intensive environment, maintaining a consistent brand voice can be difficult.
The style guide provides guidelines for all customer communication, ensuring that it is accurate and consistent, and
that it meets today's requirements for a positive customer experience.
https://www.launch-marketing.com/style-guide-important-brand-identity/#:~:text=The%20purpose
%20of%20a%20style,everything%20from%20design%20to%20writing.
https://www.visiblethread.com/blog/what-is-a-style-guide-and-why-is-it-important-for-your-organization/
Q4
:
Explain the organizational requirements for ergonomics, work
periods and
breaks, and sustainability in relation to
spreadsheet production in 100- 150 words.
Ergonomics is the creation of comfortable working conditions by adapting
workplaces, tools and equipment to the needs of individual workers. It also
improves performance and productivity in workplaces. Ergonomics covers all
aspects of work, from physical stress such as sitting at a workplace all day to
environmental factors such as noise, air conditioning and lighting. If your posture
is bad, you can suffer from pain. Spending long periods of time in the same
position can strain your body, and it can get worse if you're in an awkward
position or poorly supported. These symptoms may be very mild at first, but if
your posture continues to be poor, the symptoms may worsen and become
unbearable. They can cause cumulative stress, given the constant tension of
muscles, nerves or tendons. Organizations use spreadsheets to store and
calculate numerical data, such as financial statement information or product price
information. Defining a spreadsheet is a simple form of computer programming.
Most people who work in a business or office should use and create
spreadsheets.
https://aspire-solidus-production.s3-ap-southeast-
Satisfacto
ry
response
Yes ☐
No ☐
2.amazonaws.com/assets/BXITU314/samples/BXITU314-web
%20sample.pdf
Q5
:
Why is it important to determine the target audience and purpose
before preparing a business document? Answer in 50-100 words.
Satisfacto
ry
response
Yes ☐
No ☐
To write effective and relevant business messages, you need to know your readers. Did you talk to multiple readers
or just one? How do your readers know your topic and what issues concern them the most? These are just a few
questions to consider before writing your post. Knowing your readers intimately is related to knowing the purpose of
writing. Do you need to inform customers about a new practice or convince employees to adopt a new business
practice? Knowing your purpose focuses your message and explains to readers why it matters to them. Additionally,
identifying your target audience and purpose will help you choose the right tone for your business message. Tone
is an important factor in writing—one that affects how the reader responds to your message. Tone refers to the
attitude of the writer to the reader and the theme that is expressed in the way the message is written. Have you ever
received a note that annoyed you with its tone? For example, it could be patronizing or too familiar. The key to
controlling the tone of your writing is to put yourself in the reader's shoes. And you need to choose your words
carefully to set the right tone for your message. If you know who your readers are and what your goal is, you can
tailor your tone to suit them. This will help you create more effective business messages. This course covers ways
to identify your readers and create messages that convey the appropriate tone for different readers. It also
describes how to write effectively for the three most common reasons for writing a business document - to inform,
respond or persuade.
https://euipo.europa.eu/knowledge/enrol/index.php?id=2609#:~:text=Knowing%20your%20purpose%20will%20focus,tone%20for%20your
%20business%20message.
Q6
:
How should you name and store spreadsheet according to
organizational requirements? Write your answer in 50-70
words.
Naming documents correctly will help in the future when you or others need to
move them around. Each of your document names must be clearly distinguished
and arranged in the correct order. Use the date in document titles when
appropriate. Your organization may have a document naming system, and you
should familiarize yourself with it if possible. You will need to find your
document again, so don't worry if the name seems too long. For example,
"report" just doesn't cut it. Whatever naming scheme you choose, make sure
you're consistent from then on.
Tips when naming your documents include:
Use keywords
Use your name or initials
Use date
Use alphabetic codes
Use version numbers
Use descriptors
Use underscores
Use common names
Be detailed
Satisfacto
ry
response
Yes ☐
No ☐
Be consistent.
https://training.maxsolutions.edu.au/courses/566/pages/l-bsbtec201-4-dot-5-spreadsheeting-name-and-store-spreadsheet
Q7
:
How can you use online assistance or help function to overcome basic
difficulties with spreadsheet design and production? Write your answer
in 50-100 words.
Satisfacto
ry
response
Yes ☐
No ☐
In Excel, formulas, charts, and reports are only as good as the data you enter. Therefore, if you are responsible for
entering a large amount of data, it is important to minimize the risk of error. it is quite easy to enter a value in the
wrong column or miss a comma. If you know how to use Excel's data validation tool, you can at least make sure
that every value you enter matches the general parameters of the cell. Enable data validation for the selected
range by clicking the Data tab and selecting "Data Validation" from the data tools drop-down menu. This will open
the Data Validation dialog box. If you have a limited list of possible values for a field, you can use the Data
Validation dialog box to create a drop-down menu in Excel. Select "List" from the "Enable" drop-down menu. You
can then enter a comma separated range of possible values in the Source field.
Excel can also provide a drop-down menu when entering text data (this trick doesn't work for numeric cells). If you
press the down arrow [Alt] (you can also right-click and select "Select" from the drop-down menu), you will see a
list containing all the corresponding values from the previous rows.
https://sheetcast.com/articles/tips-to-prevent-data-entry-errors-in-excel
Pre-Assessment Checklist: Task 2 - Skills Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the
assessment
task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this
assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with
your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this Assessment Task
(AT).
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☐ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedures of this assessment task has been clearly explained
to me.
☐ I confirm that I have been consulted about any special needs I might have in relation to
the assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have
the consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements
for this assessment.
☐ I confirm that I am ready for assessment.
Student Name:
Student Signature: _
Assessment method-based instructions and
guidelines: Skills Test
Assessment type

Skills Test - Design, produce and finalise four different types of business documents
Instructions provided to the student:
Assessment task description:






This is the second (2) assessment task you must successfully complete to be
deemed competent in this unit of competency.
This assessment task is a Skills Test.
This assessment task consists of three (3) practical demonstration activities.
 Activity 1: Select and prepare resources for preparing spreadsheets
 Activity 2: Plan, design, produce and finalise spreadsheets
The student must submit the following documents to the assessor/trainer as evidence
of their skill knowledge.
 Spreadsheet 1: Adjusted trial balance
 Spreadsheet 2: Income statement
 Spreadsheet 3: Balance sheet
 Spreadsheet 4: Statement of retained/earnings
You will receive your feedback within two (2) weeks, and you will be notified by
your trainer/assessor when your results are available.
You must attempt all activities of the project for your trainer/assessor to assess
your competence in this assessment task.
Applicable conditions:





This skill test is untimed and is conducted as an open book assessment (this means you
are able to refer to your textbook or other learner materials during the test).
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your
skills, techniques and knowledge to your trainer/assessor.
Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts:



Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:

This assessment task may be completed in:
☐ a classroom
☐learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.

Your Trainer/Assessor will provide you with further information regarding the location
for completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential
to
design and produce spreadsheets:





Skills to produce spreadsheet documents that align to document purpose and appropriate
to target audience
o design spreadsheets using:
o formulas and functions with:
 addition, subtraction, division, multiplication
 brackets
Skills to design spreadsheets that address a range of data and organisational
requirements
Skills to use software functions to create spreadsheets that adhere to
organisational requirements relating to style and presentation
Skills to use relevant help functions to rectify document issues
Skills to produce spreadsheet document in appropriate format for review, including ability
to create and modify intermediate-level charts that analyse the dataset.
Task instructions







This assessment task aims to assess the students’ knowledge and skills essential
to
developing spreadsheets using spreadsheet applications.
The student will take on the role of the Bookkeeper.
The trainer/assessor will take on the role of Supervisor.
The student must use follow the following documents (given in the case study)
when preparing spreadsheets:
o Organisational and task requirements
o Organisational policies and procedures
o Style guide
The documents must be prepared in accordance with the style guide provided.
The student must follow the word-limits specified in the templates.
The trainer/assessor must assess the student using the performance checklist provided.
Assessment Task 2 - Skills Test
Skills Test:
This assessment task requires you to demonstrate the skills and knowledge required to plan, design,
produce and finalise a spreadsheet on at least four occasions. This includes:
● Producing spreadsheet documents that align to document purpose and appropriate to the target
audience
● Designing spreadsheets using:
○ formulas and functions with:
■ addition, subtraction, division, multiplication
■ brackets
● Designing spreadsheets that address a range of data and organisational requirements
● Using software functions to create spreadsheets that adhere to organisational requirements
relating to style and presentation
● Using relevant help functions to rectify document issues
● Producing spreadsheet documents in an appropriate format for review, including creating and
modifying intermediate-level charts that analyse the dataset
Workplace/simulated workplace requirements
This assessment task will be completed at your training organisation. The training organisation must
meet the following requirements:
Requirements:
The simulated workplace environment consists of:
● Your training organisation as your workplace
● A safe working environment
● Standard operating/workplace procedures.
● Your trainer/assessor to provide you with assistance throughout the assessment activity.
● Workplace equipment and resources:
○ Computers and internet for all participants and students
○ MS Office
○ Printer
○ Supervisor
● Digital device user information
● Organisational policies and procedures (Given in the assessment task)
● Organisational style guides (Given in the assessment task)
● Relevant legislation and codes of practice
● Industry software/applications for producing spreadsheets
○ MS Excel
○ Google Sheets
The simulated workplace environment must meet the following criteria:
Are there opportunities for students to:
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple
tasks
Experience prioritising competing tasks and dealing with contingencies
Workplace environment to work with others in a team
Safety processes relevant to the area of work
Equipment and resources specified in the simulated workplace requirements
Workplace environment sufficient to work independently and manage
workload
Yes/No/NA
Workplace simulated environment
You are working as a Bookkeeper in your training organisation. The Operations Manager of your training
organisation has asked you to prepare a set of financial statements for the current financial year,
conduct financial analysis and create charts to present information to the management.
The Operations Manager has provided you with the access to the unadjusted trial balance and the
balance day adjustments to be made.
Unadjusted trial balance:
Cash
Unadjusted trial balance for the month ending June
2021
Account
De
name
bit
$2,480,000
Accounts Receivable
Cre
dit
$120,000
Supplies
$50000
Equipment
$350,000
Accounts payable
$50,000
Unearned Revenue
$400,000
Common Stock
Dividends
$2,000,000
$10,000
Service revenue
$950,000
Salaries expenses
$360,000
Utility expenses
$30,000
Totals
$3,400,000
$3,400,000
Balance day adjustments:
● Additional supplies purchased: $10,000
● Accumulated depreciation: $7,500
● Unearned revenue: $60,000
Based on the information provided in the unadjusted trial balance and balance day adjustments, the
management wants you to prepare the following using spreadsheets.
● Adjusted trial balance
Income statement
● Balance sheet
● Statement of Retained Earnings
8
Organisational style guides and policies and procedures
The organisation has existing style guides and policies, and procedures that must be adhered to when
preparing any complex business documents. These documents are as follow:
Organisational policies and procedures excerpt for producing business documents
As per the organisational policies and procedures, the following requirements must be met:
Organisational policies and procedures excerpt for producing
spreadsheets
As per the organisational policies and procedures, the spreadsheets must be planned, designed,
produced and finalised a spreadsheet:

Spreadsheets are to be prepared using cloud-based application software such as Google Sheets.

A copy of each spreadsheet prepared is to be downloaded and stored on the desktop.

Each spreadsheet format, style and structure must be formatted and presented in accordance
with the organisational style guide.

Each cloud-based spreadsheet is to be shared with the relevant stakeholders, and edit access
must be provided.

A downloaded copy of each spreadsheet is also to be e-mailed to the relevant stakeholders.
Style guide
Purpose of the style guides
The purpose of the style guides is to help the employees to prepare the spreadsheets consistent with
the organisational style.
Style attributes
Style
Font
Size
Characteristics
Numbering
Verdana
10
Normal
Table text
Verdana
10
Normal
Title
Verdana
18
Bold, Uppercase
Charts headings
Verdana
10
Underlined, Italic
Shading:

Use ‘Light Blue’ shading in the spreadsheet cell with the title of each spreadsheet.

Use ‘Orange’ shading in the profit and loss spreadsheet cell.

Use pre-define colours for charts.
Alignment:

Align the title of the spreadsheet to the centre.

Align all numerical values to the left.

Use the‘ wrap text’ function to wrap text.
Borders:

All table outlines should be black and bold.

Inner border lines should be grey.
Storing documents:

Use the following structure to store Google Sheets: Document name_DD/MM/YY.
Organisational and task requirements:

Data entry, storage, output and presentation format must be in accordance with the organisational
policies and procedures.

The timeline to create each spreadsheet is two (2) weeks.

Each spreadsheet must be designed in accordance with the organisational style guide to enhancing
readability and appearance.

The consistency of design and layout of the spreadsheets must be confirmed in accordance with
the organisational style guide.

Each calculation in the spreadsheets must be performed using relevant formulas.

Each calculation must be double-checked prior to submission of the document and must be
amended in case of any discrepancies.

For illustrating the proportion of expenses, pie charts are to be used.

For comparisons, bar graphs are to be used.

The charts and financial statements must be e-mailed to the relevant stakeholders.
Your role and responsibilities
You are working as a Bookkeeper in your training organisation. As part of your job role, you have the
following responsibilities:

Planning, designing, producing and finalising spreadsheets

Producing spreadsheet documents that align to document purpose and appropriate to the target
audience

Designing spreadsheets using:
o
formulas and functions with:


addition, subtraction, division, multiplication

brackets
Designing spreadsheets that address a range of data and organisational requirements
● Using software functions to create spreadsheets that adhere to organisational requirements
relating to style and presentation

Using relevant help functions to rectify document issues

Producing spreadsheet documents in an appropriate format for review, including creating and
modifying intermediate-level charts that analyse the dataset
Skills Test
This assessment task requires you to demonstrate the skills and knowledge required to plan, design,
produce and finalise a spreadsheet on the following four (4) occasions.
● Occasion/Spreadsheet 1: Adjusted trial balance
● Occasion/Spreadsheet 2: Income statement
● Occasion/Spreadsheet 3: Balance sheet
● Occasion/Spreadsheet 4: Statement of retained/earnings
In the course of the above, you must:
● Design spreadsheets using:
○ formulas and functions with:
■ addition, subtraction, division, multiplication
■ brackets
● Design spreadsheets that address a range of data and organisational requirements
● Use software functions to create spreadsheets that adhere to organisational requirements
relating to style and presentation
● Use relevant help functions to rectify document issues
● Produce spreadsheet documents in an appropriate format for review, including creating and
modifying intermediate-level charts that analyse the dataset
To do so, you are required to complete the following activities:
● Activity 1: Select and prepare resources for preparing spreadsheets
● Activity 2: Plan, design, produce and finalise spreadsheets
The roles and their responsibilities: Relationships with Supervisor
The assessment task requires you to communicate with Supervisor.
Role: Supervisor: The Supervisor is the individual who supervises or is in charge of the organisation.
They belong to a higher rank or status. Their job role and responsibilities are:

Assist you in understanding the task requirements.

Provide you with feedback on the design of the spreadsheets.

Supervise you in completing the assessment task and requirements.

Provide you with feedback on relevant formulas to be used.

Confirm if the requirements of the documents have been met or not.

Review and assess student/candidate performance and provide them with constructive
feedback, as necessary.
Accountant: Their job role and responsibilities are:

Assist you with formulas to perform calculations in the spreadsheet.
Note:

The trainer/assessor will take on the role of Supervisor.

The trainer/assessor will allocate the role of the Accountant to a student/staff member.

Each student will be assessed individually for all assessment activities.

The trainer/assessor must review the draft and final documents and provide feedback to the
student.
Timeframe to complete the project:
Two weeks (You have two weeks to complete the project)
Activity 1: Select and prepare resources for preparing spreadsheets
This activity requires you to select and prepare resources for the following four (4) spreadsheets or
occasions:
● Occasion/Spreadsheet 1: Adjusted trial balance
● Occasion/Spreadsheet 2: Income statement
● Occasion/Spreadsheet 3: Balance sheet
● Occasion/Spreadsheet 4: Statement of retained/earnings
To select and prepare resources for each occasion or spreadsheet, you are required to complete the steps
given in the ‘Checklist 1’ provided and place a cross mark against each step once completed.
You must also complete ‘Template 1’ associated with this activity. The template is provided after the
checklist.
Checklist 1: Select and prepare resources for business documents
Ste
ps
Spreadshe
et 1
Spreadshe
et 2
Spreadshe
et 3
Spreadshe
et 4
Identify and document task
purpose
and audience using ‘Template 1’.
Adjusted trial
balance
Income
statement
Balance
sheet
Statement of
retained/earn
ings
☐
☐
☐
☐
☐
☐
☐
☐
Identify
and
document
task
requirements using ‘Template 1’.
● Refer
to
organisational
policies and procedures and
organisational
and
task
requirements
● Analyse information related
to data entry, storage,
output,
timeline
and
presentation format.
● Document using ‘Template 1’
Select most appropriate application
to produce each spreadsheet and
document using ‘Template 1’.
● Refer
to
organisational
policies and procedures.
● Assess available resources
and organisational policies
and procedures
● Document using ‘Template
1’.
Complete ‘Template 1’.
☐
☐
☐
☐
Template 1: Select and prepare resources for preparing spreadsheets
Business
documents
Select and prepare resources for
spreadsheets
Task purpose and
Task
audience
requirements
Most appropriate application
to produce each
spreadsheet
(20-30 words)
(30-50 words)
Spreadsheet
1: Adjusted
trial balance
The idea of this task is to show
all the results of the company,
how they are doing, how the
market is moving, if they are
selling or not, if something
should be improved or if it
should continue as it is. In my
opinion, there should be some
improvements that will allow the
company to sell much more.
in the task some things were
missing to put, it was not known
what the cost of the merchandise
sold was, for example, some
important items were missing which
had to be invented to be able to
continue with the exercise, it is
requested as a recommendation
that the complete information be put
to avoid inconveniences
The most appropriate its google
sheets.
Spreadsheet 2:
Income
statement
The idea with the general
balance is to show the company
how it is, what is failing and
what is strengthening it, as
stated above, it is very
important to have concrete
information because there is a
lot of information missing that
can hinder the process.
In this task much more detailed
information is missing, for example
the cost of the merchandise is not
known, information is missing about
how many more services are
available to pay for, in reality very
little information is provided and it is
something that can considerably
affect the company.
The most appropriate its google
sheets.
Spreadsheet
3: Balance
sheet
the idea was to be able to show
the general balance of how the
company was doing, there were
positive results despite the little
information that was provided,
the income statement gave and
it is something good for the
company despite the fact that
more information is still missing
The truth is that a lot of information
was missing, it could have been
much more complete but the lack of
information led us to a good result,
the idea is that you always have
complete information to be able to
comply with everything that is
proposed from the beginning.
The most appropriate its google
sheets.
Spreadsheet 4:
Financial
analysis
the financial analysis came out
good, there are good items and
good positive information that
can be improved day by day,
the idea of showing the people
in charge about the whole
process and being able to give
some tips that will be of great
improvement for the company
in a future
I am missing important information
that may be very relevant in the
future for the company, therefore,
for the next financial statements,
more detailed and much more
specific information is requested in
order to continue with all the
proposed guidelines.
The most appropriate its google
sheets.
Activity 2: Plan, design, produce and finalise spreadsheets
This activity requires you to plan, design, produce and finalise a spreadsheet on the following least four
(4) occasions:
● Occasion/Spreadsheet 1: Adjusted trial balance
● Occasion/Spreadsheet 2: Income statement
● Occasion/Spreadsheet 3: Balance sheet
● Occasion/Spreadsheet 4: Statement of retained/earnings
To plan, design, produce and finalise a spreadsheet for each occasion or spreadsheet, you are required
to complete the steps given in the ‘Checklist 2’ provided and place a cross mark against each step once
completed.
When planning, designing, producing and finalising each document, you must follow:
● Organisational requirements
● Organisational policies and procedures
● Organisational style guide
Checklist 2: Plan, design, produce and finalise spreadsheets
Ste
ps
Design spreadsheet design to suit the
purpose,
audience
and
information
requirements of the task.
Design spreadsheet to enhance
readability and appearance. Follow:



Busines
s
docume
nt 2
☐
Busines
s
docume
nt 3
☐
Busines
s
docume
nt 4
☐
☐
☐
☐
☐
☐
☐
☐
☐
Organisational and task
requirements
Style guide
Use available application functions and
confirm consistency of design and layout.
Follow:

Busines
s
docume
nt 1
☐
Organisational
and
task
requirements
Ensure the design and layout in
accordance with the style guide
provided.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: BSBTEC302
Page 23 of 25
Student Pack
Enter data into relevant spreadsheets,
check and amend to maintain consistency
of design and layout, in accordance with
organisational and task requirements.
☐
☐
☐
☐
Format
☐
☐
☐
☐
Consult with Supervisor and Accountant
and confirm formulae are tested, and the
output meets task requirements
☐
☐
☐
☐
Use required help functions and action
issues as required
☐
☐
☐
☐
Create and modify intermediate-level
charts that analyse the dataset.
☐
☐
☐
☐
spreadsheet using
application functions.
Follow:


Organisational
policies
and procedures
Organisational and task
requirements
Use formulas and functions to design cells
in the spreadsheet.


addition,
subtraction,
division, multiplication
brackets
The following data needs to be analysed
for each spreadsheet:
Spreadsheet 1: Adjusted trial balance:

Balance day
adjustments Spreadsheet 2:
Income statement


Revenue
Proportion of
expenses Spreadsheet 3:
Balance sheet

The proportion of assets and
liabilities
Spreadsheet

4:
Statement
of retained/earnings
Comparison of net income and
ending retained earnings
When creating and modifying charts,
follow the following steps:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: BSBTEC302
Page 24 of 25
Student Pack




Create charts using the relevant
spreadsheets prepared.
Select the chart type and design
that offers an analysis of numerical
data and meets organisational and
task requirements
Create charts using the required
data range in the spreadsheet
Modify chart type and layout using
formatting features, adhering to
organisational
and
task
requirements
Review and edit the final spreadsheet and
accompanying charts and prepare for
delivery.



☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
E-mail
the
Supervisor (trainer/assessor) and
Accountant and request feedback.
Share the Google Sheet and
provide edit access.
Name and store spreadsheet according to
organisational requirements and exit
application.

☐
Follow
organisational
and
task requirements
Ensure the structure and layout is
in accordance with the style guide.
Deliver
document
to
required
stakeholders according to organisational
requirements, policies and procedures.

☐
Use the following structure to store
Google
Sheets:
Document
name_DD/MM/YY.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: BSBTEC302
Page 25 of 25