National 5 Administration and IT

Course code: C801 75

Course assessment code: X801 75

SCQF: level 5 (24 SCQF credit points)

Valid from: session 2017–18

The course specification provides detailed information about the course and course
assessment to ensure consistent and transparent assessment year on year. It describes
the structure of the course and the course assessment in terms of the skills, knowledge
and understanding that are assessed.

This document is for teachers and lecturers and contains all the mandatory information you
need to deliver the course.

This edition: August 2019, version 2.2

© Scottish Qualifications Authority 2012, 2019

Contents
Course overview 1
Course rationale 2
Purpose and aims 2
Who is this course for? 2
Course content 3
Skills, knowledge and understanding 3
Skills for learning, skills for life and skills for work 5
Course assessment 6
Course assessment structure: question paper 6
Course assessment structure: assignment 7
Grading 9
Equality and inclusion 10
Further information 11
Appendix: course support notes 12
Introduction 12
Developing skills, knowledge and understanding 12
Approaches to learning, teaching and assessment 13
Preparing for course assessment 28
Developing skills for learning, skills for life and skills for work 28
Course overview
The course consists of 24 SCQF credit points which includes time for preparation for course
assessment. The notional length of time for a candidate to complete the course is 160 hours.

The course assessment has two components.

Component Marks Duration

Component 1: question paper 50 2 hours

Component 2: assignment 70 3 hours — see course assessment section

Recommended entry Progression

Entry to this course is at the discretion of  Higher Administration and IT course

the centre.  other qualifications in administration and
IT or related areas
Candidates should have achieved the fourth
 further study, employment and/or
curriculum level or the National 4
training
Administration and IT course or equivalent
qualifications and/or experience prior to
starting this course.

Conditions of award
The grade awarded is based on the total marks achieved across all course assessment
components.

Achievement of this course gives automatic certification of the following Core Skill:

 Information and Communication Technology at SCQF level 5

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Course rationale
National Courses reflect Curriculum for Excellence values, purposes and principles. They
offer flexibility, provide more time for learning, more focus on skills and applying learning,
and scope for personalisation and choice.

Every course provides opportunities for candidates to develop breadth, challenge and
application. The focus and balance of assessment is tailored to each subject area.

Administration and IT cuts across all sectors of the economy and offers wide-ranging
employment opportunities.

The National 5 Administration and IT course provides candidates with experience of real-life
administration tasks and engaging practical activities relevant to the world of work. There is
an emphasis on the development of transferable life skills and the application of these skills.

Candidates following the course become aware of the use of technology within the
workplace, as they complete organisational tasks.

Purpose and aims

The course helps candidates to develop administrative and IT skills, and an understanding of
related theory, enabling them to effectively contribute to and support organisations.

It enables candidates to:

 develop an understanding of administration theory in the workplace

 develop IT skills and use them to perform administrative tasks
 acquire organisational skills in the context of organising and supporting events

Who is this course for?

This course is designed for learners who are interested in administration and the practical
uses of IT. It contains a significant practical component, involving experiential learning, which
encourages the development of skills, knowledge and understanding.

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Course content
The course comprises two areas of study:

Theory
Candidates are introduced to the responsibilities of organisations, the skills/qualities and
tasks (duties) of the administrative support function, and the impact of these in the
workplace.

IT applications
Candidates develop skills in IT, problem-solving, organising, and managing information. They
select IT applications to create and edit business documents, gather and share information,
and develop skills to communicate information.

Skills, knowledge and understanding

Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:

 skills in using spreadsheets, databases, word-processing, desktop publishing and

presentations
 skills in using technology for electronic communication and investigation
 skills in organising and supporting events
 problem-solving skills in administrative contexts
 theory of the tasks (duties) and knowledge associated with the administrative support
function in an organisation

Skills, knowledge and understanding for the course assessment

The following provides details of skills, knowledge and understanding sampled in the course
assessment:

Theory

Administration theory in  tasks (duties) of administrators

the workplace  skills/qualities of administrators
 customer service: features, benefits and consequences
 health and safety: features of current legislation and
organisational responsibilities
 security of people, property and information:
organisational responsibilities and features of current
legislation

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 Administration theory in  sources of information from internet: features and benefits
the workplace —continued of reliable internet sources and consequences of
unreliable internet sources
 file management: features, benefits of good and
consequences of poor file management
 corporate image: features, benefits of having a corporate
image and consequences of no/negative corporate image
 electronic communication: methods, features, uses and
benefits

IT applications

Word-processing and/or  creating and editing a range of documents, complying

desktop publishing consistently with house style, eg letter, form, itinerary,
business report, minutes, poster, leaflet, booklet, and
newsletter
 using a variety of word-processing skills, eg text
formatting and page formatting
 creating and enhancing a table, eg borders, shading,
alignment and sort
 importing data from IT applications into a document
 merging appropriate data from spreadsheet and database
applications into a business document, eg labels, letters,
and certificates
 using comments
 printing documents and extracts of documents

Spreadsheets  creating, editing and formatting a workbook

 applying advanced functions and formulae to a workbook
 using comments
 creating a chart using data from adjacent and non-
adjacent columns and rows
 labelling charts meaningfully
 printing worksheets, extracts of worksheets and charts
(embedded on worksheets or separately)
 merging appropriate data with word-processing/DTP
documents
Databases  creating forms, reports and labels
 editing a relational database using tables and forms
 searching information in a relational database
 sorting information in a relational database
 printing
 merging appropriate data with word-processing/DTP
documents

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 Presentations  using functions of multimedia applications to create and
edit presentations
 printing presentation in different formats
Electronic communication  searching for, extracting and downloading relevant
information from the internet and intranet
 using e-mail
 using an e-diary
 using tasks/to-do list
 setting reminders

Skills, knowledge and understanding included in the course are appropriate to the SCQF
level of the course. The SCQF level descriptors give further information on characteristics
and expected performance at each SCQF level (www.scqf.org.uk).

Skills for learning, skills for life and skills for work
This course helps candidates to develop broad, generic skills. These skills are based on
SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from
the following main skills areas:

2 Numeracy

2.3 Information handling

4 Employability, enterprise and citizenship

4.1 Employability
4.2 Information and communication technology (ICT)

5 Thinking skills

5.1 Remembering
5.2 Understanding
5.3 Applying

These skills must be built into the course where there are appropriate opportunities and the
level should be appropriate to the level of the course.

Further information on building in skills for learning, skills for life and skills for work is given in
the course support notes.

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Course assessment
Course assessment is based on the information provided in this document.

The course assessment meets the key purposes and aims of the course by addressing:

 breadth — drawing on knowledge and skills from across the course

 challenge — requiring greater depth or extension of knowledge and/or skills
 application — requiring application of knowledge and/or skills in practical or theoretical
contexts as appropriate

This enables candidates to apply:

 skills in using spreadsheets, databases, presentations, word-processing, and desktop

publishing to prepare documents related to an event or business
 skills in using technology for electronic communication and sourcing information related
to an event or business
 skills in problem-solving
 theory of administration in the workplace

Course assessment structure: question paper

Question paper 50 marks
The question paper gives candidates the opportunity to demonstrate:

 using IT functions in spreadsheet and database applications to produce and process

information
 problem-solving
 administration theory

Marks are awarded for demonstrating the use of different IT applications and theory of
administration in the workplace. Of the marks allocated, between 14–26% are awarded for
administration theory.

All questions are mandatory and candidates must work through them in the order presented.
Questions are sampled from the ‘Skills, knowledge and understanding for the course
assessment’ detailed in this document.

A to-do list is provided to help candidates submit the correct printouts.

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Setting, conducting and marking the question paper
The question paper is set and marked by SQA.

It is conducted in centres under conditions specified for external examinations by SQA.

Candidates complete the paper in 2 hours, excluding printing time.

This means that candidates must not have access to the internet, or any previously used
files. Candidates must only have access to the files issued by SQA for the relevant year's
question paper. Candidates should have access to spellcheck.

The SQA co-ordinator must provide written confirmation to the invigilator that access to all
external network facilities or other digital storage has been disabled on the equipment to be
used by candidates.

A designated teacher/technician must be available for assistance during the examination

should any technical difficulties arise. The designated teacher/technician must not be
permitted to enter the examination room unless any technical difficulties arise.

The following table shows the distribution and variances that are applied to each question
when allocating marks:

Area of course Mark allocation

Spreadsheet 20 marks — with a variance of +/−3 marks

Database 20 marks — with a variance of +/−3 marks

Theory 10 marks — with a variance of +/−3 marks

Total 50 marks

Specimen question papers for National 5 courses are published on SQA’s website. These
illustrate the standard, structure and requirements of the question papers candidates sit. The
specimen papers also include marking instructions.

Course assessment structure: assignment

Assignment 70 marks
Candidates work through a series of planning, support and follow-up tasks related to an
event or business.

The assignment gives candidates the opportunity to demonstrate:

 skills in using IT functions in word-processing, desktop publishing, and presentations to

produce and process information
 skills in using technology for investigation

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 skills in using technology for electronic communication
 skills in problem-solving
 administration theory

Marks are awarded for demonstrating the use of different IT applications and theory of
administration in the workplace. Of the marks allocated, between 10–18% are awarded for
administration theory, which is integrated within the tasks.

All tasks are mandatory and candidates must work through them in the order presented.

A to-do list is provided to help candidates submit the correct printouts.

Setting, conducting and marking the assignment

The assignment is:

 set by SQA on an annual basis

 conducted in centres under a high degree of supervision and control

Candidates are required to access the internet for some communication tasks.

Evidence is submitted to SQA for external marking and all marking is quality assured by
SQA.

The following table shows the distribution and variances that are applied within the task when
allocating marks:

Area of course Mark allocation

30 marks — with a variance of +/−3
Word-processing/desktop publishing
marks
Communication (presentation, e-mail, e-diary, 30 marks — with a variance of +/−3
internet) marks
10 marks — with a variance of +/−3
Theory
marks
Total 70 marks

Assessment conditions
Time
The assessment must be carried out:

 within 3 hours (excluding printing time)

 in a maximum of two sittings — where additional printing time is required, this should be
completed immediately after each sitting
 in time to meet the submission date set by SQA

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Supervision, control and authentication
The assignment is conducted in centres under a high degree of supervision and control. This
means that candidates must be in direct sight of the assessor (or other responsible person)
during the period of the assessment and must not communicate with each other.

Candidates must carry out the assignment:

 on an individual basis
 without the use of any reference materials (ie closed-book assessment)
 without any teacher or lecturer support

Resources
During the assignment, candidates can access the following resources:

 electronic files supplied by SQA to support the assignment

 a personal computer or laptop with internet access
 e-mail and e-diary facilities
 software to allow word-processing (including spellcheck), desktop publishing and
presentation functions

Reasonable assistance
Teachers and lecturers must not assist candidates with the assignment.

Evidence to be gathered
The following evidence is required for this assignment:

 original printouts of all IT tasks, clearly displaying the candidate’s name and task number
on each printout

Volume
There is no word count.

Grading
A candidate’s overall grade is determined by their performance across the course
assessment. The course assessment is graded A–D on the basis of the total mark for all
course assessment components.

Grade description for C

For the award of grade C, candidates will typically have demonstrated successful
performance in relation to the skills, knowledge and understanding for the course.

Grade description for A

For the award of grade A, candidates will typically have demonstrated a consistently high
level of performance in relation to the skills, knowledge and understanding for the course.

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Equality and inclusion
This course is designed to be as fair and as accessible as possible with no unnecessary
barriers to learning or assessment.

For guidance on assessment arrangements for disabled candidates and/or those with
additional support needs, please follow the link to the assessment arrangements web page:
www.sqa.org.uk/assessmentarrangements.

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Further information
The following reference documents provide useful information and background.

 National 5 Administration and IT subject page

 Assessment arrangements web page
 Building the Curriculum 3–5
 Design Principles for National Courses
 Guide to Assessment
 SCQF Framework and SCQF level descriptors
 SCQF Handbook
 SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
 Coursework Authenticity: A Guide for Teachers and Lecturers
 Educational Research Reports
 SQA Guidelines on e-assessment for Schools
 SQA e-assessment web page

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Appendix: course support notes
Introduction
These support notes are not mandatory. They provide advice and guidance to teachers and
lecturers on approaches to delivering the course. They should be read in conjunction with
this course specification and the specimen question paper and coursework.

Developing skills, knowledge and understanding

This section provides further advice and guidance about skills, knowledge and understanding
that could be included in the course. Teachers and lecturers should refer to this course
specification for the skills, knowledge and understanding for the course assessment. Course
planners have considerable flexibility to select coherent contexts which will stimulate and
challenge their candidates, offering both breadth and depth.

The following tables also provide suggested experiences and activities that teachers and
lecturers could use to deliver the course.

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Approaches to learning, teaching and assessment
Learning and teaching approaches should be candidate centred, participative and practical in nature. The underpinning knowledge should be
combined with practical activities and placed in the context of those activities. The list of examples below is not exhaustive.

Further advice and guidance about skills, knowledge and

Topic Suggested experiences and activities
understanding
Administration theory in  tasks (duties) of administrators, eg:  researching, using the internet and
the workplace — creating and updating spreadsheets, databases, presentations, word- newspapers, to find job descriptions
processing and desktop publishing documents and person specifications
— booking meeting rooms and venues  creating a job advert, job description
and person specification for an
— organising travel and accommodation arrangements
administrative assistant position
— organising and storing files in the correct order
 creating an interview checklist for an
 skills/qualities of administrators, eg: administrative assistant position
— organised  conducting mock interviews for
— good communicator administrative positions
— team player
 having administrative personnel within
— co-operative
the centre or a guest speaker assess
— willing to learn or develop
the quality of candidates’ IT work
— ability to multitask
— ability to follow instructions  visiting administrative departments
within or outwith the centre
— good IT skills
 watching clips and/or films illustrating
— patient
the good qualities and bad qualities of
— tactful/discreet administrative assistants
— approachable  creating a training video showing what
makes a good administrator

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Customer service  key features of good customer service, eg:  using the internet to look at the
— using customer feedback forms customer service statements of well-
known organisations
— providing all staff with a customer service policy statement
 interviewing family members or
— ensuring all staff know the products and services offered to
friends about their customer service
customers
experiences
— ensuring all customer queries and problems are dealt with quickly
 researching organisations that are
and politely
well known for good customer service
— monitoring staff performance to identify the reasons why
— hiring suitable, friendly and helpful staff  mystery shopping — giving
— setting and evaluating staff targets candidates a list of quality checks and
— ensuring staff follow complaints procedures asking them to pretend to be a
 benefits of good customer service, eg: mystery shopper in an organisation of
their choice, and to present their
— customer loyalty
findings back to the class
— reduced complaints
 acting out different scenarios based
— increased profits/sales/decreased costs on different types of customers
— good publicity  inviting guest speakers — customer
— lower staff turnover/less absenteeism service managers, store managers,
— competitive edge, therefore increased market share etc to share their customer service
— improved efficiency/increased productivity policy and the benefits of looking after
customers
— reduced waste
 designing customer feedback tools
 consequences of poor customer service, eg:
 creating a presentation on the
— increased customer complaints
features of good customer service
— decreased profits/sales/increased costs
— negative publicity
— higher staff turnover/higher absenteeism

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
— decreased market share/fewer customers
— lower efficiency/decreased productivity
— increased waste

Health and safety  features of current legislation:  touring the centre or using an outside
— features of current health and safety regulations/legislation — The business to identify health and safety
Health and Safety at Work etc Act 1974 (HASAWA), fire safety, measures
Display Screen Equipment (DSE), first aid and workplace  using ‘spot the hazard’ workplace
regulations pictures
 key organisational responsibilities in terms of health and safety, eg:  using multimedia resources
— use of induction training to cover health and safety issues exemplifying good and bad health and
safety procedures by organisations
— understanding what employers must do to observe health and safety
rules, in accordance with current legislation  using the section on health and safety
in an organisation’s induction training
— identification of hazards in the workplace and measures to ensure
video
safe practice, eg completing an accident report form
 designing and displaying posters to
remind staff of health and safety
matters and responsibilities
 using Health and Safety Executive
(HSE) resources and website

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Security of people,  key organisational responsibilities in terms of security of people, eg  using case studies highlighting good
property and installing secure entry systems and bad organisational practices
information  key organisational responsibilities in terms of security of property, eg  listening to guest speakers, eg
applying security marking reception staff speaking about
 key organisational responsibilities in terms of security of information, eg security of people, building designers
issuing usernames and passwords speaking about security of buildings
and IT technicians speaking about
 features of current legislation, eg data protection, computer misuse and
security of information
copyright
 creating a security checklist and
assessing the security of people and
property of a chosen organisation
 visiting an organisation or asking a
family member or friend about
security in their workplace
 studying the centre’s policies and
procedures for security
 password protecting electronic files

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Sources of information  features of reliable sources of internet information, eg:  providing practical examples of
from internet — non-biased reliable/unreliable sources of
— complete/sufficient information
— accurate  creating a list of reputable websites
— regularly updated site that could be used for specific tasks
— reputation of author (eg sites for flights, directions, and
 benefits of using reliable internet sources of information, eg: hotels)
— good decisions can be made
— organisation gets a good reputation
— organisation gains opportunities
 consequences of using unreliable internet sources of information, eg:
— missed meetings
— wrong decisions are made
— organisation gets a bad reputation
— organisation loses money
— organisation loses opportunities

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
File management  features of file management, eg:  encouraging good file management
— appropriately named files and folders practices for candidates’ work
— archiving/dead filing  demonstrating good file management
— regular backup which shows the centre’s folder and
— regular antivirus updates file management
— security on files
 benefits of good file management, eg:
— saves time finding files
— saves space on network
— less stress for employees looking for files
— improved efficiency leads to a good reputation
— no duplication means that files are more likely to be up to date
 consequences of poor file management, eg:
— wastes time finding files
— wastes space on network
— more stress for employees looking for files
— lower efficiency, leading to a poor reputation
— duplication, meaning files are less likely to be up to date

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Corporate image  features of corporate image, eg:  researching different organisations to
— standardised colours, fonts, graphics identify ways they promote their
— logo corporate image
— slogan  encouraging candidates to show
— staff uniform consistency in documents across a
— store layout series of tasks or questions
— standardised responses to frequently asked questions (FAQ)
— standardised customer service
— consistent presentation of IT documents using a house style
 benefits of having a corporate image, eg:
— instantly recognisable brand
— more professional reputation
— staff are more consistent, so that customers are dealt with fairly
 consequences of no/negative corporate image:
— no recognisable brand
— less professional reputation
— staff are less consistent, so that customers are not dealt with fairly

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Electronic  methods, features, uses and benefits, eg:  research how businesses use different
communication — blog methods of electronic communication
— e-diary  watch webinars online
— e-mail  creating a blog of a learning journey
— podcasts/vodcasts
 download podcasts/vodcasts and
— presentation
listen to/view them
— social media
— video and audio conferencing
— webinar
— website

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Word-processing  creating and editing a range of documents, complying consistently with  maintaining a professional image
and/or desktop house style which may contain multiple pages, eg: when preparing documents to
publishing (DTP) communicate information — this could
— letters (eg application, thank you and enquiry)
— business reports be a corporate image (using logos and
Note: this can also be
— forms (eg travel forms and booking forms) consistent styles), using appropriate
assessed as theory
— minutes language and taking account of the
— agendas target audience
— itineraries  theory — features and benefits of
— posters word-processing and/or desktop
— booklets publishing
— newsletters
— name badges
 using a variety of word-processing and desktop publishing skills, eg:
— text formatting
— page formatting
— using templates
— select and/or change font and font size
— set and change margins and line spacing
— insert, delete and move text
— find and replace text
— cut and/or copy and paste
— carry out manuscript corrections
— enhance text, eg bold, italics and underline
— align text
— insert graphics
— bullets and numbering
— insert headers and footers, both manual and custom
— borders and shading
— page numbering

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Word-processing  creating and enhancing a table, eg:
and/or desktop — insert, delete or amend data
publishing (DTP) —
— add or delete row(s) and column(s)
continued
— borders and shading
Note: this can also be — merge cells
assessed as theory — alignment of data, eg centre within cell, text direction
— formulae (sum only)
— sort data on one or two columns
 importing data from IT applications into a document, eg:
— data and/or chart from a spreadsheet file
— data from a database file
— data from a word-processing/DTP file
— information from the internet
 merging appropriate data from spreadsheet and database applications
into a business document, eg:
— labels
— letters
— reports
— name badges
— forms
— certificates
 using comments, eg:
— add
— action
— delete
 printing documents and extracts of documents, eg:
— completed document in different layouts (such as, A4 and A5)
— document showing merge fields
— specific pages

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Spreadsheets  creating, editing and formatting a workbook, eg:  preparing costings and budgets for
— inserting and deleting rows/columns real or simulated events
Note: this can also be
— hiding rows/columns  presenting results from surveys in
assessed as theory
— alignment of data, eg centre within cell, text direction chart format
— different fonts, styles, and sizes  theory — features and benefits of
— currency, number, percentage to specified decimal places spreadsheets
— date format
— borders and shading
 applying advanced functions and formulae to a workbook, eg:
— +/−/÷/× individually or combined
— sum
— average
— maximum
— minimum
— count and counta
— if
— link cells within worksheets
— use named cells
— relative and absolute cell references
— sort data vertically on one or two columns
 using comments, eg:
— add
— action
— delete

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Spreadsheets —  creating a chart and labelling it independently, using data from adjacent
continued and non-adjacent columns and rows, eg:
— pie chart
Note: this can also be — bar or column chart
assessed as theory — line graph
 labelling charts meaningfully, eg:
— chart title
— axis labels
— data labels
— legend
 printing worksheets and extracts of worksheets:
— showing value view
— showing formulae view
— with and without gridlines
— with and without row and column headings
— in portrait and landscape orientation
— with headers and/or footers, both manual and custom
— to fit on one page
 printing charts:
— embedded in worksheets or presented separately
— with identifiable labels either by colour labelling or patterns (when
using black and white charts)

See word-processing and/or desktop publishing section for mail merge

information.

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Databases  creating forms:  working with database files, eg
— using selected fields from one or both tables, or a search — address book
Note: this can also be — with a header and/or footer using text and/or graphics — supplier list
assessed as theory  creating and presenting information in reports to a professional — customer list
standard: — list of attendees for an event
— using selected fields from one or both tables, or a search  theory — features and benefits of
— with a header and/or footer using text and/or graphics databases
 creating labels:
— from a table or search
— with header and/or footer
 editing a relational database:
— inputting and editing data in tables or making using of forms
— altering date format and decimal places
— adding and deleting field(s) and record(s)
 searching information in a relational database using the following
operators:
— equals
— greater than
— less than
— greater than or equal to
— less than or equal to
— or
— not
 sorting information in a relational database on one or two fields
 printing:
— tables, search results, specified fields, forms, reports and labels,
to fit on one page

See word-processing and/or desktop publishing section for mail merge

information.

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Presentations  using functions of multimedia applications to create and edit  assessing presentations created by
presentations, eg: peers, teachers and others to
Note: this can also be — insert, delete and edit text provide feedback (which would
assessed as theory — format text encourage further improvement)
— insert and delete a graphic  creating presentations to be used for
— bullets and numbers real events
— create charts and/or tables  exploring opportunities for cross-
— add and delete a slide curricular links to improve the
— animate text and/or objects aesthetics of presentations
— import data
 maintaining a professional image
— change slide layout
when preparing to communicate
— apply slide transitions
information — this could be a
— change slide order
corporate image (using logos and
— apply and change background, colour scheme and/or apply
consistent styles), appropriate
design templates
language and taking account of the
— insert footer on slides and handout
target audience
— insert and delete action buttons
— insert slide and page numbers  theory — features and benefits of
— insert both specific and automatic date presentations
— use slide master
 printing presentations in different formats, eg:
— slide
— handout

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 Further advice and guidance about skills, knowledge and
Topic Suggested experiences and activities
understanding
Electronic communication  searching for, extracting and downloading relevant information  using internet for research, eg travel
from the internet and intranet: information, maps, venues, and
Note: this can also be accommodation
— opening browser
assessed as theory
— using search engines  using shared areas on the centre’s
— navigating hyperlinks network/intranet
— copying information from a web page to a word-  using other online networks and
processing/DTP document and presentation virtual-learning environments
— using favourites/bookmarks  theory — features and benefits of
— printing information and/or an extract of information electronic communication
 using e-mail:
— composing e-mail by entering text and sending to one or
more recipients
— using the address book facility
— marking urgent
— using cc
— using reply
— using forward
— adding attachment(s)
— creating signature
 using an e-diary, eg:
— schedule appointment
— set reminder
— print calendar: daily, weekly and monthly view
— schedule recurring appointments
— accessing other users’ calendars
— schedule tasks

The specifics of this may depend on the set-up of the e-mail and e-
diary application used.

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Preparing for course assessment
The course assessment focuses on breadth, challenge and application. Candidates should
apply the skills they have learned during the course.

In preparation, candidates should be given opportunities to practise activities similar to those

expected in the course assessment. For example, centres could develop tasks and questions
similar to those exemplified in the specimen and past papers.

Developing skills for learning, skills for life and skills

for work
Course planners should identify opportunities throughout the course for candidates to
develop skills for learning, skills for life and skills for work.

Candidates should be aware of the skills they are developing and teachers and lecturers can
provide advice on opportunities to practise and improve them.

SQA does not formally assess skills for learning, skills for life and skills for work.

There may also be opportunities to develop additional skills depending on approaches being
used to deliver the course in each centre. This is for individual teachers and lecturers to
manage.

Skill How it is developed

Literacy
 listening to and following instructions
 making presentations
 participating in group discussions
 asking and answering questions
 interviewing administration personnel in the centre
 collaborating with others when organising and supporting events
 listening to guest speakers
 carrying out mystery shopping

Numeracy
 extracting information from graphical formats in a variety of media
 understanding and interpreting research data, eg tables, charts,
graphs and written information
 using the information and/or data from the internet and intranet to
produce documents and presentations

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 Skill How it is developed
Employability,
enterprise and  researching duties (tasks) and skills/qualities of administrators
citizenship
 planning tasks
 working with others
 maintaining appropriate personal appearance and dressing
appropriately
 being punctual and managing time
 showing flexibility, resilience, initiative, and responsibility
 using a range of software packages for research and accurate
presentation of information
 using a range of digital media
 using ICT responsibly and safely

Thinking skills
 memorising and recalling administration and IT-related facts
 understanding and explaining the role of administration in the
workplace
 understanding and explaining the importance of observing health
and safety and security of people, property and information
 using knowledge of health, safety and security by applying it in
different contexts
 understanding and describing the key features of good customer
service
 applying administration and IT-related skills and understanding in
the context of organising and supporting events
 understanding and explaining the functions of spreadsheets,
databases and word-processing software or emerging equivalent
technologies
 applying administration and IT-related skills, knowledge and
understanding in the context of creating, editing and updating
business documents

The development of both administration and IT specific, and also generic skills is central to
this course. Teachers and lecturers should make candidates aware of the skills they are
developing, including the transferability of the generic skills. It is this transferability that helps
candidates with further study and enhances their personal effectiveness and employability in
a range of sectors.

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Administrative information

Published: August 2018 (version 2.2)

History of changes to course support notes

Version Description of change Date

2.0 Course support notes added as appendix. June 17

2.1 The 'Course assessment structure: question paper' section has June 18
been updated to provide further guidance regarding conditions of
assessment in the question paper.
The 'Course assessment structure: assignment' section has also
been updated to provide further guidance regarding conditions of
assessment in the assignment.
2.2 In the ‘Approaches to learning, teaching and assessment’ section, August
clarified that all IT applications can also be assessed as theory. 2019

These course support notes may be reproduced in whole or in part for educational purposes
provided that no profit is derived from reproduction and that, if reproduced in part, the source
is acknowledged. Additional copies of these course support notes can be downloaded from
SQA’s website at www.sqa.org.uk.

Note: you are advised to check SQA’s website to ensure you are using the most up-to-date
version of the course support notes.

© Scottish Qualifications Authority 2012, 2019

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