Ebio enterprise living map
Financing the small business: You add value to others and exchange value including finance. (18 credits)
Write texts for a range of communicative contexts (8979)
Specific Outcome Assessment criteria Bridging the Gap Ebio Competency Programme: Information and Examples Organize and Review your competencies
Do your ECV, Tasks based on Passion plans, Life plans, Thank you's, e-mails, IWMMRS plans, etc. Gain input from your accessed, engaged and attracted CoM&CoW.
Business Writer's Free Library: writing skills
How To Write Right by Gerard M. Blair
Mindtool on Improving your communication skills
SO 1 Access, use and manage suitable learning resources.       
AC 1.1 Relevant learning resources are identified (Resource centres, literature, internet, other people).       
AC 1.2 Learning resources are used effectively and managed through appropriate selection and cross-referencing of information, and acknowledgement of sources.       
SO 2 Formulate and use learning strategies.    Learning Styles  
AC 2.1 Learning strategies are formulated by selection of specific tried techniques (Group activities such as brainstorming, group analysis, peer and self-assessment, probing, mind maps, note taking, memorising, key words, underlining, skimming and scanning).   Examples of learning strategies  
AC 2.2 Information is summarised and used in the learning process.       
AC 2.3 Answers pertaining to relevant questions are synthesised and contextualised (Checking understanding, clarifying meaning, getting information, confirming accuracy of information, using of appropriate information).       
AC 2.4 Texts are read for detail, interpreted, analysed and synthesised for a given context.       
AC 2.5 Verbal interaction is interpreted, analysed and synthesised for a given context.       
AC 2.6 Learning takes place through communicating with others in groups or as individuals (Facilitators, other learners, colleagues).      
SO 3 Manage occupational learning materials.       
AC 3.1 Occupational learning materials are organised and used for optimum learning (Videos, internet, texts, handouts, text books, charts, maps, plans, diagrams, electronic texts (menus, screens, links etc).       
AC 3.2 Layout, presentation and organisational features of learning materials are understood and used effectively.       
AC 3.3 Technical language/terminology is engaged with, and clarification sought if needed.       
SO 4 Conduct basic research, and analyse and present findings.    WWW Searches  
AC 4.1 Appropriate or relevant topic and scope is identified and defined.       
AC 4.2 Research steps are planned and sequenced appropriately.       
AC 4.3 Research techniques are applied (Gathering information, reading, interviewing, using appropriate electronic sources).      
AC 4.4 Information is sifted for relevance.       
AC 4.5 Information is classified, categorised and sorted.       
AC 4.6 Research findings are analysed and presented in the appropriate format.       
AC 4.7 Conclusions and recommendations are made in the appropriate format (Reports, research paper, presentation).       
SO 5 Lead and function in a team.    Walk and Talk (Chap. 6) Effective team skills  
AC 5.1 Active leading and participation takes place in-group learning situations (Meetings, site/field visits, excursions, discussions, activities, workshops).       
AC 5.2 Responsibilities in the team are taken up and group work conventions are applied in learning situations (Supervision, mentoring, and rotation of roles: conducting, chairing, recording, and reporting).       
AC 5.3 Conflict management and negotiating techniques are practised.      
AC 5.4 Team work results in meaningful products, outcomes or goals (Reaching consensus, completed projects/assignments, knowledge transfer).       
SO 6 Reflect on how characteristics of the workplace and occupational context affect learning.       
AC 6.1 Features of the occupational environment are described and discussed (Workplace/occupational focus:
Services, manufacturing, financial, educational.
Organisation type:
Government, parastatal, heavy/light industry, large organisation, small business).		      
AC 6.2 Ways in which these features affect learning processes and/or application of learning are described and discussed (Technological resources, communication resources, communication strategies and multilingual needs in relation to necessary client or colleague interaction).