BSBCMM411

These are the items on the checklist your assessor fills in, one per presentation. The numbers are the unit's performance criteria on training.gov.au; PE is the unit's performance evidence. Download the checklist.

• Deliver to a live audience of at least 2 people, present throughout AITT i At least two people, there the whole time Doing it well: two or more people watching from start to finish, in the room or on the call. Usually marked no when: only one person is watching, or people drift in and out.
• If recording: state your name, “BSBCMM411” and the task number on camera at the start If recording i Say who you are first Doing it well: the first thing on the video is “My name is [name], this is BSBCMM411, task three.” Usually marked no when: it is missing. This cannot be added afterwards.
• Deliver the presentation as planned: purpose, audience, key points and timing 1.1–1.3 i Present what you planned Doing it well: the recording matches your Presentation Plan: same audience, same structure, close to the timing you set. Usually marked no when: the presentation on the video is not the one in your plan.
• Open by stating the purpose and what the audience will get from it 2.1 i Tell them why they are there Doing it well: “In the next fifteen minutes you will find out what a day in this job looks like and how to get started.” Usually marked no when: you go straight into the content with no opening.
• Summarise the key concepts and ideas and present them clearly, in a logical sequence 2.1 i A few clear points, in order Doing it well: three or four key points, each explained with an example this audience will recognise. Usually marked no when: it is a long list of facts with no clear order, or you read your slides word for word.
• Use words, tone, examples, body language, pace and volume suited to this audience 2.1 i Pitch it at the people in front of you Doing it well: plain language for school students, no jargon left unexplained, eye contact, and a steady pace. Usually marked no when: you talk to the screen, rush, or use language the audience clearly does not follow.
• Engage the audience and respond to how they are reacting 2.1 i Notice them, and adjust Doing it well: ask the audience something early, and if faces go blank, stop and give another example. Usually marked no when: you talk for fifteen minutes without looking up from your notes.
• Use a slide deck (or equivalent visual aid) to support the presentation PE i Slides that help Doing it well: a few words and a picture per slide, which you talk to rather than read out. Usually marked no when: there is no visual aid, or the slides are walls of text.
• Use at least one other aid or material, such as a handout, props, samples or a poll PE i One more aid, used on camera Doing it well: hand out a one-page summary, pass round a sample, or run a quick poll, and make sure the camera sees it. Usually marked no when: the only aid is the slides.
• Provide a genuine opportunity to seek clarification: invite questions, pause and answer them 2.2 i Ask, then wait Doing it well: stop, ask what they would like you to go over, wait a few seconds, then answer properly. Usually marked no when: you say “any questions?” and move on in the same breath.
• Confirm the audience understood the key concepts and the objectives were achieved 2.3 i Check they got it Doing it well: ask targeted questions about your key points, or ask someone to sum up the main idea in their own words, and link it back to your outcomes. Usually marked no when: the only check is a closing “any questions?”. That does not meet this.
• Close with a clear conclusion that draws the key points together 2.1 i Land it Doing it well: restate the key points in a line each and come back to the purpose you gave at the start. Usually marked no when: the presentation just stops.
• Run a short debrief asking the audience for their reactions 3.2 i Ask what they thought Doing it well: “What was most useful? What was unclear?” on camera, before the forms go out. Usually marked no when: there is no debrief at all.
• Have each audience member complete a Participant Feedback Form 3.2 i A form from everyone Doing it well: hand them out at the end and collect them all before people leave. Usually marked no when: you only get some forms back, or none.
• A different presentation from the other one: different purpose, audience and content PE i Two genuinely different presentations Doing it well: Presentation 1 informs and persuades school students; Presentation 2 has a different job for a different audience. Usually marked no when: the second presentation is the first one again with a new title.
• Recording is unedited, start to finish (if recording) If recording i One continuous file Doing it well: record from your opening to the end of the debrief without stopping. Usually marked no when: the video has been cut, trimmed or sped up.

Role players only need a one-line brief, such as “you are a Year 11 student at a careers expo”. Everyone who appears goes on that presentation's Participation Declaration & Recording Consent.

• One continuous file per presentation. From your opening to the end of the debrief, with nothing cut, trimmed or sped up.
• If something goes wrong technically, such as a flat battery or full storage, restart the recording, carry on, and submit both parts with a short note saying what happened. If a chunk is missing or unusable, contact your assessor.
• 10 to 20 minutes of presenting, plus about 5 minutes of questions. The 30-minute rule belongs to TAEDEL411 and does not apply here.
• Say who you are before you start. Your name, “BSBCMM411” and the task number, to the camera. This cannot be fixed afterwards.
• One recording, one unit. If you also deliver a TAEDEL411 session on the same day, this presentation still needs its own separate recording.
• Any common video format is fine: mp4, mov, m4v and the like.

• Set the camera up in landscape on a tripod or propped up, so you, your audience and your aids are in shot. Your assessor needs to see the audience reacting, not just you.
• Sound matters more than picture. Your assessor has to hear the questions as well as your answers, so keep the camera close and repeat each question before you answer it.
• Presenting online? Record the whole call with gallery view on, so the audience can be seen, and share your screen for the slides.
• Play the first minute back before you start properly. Re-recording on the spot is much easier than getting your audience together again.

Attach it to your BSBCMM411 Summative Assessment 2 submission along with your documents.

1. Upload both recordings to your own OneDrive, Google Drive or Dropbox, in one folder named with your full name and BSBCMM411.
2. Create a share link for the folder and set it so anyone with the link can view it.
3. Paste the link into the comment box of your Canvas submission.
4. Test the link in a private browsing window first. A link that asks your assessor to request access will hold up your result.

Leave the files where they are until your result is finalised. If you do not have a cloud account, or you are not sure how to create the link, email training@aitt.com.au and we will set one up for you.