# CTE Resource Center - Verso - Office Specialist III--Preparation Task 1754130519

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Create a database.

Definition

Creation of a database requires an understanding of databases' uses and structural elements (i.e., fields, tables, records) and should include
  • planning the structure
  • creating fields and tables
  • entering data to create records.

Related Standards of Learning

English

11.1

The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  5. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  6. Anticipate and address alternative or opposing perspectives and counterclaims.
  7. Evaluate the various techniques used to construct arguments in multimodal presentations.
  8. Use vocabulary appropriate to the topic, audience, and purpose.
  9. Evaluate effectiveness of multimodal presentations.

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

12.1

The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Anticipate and address alternative or opposing perspectives and counterclaims.
  5. Evaluate the various techniques used to construct arguments in multimodal presentations.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Critique effectiveness of multimodal presentations.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

Mathematics

COM.1

The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics.

COM.7

The student will select and call library functions to process data, as appropriate.

COM.10

The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input.

COM.11

The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.

Other Related Standards

FBLA Competitive Events and Activities Areas

Business Skills and Knowledge

 

Computer Applications

 

Database Design & Applications

 

Spreadsheet Applications

 

Word Processing

 

Microsoft Imagine Academy Resources

[2.022] Microsoft Digital Literacy: Productivity Programs—Lesson 6

[3.001] Access 2010: Beginner Skills—E-Learning Module 1

[4.018] Access 2010: Create Database Tables Using Access—Lesson 2

[5.034] Access 2010: Project 2

NBEA Achievement Standards for Communication

Integrate functions of word processing, databases, spreadsheets, and presentation applications to various workplace scenarios.

  

NBEA Achievement Standards for Information Technology

Identify productivity software appropriate for specific tasks.

 

Use productivity software to create documents, research topics and take notes, categorize data, and perform calculations to improve academic achievement across the curriculum.