Level 2
Unit No:
Guided learning hours:
24 hours


This unit will develop learners’ understanding of presentation software and how to create effective presentations for different purposes and audiences. They will also learn about inclusive design and how to apply techniques to ensure presentations are accessible.

Unit Learning Outcomes


Be able to create a presentation for different purposes and audiences. 

Purpose: education, professional, entertainment, information sharing.

Audience: other learners (peers), tutor, potential employer, general public etc.

AC 1.1:

  • Consideration of format/design and accessibility: font size, alternative text, colours, contrast, limiting animations and transitions, health and safety aspects, accessibility, considering and meeting audience needs (dyslexia, hearing/visual impairments), the importance of limiting the level of detail of graphical objects and text, apply the 10-20-30 rule to avoid ‘death by PowerPoint’ (no more than 10 slides, last no more than 20 minutes, use a font size no less than 30 point.
  • How age, educational level, occupation, cultural background etc, influence on the content of a presentation.

AC 1.2:

Layout, templates, designs and styles, organisational guidelines and house style (where applicable), adapt and create new templates/design themes.

AC 1.3:

  • Will vary according to context.
  • Text: appropriate font styles, size and colours.
  • Graphics: images, scanned images, photographs, resize (maintain aspect ratio), crop, position, rotate, add border, drawing tools to add text boxes linking text flow, linking/embedding objects: such as a spreadsheet, graph or chart, ensuring changes to the source automatically update in the document.
  • Media: pre-recorded audio/video clips, audio/video formats.
  • Combine images/graphics, charts, tables with text, insert, resize, rotate and position, use of text boxes, with audio/video, import/export, internal bookmarks, external hyperlinks.

AC 1.4:

  • Table: insert and delete rows and columns, insert and edit data, adjust row height and column width, merge and split cells, add borders and shading.
  • Charts: pie chart, bar chart, line chart, diagram, organisational chart, flowchart.

AC 1.5:

  • Save and retrieve presentations in line with local guidelines and conventions where available: save, save as, save as PDF (for publishing) search, open, print, share, export, close, naming protocols, version control, reduce file size, save presentation as show, My Documents, local storage/external storage devices (hard drive, USB), remote storage (Dropbox, Google Drive).

AC 1.6:

  • Current legal and ethical constraints such as copyright, eSafety, use of appropriate content, acknowledgment of sources, avoid plagiarism, promoting equality and diversity, local guidelines on delivery (environment, resources, timing, audience, etc).

Assessment Criteria

  • 1.1

    Explain how audience and purpose can influence presentation format and content.

  • 1.2

    Use custom slide layouts, templates and designs appropriate for purpose and audience.

  • 1.3

    Enter and combine text, graphics and media into a presentation to meet requirements.

  • 1.4

    Insert tables and charts to communicate information accurately.

  • 1.5

    Save and retrieve a presentation using local and remote storage methods.

  • 1.6

    Explain the legal and ethical constraints that need to be considered when creating presentations.


Be able to amend layout, edit and format a presentation to ensure accessibility.

Inclusive design techniques:

  • Making text and important visuals big enough to be read even from the back of the room. This includes graphics on slides, videos, posters, and other non-electronic material.
  • Using an easy-to-read font face (simple fonts with consistent thickness are often easier to read from a distance. Fonts where parts of the letters are thin are harder to read, avoid fancy fonts that are difficult to read.)
  • Using sufficient colour contrast for fonts, backgrounds (does the presentation make sense in grey scale), enhance colour with labels, icons, or other visual markers.
  • Using keywords and short phrases in slides, not whole sentences or paragraphs.
  • Making provided material accessible (handouts).
  • Appropriate use of slide transitions, animations and other media.

Best practices:

  • Sans serif is typically the most readable.
  • Be generous with spacing (between letters, words, and lines).
  • Use bold for emphasis - underline and italic change the letter shapes, making them less identifiable.
  • Use mixed case, not all caps.
  • (Reference: British Dyslexia Association Style Guide 2018)

Fit for purpose:

  • Learners should show that they have considered the following: does it read well on screen, is it clearly legible when printed, is the layout suitable, is the presentation appropriate, are text styles consistent, are images appropriately sized and positioned, are charts fit for purpose and clearly labelled, are tables clear and appropriate, are animations/transitions correct, are timings appropriate, are sounds and video appropriate, is the design or theme appropriate, has organisational house style been used (where applicable).


  • Spell check, grammar check, check slide layouts, check order of slide elements, check slide order, check orientation, check accuracy, consistency and clarity, check alignment and formatting, check images, tables and charts appropriately labelled and positioned, check transitions and timings, use FAQs, help facility, online videos/tutorials, accessibility checker.


  • Font style and size, page layout, margins, space, line and page breaks, figures, times, dates, measurements, punctuation.

Assessment Criteria

  • 2.1

    Apply inclusive design techniques to make a presentation accessible.

  • 2.2

    Check presentation is fit for purpose, making corrections where necessary.