Amaoedservice.blogspot.com.

OR I CAN ANSWER IT FOR YOU 😉

THIS IS ACTUALLY THE MODULE BUT ALL ANSWERS ARE FOUND IN HERE.

Lesson 1 Principles of Visual Design & Communication

Design Principles for Visual Communication

This module is a visual communication via diagrams, sketches, charts, photographs, video, and animation is fundamental to the process of exploring concepts and disseminating information. The most-effective visualizations capitalize on the human facility for processing visual information, thereby improving comprehension, memory, and inference. Such visualizations help analysts quickly find patterns lurking within large data sets and help audiences quickly understand complex ideas.

Course Learning Outcome

At the end of the lesson, you should be able to:

1. Describe basic visual design principles

Business communicators don’t always have access to a graphic artist. In the event that you as communicator find yourself needing to create visuals that dazzle without the help of a graphic artist, here are a few basic principles of visual design you can keep in your back pocket.

Contrast

Contrast is when two aspects of an image are strikingly different from one another, like dark and light. Contrast is an important principle in visual design and helps highlight the important part of the image. It adds “weight” to your design and guides the viewer’s eye to what you want them to see.

Alignment

Alignment creates a sharp, linear order to the elements of your visual, so they all have a connection to each other. If objects are closer together, the viewer assumes that they’re related. In the first image of trees below, we see six trees that are in two rows even though they’re not precisely linear. In the second image, we perceive two groups of three.

Hierarchy

If there are multiple elements in a design, more visual “weight” should be given to the most important part of the graphic. Establish the most essential part of the graphic first, and then fill in the rest with the less important parts.

Repetition and Pattern

Repetition strengthens the overall design and ties together elements to make them more consistent. This technique is often used in branding to make items more recognizable.

Color

Color is an important choice in visual communication because each color has a meaning. If you’re following brand guidelines, your colors will reinforce your brand, but if not, you might want to consider some of the universal associations that go along with each color. Green tends to conjure images of the environment, while red symbolizes anger, and yellow, happiness. Which of these roses looks cold to you?

Xerox dug deep into why color is important in communication. Check out their two-page cheat sheet to learn more about how to leverage color for the best effect in your presentation.

Balance and Space

Keeping the elements of your design balanced gives the design some form and stability. Even spacing makes it look professional and attractive, but that doesn’t mean it needs to be symmetrical. It can be asymmetrical, with larger items in the upper left corner balancing out smaller ones in the lower right, and so on.

Leaving open or “negative” space ensures that your visual isn’t cluttered and can highlight the important parts of a design. As we mentioned in our adopted standards above, simplicity is your friend!

Font

Design doesn’t stop at the picture. Fonts have everything to do with your audience’s engagement with your communication. Take a look at this font and decide if it’s easy to read:

You can tell what it says; however, reading this font for too long could get taxing, especially on a screen. Is this next font easier to read?

Your audience won’t continue to read your communication if you’ve chosen a font that’s difficult to read.

In addition to legibility, there’s a question of style. How do you feel about these lines of text and how they work together?

They’re just words, but they’re very visual; the use of color and different fonts draws your attention to the words “dream it” and “do it.”

Business communicators aren’t necessarily graphic artists, but a good command of a graphic designer’s visual design techniques will help you evaluate your visual media and decide if it’s going to support your message. These aren’t all the visual design principles a graphic designer employs, of course, but for our purposes, they’re a good place to start.

References

Visual Design Principles by Joel Marsh

Beginning Graphic Design: Fundamentals of Design from Goodwill Community Foundation, Inc.

Lesson 2 Characteristics of Digital & Traditional Graphics

Visual identity graphic design

This module is a visual character, visual computerization and visual parts of brand character that go about as the substance of a brand to pass on those tricky qualities through pictures, shapes and concealing.

A brand is a connection between a business or association and its crowd. A brand character is the means by which the association imparts its character, tone and quintessence, just as recollections, feelings and encounters.

Course Learning Outcome

At the end of the lesson, you should be able to:

1. Familiar of vectoring images.

2. Explain the uses of digital graphics.

Digital Graphics - pictures of drawings, outlines, graphs, photos, sketches, or route catches that have been made or altered on a PC or other computerized gadget

Uses of Digital Graphics

• Commercial (marketing products)

• Entertainment (movies, music, plays, sports)

• Informational/educational

• News

• Public Service Announcements (PSAs)

Bitmap or Raster Graphic Made up of pixels. They lose clarity when enlarged.

Example of Raster Digital photographs and images created with a paint software editing program.

Vector

Made with scientific equations to characterize lines, bends, and shapes. Try not to lose their lucidity when expanded (goals free).

Example of Vector

Corporate logos are often designed in draw programs, so they can be enlarged or reduced to any size.

PPI

Refers to pixels per inch. It is a unit of measure for bitmap images and the devices that display them electronically. The higher it is the higher quality image.

Resolution and File Size

Resolution is defined as the clarity of the image. The higher the resolution, the larger the size of the file.

Indexed Color Depth

8 bit image with a color depth of 256 colors

Full Color Depth

24 bit image with a color depth of 16.7 million colors

Paint Program

Programs that allow the user to create and edit bitmapped graphics

Draw Program

Programs that allow the user to create or edit vector graphics

Color Depth

the number of distinct colors an image can contain, or the number of bits per pixel that can be displayed on a computer screen

Analogous Color Scheme

colors side by side on the color wheel

Complementary Color Scheme

opposite colors on the color wheel

Opacity

the amount something can be seen through

Lossless compression

a process of reducing a file's size without losing any pixel information

Lossy compression

a process of reducing a file's size by altering and/or eliminating some pixels

References

Characteristics of Digital Graphics by Mila Jones Cann 2018

https://99designs.com/blog/tips/types-of-graphic-design/

Lesson 3 Color Theory & Familiarization in Media Elements

This module is both the science and art of using color. It explains how humans perceive color; and the visual effects of how colors mix, match or contrast with each other. Color theory also involves the messages colors communicate; and the methods used to replicate color.

In color theory, colors are organized on a color wheel and grouped into 3 categories: primary colors, secondary colors and tertiary colors.

Course Learning Outcomes

At the end of the lesson, you should be able to:

1. Familiar of color theory

2. Discuss how to mix and match color

Understanding color

Color is perception. Our eyes see something (the sky, for example), and data sent from our eyes to our brains tells us it’s a certain color (blue). Objects reflect light in different combinations of wavelengths. Our brains pick up on those wavelength combinations and translate them into the phenomenon we call color.

RGB: the additive color mixing model

Additive color mixing.

Mixing light—or the additive color mixing model—allows you to create colors by mixing red, green and blue light sources of various intensities. The more light you add, the brighter the color mix becomes. If you mix all three colors of light, you get pure, white light. TVs, screens and projectors use red, green and blue (RGB) as their primary colors, and then mix them together to create other colors.

CMYK: the subtractive color mixing model

Any color you see on a physical surface (paper, signage, packaging, etc.) uses

the subtractive color mixing model. Most people are more familiar with this color model. In this case, “subtractive” simply refers to the fact that you subtract the light from the paper by adding more color.

Traditionally, the primary colors used in subtractive process were red, yellow and blue, as these were the colors painters mixed to get all other hues. As color printing emerged, they were subsequently replaced with cyan, magenta, yellow and key/black (CMYK), as this color combo enables printers to produce a wider variety of colors on paper.

Since printing uses the subtractive color mixing method, getting accurate color reproduction can only be achieved by using CMYK. Using RGB will not only result in inaccurate color, but a big bill from your printer when you’re forced to ask them to reprint your entire run.

The color wheel–

Understanding the color wheel and color harmonies (what works, what doesn’t and how color communicates) is just as exciting as that new box of crayons. No really.

Being able to understand the terms and processes that go along with color will help you knowledgeably communicate your vision with your designer, printer, or even (maybe) an Apple Store Genius.

Color wheel basics

The first color wheel was designed by Sir Isaac Newton in 1666 so it absolutely predates your introduction to it in kindergarten. Artists and designers still use it to develop color harmonies, mixing and palettes.

The color wheel consists of three primary colors (red, yellow, blue), three secondary colors (colors created when primary colors are mixed: green, orange, purple) and

six tertiary colors (colors made from primary and secondary colors, such as blue-green or red-violet).

Draw a line through the center of the wheel, and you’ll separate the warm colors (reds, oranges, yellows) from cool colors (blues, greens, purples).

Warm colors are generally associated with energy, brightness, and action, whereas cool colors are often identified with calm, peace, and serenity.

When you recognize that color has a temperature, you can understand how choosing all warm or all cool colors in a logo or on your website can impact your message.

Hue, shade, tint and tone

Let’s go back to that 64-pack of crayons from our first day of school. (Remember “raw umber”? What is an umber anyway, and is it actually better raw than cooked?) Anyway, you might be wondering, how we got from the twelve colors on our original color wheel to all those crayons? That’s where tints, shades, and tones come in.

Simply put, tints, tones and shades are variations of hues, or colors, on the color wheel. A tint is a hue to which white has been added. For example, red + white = pink.

A shade is a hue to which black has been added. For example, red + black = burgundy.

Finally, a tone is a color to which black and white (or grey) have been added. This darkens the original hue while making the color appear more subtle and less intense.

Color schemes

Using the color wheel, designers develop a color scheme for marketing materials.

Complementary colors

Complementary colors are opposites on the color wheel—red and green, for example.

Logo design by Wiell for Pepper Powered

Because there’s a sharp contrast between the two colors, they can really make imagery pop, but overusing them can get tiresome.

Analogous colors

Analogous colors sit next to one another on the color wheel—red, orange and yellow, for example. When creating an analogous color scheme, one color will dominate, one will support and another will accent. In business, analogous color schemes are not only pleasing to the eye, but can effectively instruct the consumer where and how to take action.

The Tostitos website uses an analogous color scheme. Notice the bright orange navigation bar draws the eye to explore the site, and accent-colored links at the bottom direct hungry consumers with the munchies to “Buy Online.”

Triadic colors

Triadic colors are evenly spaced around the color wheel and tend to be very bright and dynamic. Using a triadic color scheme in your marketing creates visual contrast and harmony simultaneously, making each item stand out while making the overall image pop. The logo uses this color scheme quite successfully.

Three words: branding, marketing and sales.

With this basic knowledge about colors and color schemes, you’re prepared to make effective branding decisions. Like what color your logo should be. Or the emotions that colors evoke in a consumer and the psychology behind color choices on your website.

Not only can knowledge of color theory guide you in your own marketing, it can also help you better understand what your competition is doing.

Reference

The fundamentals of understanding color theory Kris Decker 2015

https://99designs.com/blog/tips/the-7-step-guide-to-understanding-color-theory/

Lesson 4 Interpretation of Creative Information, Scripts & Images

This Module is imaginative perception in central of procedure fundamental reality creation. It is the way toward utilizing your idea capacity to intentionally envision, make and draw in to yourself that which you expect to involvement in your life. Acing inventive representation awards you direct authority over your considerations at the intuitive level. While there are a few different ways to program the intuitive personality, perception is the best and its outcomes the most quick.

Course Learning Outcome

At the end of the lesson, you should be able to:

1. Enable to harness the creative power of your thoughts.

2. Visualizing intentions for reality creation: Relax - Imagine - Feel - Believe - Detach.

Relax: The initial step is to loosen up your body and void your psyche. Locate an agreeable seat, sit upstanding, inhale profoundly and consistently, check down gradually from 25 to 1 while loosening up the entirety of your muscle bunches from head to toe. Void your psyche by concentrating on your relaxing.

Imagine: The second step in the innovative representation procedure is figuring out how to envision your proposed result. Your creative mind is the motor of your contemplations. It changes over your idea control into mental pictures. Envision your optimal reality right now, breath life into your photos as though viewing a motion picture, concentrate your considerations with laser like exactness and enjoy every one of your faculties.

Feel: The third step is to truly feel what it would feel like on the off chance that you previously had what you have rationally picked in the present physical minute. Where creative mind is the motor of your considerations, your emotions are the fuel. Your e- movements are vitality moving - they breath life into your pictures.

Believe: The fourth step is to accept that you as of now have your psychological expectations right now. The expressions of Jesus Christ were sure about this in Mark 11:24, "What things soever you request when you ask, accept that you get them, and you will have them". This isn't about unrealistic reasoning or deceiving yourself. It is tied in with knowing the logical truth behind reality creation and having the sort of confidence that is the "proof of things not seen".

Detach: The fifth and last advance in the innovative representation procedure can't be accentuated enough - separation. Separate yourself from the result you mean to see show in your life. At whatever point you are appended to a person or thing, you viably strip yourself of your real capacity to intentionally make the existence you pick. You can't be thankful or feel unlimited love or appreciate true serenity when you are connected to the unfurling of a particular result, so isolate, confine, disconnect.

Practice is Key: You should rehearse, practice, practice. Put aside a period every day for your imaginative perceptions, ideally once toward the beginning of the day after

waking and once in the prior night you rest. Both these occasions are perfect as your brain is as of now in a semi-loosened up state. When you have aced this straightforward five stage process, you will see your life changing in supernatural ways.

Getting On With It: When you have finished the procedure, continue ahead with the remainder of your day. To take yourself back to a typical waking state, basically keep on breathing profoundly and musically and check up from 1 to 5 deliberately waking yourself from the casual state and gradually opening your eyes. On the other hand, on the off chance that you are picturing while in bed, you can enable yourself to float off to rest in spite of the fact that it is perferable that you don't.

Leave the How up to the Universe: The focal point of your representations must be on the result, not the procedure. When you acknowledge reality with regards to your idea control and that you are unified with the One Universal Mind, you will have the option to discharge any need to control the procedure. Training the omniscient Universe "how" you need things to come about is revealing to Omniscience that you know better.

Take Inspired Action: Despite the fact that the inventive perception procedure is one dependent on unwinding, physical activity is required to effectively show your psychological expectations. The way to making a move is to make just roused move. This isn't to sit and trust that the famous penny will drop and nor is it to go around in an excited state doing all that you can consider doing with the expectation that something works. It is tied in with being quiet and purposeful in the move you make, realizing that it is taking you toward your planned result. It is tied in with tuning in to your instinct and following your normal impulse.

The Mind Works With Feedback: The more input you give your mind the simpler it is to acknowledge and disguise another idea. In the event that you are new to the possibility that you make your world with your considerations, at that point it is common that your brain may request some verification. It is an incredible act of pure trust to go from the conviction that "things simply transpire" to "I get things going". This is the reason it is ideal to begin with something basic.

Reference

Tania Kotsos 2010,Creative Visualization https://libguides.library.curtin.edu.au/c.php?g=388681&p=2688784

TRAINING REGULATIONS

VISUAL GRAPHIC DESIGN NC III

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SECTOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila

TABLE OF CONTENTS ICT SECTOR

VISUAL GRAPHIC DESIGN

NATIONAL CERTIFICATE LEVEL III

SECTION 1 ■ VISUAL GRAPHIC DESIGN NC III

Page No.

SECTION 2

QUALIFICATION

■     COMPETENCY STANDARDS

2 - 59

·         Basic Competencies

2 – 20

·         Common Competencies

21 - 28

·         Core Competencies

29 - 59

SECTION 3

■     TRAINING STANDARDS

60 - 67

3.1 Curriculum Design

60 – 63

3.2 Training Delivery

64

3.3 Trainee Entry Requirements

65

1

3.4 List of Tools, Equipment and

Materials 65

3.5 Training Facilities 67

3.6 Trainers Qualification 67

3.7 Institutional Assessment 67

SECTION 4 ■ NATIONAL ASSESSMENT AND

CERTIFICATION ARRANGEMENTS 68

COMPETENCY MAP 69

GLOSSARY OF TERMS 70 – 72

ACKNOWLEDGEMENT 73

TRAINING REGULATIONS FOR VISUAL GRAPHIC DESIGN NC III

Section 1 VISUAL GRAPHIC DESIGN NC III QUALIFICATIONS

The VISUAL GRAPHIC DESIGN NC III Qualification consists of competencies that a person must achieve to design and develop visual graphic designs for (i) print media; (ii) electronic media; (iii) product packaging; and (iv) booth and product/window display.

This Qualification is packaged from the competency map of the Information and Communication Technology Industry (Service sector) as shown in Annex A.

The units of competency comprising this qualification include the following:

Code	BASIC COMPETENCIES
5 00 311 1 09	Lead workplace communication
5 00 311 1 10	Lead small teams
5 00 311 1 11	Develop and practice negotiation skills
5 00 311 1 12	Solve problems related to work activities
5 00 311 1 13	Use mathematical concepts and techniques
5 00 311 1 14	Use relevant technologies
Code	COMMON COMPETENCIES
ICT315202	Apply quality standards
ICT311203	Perform computer operations
Code	CORE COMPETENCIES
ICT213301	Develop design studies
ICT213302	Create vector graphics using a graphics application
ICT213303	Create raster graphics using a graphics application
ICT213304	Develop designs for print media
ICT213305	Develop designs for electronic media
ICT213306	Develop designs for product packaging
ICT213307	Design booth and product/window display

A person who has achieved this Qualification can be employed in any or more of the following:

· Visual graphic artist

· Creative/Art director

· Layout artist

· Graphic designer

· Web designer

· Visual graphic multimedia artist

· Booth and product/window display designer

SECTION 2 COMPETENCY STANDARDS

This section gives the details of the contents of the basic, common and core units of competency required in VISUAL GRAPHIC DESIGN NC III.

BASIC COMPETENCIES

UNIT OF COMPETENCY: LEAD WORKPLACE COMMUNICATION UNIT CODE : 500311109

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes

required to lead in the dissemination and discussion of ideas, information and issues in the workplace.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Communicate	1.1.	Appropriate *communication method* is selected
information about workplace processes	1.2. 1.3.	Multiple operations involving several topics areas are communicated accordingly Questions are used to gain extra information
	1.4.	Correct sources of information are identified
	1.5.	Information is selected and organized correctly
	1.6.	Verbal and written reporting is undertaken when
		required
	1.7.	Communication skills are maintained in all situations
2. Lead workplace	2.1.	Response to workplace issues are sought
discussions	2.2.	Response to workplace issues are provided
		immediately
	2.3.	Constructive contributions are made to workplace
		discussions on such issues as production, quality
		and safety
	2.4.	Goals/objectives and action plan undertaken in the
		workplace are communicated
3. Identify and	3.1.	Issues and problems are identified as they arise
communicate issues arising in the workplace	3.2.	Information regarding problems and issues are organized coherently to ensure clear and effective communication
	3.3.	Dialogue is initiated with appropriate personnel
	3.4.	Communication problems and issues are raised as
		they arise

RANGE OF VARIABLES

VARIABLE	RANGE
1. Methods of communication	1.1. 1.2.	Non-verbal gestures Verbal
	1.3.	Face to face
	1.4.	Two-way radio
	1.5.	Speaking to groups
	1.6.	Using telephone
	1.7.	Written
	1.8.	Internet

EVIDENCE GUIDE

1. Critical aspects of Competency	Assessment requires evidence that the candidate: 1.1. Dealt with a range of communication/information at one time 1.2. Made constructive contributions in workplace issues 1.3. Sought workplace issues effectively 1.4. Responded to workplace issues promptly 1.5. Presented information clearly and effectively written form 1.6. Used appropriate sources of information 1.7. Asked appropriate questions 1.8. Provided accurate information
2. Underpinning	2.1.	Organization requirements for written and
knowledge		electronic communication methods
	2.2.	Effective verbal communication methods
3. Underpinning Skills	3.1.	Organize information
	3.2.	Understand and convey intended meaning
	3.3.	Participate in variety of workplace discussions
	3.4.	Comply with organization requirements for the use
		of written and electronic communication methods
4. Resource Implications	The following resources MUST be provided: 4.1. Variety of Information 4.2. Communication tools 4.3. Simulated workplace
5. Methods of Assessment	Competency may be assessed through: 5.1. Competency in this unit must be assessed through 5.2. Direct Observation 5.3. Interview
6. Context for Assessment	6.1.	Competency may be assessed in the workplace or in simulated workplace environment

UNIT OF COMPETENCY: LEAD SMALL TEAMS UNIT CODE : 500311110

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to lead

small teams including setting and maintaining team and individual performance standards.

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

1. Provide team leadership

1.1. Work requirements are identified and presented to team members

1.2. Reasons for instructions and requirements are communicated to team members

1.3. Team members’ queries and concerns are recognized, discussed and dealt with

2. Assign

responsibilities

2.1. Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude required to properly undertake the assigned task and according to company policy

2.2. Duties are allocated having regard to individual preference, domestic and personal considerations,

whenever possible

3. Set performance expectations for team members

3.1. Performance expectations are established based on client needs and according to assignment requirements

3.2. Performance expectations are based on individual team members duties and area of responsibility

3.3. Performance expectations are discussed and disseminated to individual team members

4. Supervise team performance

4.1. Monitoring of performance takes place against defined performance criteria and/or assignment instructions and corrective action taken if required

4.2. Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies

4.3. Performance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel according to employer policy

4.4. Team members are kept informed of any changes in the priority allocated to assignments or tasks which might impact on client/customer needs and satisfaction

4.5. Team operations are monitored to ensure that employer/client needs and requirements are met

4.6. Follow-up communication is provided on all issues affecting the team

4.7. All relevant documentation is completed in accordance with company procedures

RANGE OF VARIABLES

VARIABLE	RANGE
1. Work requirements	1.1.	Client Profile
	1.2.	Assignment instructions
2. Team member’s concerns	2.1.	Roster/shift details
3. Monitor	3.1.	Formal process
performance	3.2.	Informal process
4. Feedback	4.1.	Formal process
	4.2.	Informal process
5. Performance issues	5.1.	Work output
	5.2.	Work quality
	5.3.	Team participation
	5.4.	Compliance with workplace protocols
	5.5.	Safety
	5.6.	Customer service

EVIDENCE GUIDE

1. Critical Aspects of Competency	Assessment requires evidence that the candidate: 1.1. Maintained or improved individuals and/or team performance given a variety of possible scenario 1.2. Assessed and monitored team and individual performance against set criteria 1.3. Represented concerns of a team and individual to next level of management or appropriate specialist and to negotiate on their behalf 1.4. Allocated duties and responsibilities, having regard to individual’s knowledge, skills and aptitude and the needs of the tasks to be performed 1.5. Set and communicated performance expectations for a range of tasks and duties within the team and provided feedback to team members
2. Underpinning	2.1.	Company policies and procedures
Knowledge	2.2.	Relevant legal requirements
	2.3.	How performance expectations are set
	2.4.	Methods of Monitoring Performance
	2.5.	Client expectations
	2.6.	Team member’s duties and responsibilities
3. Underpinning	3.1.	Communication skills required for leading teams
Skills	3.2.	Informal performance counseling skills
	3.3.	Team building skills
	3.4.	Negotiating skills
4. Resource Implications	The following resources MUST be provided: 4.1. Access to relevant workplace or appropriately simulated environment where assessment can take place 4.2. Materials relevant to the proposed activity or task
5. Methods of Assessment	Competency may be assessed through: 5.1. Direct observations of work activities of the individual member in relation to the work activities of the group 5.2. Observation of simulation and/or role play involving the participation of individual member to the attainment of organizational goal 5.3. Case studies and scenarios as a basis for discussion of issues and strategies in teamwork
6. Context of Assessment	6.1.	Competency assessment may occur in workplace or any appropriately simulated environment
	6.2.	Assessment shall be observed while task are being
		undertaken whether individually or in-group

UNIT OF COMPETENCY: DEVELOP AND PRACTICE NEGOTIATION SKILLS UNIT CODE : 500311111

UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes

required to collect information in order to negotiate to a desired outcome and participate in the negotiation.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Plan negotiations	1.1	Information on *preparing for negotiation* is
		identified and included in the plan
	1.2	Information on creating *non verbal environments*
		for positive negotiating is identified and included in
		the plan
	1.3	Information on *active listening* is identified and
		included in the plan
	1.4	Information on different *questioning techniques* is
		identified and included in the plan
	1.5	Information is checked to ensure it is correct and up-
		to- date
2. Participate in	2.1	Criteria for successful outcome are agreed upon by
negotiations		all parties
	2.2	Desired outcome of all parties are considered
	2.3	Appropriate language is used throughout the
		negotiation
	2.4	A variety of questioning techniques are used
	2.5	The issues and processes are documented and
		agreed upon by all parties
	2.6	Possible solutions are discussed and their viability
		assessed
	2.7	Areas for agreement are confirmed and recorded
	2.8	Follow-up action is agreed upon by all parties

RANGE OF VARIABLES

VARIABLE	RANGE
1. Preparing for	1.1	Background information on other parties to the negotiation Good understanding of topic to be negotiated Clear understanding of desired outcome/s Personal attributes 1.4.1 self awareness 1.4.2 self esteem 1.4.3 objectivity 1.4.4 empathy 1.4.5 respect for others Interpersonal skills 1.5.1 listening/reflecting 1.5.2 non verbal communication 1.5.3 assertiveness 1.5.4 behavior labeling 1.5.5 testing understanding 1.5.6 seeking information 1.5.7 self disclosing Analytic skills 1.6.1 observing differences between content and process 1.6.2 identifying bargaining information 1.6.3 applying strategies to manage process 1.6.4 applying steps in negotiating process 1.6.5 strategies to manage conflict 1.6.6 steps in negotiating process 1.6.7 options within organization and externally for resolving conflict
negotiation
	1.2
	1.3
	1.4
	1.5
	1.6
2. Non-verbal	2.1	Friendly reception
environments	2.2	Warm and welcoming room
	2.3	Refreshments offered
	2.4	Lead in conversation before negotiation begins
3. Active listening	3.1	Attentive
	3.2	Don’t interrupt
	3.3	Good posture
	3.4	Maintain eye contact
	3.5	Reflective listening
4. Questioning	4.1	Direct
techniques	4.2	Indirect
	4.3	Open-ended

EVIDENCE GUIDE

1.	Critical Aspects Competency	of	Assessment requires evidence that the candidate: 1.1 Demonstrated sufficient knowledge of the factors influencing negotiation to achieve agreed outcome 1.2 Participated in negotiation with at least one person to achieve an agreed outcome
2.	Underpinning Knowledge and Attitude		2.1 Codes of practice and guidelines for the organization 2.2 Organizations policy and procedures for negotiations 2.3 Decision making and conflict resolution strategies procedures 2.4 Problem solving strategies on how to deal with unexpected questions and attitudes during negotiation 2.5 Flexibility 2.6 Empathy
3. Underpinning Skills			3.1 Interpersonal skills to develop rapport with other parties 3.2 Communication skills (verbal and listening) 3.3 Observation skills 3.1 Negotiation skills
4. Resource Implications			The following resources MUST be provided: 4.1 Room with facilities necessary for the negotiation process 4.2 Human resources (negotiators)
5. Methods of Assessment			Competency may be assessed through: 5.1 Observation/demonstration and questioning 5.2 Portfolio assessment 5.3 Oral and written questioning 5.4 Third party report
6. Context for Assessment			6.1 Competency to be assessed in real work environment or in a simulated workplace setting.

UNIT OF COMPETENCY: SOLVE PROBLEMS RELATED TO WORK ACTIVITIES

UNIT CODE : 500311112

UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes

required to solve problems in the workplace including the application of problem solving techniques and to determine and resolve the root cause of problems.

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

1. Identify the problem

1.1. Variances are identified from normal operating parameters; and product quality

1.2. Extent, cause and nature are of the problem are defined through observation, investigation and analytical techniques

1.3. Problems are clearly stated and specified

2. Determine fundamental causes of the problem

2.1. Possible causes are identified based on experience and the use of problem solving tools / analytical techniques.

2.2. Possible cause statements are developed based on findings

2.3. Fundamental causes are identified per results of investigation conducted

3. Determine corrective action

3.1. All possible options are considered for resolution of the problem

3.2. Strengths and weaknesses of possible options are considered

3.3. Corrective actions are determined to resolve the problem and possible future causes

3.4. Action plans are developed identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures

4. Provide

recommendation/s to manager

4.1. Report on recommendations are prepared

4.2. Recommendations are presented to appropriate personnel.

4.3. Recommendations are followed-up, if required

RANGE OF VARIABLES

VARIABLE

RANGE

1. Analytical techniques

1.1.

1.2.

1.3.

1.4.

1.5.

1.6.

1.7.

Brainstorming Intuitions/Logic

Cause and effect diagrams Pareto analysis

SWOT analysis

Gant chart, Pert CPM and graphs Scatter grams

2. Problem

2.1.

2.2.

2.3.

2.4.

Non – routine process and quality problems Equipment selection, availability and failure Teamwork and work allocation problem

Safety and emergency situations and incidents

3. Action plans

3.1.

3.2.

3.3.

3.4.

3.5.

3.6.

3.7.

3.8.

Priority requirements Measurable objectives Resource requirements Timelines

Co-ordination and feedback requirements Safety requirements

Risk assessment Environmental requirements

EVIDENCE GUIDE

1. Critical Aspects of Competency

Assessment requires evidence that the candidate:

1.1. Identified the problem

1.2. Determined the fundamental causes of the problem

1.3. Determined the correct / preventive action

1.4. Provided recommendation to manager

These aspects may be best assessed using a range of scenarios / case studies / what ifs as a stimulus with a walk through forming part of the response. These assessment activities should include a range of problems, including new, unusual and improbable situations that may have happened.

2. Underpinning Knowledge

2.1. Competence includes a thorough knowledge and understanding of the process, normal operating parameters, and product quality to recognize non- standard situations

2.2. Competence to include the ability to apply and explain, sufficient for the identification of fundamental cause, determining the corrective action and provision of recommendations

2.2.1. Relevant equipment and operational processes

2.2.2. Enterprise goals, targets and measures 2.2.3.Enterprise quality, OHS and environmental

requirement

2.2.4. Principles of decision making strategies and techniques

2.2.5. Enterprise information systems and data collation

2.2.6. Industry codes and standards

3. Underpinning Skills

3.1. Using range of formal problem solving techniques

3.2. Identifying and clarifying the nature of the problem

3.3. Devising the best solution

3.4. Evaluating the solution

3.5. Implementation of a developed plan to rectify the problem

4. Resource Implications

4.1. Assessment will require access to an operating plant over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios / case studies / what ifs will be required as well as bank of questions which will be used to probe the reason behind the observable action.

5. Methods of Assessment

Competency may be assessed through:

5.1. Case studies on solving problems in the workplace

5.2. Observation

The unit will be assessed in a holistic manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations, which will include disruptions to normal, smooth operation. Simulation may be required to allow for timely assessment of parts of this unit of competency. Simulation should be based on the actual workplace and will include walk through of the relevant competency components.

6. Context of Assessment

6.1. In all workplace, it may be appropriate to assess this unit concurrently with relevant teamwork or operation units.

UNIT OF COMPETENCY: USE MATHEMATICAL CONCEPTS AND TECHNIQUES

UNIT CODE : 500311113

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes

required in the application of mathematical concepts and techniques.

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

1. Identify mathematical tools and techniques to solve problem

1.1 Problem areas are identified based on given condition

1.2 Mathematical techniques are selected based on the given problem

2. Apply mathematical procedure/solution

2.1 Mathematical techniques are applied based on the problem identified

2.2 Mathematical computations are performed to the level of accuracy required for the problem

2.3 Results of mathematical computation is determined and verified based on job requirements

3. Analyze results

3.1 Result of application is reviewed based on expected and required specifications and outcome

3.2 Appropriate action is applied in case of error

RANGE OF VARIABLES

VARIABLE

RANGE

1. Mathematical techniques

May include but are not limited to:

1.1 Four fundamental operations

1.2 Measurements

1.3 Use/Conversion of units of measurements

1.4 Use of standard formulas

2. Appropriate action

2.1 Review in the use of mathematical techniques (e.g. recalculation, re-modeling)

2.2 Report error to immediate superior for proper action

EVIDENCE GUIDE

1.	Critical Aspects of Competency	Assessment requires evidence that the candidate: 1.1 Identified, applied and reviewed the use of mathematical concepts and techniques to workplace problems
2.	Underpinning Knowledge	2.1 Fundamental operation (addition, subtraction, division, multiplication) 2.2 Measurement system 2.3 Precision and accuracy 2.4 Basic measuring tools/devices
3.	Underpinning Skills	3.1 Applying mathematical computations 3.2 Using calculator 3.3 Using different measuring tools
4.	Resource Implications	The following resources MUST be provided: 4.1 Calculator 4.2 Basic measuring tools 4.3 Case Problems
5.	Methods of Assessment	Competency may be assessed through: 5.1 Authenticated portfolio 5.2 Written Test 5.3 Interview/Oral Questioning 5.4 Demonstration
6.	Context of Assessment	6.1 Competency may be assessed in the work place or in a simulated work place setting

UNIT OF COMPETENCY: USE RELEVANT TECHNOLOGIES UNIT CODE : 500311114

UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills, and

attitude required in selecting, sourcing and applying appropriate and affordable technologies in the workplace.

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

1. Study/select appropriate technology

1.1 Usage of different technologies is determined based on job requirements

1.2 Appropriate technology is selected as per work specification

2. Apply relevant technology

2.1 Relevant technology is effectively used in carrying out function

2.2 Applicable software and hardware are used as per task requirement

2.3 Management concepts are observed and practiced as per established industry practices

3. Maintain/enhance relevant technology

3.1 Maintenance of technology is applied in accordance with the industry standard operating procedure,

manufacturer’s operating guidelines and occupational health and safety procedure to ensure its operative ability

3.2 Updating of technology is maintained through continuing education or training in accordance with job requirement

3.3 Technology failure/ defect is immediately reported to the concern/responsible person or section for appropriate action

RANGE OF VARIABLES

VARIABLE	RANGE
1. Technology	May include but are not limited to: 1.1 Office technology 1.2 Industrial technology 1.3 System technology 1.4 Information technology 1.5 Training technology
2. Management concepts	May include but not limited to: 2.1 Real Time Management 2.2 KAIZEN or continuous improvement 2.3 5s 2.4 Total Quality Management 2.5 Other management/productivity tools
3. Industry standard operating procedure	3.1 Written guidelines relative to the usage of office technology/equipment 3.2 Verbal advise/instruction from the co-worker
4. Manufacturer’s operating guidelines/ instructions	4.1 Written instruction/manuals of specific technology/ equipment 4.2 General instruction manual 4.3 Verbal advise from manufacturer relative to the operation of equipment
5. Occupational health and safety procedure	5.1 Relevant statutes on OHS 5.2 Company guidelines in using technology/equipment
6. Appropriate action	6.1 Implementing preventive maintenance schedule 6.2 Coordinating with manufacturer’s technician

EVIDENCE GUIDE

1. Critical Aspects of Competency	Assessment requires evidence that the candidate: 1.1 Studied and selected appropriate technology consistent with work requirements 1.2 Applied relevant technology 1.3 Maintained and enhanced operative ability of relevant technology
2. Underpinning Knowledge	2.1 Awareness on technology and its function 2.2 Repair and maintenance procedure 2.3 Operating instructions 2.4 Applicable software 2.5 Communication techniques 2.6 Health and safety procedure 2.7 Company policy in relation to relevant technology 2.8 Different management concepts 2.9 Technology adaptability
3. Underpinning Skills	3.1 Relevant technology application/implementation 3.2 Basic communication skills 3.3 Software applications skills 3.4 Basic troubleshooting skills
4. Resource Implications	The following resources MUST be provided: 4.1 Relevant technology 4.2 Interview and demonstration questionnaires 4.3 Assessment packages
5. Methods of Assessment	Competency must be assessed through: 5.1 Interview 5.2 Actual demonstration 5.3 Authenticated portfolio (related certificates of training/seminar)
6. Context of Assessment	6.1 Competency may be assessed in actual workplace or simulated environment

COMMON COMPETENCIES

UNIT TITLE : APPLY QUALITY STANDARDS UNIT CODE : 506315202

UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values

needed to apply quality standards in the workplace. The unit also includes the application of relevant safety procedures and regulations, organization procedures and customer requirements.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Assess quality of received materials	1.1. Work instruction is obtained and work is carried out in accordance with standard operating procedures. 1.2. Received *materials* are checked against workplace standards and specifications. 1.3. Faulty materials related to work are identified and isolated. 1.4. *Faults* and any identified causes are recorded and/or reported to the supervisor concerned in accordance with workplace procedures. 1.5. Faulty materials are replaced in accordance with workplace procedures.
2. Assess own work	2.1. *Documentation* relative to quality within the company is identified and used. 2.2. Completed work is checked against workplace standards relevant to the task undertaken. 2.3. *Errors* are identified and isolated. 2.4. Information on the quality and other indicators of production performance are recorded in accordance with workplace procedures. 2.5. In cases of deviations from specific *quality standards*, causes are documented and reported in accordance with the workplace’ s standards operating procedures.
3. Engage in quality improvement	3.1. Process improvement procedures are participated in relative to workplace assignment. 3.2. Work is carried out in accordance with process improvement procedures. 3.3. Performance of operation or quality of product of service to ensure *customer* satisfaction is monitored.

RANGE OF VARIABLES

VARIABLE		RANGE
1	Materials	1.1 Materials may include but not limited to: 1.1.1. Manuals 1.1.2. Job orders 1.1.3. Instructional videos
2	Faults	2.1 Faults may include but not limited to: 2.1.1. Materials not to specification 2.1.2. Materials contain incorrect/outdated information 2.1.3. Hardware defects 2.1.4. Materials that do not conform with any regulatory agencies
3	Documentation	3.1 Organization work procedures 3.2 Manufacturer’s instruction manual 3.3 Customer requirements 3.4 Forms
4	Errors	4.1 Errors may be related but not limited to the following: 4.1.1. Deviation from the requirements of the Client 4.1.2. Deviation from the requirement of the organization
5	Quality standards	5.1 Quality standards may be related but not limited to the following: 5.1.1. Materials 5.1.2. Hardware 5.1.3. Final product 5.1.4. Production processes 5.1.5. Customer service
6	Customer	6.1 Co-worker 6.2 Supplier/Vendor 6.3 Client 6.4 Organization receiving the product or service

EVIDENCE GUIDE

1	Critical aspect of competency	Assessment must show that the candidate: 1.1 Carried out work in accordance with the company’s standard operating procedures 1.2 Performed task according to specifications 1.3 Reported defects detected in accordance with standard operating procedures 1.4 Carried out work in accordance with the process improvement procedures
2	Underpinning knowledge	2.1 Relevant production processes, materials and products 2.2 Characteristics of materials, software and hardware used in production processes 2.3 Quality checking procedures 2.4 Workplace procedures 2.5 Safety and environmental aspects of production processes 2.6 Fault identification and reporting 2.7 Quality improvement processes
3	Underpinning skills	3.1 Reading skills required to interpret work instruction 3.2 Communication skills needed to interpret and apply defined work procedures 3.3 Carry out work in accordance with OHS policies and procedures 3.4 Critical thinking 3.5 Solution providing and decision-making
4	Method of assessment	The assessor must select two of the following to objectively evaluate the candidate: 4.1 Observation and oral questioning 4.2 Third party report 4.3 Portfolio 4.4 Practical demonstration
5	Resource implication	Materials, software and hardware to be used in a real or simulated situation
6	Context of Assessment	Assessment may be conducted in the workplace or in a simulated environment

UNIT TITLE : PERFORM COMPUTER OPERATIONS UNIT CODE : 506311203

UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values

needed to perform computer operations which include inputting, accessing, producing and transferring data using the appropriate hardware and software.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Plan and prepare for task to be taken undertaken	1.1. Requirements of task are determined in accordance with the required output. 1.2. Appropriate *hardware* and *software* are selected according to task assigned and required outcome. *1.3.* Task is planned to ensure that *OH & S guidelines* and procedures are followed. 1.4. Client -specific guidelines and procedures are followed. 1.5. Required data security guidelines are applied in accordance with existing procedures.
2. Input data into computer	2.1. Data are entered into the computer using appropriate program/application in accordance with company procedures. 2.2. Accuracy of information is checked and information is saved in accordance with standard operating procedures. 2.3. Inputted data is stored in *storage media* according to requirements. *2.4.* Work is performed within *ergonomic guidelines.*
3. Access information using computer	3.1. Correct program/application is selected based on job requirements. 3.2. Program/application containing the information required is accessed according to company procedures. 3.3. *Desktop icons* are correctly selected, opened and closed for navigation purposes. 3.4. Keyboard techniques are carried out in line with OH & S requirements for safe use of keyboards.

4. Produce output/ data using computer system

4.1. Entered data are processed using appropriate software commands.

4.2. Data are printed out as required using computer hardware /peripheral devices in accordance with standard operating procedures.

4.3. Files and data are transferred between compatible systems using computer software, hardware/peripheral devices in accordance with standard operating procedures.

5. Use basic functions of a www-browser to locate information

5.1. Information requirements for internet search are established.

5.2. Browser is launched.

5.3. Search engine is loaded.

5.4. Appropriate search criteria/or URL of site is entered.

5.5. Relevant links are followed to locate required information.

5.6. Useful pages are bookmarked or printed as required.

6. Maintain computer equipment and systems

6.1. Procedures for ensuring security of data, including regular back-ups and virus checks are implemented in accordance with standard operating procedures.

6.2. Basic file maintenance procedures are implemented in line with the standards operating procedures.

RANGE OF VARIABLES

VARIABLE		RANGE
1	Hardware and	1.1	Personal computers
	peripheral devices	1.2	Networked systems
		1.3	Communication equipment
		1.4	Printers
		1.5	Scanners
		1.6	Keyboard
		1.7	Mouse
		1.8	Voice/Data logger
2	Software	Software includes the following but not limited to: 2.1 Word processing packages 2.2 Database packages 2.3 Internet 2.4 Spreadsheets 2.5 Client Specific Software
3	OH & S guidelines	3.1	OHS guidelines
		3.2	Enterprise procedures
4	Storage media	Storage media include the following but not limited to: 4.1 Diskettes 4.2 CDs 4.3 Zip disks 4.4 hard disk drives, local and remote 4.5 Optical drives
5	Ergonomic guidelines	5.1	Types of equipment used
		5.2	Appropriate furniture
		5.3	Seating posture
		5.4	Lifting posture
		5.5	Visual display unit screen brightness

6 Desktop icons

6.1 Icons include the following but not limited to:

6.2 Directories/folders

6.3 Files

6.4 Network devices

6.5 Recycle bin

6.6 Program icons

7 Maintenance

7.1 Creating and managing more space in the hard disk and other peripherals

7.2 Reviewing programs

7.3 Deleting unwanted files

7.4 Backing up files

7.5 Checking hard drive for errors

7.6 Using up to date anti-virus programs

7.7 Cleaning dust from internal and external surfaces

EVIDENCE GUIDE

1	Critical aspects of competency	Assessment must show that the candidate: 1.1 Selected and used hardware components correctly and according to the task requirement 1.2 used basic software applications to create new files and documents 1.3 Produced accurate and complete data in accordance with the requirements 1.4 Used appropriate devices and procedures to transfer files/data accurately 1.5 Used basic functions of a www-browser to locate information.
2	Underpinning knowledge	2.1 Basic ergonomics of keyboard and computer user 2.2 Main types of computers and basic features of different operating systems 2.3 Main parts of a computer 2.4 Storage devices and basic categories of memory 2.5 Relevant types of software 2.6 General security, privacy legislation and copyright 2.7 Viruses 2.8 OH & S principles and responsibilities 2.9 Calculating computer capacity 2.10 Productivity Application 2.11 Business Application 2.12 System Software
3	Underpinning skills	3.1	Reading and comprehension skills required to interpret work instruction and to interpret basic user manuals.
		3.2	Communication skills to identify lines of communication, request advice, follow instructions and receive feedback.
		3.3	Technology skills to use equipment safely including keyboard skills.
4	Method of assessment	The assessor may select two of the following assessment methods to objectively assess the candidate: 4.1 Direct Observation and Oral Questioning 4.2 Practical demonstration
5	Resource	5.1	Computer hardware with peripherals
	implication	5.2	Appropriate software
6	Context of Assessment	6.1	Assessment may be conducted in the workplace or in a simulated environment

CORE COMPETENCIES

UNIT TITLE: DEVELOP DESIGN STUDIES UNIT CODE: ICT213301

UNIT DESCRIPTOR: This unit describes the skills and knowledge required to interpret the creative brief, generate and assess ideas, conduct research, apply and evaluate visual effects designs techniques for any production in various industries.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Identify target audience and medium	1.1 Client’s target audience or market segment and their needs are identified. 1.2 Branding or product-packaging guidelines, if applicable, are followed. 1.3 *Media* through which the graphic or the visual will be used is identified.
2 Receive and interpret the brief	2.1 Liaise with the relevant personnel to interpret and identify the objective and outcomes of the media, considering the application of visual design and communication techniques to ensure the creative, technical and production requirements can be met *2.2* All *relevant factors* which may determine and affect visual design and communication concepts and application are identified through the breakdown and interpretation of the brief and liaison with *relevant personnel*
3. Generate and assess ideas	3.1 Range of visual design and communication ideas which are technically feasible, respond to the brief and provide creative solutions to all design issues are generated 3.2 Visual design and communication ideas are discussed and collaborated, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to the initial concept 3.3 Creative ideas and solutions are continuously reflected on and assessed for implications on budget, timeline, technical feasibility and suitability to meet the brief
4. Conduct research	4.1 Research and compare techniques and *tools* for *visual design and communication* available for use in the creation of the identified media, exploring the characteristics and differences of digital imaging and traditional imaging *4.2* Research and compare the range of *delivery platforms* available for the identified media 4.3 Range of typographical and *visual elements* that are appropriate in the development of the identified media is explored

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
	4.4 Relationship between the visual components and the hardware required is identified 4.5 Organize research media and findings for use by all relevant personnel throughout the design development process, updating as required 4.6 Initial discussions and design brief against the findings are evaluated and discussed with relevant personnel
5. Select media/ materials	5.1 Range of visual design and communication techniques available are identified and presented to the relevant personnel for the consideration of their ability to meet the creative, technical and production brief 5.2 Appropriate visual design and communication techniques are selected to fulfill the creative, technical, and production requirements of the brief 5.3 Relevant materials and media are gathered based on their compatibility to the creative and technical specifications of the selected media 5.4 Relevant personnel is consulted to ensure that all required media is identified and sourced and ensuring that selection is based on the understanding of the user characteristics and capabilities
6. Apply visual design and communication techniques	6.1 Selected *design techniques* are used to develop the structure of the product, ensuring that all elements are fully documented for future use 6.2 Relevant *media elements* required to achieve the desired outcome are considered 6.3 Technical parameters and planning are discussed with relevant personnel to achieve the most appropriate format 6.4 Range of appropriate design parameters is determined and employed to fulfill the brief, ensuring the creative, technical and production resources are adequate to achieve the final outcome
7. Evaluate design	7.1 Creative solutions are reviewed with regard to design brief, appropriateness to the user/audience and technical feasibility 7.2 Additional requirements or modifications are discussed and confirmed to the overall design and any necessary amendments is undertaken

RANGE OF VARIABLES

VARIABLE

RANGE

1 Media

May include the following:

1.1 Print

1.2 Electronic

1.2.1 Online/Web-based

1.2.2 CD/DVD

1.3 Product packaging

1.4 Booth and window display

1.5 Other promotional materials

2. Relevant factors

May include the following:

2.1 Budget

2.2 Costing

2.3 Delivery platform

3. Relevant personnel

May include the following:

3.1 client

3.2 user/audience

3.3 project manager

3.4 art/creative director

3.5 technical director

3.6 computer graphic designers

3.7 programmers

3.8 web developers

3.9 copywriters/editors

3.10 video/film editors

3.11 booth/merchandizing designer

3.12 heads of department

3.13 other specialist creative and technical staff

4. Tools

May include Graphic design tools such as:

4.1 Adobe Photoshop

4.2 Adobe Illustrator

4.3 Adobe In-design

4.4 Adobe PageMaker

4.5 Adobe Premier

4.6 CorelDraw

4.7 Gimp

4.8 QuarkXpress

4.9 Adobe After Effects

4.10 Microsoft PowerPoint

Traditional tools such as:

à Free hand sketches

à Clay and resin modeling

à Physical prototyping

à Mechanical drawing

5 Visual design and communication elements

May include the following:

5.1 spot and process colors

5.2 composition

5.3 proportion

5.4 balance

5.5 framing

5.6 color

5.7 line

5.8 texture

5.9 shape

5.10 form

5.11 tone

5.12 scale

5.13 movement

5.14 typography:

5.14.1 point/size

5.14.2 tracking

5.14.3 leading

5.14.4 kerning

5.14.5 typeface

5.15 design trends

6 Visual elements	May include the following: 6.1 screen images: 6.1.1 graphics 6.1.2 photographs 6.1.3 illustrations 6.2 colors and trends 6.3 fonts/typography 6.4 body types 6.5 style 6.6 logos 6.7 backgrounds
7 Format and delivery platform	May include the following: 7.1 Print media 7.2 Electronic media 7.2.1 Web/online 7.2.2 CD- or DVD-based 7.2.3 Mobile or hand-held 7.2.3.1 Cellular phones 7.2.3.2 MP4 / iPod 7.2.3.3 PDA 7.2.4 Game consoles 7.2.5 TV (traditional and IP-based) 7.2.6 Electronic billboards 7.3 Exhibitions and trade fairs
8 Media elements	May include the following: 8.1 Books and magazines 8.2 Newspapers 8.3 Brochures and flyers 8.4 Billboards and tarpaulins 8.5 Logos 8.6 Posters 8.7 CD labels 8.8 Booth and display window 8.9 Web pages 8.10 Product packaging
9 Different design techniques	May include: 9.1 drawing and sketching 9.2 storyboard 9.3 drawing on a tablet 9.4 scanning drawings and photographs 9.5 using image and background generation tools 9.6 thumbnail sketches 9.7 flow charts 9.8 design briefing and brainstorming

EVIDENCE GUIDE

1. Critical aspects of competency

2. Underpinning knowledge and attitude

Assessment must show that the candidate:

1.1 Generate a feasible range of visual design and communication ideas which respond to the brief and provide creative solutions to all design issues

1.2 Compared and evaluated the range of delivery platforms and materials available for various designs and media

1.3 Apply visual design and communication techniques

1.4 Demonstrated ability in written and verbal supporting presentations and reports where relevant.

2.1 Knowledge of:

2.1.1 Familiarity in different graphic applications

2.1.2 Principles of graphics design

2.1.3 Relevant intellectual property right provisions

2.2 principles of graphic and visual/ communication design

2.3 characteristics of digital and traditional graphics

2.4 color theory

2.5 familiarity in media elements

2.6 knowledge of using and combining/applying various materials and media and their economic and artistic uses

2.7 knowledge and application of a range of computer design software

2.8 knowledge of the limiting factors of computer hardware and software

2.9 interpretation of creative information, scripts and images copyright laws, regulations and copyright clearance procedures.

2.10 familiarity with the capability of a range of tools and design techniques for producing and manipulating images

2.11 perseverance and thoroughness of work

2.12 open-mindedness, trainable to new procedures, dedication to work, patience, initiative, orderliness and cleanliness

3. Underpinning skills

3.1 Artistic and creative skills

3.1.1 concept development

3.1.2 graphic design

3.1.3 effective visual communication skills

3.1.4 interpreting creative information, scripts and images

3.1.5 design and drawing skills

3.1.6 ability to maintain design integrity

3.2 Interpersonal skills

3.1.1 analysis of client specifications

3.1.2 analysis and decision making

3.1.3 Comprehension skills to interpret work instructions

3.1.4 Listening skills to effectively address clients’ concern;

3.1.5 Communication skills to efficiently deliver messages, feedback and instruction; and

3.1.6 Dealing with external and internal managers and teams with reference to print media requirements.

4. Method of assessment

5. Resources required for assessment

6. Context of assessment

3.2 Technical skills

3.2.1 computer operation

3.2.2 Using range of tools and techniques for producing and manipulating images

3.2.3 ability to review decisions in term of user characteristics and requirements

3.3 Project management skills

3.3.1 Tasking management skills to provide quality service in less time.

3.3.2 planning and research

3.3.3 understanding the capabilities of other collaborative personnel

The assessor must select two of the following to objectively assess the candidate

4.1 Observation and Oral Questioning;

4.2 Actual demonstration with oral questioning

4.3 Third party report

4.4 Portfolio

The following must be provided:

5.1 Industry standard computer type and current software application should be used.

5.2 Design briefs

§ Timeline

§ Design objectives

§ Design message

§ Target audience

6.1 Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE: CREATE VECTOR GRAPHICS USING A GRAPHICS APPLICATION UNIT CODE: ICT213302

UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to develop vector graphics based on a client brief using graphic applications.

This unit covers the knowledge and skills for creating illustrations, logos, maps, graphs and other objects required in the design brief. This will be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Prepare the work environment	1.1 Details of the brief are reviewed according to identified preference setting requirements 1.2 Monitor is calibrated using an ICC profile to ensure closest possible color match 1.3 Palettes are arranged to suit job and personal preferences 1.4 View magnification is set for ease of working with the graphics
2. Produce objects	2.1 Ruler units are set and grid is displayed to ensure artwork meets design specifications 2.2 Tools are used to produce objects and required attributes are entered and shapes *manipulated, continuing until graphic framework is finalized 2.3 Lines and curves are adjusted and edited to fit design specifications 2.4 Objects are painted, transposed and strokes and effects are scaled according to the design brief 2.5 Colors* are created, *edited* and saved to the color palette and saturation of color is adjusted 2.6 Color and appearance attributes are selected and copied as required 2.7 Gradients fills, mesh and patterns are used to paint and blend as required by the layout and design brief 2.8 Complex shapes are created by combining shapes into compounds and if required compounds are edited
3. Alter objects	3.1 *Objects* are grouped or individually selected, moved, scaled or rotated using a variety of methods 3.2 Objects are reflected, sheared and distorted according to the design brief 3.3 Three dimensional objects are formed and edited and gradient color added to create depth 3.4 The perspective of the objects is adjusted as required 3.5 Transformations are repeated according to the design brief 3.6 Smooth color blends are created between objects and blends are modified as required to meet the design brief

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

4. Add type as a graphic element

4.1 Required type is added to type containers and type attributes and formatting are set to reflect the design brief

4.2 Type is wrapped or placed along a path to complement the graphic

4.3 Type is converted to type outlines or letterforms and shapes are modified

5. Set appearance attributes and styles

5.1 Properties of the graphic are set and meet the design brief

5.2 Effects are added to a graphic and edited to make the appearance more suitable according to the design brief

5.3 Appearances required for further use are saved as styles

6. Set up layers

6.1 Objects are organized in layers and stacking order is controlled

6.2 Layers are locked and/or nested and grouped according to the design brief

6.3 Styles are added or removed from layers when layer consistency is or is not required

7. Finalize artwork

7.1 The appropriate format for saving the graphic is identified given the various elements in the graphic

7.2 Artwork is checked to ensure correct layout file and that there are no non-printable elements

7.3 PDF or other export options are fixed to the best settings for the final media and the file is then exported and saved

RANGE OF VARIABLES

VARIABLE	RANGE
1. Graphic applications	May include the following: 1.1 Adobe Illustrator 1.2 CorelDraw 1.3 Gimp	1.4 In Design 1.5 QuarkXpress
2. Manipulated	May include: 2.1 Shapes are rotated 2.2 position and sizes changed 2.3 shapes sent to back or forward 2.4 scaled and copied.
3 Colors	May include the following: 3.1 process colors 3.2 Spot colors 3.3 Registration colors 3.4 PMS
4 Edited	May include the following: 4.1 Transparency 4.2 Gradients 4.3 Strokes 4.4 custom colors using CMYK sliders.
5 Objects	May include the following: 5.1 Predefined shapes 5.2 drawn objects 5.3 curved segments 5.4 lines.
6 Formatting	May include the following: 6.1 Font 6.2 Leading 6.3 paragraph alignment		6.4 character size 6.5 columns of type 6.6 text flow.
7 Appearance attributes	May include the following: 7.1 Fills 7.2 Strokes 7.3 Effects 7.4 columns		7.5 blending modes 7.6 transparency 7.7 ruler guides
8 Elements	May include the following: 8.1 Layers 8.2 Anti-aliases 8.3 blending 8.4 feathering

EVIDENCE GUIDE

1.	Critical aspects of competency	Assessment must show that the candidate: 1.1 Developed vector graphics based on client brief using a high-end application. 1.2 Demonstrated an ability to find and use information relevant to the task from a variety of information sources.
2.	Underpinning knowledge	2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9	image formats correct application selection manipulation of objects color modes attributes of appearance effects filters text and formatting interpreting a brief.
3.	Underpinning skills	3.1 3.2 3.3 3.4 3.5 3.6	Artistic and creative skills Communication skills Interpersonal skills Listening skills Computer application skills Tasking management skills to provide quality service in less time.
4.	Method of assessment	The assessor must select two of the following to objectively assess the candidate 4.1 Observation and Oral Questioning; 4.2 Actual demonstration with oral questioning 4.3 Third party report 4.4 Portfolio
5.	Resources required for assessment	The following must be provided: 5.1 Industry standard computer type and current software application 5.2 Design briefs
6.	Context of assessment	6.1	Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE: CREATE RASTER GRAPHICS USING A GRAPHICS APPLICATION UNIT CODE: ICT213303

UNIT DESCRIPTOR: This unit covers the knowledge and skills required to develop raster graphics incorporating a range of features for cross-media publishing based on a client brief. This unit covers the knowledge and skills for manipulating and editing images, applying special effects as required in the design brief. This will be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Balance image	1.1	*Graphics files* are opened and design brief requirements are
quality and file		confirmed
size	1.2	Graphics are repeated efficiently using a symbol or stamp to
		reduce file size
	1.3	Slices are created from objects, layers or groups and
		updated as required
	1.4	Type anti-aliasing is applied selectively to keep small text
		easy to read
	1.5	*Tasks* are automated wherever possible and where
		necessary scripts are used for automation
2. Acquire digital	2.1	Images are acquired from digital camera, scanned images or
images		clip arts and other objects.
	2.2	Acquired Bitmaps are modified and/or duplicated depending
		on design requirements
	2.3	Bitmaps are masked and/or an opacity mask is added
	2.4	Layered file is exported to image editing program for editing
3. Manipulate objects/images	3.1 3.2	Objects, images and text are *manipulated* and *edited* as required *Elements* are defined for repetition, repetition tools are used to create duplicates and then are manipulated as a group
4. Use/Modify variable templates	4.1 4.2 4.3	Based on the design brief, objects are defined within the template as variables An automated script or an image server is used/ modified using data stored in any available source/server The template variables are tested to ensure correct operation
5. Create raster	5.1	Web-safe colors and other applicable *color gamut* are
graphic for final		selected for cross-media publishing purposes
media	5.2	File formats are chosen to best represent artwork styles
	5.3	*Objects*/Images are linked to create an image map that
		meets design requirements
	5.4	*Compression options* are selected that keep the image
		quality high and the file size low
	5.5	Export options are set to the best settings for the final media
		and the file is saved and exported

RANGE OF VARIABLES

VARIABLE

RANGE

1. Graphic files format

May include the following:

1.1 jpeg

1.2 bmp

1.3 eps

1.4 tiff

1.5 psd

1.6 pcx

1.7 png

2. Graphic application

May include the following:

2.1 Adobe Photoshop

2.2 CorelDraw

2.3 Gimp

2.4 QuarkXpress

3. Tasks

May include the following:

3.1 Batch processing

3.2 creating variations of similar designs.

4. Manipulated

May include:

4.1 Bend

4.2 Stretch

4.3 Twist

4.4 Warping

4.5 Liquefy

5. Color separation options

May include the following:

5.1 process color

5.2 spot color

5.3 halftone

5.4 resolution

5.5 bleed

5.6 printer marks

6 Color gamut

May include the following:

6.1 CMYK colors

6.2 Spot colors

6.3 Registration colors

6.4 PMS

7 Edited

May include the following:

7.1 Transparency

7.2 Gradients

7.3 Custom colors using CMYK sliders.

8 Objects

May include the following:

8.1 predefined shapes

8.2 drawn objects

8.3 curved segments

8.4 lines

9 Formatting

May include the following:

9.1 font

9.2 leading

9.3 paragraph alignment

9.4 character size

9.5 columns of type

9.6 text flow.

10 Effects

May include the following:

10.1 glows

10.2 textures

10.3 opacity

10.4 blur and others.

11 Elements

May include the following:

11.1 layers

11.2 fine lines

11.3 blending

11.4 feathering

12 Compression options

12.1 Lossless

12.2 Lossy

EVIDENCE GUIDE

1. Critical aspects of competency	Assessment must show that the candidate: 1.1 Developed raster graphics incorporating a range of features for cross-media publishing based on a client brief using raster graphics applications. 1.2 Demonstrated an ability to find and use information relevant to the task from a variety of information sources.
2. Underpinning knowledge and attitude	2.1 Knowledge of how to determine clients needs and expectations related to the product or services 2.2 Knowledge of equipment to be used for specific tasks 2.3 Knowledge of privacy laws and industry standards for obtaining using and protecting information obtained from clients 2.4 Knowledge on how to interact with clients 2.5 Knowledge on specified software application related to: 2.5.1 image formats 2.5.2 text and formatting 2.5.3 drawing shapes 2.5.4 manipulating images 2.5.5 design principles 2.5.6 profiles 2.5.7 color management 2.6 Knowledge of electronic pre-press system 2.7 Work values and attitudes
3. Underpinning skills	3.1 Artistic and creative skills 3.2 Communication skills 3.3 Interpersonal skills 3.4 Listening skills 3.5 Computer application skills
4. Method of assessment	The assessor must select two of the following to objectively assess the candidate 4.1 Observation and Oral Questioning 4.2 Actual demonstration with oral questioning 4.3 Third party report 4.4 Portfolio
5. Resources required for assessment	The following must be provided: 5.1 Relevant hardware and software. 5.2 Design briefs
6. Context of assessment	6.1 Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE: DEVELOP DESIGNS FOR PRINT MEDIA UNIT CODE: ICT213304

UNIT DESCRIPTOR: This unit describes the skills and knowledge required to layout pages based on client brief using page layout applications while applying the principles of visual design and communication. For this unit the knowledge and skills cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specific problems. This would be applied across a range of roles in a variety of contexts with some complexity in extent and choice of options available.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Confirm client brief	1.1 Details of the client brief are reviewed and any confusion is clarified with client or supervisor 1.2 The type of document is determined and limitations for production assessed 1.3 Client copy and images are assembled to conform to the brief requirements 1.4 *Library files* are accessed for relevant data to conform to the brief requirements
2. Prepare the work environment	2.1 Details of the brief are reviewed according to identified preference setting requirements 2.2 Monitor is calibrated using an ICC profile to ensure closest possible color match 2.3 Palettes are arranged to suit job and personal preferences 2.4 View magnification is set for ease of working with the page layout
3. Arrange elements on page	3.1 Required text is prepared and appropriate fonts and size are selected 3.2 *Elements* are created and arranged on page to conform to the brief requirements 3.3 Graphics, layers, product shots and other elements are imported from other applications and correctly formatted and placed 3.4 *Document set up* is completed to conform to the *final media* and brief requirements
4. Finalize layout	4.1 Pages and combined elements are *imposed* correctly to suit specified sheet size 4.2 Numerical sequence and lay down of the product or mock-up is correctly identified to meet binding and finishing requirements 4.3 Bleed allowance is incorporated in margins and borders
5. Check quality	5.1 Text is reviewed for possible errors and omissions and errors are discussed with client or supervisor 5.2 Alignment of the basic elements are maintained based on the overall balance of the layout and correct color blends and gradients

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
	5.3 Hard copy proof is printed and rechecked for errors, omissions and the overall balance of the layout 5.4 Necessary changes are made, reviewed on screen and reproofed as required *5.5* The job is saved according to *organizational procedures* 5.6 A digital proof or PDF (digital document file format) is created to present to client
6. Prepare for final media	6.1 For cross-media publishing purposes web-safe *colors* are selected 6.2 File formats are chosen to best represent artwork styles 6.3 *Compression options* are selected that keep the image quality high and the file size low 6.4 Export options are set to the best settings for the final media and the file is saved and exported
7. Finalize document	7.1 The appropriate format for saving the images/artworks/ objects is identified given the various *elements* in the page layout 7.2 The resolution for effects and any filters are set based on image quality 7.3 Document is checked to ensure correct layout file and that there are no non-printable elements
8. Color separate artworks/object s/images	8.1 The correct *format* for the color separation is determined by the requirements of the pre-press workflow system 8.2 *Command preferences* are set to correct preferences for print quality and process 8.3 Based on printer feedback the *color separation options* are set according to print requirements of the design brief 8.4 Process and spot colors are combined if required 8.5 A screen frequency value appropriate for the print quality is selected and color separation preferences are saved 8.6 Spreads and chokes traps are created to avoid mis- registration 8.7 The overlapping, exposure and overprint of objects are defined 8.8 A proof is created and the separations checked, any required editing is completed and the file is saved

RANGE OF VARIABLES

VARIABLE

RANGE

1. Page layout applications

May include the following:

1.1 Adobe PageMaker

1.2 Adobe Frame Maker

1.3 Adobe In design

1.4 Corel Ventura

1.5 QuarkXpress

2. Library files

May include the following:

2.1 Bullets

2.2 Boarders

2.3 Buttons

2.4 Images

2.5 Clip art

2.6 Clients’ names and files

3. Elements

May include:

3.1 Graphics

3.2 Frames

3.3 Menus or dialogue boxes

3.4 indexes

4. Document set up

May include:

4.1 Margins

4.2 Page size

4.3 Page orientation

4.4 Number of pages

4.5 Multiple columns

4.6 Arrangement of pages

4.7 Pictures/graphics size

5. Final media

May include the following:

5.1 Printed material

5.2 Internet

5.3 CD ROM

6. Imposed

May include the following:

6.1 Plug-ins

6.2 Stand alone applications or automated features of high- end page layout programs exist to impose pages

7 Organizational procedures

May include the following:

7.1 Organizational procedures for saving a document can include the preferred format, naming preferences and the location of file is saved to.

8 Format

May include the following:

8.1 Font

8.2 Leading

8.3 paragraph alignment

8.4 character size

8.5 columns of type

8.6 text flow.

9 Command preferences

May include:

9.1 RGB

9.2 CMYK

9.3 color management

9.4 proof options

9.5 Document Information subjects

10 Color separation options

May include the following:

10.1 Process color

10.2 spot color

10.3 halftone

10.4 resolution

10.5 bleed

10.6 printer marks

11 Color gamut

May include the following:

11.1 CMYK colors

11.2 Spot colors

11.3 Registration colors

11.4 PMS

12 Compression options

12.1 Lossless

12.2 Lossy

13 Elements

May include the following:

13.1 Layers

13.2 fine lines

13.3 blending

13.4 feathering

EVIDENCE GUIDE

1.	Critical aspects competency	of	Assessment must show that the candidate: 1.1 Composed pages incorporating elements and features that meets the client's design brief and is print ready 1.2 Demonstrated an ability to find and use information relevant to the task from a variety of information sources 1.3 Demonstrated ability to apply the principles of visual design and communication 1.4 Prepared different sets of page layouts according to the listed Performance Criteria
2.	Underpinning knowledge and attitude		2.1 Principles of visual design and communications 2.2 Determination of clients needs and expectations related to the product or services 2.3 Privacy laws and industry standards for obtaining using and protecting information obtained from clients 2.4 Interaction with clients 2.5 Equipment to be used for specific tasks 2.6 Specific software application related to: 2.4.1 image/text formats (document file formats) 2.4.2 text and formatting 2.4.3 drawing shapes 2.4.4 manipulating images 2.4.5 design principles 2.4.6 color management 2.4.7 color separation 2.4.8 shortcut keys 2.4.9 monitor calibration 2.5 Traditional and electronic pre-press systems 2.6 Work values and attitudes
3. Underpinning skills			3.1 Artistic and creative skills 3.2 Communication skills 3.3 Interpersonal skills 3.4 Listening skills 3.5 Computer application skills 3.6 Computer/Application troubleshooting skills
4.	Method of assessment		The assessor must select two of the following to objectively assess the candidate 4.1 Observation and Oral Questioning 4.2 Actual demonstration with oral questioning 4.3 Third party report 4.4 Portfolio
5.	Resources required for assessment		The following must be provided: 5.1 Relevant hardware and software. 5.1.1 Page layout applications such as InDesign, PageMaker, QuarkXPress, will be required for assessment of this unit of competency. New software applications and new versions of existing products enter the market regularly and therefore this example group will change 5.1.2 Scanner, digital camera 5.2 Design briefs
6.	Context of assessment		6.1 Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE : DEVELOP DESIGNS FOR ELECTRONIC MEDIA UNIT CODE : ICT213305

UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to incorporate the principles of visual design and communication into the development of designs for an electronic media for use in various industries.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1 Receive and interpret the brief	1.1 Liaise with the *relevant personnel* to interpret and identify the objective and desired outcomes of the *electronic media, considering the application of visual design and communication techniques to ensure the creative, technical and production requirements can be met 1.2 All relevant factors* which may determine and affect visual design and communication concepts and application are identified through the breakdown and interpretation of the brief and liaison with relevant personnel 1.3 Target user/audience is identified to determine the *format* *and delivery platform* of the electronic materials through discussion with relevant personnel
2. Generate and assess ideas	2.1 Range of visual design and communication ideas which are technically feasible, respond to the brief and provide creative solutions to all design issues are generated 2.2 Visual design and communication ideas are discussed and collaborated, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to the initial concept 2.3 Creative ideas and solutions are continuously reflected on and assessed for implications on budget, timeline, technical feasibility and suitability to meet the brief
3. Conduct research	3.1 Research and compare: 3.1.1 *techniques* and *tools* for visual design and communication 3.1.2 range of *delivery platforms; and 3.1.3* typographical and *visual elements* that are appropriate and available for use in the creation of an electronic media 3.2 Relationship between the visual elements, hardware, and software required is identified 3.3 Organize research media and findings for use by all relevant personnel throughout the design development process, updating as required 3.4 Initial discussions and design brief against the findings are evaluated and discussed with relevant personnel

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

4. Select techniques, tools, delivery platform, and software/ Gather materials

5. Apply visual design and communication techniques

6. Evaluate design outcome

4.1 Appropriate:

4.1.1 visual design and communication techniques and tools

4.1.2 delivery platforms; and

4.1.3 typographical and visual elements

are selected to fulfill the creative, technical, and production requirements of the brief, and ensuring that selection is based on solid understanding of the characteristics and capabilities of intended audience or users

4.2 Required materials, hardware, and software are gathered and sourced

5.1 Selected design techniques and tools are applied in developing the design, ensuring that the creative and technical requirements of the brief are fulfilled and that all elements are fully documented for use/reference of all relevant personnel

5.2 Relevant personnel are constantly consulted throughout the production to ensure harmony and compatibility of the design with technical requirements

6.1 Design outcome is evaluated on whether it is able to meet the creative and technical requirements set for the project

6.2 Additional requirements or modifications to the design are identified and implemented

RANGE OF VARIABLES
VARIABLE		RANGE
1. Electronic media	1.1	Web
	1.2	CD- or DVD-based
	1.3	Mobile or hand-held
2. Relevant personnel 3. Relevant factors 4. visual design and communication techniques for electronic media 5. visual design and communication tools for electronic media	1.3.1 Cellular phones 1.3.2 MP4 / iPod 1.3.3 PDA 1.3.4 Game consoles 1.4 TV (traditional and IP-based) 1.5 Electronic billboards May include the following: 2.1 creative/art director 2.2 technical director 2.3 designers 2.4 developers/programmers 2.5 copywriters/editors 2.6 heads of department 2.7 user/audience 2.8 other specialist creative and technical staff May include the following: 3.1 Budget 3.2 Costing 3.3 Delivery platform 3.4 Timeframe May include: 4.1 drawing 4.2 storyboard 4.3 drawing on a tablet 4.4 scanning drawings and photographs 4.5 using image and background generation tools 4.6 thumbnail sketches 4.7 flow charts May include design tools such as: 5.1 Adobe Photoshop 5.2 Adobe PageMaker 5.3 Adobe Illustrator 5.4 Adobe Image Ready 5.5 Adobe Premiere 5.6 Adobe Acrobat 5.7 CorelDraw 5.8 Macromedia Flash / Flashlite 5.9 Macromedia Director 5.10 Macromedia DreamWeaver 5.11 Macromedia FrontPage

VARIABLE

RANGE

6 Visual elements for electronic media

May include the following:

6.1 colors

6.2 composition

6.3 proportion

6.4 balance

6.5 framing

6.6 line

6.7 texture

6.8 shape

6.9 form

6.10 tone

6.11 scale

6.12 movement or animation

6.13 fonts/typography:

6.13.1 typeface

6.13.2 type style

6.13.3 point/ font size

6.13.4 tracking

6.13.5 leading

6.13.6 kerning

7 format and delivery platforms for electronic media

May include the following:

7.1 Web

7.2 CD- or DVD-based

7.3 Mobile or hand-held

7.3.1 Cellular phones

7.3.2 MP4 / iPod

7.3.3 PDA

7.3.4 Game consoles

7.4 TV (traditional and IP-based)

7.5 Electronic billboards

EVIDENCE GUIDE

1. Critical aspects of competency	Assessment must show that the candidate: 1.1 Generated a feasible range of visual design and communication ideas which respond to the brief and provide creative solutions to all design issues 1.2 Compared the range of delivery platforms available for electronic media 1.3 Gathered relevant materials and media based on their compatibility to the creative and technical specifications of the electronic media 1.4 Applied visual design and communication techniques
2. Underpinning	2.1	principles of graphic and visual/ communication design
knowledge	2.2	characteristics of digital and traditional graphics
	2.3	color theory
	2.4	familiarity in electronic media elements
	2.5	knowledge and application of a range of computer design
		software
	2.6	knowledge of the limiting factors of computer hardware
		and software
	2.7	interpretation of creative information, scripts and images
	2.8	copyright laws, regulations and copyright clearance
		procedures.
3. Underpinning	3.1	familiarity with the capability of a range of tools and
skills		techniques for producing and manipulating images
	3.2	ability to review decisions in term of user characteristics
		and requirements
	3.3	planning and research
	3.4	effective visual communication skills
	3.5	interpreting creative information, scripts and images
	3.6	understanding the capabilities of other collaborative
		personnel
	3.7	design and drawing skills
	3.8	ability to maintain design integrity
4. Method of assessment	The assessor must select two of the following to objectively assess the candidate 4.1 Actual demonstration with oral questioning 4.2 Third party report 4.3 Portfolio
5. Resources required for assessment	The following must be provided: 5.1 Industry-standard hardware (e.g. PC, CD or DVD player, MP4 player) and software application 5.2 Design briefs
6. Context of assessment	6.1	Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE : DEVELOP DESIGNS FOR PRODUCT PACKAGING UNIT CODE : ICT213306

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1 Receive and interpret the brief	*1.1* Liaise with the *relevant personnel* to interpret and identify the objective and desired outcomes of the *product packaging* 1.2 All *relevant factors* which may determine and affect visual design and communication concepts and application are identified through the breakdown and interpretation of the brief and liaison with relevant personnel 1.3 Prospective buyers/customers are identified to determine the *form* and *materials* of the product packaging through discussion with relevant personnel
2. Generate and assess ideas	2.1 Range of visual design and communication ideas which are technically feasible, respond to the brief and provide creative solutions to all design issues are generated 2.2 Visual design and communication ideas are discussed and collaborated, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to the initial concept 2.3 Creative ideas and solutions are continuously reflected on and assessed for implications on budget, timeline, technical feasibility and suitability to meet the brief 2.4 Market is evaluated to fit design packages and production design process
3. Develop brand and prototype	3.1 Research and compare: *3.1.1* *techniques* and *tools* 3.1.2 materials and forms of packaging; *3.1.3* *visual elements* 3.1.4 photography that are appropriate and available for use in the development of product packaging 3.2 Relationship between the visual elements and materials required is identified 3.3 Research media and findings are organized for use by all relevant personnel throughout the design development process, updating as required 3.4 Initial discussions and design brief against the findings are evaluated and discussed with relevant personnel 3.5 Design prototype is produced according to the creative and printing/technical requirements and ensuring that selection is based on solid understanding of the characteristics and capabilities of intended buyers/customers

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
	3.6 Product lines are branded, expanded and kept consistent based on visual style created 3.7 Design prototype is evaluated on whether it is able to meet the *creative and technical requirements* set for the project 3.8 Additional requirements or modifications to the design are identified and implemented
4. Prepare design for mass/ volume production	4.1 Final design files and prototype-guide are prepared for mass/volume production 4.2 Appropriate format for saving the graphic is identified given the various elements in the graphic 4.3 Document is checked to ensure correct layout file and that there are no non-printable elements
5. Present design package	5.1 Understanding of methods for presenting packaging designs to clients is developed 5.2 New design/label is presented and launched.

RANGE OF VARIABLES

VARIABLE

RANGE

1. Relevant personnel

May include the following:

1.1 creative/art director

1.2 technical director

1.3 designers

1.4 developers/programmers

1.5 copywriters/editors

1.6 heads of department

1.7 client

1.8 buyers/customers

1.9 printers

1.10 other specialist creative and technical staff

2. Product packaging forms

May include the following:

2.1 boxes/cartons

2.2 bags

2.3 bottles

2.4 plastics

3. Relevant factors

May include the following:

3.1 Audience

3.2 Budget

3.3 Timeline

3.4 Production choices

3.5 Materials

4. materials

May include the following:

4.1 papers/cardboards

4.2 plastic

4.3 textiles

4.4 styrofoam

4.5 actual product being sold

4.6 corrugated boxes

4.7 wood

4.8 ceramics

4.9 ethnic/native materials

5. visual design and communication techniques for product packaging

May include:

5.1 3-D rendering

5.2 drawing sketching

5.3 scanning drawings and photographs

5.4 using image and background generation tools

5.5 established product brand

5.6 prototype

6. visual design and communication tools for product packaging

May include design tools such as:

6.1 Adobe Photoshop

6.2 Adobe Illustrator

6.3 Adobe Image Ready

6.4 CorelDraw

6.5 3D software/application

7. elements for product packaging

May include the following:

7.1. shape/ form

7.2. colors/ tone

7.3. composition

7.4. proportion

7.5. texture

7.6. dimension

7.6.1. size

7.6.2. weight

7.6.3. volume

7.7. fonts/typography:

7.7.1. typeface

7.7.2. type style

7.7.3. point/ font size

7.8. printed name of product

8. creative and technical requirements

May include the following:

8.1. aesthetic look and feel

8.2. portability or ease of handling

8.3. durability

8.4. pest resistant

8.5. environment friendly

8.6. originality

8.7. ISO/IPO certified

EVIDENCE GUIDE

1. Critical aspects of competency	Assessment must show that the candidate: 1.1 Generate a feasible range of visual design and communication ideas which respond to the brief and provide creative solutions to all design issues 1.2 Gathered and compared relevant materials and media based on their compatibility to the creative and technical specifications of the product packaging 1.3 Apply visual design and communication techniques
2. Underpinning knowledge	2.1 principles of graphic and visual/ communication design 2.2 characteristics of digital and traditional graphics 2.3 color theory 2.4 familiarity in product packaging forms, materials and technology 2.5 familiarity with pre-press workflow and standards 2.6 knowledge and application of a range of computer design software 2.7 copyright laws, regulations and copyright clearance procedures.
3. Underpinning skills	3.1 familiarity with the capability of a range of tools and techniques for vector and raster graphic applications 3.2 skills in 3D design techniques 3.3 ability to review decisions in term of user characteristics and requirements 3.4 planning and product shoots/prototyping 3.5 effective visual communication skills 3.6 understanding the capabilities of other collaborative personnel 3.7 design and drawing skills 3.8 ability to maintain design integrity 3.9 communication and presentation skills
4. Method of assessment	The assessor must select two of the following to objectively assess the candidate 4.1 Observation and oral questioning 4.2 Actual demonstration with oral questioning 4.3 Third party report 4.4 Portfolio
5. Resources required for assessment	The following must be provided: 5.1 work area 5.2 Industry standard hardware and software application 5.3 Design briefs 5.4 materials for prototyping
6. Context of assessment	6.1 Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

UNIT TITLE : DESIGN BOOTH AND PRODUCT/WINDOW DISPLAYS UNIT CODE : ICT213307

UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to incorporate the principles of visual design and communication into the design and production of booth and product/window displays.

ELEMENT	PERFORMANCE CRITERIA *Italicized* terms are elaborated in the Range of Variables
1. Receive and interpret the brief	1.1 Liaise with the *relevant personnel* to interpret and identify the objective and desired outcomes of the booth and product/window displays, considering the application of visual design and communication techniques to ensure the creative, technical and production requirements can be met 1.2 All *relevant factors* which may determine and affect visual design and communication concepts and application are identified through the breakdown and interpretation of the brief and liaison with relevant personnel 1.3 Target user/audience is identified to determine the *format and specifications* of the booth and product/window display materials through discussion with relevant personnel
2. Generate and assess ideas	2.1 Range of visual design and communication ideas which are technically feasible, respond to the brief and provide creative solutions to all design issues are generated 2.2 Visual design and communication ideas are discussed and collaborated, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to the initial concept 2.3 Creative ideas and solutions are continuously reflected on and assessed for implications on budget, timeline, technical feasibility and suitability to meet the brief
3. Develop design prototype	3.1 Research and compare: 3.1.1 *techniques* and *tools* for visual design and communication 3.1.2 range of *materials; and 3.1.3* typographical and *visual elements* that are appropriate and available for use in the production of booth and product/window displays 3.2 Relationship between the visual elements and *environmental* *factors* required are identified 3.3 Organize research media and findings for use by all relevant personnel throughout the design development process, updating as required 3.4 Initial discussions and design brief against the findings are evaluated and discussed with relevant personnel 3.5 Design prototype is developed and presented to relevant personnel for approval.

ELEMENT

PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables

4. Produce actual booth and product/windo w displays

4.1 Required materials are gathered and sourced based on approved prototype.

4.2 Actual booth and product/window displays are produced and set up in accordance with selected design techniques and tools ensuring that the creative and technical requirements of the brief are fulfilled and that all elements are fully documented for use/reference of all relevant personnel

4.3 Relevant personnel are constantly consulted throughout the production to ensure harmony and compatibility of the design with technical requirements

5. Evaluate design outcome

5.1 Design outcome is evaluated on whether it is able to meet the

creative and technical requirements set for the project

5.2 Additional requirements or modifications to the design are identified and implemented

RANGE OF VARIABLES

VARIABLE RANGE

1. Relevant personnel May include the following:

1.1 creative/art director

1.2 technical director

1.3 designers

1.4 carpenters

1.5 architects

1.6 copywriters/editors

1.7 heads of department

1.8 user/audience/client

1.9 other specialist creative and technical staff

2. Relevant factors May include the following:

2.1 Budget

2.2 Costing

2.3 Technical specifications

2.4 Timeframe

3. Format and specifications

4. visual design and communication techniques for booth and product/window display

5. visual design and communication tools for booth and product/window display

6 visual elements for booth and product/window display

May include the following:

3.1 Floor plans

3.2 Structural systems

3.3 Electrical/wiring requirements

3.4 theme

3.5 materials to be used

3.6 look and feel

3.7 colors

3.8 dimensions

3.9 shape and form

May include:

4.1 drawing and sketching

4.2 prototyping

4.3 3D rendering

4.4 Mounting of exhibit

May include design tools such as:

5.1 Adobe Photoshop

5.2 Adobe Illustrator

5.3 Adobe Image Ready

5.4 CorelDraw

5.5 Auto CAD

May include the following:

6.1 colors

6.2 layout/composition

6.3 proportion

6.4 balance

6.5 framing

6.6 line

6.7 texture

6.8 shape

VARIABLE	RANGE
	6.9 form 6.10 tone 6.11 scale 6.12 lighting 6.13 fonts/typography: 6.13.1 typeface 6.13.2 type style 6.14 point/ font size
7 materials	May include the following: 6.15 styrofoam 6.16 tarpaulin 6.17 electrical gadgets 6.18 neon lights 6.19 digital displays 6.20 metallic materials 6.21 actual product being displayed 6.22 mannequins 6.23 papers/cardboards 6.24 textiles 6.25 organic materials 6.26 panel systems
8. Environmental factors	8.1 Location 8.2 Physical arrangements / layout 8.3 Size 8.4 Lighting 8.5 Power source
9. creative and technical requirements	9.1. aesthetic look and feel 9.2. pest resistant 9.3. environment friendly 9.4. originality 9.5. ingress/egress requirement of exhibit area 9.6. attractiveness of exhibit 9.7. product dressing 9.8. conspicuous/legible tags and labels 9.9. standard size of booth for comfort and ease of movement of viewers

EVIDENCE GUIDE

1. Critical aspects of competency	Assessment must show that the candidate: 1.1 Generated a feasible range of visual design and communication ideas which respond to the brief and provide creative solutions to all design issues 1.2 Gathered and compared relevant materials and media based on their compatibility to the creative and technical specifications of the booth and product/window display 1.3 Applied visual design and communication techniques
2. Underpinning knowledge	2.1 principles of graphic and visual/ communication design 2.2 characteristics of digital and traditional graphics 2.3 basic architecture and interior design 2.4 basic carpentry and electrical installations 2.5 Color theory 2.6 Familiarity in booth and product/window display 2.7 Knowledge on design and trends updates 2.8 knowledge and application of a range of computer design software 2.9 interpretation of creative information and images 2.10 copyright laws, regulations and copyright clearance procedures.
3. Underpinning skills	3.1 familiarity with the capability of a range of tools and techniques for producing booth and product/window display 3.2 skills in 3D design techniques 3.3 ability to review decisions in term of user characteristics and requirements 3.4 planning, booth shots and product dressing 3.5 effective visual communication skills 3.6 understanding the capabilities of other collaborative personnel 3.7 drawing and sketching skills 3.8 ability to maintain design integrity 3.9 Running/managing the booth
4. Method of assessment	The assessor must select two of the following to objectively assess the candidate 4.1 Observation and Oral Questioning; 4.2 Actual demonstration with oral questioning 4.3 Interview and design presentation 4.4 Third party report 4.5 Portfolio
5. Resources required for assessment	The following must be provided: 5.1 exhibit area or workplace 5.2 PC with appropriate software applications for 3D rendering 5.3 Design briefs 5.4 Prototype design materials
6. Context of assessment	6.1 Competency may be assessed on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

SECTION 3 TRAINING STANDARDS

These guidelines are set to provide the Technical and Vocational Education and Training (TVET) providers with information and other important requirements to consider when designing training programs for Visual Graphic Design NC III.

3.1. CURRICULUM DESIGN

Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III

Nominal Training Hours: 64 Hrs (Basic) + 18 Hrs (Common) + 405 Hrs (Core) Course Description:

This course is designed to develop the basic and common knowledge, skills, and attitudes of a Visual Graphic Design Provider in accordance with industry standards.

To obtain this, all units prescribed for this qualification must be achieved:

BASIC COMPETENCIES

Unit of Competency		Learning Outcomes	Methodology	Assessment Approach
1. Lead workplace communication	1.1	Communicate information about workplace processes.	· Group discussion · Role Play · Brainstorming	· Observation · Interviews
	1.2	Lead workplace
		discussions.
	1.3	Identify and communicate
		issues arising in the
		workplace
2. Lead small	2.1	Provide team leadership.	· Lecture	· Demonstration
teams	2.2	Assign responsibilities	· Demonstration	· Case studies
	among members. 2.3 Set performance		· Self-paced
		expectation for team
		members.
	2.4	Supervise team
		performance
3. Develop and practice	3.1	Identify relevant information in planning	· Direct observation	· Written test · Practical/
negotiation skills	negotiations 3.2 Participate in negotiations 3.3 Document areas for agreement		· Simulation/role playing · Case studies	performance test

64 hrs

(modular)

4. Solve

workplace problem related to work

4.1 Explain the analytical techniques.

4.2 Identify the problem.

4.3 Determine the possible

· Direct observation

· Simulation/role playing

· Case studies

· Written test

· Practical/ performance test

activities

cause/s of the problem.

5. Use

mathematical

5.1

Identify mathematical tools and techniques to

· Direct observation

· Simulation/role

· Written test

· Practical/

concepts and

techniques

6. Use relevant technologies

solve problem

5.2 Apply mathematical procedures/solution

5.3 Analyze results

6.1 Identify appropriate technology

6.2 Apply relevant technology

6.3 Maintain/enhance relevant technology

playing

· Case studies

· Direct observation

· Simulation/role playing

· Case studies

performance test

· Written test

· Practical/ performance test

COMMON COMPETENCIES

18 hrs.

Unit of Competency

Learning Outcomes

Methodology

Assessment Approach

1. Apply

Quality Standards

1.1. Asses quality of received materials

1.2. Assess own work

1.3. Engage in quality improvement

1. Field trip

2. Symposium

3. Problem solving

4. Film showing

5. Simulation

6. Individualize learning

7. On the job training

1. Demonstration and questioning

2. Observation and questioning

3. Third party report

2. Perform Computer Operation

2.1. Set-up workstation

2.2. Prepare storage media

2.3. Work with files and objects

2.4. Manipulate word processing software

2.5. Manipulate

spreadsheet software

2.6. Manipulate customize and database applications

2.6. Utilize the internet

2.7. Maintain computer hardware and software

1. Modular

2. Film showing

3. Computer based training (e-learning)

4. Project method

5. On the job training

1. Demonstration and questioning

2. Observation and questioning

3. Third party report

4. Assessment of output product

5. Portfolio

6. Computer based assessment

CORE COMPETENCIES

Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III

Nominal Training Hours: 405 HOURS

Course Description:

This course is designed to develop knowledge, skills, and attitudes of a Visual Graphics Designer in accordance with industry standards. It covers core competencies such as developing design concept, creating vector and raster graphics using graphics applications, applying principles of visual design and communication to the development of a print and electronic media, product packaging and to the production of a booth and product/ window displays.

To obtain this, all units prescribed for this qualification must be achieved:

Unit of Competency	Learning Outcome		Methodology	Assessment Approach
1. Develop design	1.1	Receive and interpret	· Lecture/ Discussion · Practical exercises	· Oral questioning · Practical demonstration · Portfolio
studies		design brief
	1.2	Generate and assess ideas
	1.3	Conduct research
	1.4	Select media materials
	1.5	Apply visual design and
		communication techniques
	1.6	Evaluate design
2. Create vector graphics using graphics applications	2.1 2.2 2.3	Prepare work environment Set color match between monitor and printer Employ various graphics application techniques in producing artworks or objects	· Lecture/ Discussion · Hands-on exercises · Simulation · Demonstration	· Observation · Practical demonstration · Oral questioning · Portfolio
	2.4	Produce printer-ready graphics
3. Create raster graphics using graphics applications	3.1 3.2 3.3	Balance image quality and file size Manipulate object/images Use/Modify variable templates	· Lecture/ Discussion · Practical exercises · Simulation · Demonstration	· Observation · Practical demonstration · Portfolio · Oral questioning
	3.4	Create raster graphics for final media
	3.5	Prepare graphic materials for printing

4. Develop designs for print media	4.1 4.2	Review and interpret the client brief Prepare the work	· Lecture/ Discussion · Practical exercises · Simulation · Demonstration	· Observation · Practical demonstration · Portfolio · Oral questioning
		environment
	4.3	Arrange elements on page
	4.4	Finalize and check quality of
		work
	4.5	Prepare for final media
	4.6	Produce printer-ready mock-
		up
	4.7	Set command preferences
		and color separation options
		for the page
5. Develop designs for electronic media	5.1 5.2 5.3	Receive and interpret the brief Conduct research Select techniques, tools, delivery platform, and software/ Gather materials	· Lecture/ Discussion · Practical exercises · Simulation · Demonstration	· Observation · Practical demonstration · Portfolio · Oral questioning
	5.4	Apply visual design and communication techniques
	5.5	Evaluate design outcome
6. Develop designs for product packaging	6.1 6.2 6.3	Receive and interpret the brief Develop prototype Prepare design for mass/ volume production	· Lecture/ Discussion · Practical exercises · Simulation · Demonstration	· Observation · Practical demonstration · Portfolio · Oral questioning
7. Design booth and product/ window display	7.1 7.2 7.3 7.4	Receive and interpret the brief Develop design prototype Produce actual booth and product/window displays Evaluate design outcome	· Lecture/ Discussion · Practical exercises · Simulation · Demonstration	· Observation · Practical demonstration · Portfolio · Oral questioning

3.2. TRAINING DELIVERY

The delivery of training should adhere to the design of the curriculum. Delivery should be guided by the 10 basic principles of the competency-based TVET.

· The training is based on curriculum developed from the competency standards;

· Learning is modular in its structure;

· Training delivery is individualized and self-paced;

· Training is based on work that must be performed;

· Training materials are directly related to the competency standards and the curriculum modules;

· Assessment is based in the collection of evidence of the performance of work to the industry required standard;

· Training is based both on and off-the-job components;

· Allows for recognition of prior learning (RPL) or current competencies;

· Training allows for multiple entry and exit; and

· Approved training programs are nationally accredited.

The competency-based TVET system recognizes various types of delivery modes, both on and off-the-job as long as the learning is driven by the competency standards specified by the industry. The following training modalities may be adopted when designing training programs:

· The dualized mode of training delivery is preferred and recommended. Thus programs would contain both in-school and in-industry training or fieldwork components. Details can be referred to the Dual Training System (DTS) Implementing Rules and Regulations.

· Modular/self-paced learning is a competency-based training modality wherein the trainee is allowed to progress at his own pace. The trainer facilities the training delivery.

· Peer teaching/mentoring is a training modality wherein fast learners are given the opportunity to assist the slow learners.

· Supervised industry training or on-the-job training is an approach in training designed to enhance the knowledge and skills of the trainee through actual experience in the workplace to acquire a specific competencies prescribed in the training regulations.

· Distance learning is a formal education process in which majority of the instruction occurs when the students and instructors are not in the same place. Distance learning may employ correspondence study, or audio, video or computer technologies.

3.3. TRAINEE ENTRY REQUIREMENTS

Trainees or students should possess the following requirements:

· can communicate either oral or written;

· must be physically and mentally fit to undergo training

· high school graduate or equivalent

· with basic computer skills; and

· must pass the aptitude and artistic/talent determination test

This list does not include specific institutional requirements such as educational attainment, appropriate work experience, and others that may be required of the trainees by the school or training center delivering the TVET program.

3.4. LIST OF TOOLS, EQUIPMENT AND MATERIALS VISUAL GRAPHIC DESIGN – NC III

Recommended list of tools, equipment and materials for the training of 25 trainees for Visual Graphic Design – NC III

TOOLS		EQUIPMENT		MATERIALS
Qty	Description	Qty	Description	Qty	Description
	Operating system		Computer with at least 17” monitor		Reference Book
	Internet Browsers (Netscape Navigator, Internet Explorer, Mozilla, Opera)		Ergonomic computer tables and chairs		Adobe PDF documents
			LCD Projector		Hand-outs
			Printer, color (DeskJet or laser)		CD’s CD ROMs
	Relevant or equivalent graphic software applications such as: - Adobe Photoshop - Adobe Illustrator - Adobe In-design - Adobe Premier - Adobe After Effects - Adobe PageMaker - Adobe FrameMaker - Adobe Image Ready - Adobe Acrobat - CorelDraw - Gimp - QuarkXpress - Microsoft PowerPoint		Scanner		Practice materials
			Digital Camera		Various printing media (e.g. photo-paper, tarpaulin, etc.)
			Monitor calibrator (optional)
			Electronic media · Web/online · CD- or DVD-based · Mobile or hand-held à Cellular phones à MP4 / iPod à PDA à Game consoles · TV (traditional and IP- based) · Electronic billboards
					Print media
					Internet
					Printed materials
					o Books and magazines o Newspapers o Brochures and flyers o Billboards and tarpaulins

TOOLS

EQUIPMENT

MATERIALS

Qty

Description

Qty

Description

Qty

Description

- Corel Ventura

- Macromedia Flash / Flashlite

- Macromedia Director

- Macromedia Dreamweaver

- Macromedia FrontPage

- 3D software application

Auto CAD

- Prototype materials papers/cardboards

- plastic

- textiles

- styrofoam

- actual product being sold

- corrugated boxes

- wood

- ceramics

- tarpaulin

- electrical gadgets

- neon lights

- digital displays

- metallic materials

- actual product being displayed

- mannequins

- organic materials

The quantity of tools and equipment to be used for the conduct of training for this qualification shall depend on the number of students, size of the class, and/or modality of training. The most important consideration is to make sure that tools and equipment are adequately provided to all trainees when needed. The actual list of tools, equipment, machines, supplies and other materials to be used shall be identified and detailed in the Competency Based Curriculum (CBC) to be submitted by the TVET provider when registering a course or training program with TESDA.

Due to the fast-changing nature of the Information and Communications Technology (ICT) sector, TVET providers are reminded to use and provide their trainees with the latest technology tools, equipment and materials where appropriate and applicable.

In cases where there are specialized tools, equipment and facilities that are not generally considered standard requirements or not absolute requisites for training, the industry working group or TESDA may provide guidelines or specific advice on such matters.

3.5. TRAINING FACILITIES

The Visual Graphic Design Workshop must be of concrete structure. Based on class size of 25 student/trainees the space requirements for the teaching/learning and circulation areas are as follows:

TEACHING/LEARNING AREAS	SIZE IN METERS	AREA IN SQ. METERS	QTY	TOTAL AREA IN SQ. METERS
Lecture Area	5 x 8	40	1	40
Computer laboratory	6 x 8	48	1	48
Learning Resource Area	4 x 5	20	1	20
Wash ,Toilet & Locker Room	2 x 5	10	2	20
Total				128
Facilities / Equipment / Circulation**				37
Total Area				165

** Area requirement is equivalent to 30% of the total teaching/learning areas

3.6. TRAINERS QUALIFICATION VISUAL GRAPHIC DESIGN NC III TRAINERS’ QUALIFICATION (TQ III)

· Must be a holder of Visual Graphic Design NC III or equivalent qualification

· Must have undergone training on Training Methodology III (TM III) or equivalent in training/experience

· Must be computer literate

· Must be physically and mentally fit

· *Must have at least 2 years job/industry experience

*Optional. Only when required by the hiring institution.

3.7. INSTITUTIONAL ASSESSMENT

Institutional Assessment is undertaken by trainees to determine their achievement of units of competency. A certificate of achievement is issued for each unit of competency.

SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

4.1 To attain the National Qualification of Visual Graphic Design NC III, the candidate must demonstrate competency in all the units listed in Section 1. Successful candidates shall be awarded a National Certificate III level signed by the TESDA Director General.

4.2 The qualification of Visual Graphic Design NC III may be attained through:

4.2.1 Accumulation of Certificates of Competency (COCs) in all the following clustered units of competencies:

4.2.1.1 Developing graphic designs for a print media

4.2.1.2 Developing designs for an electronic media

4.2.1.3 Developing designs for a product packaging

4.2.1.4 Designing a booth and product/window display

Successful candidates shall be awarded a Certificate of Competency (COC) in each of the core units.

Upon accumulation and submission of all COCs acquired for all the relevant units of competency comprising this qualification, an individual shall be issued the corresponding National Certificate.

4.3 Assessment shall focus on the core units of competency. The basic and common units shall be integrated or assessed concurrently with the core units.

4.4 The following are qualified to apply for assessment and certification:

4.4.1. Graduate of formal, non-formal, and informal, including enterprise- based, training programs.

4.4.2. Experienced workers (wage employed or self employed)

4.5 The guidelines on assessment and certification are discussed in detail in the “Procedures Manual on Assessment and Certification” and “Guidelines on the Implementation of the Philippine TVET Qualification and Certification System (PTQCS)”.

Receive and Respond to workplace communication

Work with Others

Demonstrate Work Values

Participate in Workplace

Communication

Work in a Team Environment

Practice Career Professionalism

Practice occupational Health and Safety

Procedures

Practice Housekeeping Procedures (5S)

Lead Workplace Communication

Lead Small Team

Develop and Practice Negotiation Skills

Solve Problems Related to Work Activities

Use Mathematical Concepts and Techniques

Use Relevant Technologies

Utilize Specialized Communication skills

Develop Team and Individual

Apply Problem Solving Techniques in the

Workplace

Collect, Analyze and Organize Information

Plan and Organize Work

Promote Environmental Protection

COMPETENCY MAP – INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SECTOR BASIC COMPETENCIES

COMMON COMPETENCIES

Perform Computer Operation

Apply Quality Standards

CORE COMPETENCIES

Visual Graphic Design NC III

Communicate Effectively using the English Language	Deliver Quality Customer Service	Communicate Effectively in a Customer Contact Center	Utilize Enterprise/ Company Technology	Conduct Contact Center Campaign	Provide Specialized Support and Assistance to Customers	Manage the Activities of a Contact Center Work Team
Demonstrate Understanding and Knowledge of the American Culture and Geography	Perform Basic Computer Operation and Internet Navigation	Lead a Contact Center Work Team	Use Business Technology	Use Medical Terminology to Carry Out Task	Produce Text from Audio Transcription	Produce Cleaned-up and In-betweened Drawings
Review / Edit Documents	Manage the Activities of a Work Team	Lead a Team in Delivering Quality Service	Produce Over-all Designs for Animation	Create 2D Models and Images	Produce 2D Colored Animation	Produce Key Drawings for Animation
Produce Background Designs	Composit and Edit Animation Sequence	Produce Storyboard for Animation	Create 3D Models and Images	Coordinate the Production of Animation	Use email and search the web using browsers	Install Computer Systems and Networks
Configure Computer Systems and Networks	Diagnose and Troubleshoot Computer Systems and Networks	Maintain Computer Systems and Networks	Operate a word-processing application	Operate a spreadsheet application	Operate a presentation package	Install and maintain a server
Design program logic	Apply program development approach	Apply object-oriented program language skills	Apply programming skills in a second language	Install network hardware to a network	Install software to networked computers	Install and configure a network
Determine and confirm client business expectations and needs	Create a simple mark-up language document to specification	Design a website to meet technical requirements	Transfer content to a website using commercial packages	Determine and apply appropriate development methodologies	Ensure website content meets technical protocols and standards	Build a database
Use structured query language to create database structures & manipulate data	Develop detailed technical design	Act on and complete change requests	Determine and act on client computing problems	Provide one -to - one instruction	Provide first-level remote help desk support	Design pages using a page layout application
Develop design studies	Create vector graphics using a graphics application	Create raster graphics using a graphics application	Develop designs for print media	Develop designs for electronic media	Develop designs for product packaging	Design booth & product/window display

TR-ICT (Visual Graphic Design NC III) Promulgated December 2007

GLOSSARY OF TERMS

1. Additive Color - A color produced by light falling onto a surface, as compared to subtractive color. An additive color model involves light emitted directly from a source or illuminant of some sort. The additive reproduction process usually uses red, green and blue light to produce the other colors

2. Anti-alias - The blending of pixel colors on the perimeter of hard-edged shapes, like type, to smooth undesirable edges (jaggies).

3. Artwork - All original copy, including type, photos and illustrations, intended for printing. Also called art.

4. Bitmap (or raster) image - is one of the two major graphic types (the other being vector ). Bitmap- based images are comprised of pixels in a grid. Each pixel or "bit" in the image contains information about the color to be displayed. Bitmap images have a fixed resolution and cannot be resized without losing image quality. Common bitmap-based formats are JPEG, GIF, TIFF, PNG, PICT, and BMP. Most bitmap images can be converted to other bitmap-based formats very easily. Bitmap images tend to have much large file sizes than vector graphics and they are often compressed to reduce their size. Although many graphics formats are bitmap-based, bitmap (BMP) is also a graphic format.

5. CMYK - Acronym for cyan-magenta-yellow-black. A color model that describes each color in terms of the quantity of each secondary color (cyan, magenta, yellow), and "key" (black) it contains. The CMYK system is used for printing.

6. Color Balance - Refers to amounts of process colors that simulate the colors of the original scene or photograph.

7. Color Correct - Adjust the relationship among the process colors to achieve desirable colors.

8. Color Gamut - Range of hues possible to reproduce using a specific device, such as a computer screen, or system, such as four-color process printing.

9. Color Model - Way of categorizing and describing the infinite array of colors found in nature.

10. Color separation - refers to color printing, is the reproduction of an image or text in color (as opposed to simpler black and white or monochrome printing). Color printing involves a series of steps, or transformations, in order to generate a quality color reproduction. The process of color separation starts by separating the original artwork into red, green, and blue components (for example by a digital scanner). The next step is to invert each of these separations. When a negative image of the red component is produced, the resulting image represents the cyan component of the image. Likewise, negatives are produced of the green and blue components to produce magenta and yellow separations, respectively. This is done because cyan, magenta, and yellow are subtractive primaries which each represent two of the three additive primaries (RGB) after one additive primary has been subtracted from white light.

11. Composition - (1) In typography, the assembly of typographic elements, such as words and paragraphs, into pages ready for printing. (2) In graphic design, the arrangement of type, graphics and other elements on the page.

12. Computer graphics is a sub-field of computer science and is concerned with digitally synthesizing and manipulating visual content. Although the term often refers to three-dimensional computer graphics, it also encompasses two-dimensional graphics and image processing. Computer graphics is often differentiated from the field of visualization, although the two have many similarities.

13. Drawing - is a means of making an image, using any of a wide variety of tools and techniques. It generally involves making marks on a surface by applying pressure from a tool, or moving a tool across a surface. Common tools are graphite pencils, pen and ink, inked brushes, wax color pencils, crayons, charcoals, pastels, and markers. Digital tools which simulate the effects of these are also used. The

main techniques used in drawing are: line drawing, hatching, crosshatching, random hatching, scribbling, stippling, and blending.

14. Electronic media - are media that utilize electronics or electromechanical energy for the end user (audience) to access the content. This is in contrast to static media (mainly print media), which are most often created electronically, but don't require electronics to be accessed by the end user in the printed form.

15. Filters - the color filters filter the light by wavelength range, such that the separate filtered intensities include information about the color of light.

16. Flattening - A Photoshop CS process in which all visible layers are merged into the background, greatly reducing file size. Flattening an image discards all hidden layers and fills the remaining transparent areas with white.

17. Graphic Arts - is a term applied historically to the art of printmaking and drawing. In contemporary usage it refers to the applied trade-skills of a graphic designer or print technician. The term can include the trades of lithography, serigraphy and bindery, among others. Graphic arts as a trade can be traced back to the first instances of the stamped image or word.

18. Graphic Design - Arrangement of type and visual elements along with specifications for paper, ink colors and printing processes that, when combined, convey a visual message.

19. Graphics - Visual elements that supplement type to make printed messages more clear or interesting.

20. Grayscale - A sequence of shades ranging from black through white, used in computer graphics to add detail to images or to represent a color image on a monochrome output device.

21. Handheld device - is a pocket-sized computing device, typically comprising a small visual display screen for user output and a miniature keyboard or touch screen for user input.

22. Hue - A specific color such as yellow or orange.

23. Images or picture - is an artifact, usually two-dimensional, that has a similar appearance to some subject—usually a physical object or a person. Images may be two-dimensional, such as a photograph, screen display, and as well as a three-dimensional, such as a statue. They may be captured by optical devices—such as cameras, mirrors, lenses, telescopes, microscopes, etc. and natural objects and phenomena, such as the human eye or water surfaces.

24. Indexed Color - Indexed formats are formats which are mapped to a smaller color palette - 256-colours or less. All GIF images - whose bit depths can range from 1 to 8 - are, by definition, indexed images. In an indexed image, colors are stored in a palette, which is sometimes referred to as a color lookup table. The indexed image's palette contains all of the colors that are available for the image.

25. Layout - A sample of the original providing (showing) position of printed work (direction, instructions) needed and desired.

26. Layered - In Photoshop, a layer is a section of information within a file. For example, a RGB file consists of at least four layers: the combined RGB layer, a Red layer, a Green layer, and a Blue.

27. Leading - Amount of space between lines of type.

28. Logo (Logotype) - A company, partnership or corporate creation (design) that denotes a unique entity. A possible combination of letters and art work to create a "sole" entity symbol of that specific unit.

29. Lossless Compression - The process of compressing a file such that, after being compressed and decompressed, it matches its original format bit for bit.

30. Multichannel - Color mode in which each multiple channel in Photoshop uses 256 levels of gray.

31. Objects – refers to the vector shapes, e.g rectangle, rounded shapes, ellipse and other irregular shapes.

32. Page layout - is the part of graphic design that deals in the arrangement and style treatment of elements (content) on a page.

33. Path - consists of the general outline of an object. Paths can be open or closed and can be made up of a combination of straight and curved segments. Open paths are straight or curved lines which can have varying thickness by stroking the path. Closed paths are shapes which can have a stroked outline and a filled interior. Paths can also be used to mask out or clip away portions of another image. These paths are referred to as clipping paths. Paths in graphics software are generally creating using a pen tool, Bézier curve tool, or less commonly, a spline or b-spline curve tool.

34. Printmaking is the process of making artworks by printing, normally on paper.

35. Process color - is a subtractive color model, used in color printing, also used to describe the printing process itself. Though it varies by print house, press operator, press manufacturer and press run, ink is typically applied in the order of the acronym.

36. Proof - Test sheet made to reveal errors or flaws, predict results on press and record how a printing job is intended to appear when finished.

37. Raster graphics – see Bitmap definition.

38. Resolution - Sharpness of an image on film, paper, computer screen, disc, tape or other medium.

39. RGB - Acronym for red-green-blue. The three colors of light which can be mixed to produce any other color. Colored images are often stored as a sequence of RGB triplets or as separate red, green, and blue overlays though this is not the only possible representation (see CMYK).

40. Scale - To enlarge or reduce a graphic display, such as a drawing or a photographic image, by adjusting its size proportionally.

41. Sharpening - In Photoshop, a variation of a traditional compositing technique used to sharpen edges in an image. It is useful for images intended both for print and online.

42. Software – computer programs and procedures concerned with the operation of an information system

43. Spot color – In offset printing, a spot color is any color generated by an ink (pure or mixed) that is printed using a single run. The widely-spread offset printing process is composed of four spot colors: Cyan, Magenta, Yellow and Key (black) commonly referred to as CMYK. More advanced processes involve the use of six spot colors (hexa-chromatic process), which add Orange and Green to the process (termed CMYKOG). The two additional spot colors are added to compensate for the inefficient reproduction of faint tints using CMYK colors only. However, offset technicians around the world use the term spot color to mean any color generated by a non-standard offset ink; such as metallic, fluorescent, spot varnish, or custom hand-mixed inks.

44. Stroke – refers to outline of an object.

45. Subtractive Color - Color produced by light reflected from a surface, as compared to additive color. Subtractive color includes hues in color photos and colors created by inks on paper.

46. Tint - Screening or adding white to a solid color for results of lightening that specific color.

47. Vector image - is one of the two major graphic types (the other being bitmap). Vector graphics are made up of many individual objects. Each of these objects can be defined by mathematical statements and has individual properties assigned to it such as color, fill, and outline. Vector graphics are resolution independent because they can be output to the highest quality at any scale.

48. Visual arts - are art forms that focus on the creation of works which are primarily visual in nature, such as painting, photography, printmaking, and filmmaking. Those that involve three-dimensional objects, such as sculpture and architecture, are called plastic arts.

ACKNOWLEDGEMENTS

The Technical Education and Skills Development Authority (TESDA) wishes to extend thanks and appreciation to the many representatives of business, industry, academe and government agencies who donated their time and expertise to the development and validation of these Training Regulations.

· THE TECHNICAL EXPERTS PANEL (TEP) MS. JOY I. BACON

Executive Director, BSO Network Phils., Inc.

MR. IAN BOOTS BAUTISTA

Program Coordinator & Instructor, Mapua IT Center

MS. ROWENA E. BAGADION

Managing Director, Media Farm, Inc.

MS. MARIA VICTORIA ILAGAN

Executive Director, ACPI

· THE PARTICIPANTS IN THE NATIONAL VALIDATION OF THIS TRAINING REGULATION

o Animation Council of the Philippines, Inc. (ACPI)

o Product Development and Design Center of the Philippines (PDDCP)

· THE ANIMATION COUNCIL OF THE PHILIPPINES, INC. (ACPI) MS. GRACE A. DIMARANAN

President, Animation Council of the Philippines, Inc. (ACPI)

MS. MARIA VICTORIA ILAGAN

Executive Director, Animation Council of the Philippines, Inc. (ACPI)

· THE TESDA BOARD - STANDARDS SETTING AND SYSTEMS DEVELOPMENT COMMITTEE

· THE MANAGEMENT AND STAFF OF THE TESDA SECRETARIAT

o Qualifications and Standards Office (QSO)

· Competency Standards Division

· Curriculum and Training Aids Division

[Amaoedservice.blogspot.com] Visual Graphic Design (NCII Part 2) Week 1-10

Lesson 1 Principles of Visual Design & Communication

Course Learning Outcome

Contrast

Alignment

Hierarchy

Repetition and Pattern

Color

Balance and Space

Font

References

Lesson 2 Characteristics of Digital & Traditional Graphics

Course Learning Outcome

Uses of Digital Graphics

Vector

Example of Vector

PPI

Indexed Color Depth

Full Color Depth

Paint Program

Draw Program

Color Depth

Analogous Color Scheme

Complementary Color Scheme

Opacity

Lossless compression

Lossy compression

References

Lesson 3 Color Theory & Familiarization in Media Elements

Course Learning Outcomes

Understanding color

RGB: the additive color mixing model

CMYK: the subtractive color mixing model

The color wheel–

Color wheel basics

Color schemes

Complementary colors

Analogous colors

Triadic colors

Three words: branding, marketing and sales.

Reference

Lesson 4 Interpretation of Creative Information, Scripts & Images

Course Learning Outcome

Reference

East Service Road, South Superhighway, Taguig City, Metro Manila

SECTION 1 ■ VISUAL GRAPHIC DESIGN NC III

SECTION 2 QUALIFICATION ■ COMPETENCY STANDARDS 2 - 59 · Basic Competencies 2 – 20 · Common Competencies 21 - 28 · Core Competencies 29 - 59 SECTION 3 ■ TRAINING STANDARDS 60 - 67 3.1 Curriculum Design 60 – 63 3.2 Training Delivery 64 3.3 Trainee Entry Requirements 65 1

TRAINING REGULATIONS FOR VISUAL GRAPHIC DESIGN NC III

A person who has achieved this Qualification can be employed in any or more of the following:

SECTION 2 COMPETENCY STANDARDS

BASIC COMPETENCIES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

UNIT TITLE: CREATE VECTOR GRAPHICS USING A GRAPHICS APPLICATION UNIT CODE: ICT213302

RANGE OF VARIABLES

RANGE OF VARIABLES

RANGE OF VARIABLES

EVIDENCE GUIDE

RANGE OF VARIABLES

RANGE OF VARIABLES

EVIDENCE GUIDE

3.1. CURRICULUM DESIGN

BASIC COMPETENCIES

COMMON COMPETENCIES

CORE COMPETENCIES

Course Description:

3.2. TRAINING DELIVERY

3.3. TRAINEE ENTRY REQUIREMENTS

3.4. LIST OF TOOLS, EQUIPMENT AND MATERIALS VISUAL GRAPHIC DESIGN – NC III

3.5. TRAINING FACILITIES

3.6. TRAINERS QUALIFICATION VISUAL GRAPHIC DESIGN NC III TRAINERS’ QUALIFICATION (TQ III)

3.7. INSTITUTIONAL ASSESSMENT

SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

SECTION 2

QUALIFICATION

■ COMPETENCY STANDARDS

2 - 59

· Basic Competencies

2 – 20

· Common Competencies

21 - 28

· Core Competencies

29 - 59

SECTION 3

■ TRAINING STANDARDS

60 - 67

3.1 Curriculum Design

60 – 63

3.2 Training Delivery

64

3.3 Trainee Entry Requirements

65

1