TRAINING REGULATIONS FOR - Tesda
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the National Trade Skills Standards” of the RA 7796 known as the TESDA Act mandates TESDA to establish national occupational skills standards. The Authority shall develop and implement a certification and accreditation program in which private industry group and trade associations are accredited to conduct approved trade tests, and the local government units to promote such trade testing activities in their respective areas in accordance with the guidelines to be set by the Authority.
The Training Regulations (TR) serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
Each TR has four sections:
Section 1 Definition of Qualification – describes the qualification and defines the competencies that comprise the qualification.
Section 2 The Competency Standards format was revised to include the Required Knowledge and Required Skills per element. These fields explicitly state the required knowledge and skills for competent performance of a unit of competency in an informed and effective manner. These also emphasize the application of knowledge and skills to situations where understanding is converted into a workplace outcome.
Section 3 Training Arrangements - contain information and requirements which serve as bases for training providers in designing and delivering competency-based curriculum for the qualification. The revisions to section 3 entail identifying the Learning Activities leading to achievement of the identified Learning Outcome per unit of competency.
Section 4 Assessment and Certification Arrangements - describe the policies governing assessment and certification procedures for the qualification
TABLE OF CONTENTS
ICT SECTOR
VISUAL GRAPHIC DESIGN
NATIONAL CERTIFICATE LEVEL III
| | | |Page No. |
|SECTION 1 |VISUAL GRAPHIC DESIGN NC III QUALIFICATION | |1 |
| | | | |
|SECTION 2 |COMPETENCY STANDARDS | |2 - 80 |
| |2.1 Basic Competencies | |2 – 33 |
| |2.2 Common Competencies | |34 - 41 |
| |2.3 Core Competencies | |42 - 80 |
| | | | |
|SECTION 3 |TRAINING STANDARDS | |81 - 104 |
| |3.1 Curriculum Design | |81 – 100 |
| |3.2 Training Delivery | |101 - 102 |
| |3.3 Trainee Entry Requirements | |102 |
| |3.4 List of Tools, Equipment and Materials | |103 |
| |3.5 Training Facilities | |104 |
| |3.6 Trainers Qualification | |104 |
| |3.7 Institutional Assessment | |104 |
| | | | |
|SECTION 4 |NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS | |105 - 106 |
|COMPETENCY MAP | |107 |
|GLOSSARY OF TERMS | |108 – 112 |
|DOCUMENT REVISION HISTORY | |113 |
|ACKNOWLEDGEMENT | |114 |
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) logo; (ii) print media; (iii) user experience; (iv) user interface; (v) 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 |
|500311109 |Lead workplace communication |
|500311110 |Lead small teams |
|500311111 |Develop and practice negotiation skills |
|500311112 |Solve problems related to work activities |
|500311113 |Use mathematical concepts and techniques |
|500311114 |Use relevant technologies |
|500311142 |Apply critical thinking and problem solving techniques in the workplace |
|500311144 |Use information creatively and critically |
|500311145 |Work in a diverse environment |
|Code |COMMON COMPETENCIES |
|ICT315202 |Apply quality standards |
|ICT311203 |Perform computer operations |
|Code |CORE COMPETENCIES |
|ICT216313 |Develop designs for a logo |
|ICT216314 |Develop designs for print media |
|ICT216315 |Develop designs for user experience |
|ICT216316 |Develop designs for user interface |
|ICT216317 |Develop designs for product packaging |
|ICT216318 |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/designer
• Creative/Art director
• Visual graphic multimedia artist
• User interface (UI) designer
• User experience (UX) designer
• Package designer
• 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 |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range of |KNOWLEDGE |SKILLS |
| |Variables | | |
|Communicate information about|Appropriate communication method is selected |Organization requirements for |Organizing information |
|workplace processes |Multiple operations involving several topics |written and electronic |Understanding and conveying intended |
| |areas are communicated accordingly |communication methods |meaning |
| |Questions are used to gain extra information |Effective verbal communication |Participating in variety of workplace|
| |Correct sources of information are identified |methods |discussions |
| |Information is selected and organized correctly |Methods of Communication |Complying with organization |
| |Verbal and written reporting is undertaken when |Types of Question |requirements for the use of written |
| |required |Communication Tools |and electronic communication methods |
| |Communication skills are maintained in all |Questioning Techniques |Reporting occupational hazards during|
| |situations | |safety meeting |
|Lead workplace discussions |Response to workplace issues are sought |Leading as a management function |Communicating effectively |
| |Response to workplace issues are provided |Barriers of communication |Consulting the crew on the prepared |
| |immediately |Effective verbal communication |menu for the month |
| |Constructive contributions are made to workplace |methods | |
| |discussions on such issues as production, quality|Method/techniques of discussion | |
| |and safety |How to lead discussion | |
| |Goals/objectives and action plan undertaken in |How to solicit response | |
| |the workplace are communicated |Goal setting and action planning | |
|Identify and communicate |3.1 Issues and problems are identified as they |Types of issues and problems in the|Identifying cause of problems |
|issues arising in the |arise |workplace |Identifying problems and issues |
|workplace |3.2 Information regarding problems and issues are|Written and electronic |Organizing information on problems |
| |organized coherently to ensure clear and |communication methods |and issues |
| |effective communication |Communication barriers affecting |Relating problems and issues in the |
| |3.3 Dialogue is initiated with appropriate |workplace discussions |workplace |
| |personnel | | |
| |3.4 Communication problems and issues are raised | | |
| |as they arise | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Methods of communication |Non-verbal gestures |
| |Verbal |
| |Face to face |
| |Two-way radio |
| |Speaking to groups |
| |Using telephone |
| |Written |
| |Internet |
EVIDENCE GUIDE
|Critical aspects of Competency |Assessment requires evidence that the candidate: |
| |Dealt with a range of communication/ information at one time |
| |Made constructive contributions in workplace issues |
| |Sought workplace issues effectively |
| |Responded to workplace issues promptly |
| |Presented information clearly and effectively written form |
| |Used appropriate sources of information |
| |Asked appropriate questions |
| |Provided accurate information |
|Resource Implications |The following resources should be provided: |
| |Variety of Information |
| |Communication tools |
| |Simulated workplace |
|Methods of Assessment |Competency in this unit may be assessed through: |
| |Competency in this unit must be assessed through |
| |Direct Observation |
| |Interview |
|Context for Assessment |Competency may be assessed in the workplace or in simulated workplace environment |
UNIT OF COMPETENCY : LEAD SMALL TEAMS (Guide and Lead Others/Be Responsible to Others)
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 |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range |KNOWLEDGE |SKILLS |
| |of Variables | | |
|Provide team leadership |1.1 Work requirements are identified and |Company policies and procedures |Communication skills required for|
| |presented to team members |How performance expectations are set |leading teams |
| |1.2 Reasons for instructions and requirements|Methods of Monitoring Performance |Team building skills |
| |are communicated to team members |Client expectations |Negotiating skills |
| |1.3 Team members’ queries and concerns are |Team member’s duties and responsibilities |Evaluation skills |
| |recognized, discussed and dealt with |Definition of Team | |
| | |Skills and techniques in promoting team | |
| | |building | |
| | |Up-to-date dissemination of instructions and | |
| | |requirements to members | |
| | |Art of listening and treating individual team | |
| | |members concern | |
|Assign responsibilities |Duties and responsibilities are allocated |Concept of delegation |Delegating skills |
| |having regard to the skills, knowledge and |How to delegate |Identifying individual skills, |
| |aptitude required to properly undertake the |Understanding individual differences |knowledge and attitude as basis |
| |assigned task and according to company policy|Methods of monitoring performance |for allocating responsibilities |
| |Duties are allocated having regard to |Duties and responsibilities of each team |Identifying each team member |
| |individual preference, domestic and personal |member |duties and responsibilities |
| |considerations, whenever possible |Knowledge in identifying each team member | |
| | |duties and responsibilities | |
|Set performance |3.1 Performance expectations are established |Definition of performance indicators/ criteria|Identifying performance |
|expectations for team |based on client needs and according to |Definition of team goals and expectations |indicators |
|members |assignment requirements |Methods of monitoring performance |Evaluating performance |
| |3.2 Performance expectations are based on |Client expectations |Setting individual performance |
| |individual team member’s duties and area of |Team member’s duties and responsibilities |target/ expectation indicators |
| |responsibility |Defining performance expectations criteria | |
| |3.3 Performance expectations are discussed | | |
| |and disseminated to individual team members | | |
|Supervise team performance |Monitoring of performance takes place against|Understanding monitoring of work |Monitoring skills |
| |defined performance criteria and/or |How to undertake corrective action |Setting priorities |
| |assignment instructions and corrective action|Understanding feedback and procedure |Evaluating performance |
| |taken if required |Feedback reporting procedure |Informal/ formal counseling |
| |Team members are provided with feedback, |Methods of monitoring performance |skills |
| |positive support and advice on strategies to |Team member’s duties and responsibilities | |
| |overcome any deficiencies |Monitoring team operation to ensure client | |
| |Performance issues which cannot be rectified |needs and satisfaction | |
| |or addressed within the team are referenced | | |
| |to appropriate personnel according to | | |
| |employer policy | | |
| |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 | | |
| |Team operations are monitored to ensure that | | |
| |employer/client needs and requirements are | | |
| |met | | |
| |Follow-up communication is provided on all | | |
| |issues affecting the team | | |
| |All relevant documentation is completed in | | |
| |accordance with company procedures | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Work requirements |Client Profile |
| |Assignment instructions |
|Team member’s concerns |Roster/shift details |
|Monitor performance |Formal process |
| |Informal process |
|Feedback |Formal process |
| |Informal process |
|Performance issues |Work output |
| |Work quality |
| |Team participation |
| |Compliance with workplace protocols |
| |Safety |
| |Customer service |
EVIDENCE GUIDE
|Critical aspects of Competency |Assessment requires evidence that the candidate: |
| | |
| |Maintained or improved individuals and/or team performance given a variety of possible scenario |
| |Assessed and monitored team and individual performance against set criteria |
| |Represented concerns of a team and individual to next level of management or appropriate specialist and |
| |to negotiate on their behalf |
| |Allocated duties and responsibilities, having regard to individual’s knowledge, skills and aptitude |
| |and the needs of the tasks to be performed |
| |Set and communicated performance expectations for a range of tasks and duties within the team and |
| |provided feedback to team members |
|Resource Implications |The following resources should be provided: |
| |Access to relevant workplace or appropriately simulated environment where assessment can take place |
| |Materials relevant to the proposed activity or task |
|Methods of Assessment |Competency in this unit may be assessed through: |
| |Direct observations of work activities of the individual member in relation to the work activities of |
| |the group |
| |Observation of simulation and/or role play involving the participation of individual member to the |
| |attainment of organizational goal |
| |Case studies and scenarios as a basis for discussion of issues and strategies in teamwork |
|Context for Assessment |Competency assessment may occur in workplace or any appropriately simulated environment |
| |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 |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range |KNOWLEDGE |SKILLS |
| |of Variables | | |
|1. Plan negotiations |1.1 Information on preparing for negotiation |Knowledge on Codes of practice and |Communication skills (verbal and |
| |is identified and included in the plan |guidelines for the organization |listening) |
| |1.2 Information on creating non-verbal |Knowledge of organizations policy and |Active listening |
| |environments for positive negotiating is |procedures for negotiations |Setting conflict |
| |identified and included in the plan |Decision making and conflict resolution |Preparing conflict resolution |
| |1.3 Information on active listening is |strategies procedures |Problem solving strategies on how |
| |identified and included in the plan |Concept of negotiation |to deal with unexpected questions |
| |1.4 Information on different questioning | |and attitudes during negotiation |
| |techniques is identified and included in the | |Interpersonal skills to develop |
| |plan | |rapport with other parties |
| |1.5 Information is checked to ensure it is | | |
| |correct and up-to- date | | |
|2. Participate in |2.1 Criteria for successful outcome are |Outcome of negotiation |Negotiating skill |
|negotiations |agreed upon by all parties |Knowledge on Language |Communication skills (verbal and |
| |2.2 Desired outcome of all parties are |Different Questioning techniques |listening) |
| |considered |Problem solving strategies on how to |Observation skills |
| |2.3 Appropriate language is used throughout |deal with unexpected questions and |Interpersonal skills to develop |
| |the negotiation |attitudes during negotiation |rapport with other parties |
| |2.4 A variety of questioning techniques are |Flexibility |Applying effective questioning |
| |used |Empathy |techniques |
| |2.5 The issues and processes are documented |Decision making and conflict resolution |Setting conflict |
| |and agreed upon by all parties |strategies procedures | |
| |2.6 Possible solutions are discussed and |Problem solving strategies on how to | |
| |their viability assessed |deal with unexpected questions and | |
| |2.7 Areas for agreement are confirmed and |attitudes during negotiation | |
| |recorded | | |
| |2.8 Follow-up action is agreed upon by all | | |
| |parties | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Preparing for negotiation |Background information on other parties to the negotiation |
| |Good understanding of topic to be negotiated |
| |Clear understanding of desired outcome/s |
| |Personal attributes |
| |self awareness |
| |self esteem |
| |objectivity |
| |empathy |
| |respect for others |
| |Interpersonal skills |
| |listening/reflecting |
| |non- verbal communication |
| |assertiveness |
| |behavior labeling |
| |testing understanding |
| |seeking information |
| |self-disclosing |
| |Analytic skills |
| |observing differences between content and process |
| |identifying bargaining information |
| |applying strategies to manage process |
| |applying steps in negotiating process |
| |strategies to manage conflict |
| |steps in negotiating process |
| |options within organization and externally for resolving conflict |
|Non- verbal environments |Friendly reception |
| |Warm and welcoming room |
| |Refreshments offered |
| |Lead in conversation before negotiation begins |
|Active listening |Attentive |
| |Don’t interrupt |
| |Good posture |
| |Maintain eye contact |
| |Reflective listening |
|Questioning techniques |Direct |
| |Indirect |
| |Open-ended |
EVIDENCE GUIDE
|Critical aspects of Competency |Assessment requires evidence that the candidate: |
| |Demonstrated sufficient knowledge of the factors influencing negotiation to achieve agreed outcome |
| |Participated in negotiation with at least one person to achieve an agreed outcome |
|2. Resource Implications |The following resources should be provided: |
| |2.1 Room with facilities necessary for the negotiation process |
| |2.2 Human resources (negotiators) |
|3. Methods of Assessment |Competency in this unit may be assessed through: |
| |3.1 Observation/demonstration and questioning |
| |3.2 Portfolio assessment |
| |3.3 Oral and written questioning |
| |3.4 Third party report |
|4. Context for Assessment |4.1 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.
| |PERFORMANCE CRITERIA |REQUIRED |REQUIRED |
|ELEMENT |Italicized terms are elaborated in the Range |KNOWLEDGE |SKILLS |
| |of Variables | | |
|Identify the problem |Variances are identified from normal |Competence includes a thorough knowledge and |1.1 Using range of formal |
| |operating parameters; and product quality |understanding of the process, normal operating |problem solving techniques |
| |Extent, cause and nature of the problem are |parameters, and product quality to recognize |1.2 Identifying and clarifying|
| |defined through observation, investigation |non-standard situations |the nature of the problem |
| |and analytical techniques |Competence to include the ability to apply and |1.3 Evaluating the |
| |Problems are clearly stated and specified |explain, sufficient for the identification of |effectiveness of a present |
| | |fundamental cause, determining the corrective |process in the workplace |
| | |action and provision of recommendations |1.4 Applying analytical |
| | |Relevant equipment and operational processes |techniques |
| | |Enterprise goals, targets and measures | |
| | |Enterprise quality, OHS and environmental | |
| | |requirement | |
| | |Enterprise information systems and data collation| |
| | |Industry codes and standards | |
| | |Normal operating parameters and product quality | |
|Determine fundamental |Possible causes are identified based on |Relevant equipment and operational processes | Analysis of root causes |
|causes of the problem |experience and the use of problem solving |Enterprise goals, targets and measures | |
| |tools/ analytical techniques. |Enterprise quality, OHS and environmental | |
| |Possible cause statements are developed based|requirements | |
| |on findings |Enterprise information systems and data collation| |
| |Fundamental causes are identified per results|Industry codes and standards | |
| |of investigation conducted | | |
|Determine corrective action|All possible options are considered for |Understanding the procedure in undertaking |Identifying and clarifying the |
| |resolution of the problem |corrective action |nature of the problem |
| |Strengths and weaknesses of possible options |Principles of decision making strategies and |Devising the best solution |
| |are considered |techniques |Evaluating the solution |
| |Corrective actions are determined to resolve |Enterprise information systems and data collation|Implementing developed plan to|
| |the problem and possible future causes |Action planning |rectify the problem |
| |Action plans are developed identifying | |Implementing corrective and |
| |measurable objectives, resource needs and | |preventive actions based on |
| |timelines in accordance with safety and | |root cause analysis |
| |operating procedures | | |
|Provide recommenda-tion/s |Report on recommendations are prepared |Competence includes a thorough knowledge and |Using range of formal problem |
|to manager |according to procedures. |understanding of the process, normal operating |solving techniques |
| |Recommendations are presented to appropriate |parameters, and product quality to recognize |Identifying and clarifying the |
| |personnel. |non-standard situation |nature of the problem |
| |Recommendations are followed-up, if required |How to make a report and recommendation |Devising the best solution |
| | | |Evaluating the solution |
| | | |Implementation of a developed |
| | | |plan to rectify the problem |
| | | |Writing report and |
| | | |recommenda-tions |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Analytical techniques |Brainstorming |
| |Intuitions/Logic |
| |Cause and effect diagrams |
| |Pareto analysis |
| |SWOT analysis |
| |Gant chart, Pert CPM and graphs |
| |Scattergrams |
|Problem |Non – routine process and quality problems |
| |Equipment selection, availability and failure |
| |Teamwork and work allocation problem |
| |Safety and emergency situations and incidents |
|Action plans |Priority requirements |
| |Measurable objectives |
| |Resource requirements |
| |Timelines |
| |Co-ordination and feedback requirements |
| |Safety requirements |
| |Risk assessment |
| |Environmental requirements |
EVIDENCE GUIDE
|Critical aspects of Competency |Assessment requires evidence that the candidate: |
| |Identified the problem |
| |Determined the fundamental causes of the problem |
| |Determined the correct / preventive action |
| |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. |
|Resource Implications |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. |
|Methods of Assessment |Competency in this unit may be assessed through: |
| |Written Examination |
| |Oral Questioning |
| |Portfolio |
|Context for Assessment |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 application of mathematical concepts and techniques.
|ELEMENTS |PERFORMANCE CRITERIA |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range of|KNOWLEDGE |SKILLS |
| |Variables | | |
|1. Identify mathematical tools|1.1 Problem areas are identified based on given|Fundamental operation (addition, |1.1 Identifying and selecting |
|and techniques to solve |condition |subtraction, division, |different measuring tools |
|problem |1.2 Mathematical techniques are selected based |multiplication) |1.2 Applying different formulas in|
| |on the given problem |Units of measurement and its |solving problems |
| | |conversion |1.3 Describing the units of |
| | |Fundamental of units |measurement and fundamental units |
| | |Standard formulas |1.4 Stating arithmetic calculations |
| | |Basic measuring tools/devices |involving the following; addition, |
| | |Measurement system |subtraction, division, multiplication|
| | |Basic measuring tools/devices | |
| | |Steps in solving problem |1.5 Applying theory into actual |
| | | |application on shipboard catering |
| | | |processes |
|2. Apply mathematical |Mathematical techniques are applied based on |Problem-based questions |Solving mathematical computations |
|procedure/ |the problem identified |Estimation |Converting Metric to English |
|solution |Mathematical computations are performed to the |Use of mathematical tools and |Selecting and using appropriate and |
| |level of accuracy required for the problem |standard formulas |efficient techniques and strategies |
| |Result of mathematical computation is |Mathematical techniques |to solve problems |
| |determined and verified based on job | | |
| |requirements | | |
|3. Analyze results |3.1 Result of application is reviewed based on|3.1 Techniques in analyzing the |3.1 Analyzing the result based on the|
| |expected and required specifications and |results |specified requirements |
| |outcome |3.2 Process in reviewing the results|3.2 Interpreting and communicating |
| |3.2 Appropriate action is applied in case of |3.3 Precision and accuracy |the results of the analysis |
| |error |3.4 Four fundamental operations | |
| | |3.5 Steps in solving problem | |
| | |3.6 Standard formulas | |
| | |3.7 Conversion measurement | |
RANGE OF VARIABLES
|VARIABLES |RANGE |
|1. Mathematical techniques |May include: |
| |Four fundamental operations |
| |Measurements |
| |Use/Conversion of units of measurements |
| |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 |Assessment requires evidence that the candidate: |
|Competency |1.1 Identified, applied and reviewed the use of mathematical concepts and techniques to workplace |
| |problems |
|Resource Implications |The following resources should be provided: |
| |2.1 Calculator |
| |2.2 Basic measuring tools |
| |2.3 Case Problems |
|Methods of Assessment |Competency in this unit may be assessed through: |
| |3.1 Authenticated portfolio |
| |3.2 Written Test |
| |3.3 Interview/Oral Questioning |
| |3.4 Demonstration |
|4. Context for Assessment |4.1 Competency may be assessed in the work place or in a simulated work place setting |
UNIT OF COMPETENCY : USE RELEVANT TECHNOLOGIES
(Apply technology effectively)
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 |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range |KNOWLEDGE |SKILLS |
| |of Variables | | |
|Study/select appropriate |Usage of different technologies is determined |Awareness on technology and its function |Identifying relevant technology on |
|technology |based on job requirements |Communication techniques |job |
| |Appropriate technology is selected as per work|Health and safety procedure | |
| | |Company policy in relation to relevant | |
| |specification |technology | |
| | |Machineries/ equipment and their | |
| | |application | |
| | |Software programs | |
|Apply relevant technology |Relevant technology is effectively used in |2.1 Knowledge on operating instructions |2.1 Applying relevant technology |
| |carrying out function |2.2 Understanding software and hardware |2.2 Communicating skills |
| |Applicable software and hardware are used as |system |2.3 Using software applications |
| |per task requirement |2.3 Communication techniques |skills |
| |Management concepts are observed and practiced|2.4 Health and safety procedure |2.4 Conducting risk assessment |
| |as per established industry practices |2.5 Company policy in relation to | |
| | |relevant technology | |
| | |2.6 Different management concepts | |
| | |2.7 Technology adaptability | |
|Maintain/ enhance |Maintenance of technology is applied in |3.1 Awareness on technology and its |Performing basic troubleshooting |
|relevant technology |accordance with the industry standard |function |skills |
| |operating procedure, manufacturer’s operating |3.2 Repair and maintenance procedure |Identifying failures or defects |
| |guidelines and occupational health and safety | |3.3 Communication skills |
| |procedure to ensure its operative ability |3.3 Health and safety procedure |3.4 Applying corrective and |
| |Updating of technology is maintained through |3.4 Company policy in relation to |preventive maintenance |
| |continuing education or training in accordance|relevant technology | |
| |with job requirement |3.6 Upgrading of technology | |
| |Technology failure/ defect is immediately |3.7 Organizational set-up/work flow | |
| |reported to the concern/responsible person or | | |
| |section for appropriate action | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Technology |May include but are not limited to: |
| |Office technology |
| |Industrial technology |
| |System technology |
| |Information technology |
| |Training technology |
|Management concepts |May include but not limited to: |
| |Real Time Management |
| |KAIZEN or continuous improvement |
| |5s |
| |Total Quality Management |
| |Other management/productivity tools |
|Industry standard operating procedure |Written guidelines relative to the usage of office technology/equipment |
| |Verbal advise/instruction from the co-worker |
|Manufacturer’s operating guidelines/ |Written instruction/manuals of specific technology/ equipment |
|instructions |General instruction manual |
| |Verbal advise from manufacturer relative to the operation of equipment |
|Occupational health and safety |Relevant statutes on OHS |
|procedure |Company guidelines in using technology/equipment |
|Appropriate action |Implementing preventive maintenance schedule |
| |Coordinating with manufacturer’s technician |
EVIDENCE GUIDE
|1. Critical aspects of |Assessment requires evidence that the candidate: |
|Competency |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. Resource Implications |The following resources MUST be provided: |
| |2.1 Relevant technology |
| |2.2 Interview and demonstration questionnaires |
| |2.3 Assessment packages |
|3. Methods of Assessment |Competency must be assessed through: |
| |3.1 Interview |
| |3.2 Actual demonstration |
| |3.3 Authenticated portfolio (related certificates of training/seminar) |
|4. Context for Assessment |4.1 Competency may be assessed in actual workplace or simulated environment |
UNIT OF COMPETENCY: APPLY CRITICAL THINKING AND PROBLEM SOLVING TECHNIQUES IN THE WORKPLACE
UNIT CODE : 500311142
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 |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range | | |
| |of Variables | | |
|Identify the problem |Variances are identified from normal |Planning and preparing task/activity |Using range of formal problem |
| |operating parameters; and product quality |Competence includes a thorough knowledge and |solving techniques |
| |Extent, cause and nature are of the problem |understanding of the process, normal operating |Identifying and clarifying the |
| |are defined through observation, |parameters, and product quality to recognize |nature of the problem |
| |investigation and analytical techniques |nonstandard situations | |
| |Problems are clearly stated and specified |Competence to include the ability to apply and | |
| | |explain, sufficient for the identification of | |
| | |fundamental cause, determining the corrective action| |
| | |and provision of recommendations | |
| | |Relevant equipment and operational processes | |
| | |Enterprise goals, targets and measures | |
| | |Enterprise quality, OHS and environmental | |
| | |requirement | |
| | |Enterprise information systems and data collation | |
| | |Industry codes and standards | |
|Determine fundamental |Possible causes are identified based on |Competence includes a thorough knowledge and |Using range of formal problem |
|causes of the problem |experience and the use of problem solving |understanding of the process, normal operating |solving techniques |
| |tools / analytical techniques. |parameters, and product quality to recognize |Identifying and clarifying the |
| |Possible cause statements are developed based|nonstandard situations |nature of the problem |
| |on findings |Competence to include the ability to apply and | |
| |Fundamental causes are identified per results|explain, sufficient for the identification of | |
| |of investigation conducted |fundamental cause, determining the corrective action| |
| | |and provision of recommendations | |
| | |Relevant equipment and operational processes | |
| | |Enterprise goals, targets and measures | |
| | |Enterprise quality, OHS and environmental | |
| | |requirement | |
| | |Enterprise information systems and data collation | |
| | |Industry codes and standards | |
|Determine corrective |All possible options are considered for |Competence includes a thorough knowledge and |Using range of formal problem |
|action |resolution of the problem |understanding of the process, normal operating |solving techniques |
| |Strengths and weaknesses of possible options |parameters, and product quality to recognize |Identifying and clarifying the |
| |are considered |nonstandard situations |nature of the problem |
| |Corrective actions are determined to resolve |Competence to include the ability to apply and |Devising the best solution |
| |the problem and possible future causes |explain, sufficient for the identification of |Evaluating the solution |
| |Action plans are developed identifying |fundamental cause, determining the corrective action|Implementation of a developed |
| |measurable objectives, resource needs and |and provision of recommendations |plan to rectify the problem |
| |timelines in accordance with safety and |Relevant equipment and operational processes | |
| |operating procedures |Enterprise goals, targets and measures | |
| | |Enterprise quality, OHS and environmental | |
| | |requirement | |
| | |Principles of decision making strategies and | |
| | |techniques | |
| | |Enterprise information systems and data collation | |
| | |Industry codes and standards | |
|Provide |Report on recommendations are prepared |Competence includes a thorough knowledge and |Using range of formal problem |
|recommendation/s to |Recommendations are presented to appropriate |understanding of the process, normal operating |solving techniques |
|manager |personnel. |parameters, and product quality to recognize |Identifying and clarifying the |
| |Recommendations are followed-up, if required |nonstandard situations |nature of the problem |
| | |Competence to include the ability to apply and |Devising the best solution |
| | |explain, sufficient for the identification of |Evaluating the solution |
| | |fundamental cause, determining the corrective action|Implementation of a developed |
| | |and provision of recommendations |plan to rectify the problem |
| | |Relevant equipment and operational processes | |
| | |Enterprise goals, targets and measures | |
| | |Enterprise quality, OHS and environmental | |
| | |requirement | |
| | |Principles of decision making strategies and | |
| | |techniques | |
| | |Enterprise information systems and data collation | |
| | |Industry codes and standards | |
1
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Analytical techniques |May include: |
| |Brainstorming |
| |Intuitions/Logic |
| |Cause and effect diagrams |
| |Pareto analysis |
| |SWOT analysis |
| |Gant chart, Pert CPM and graphs |
| |Scattergrams |
|Problem |May include: |
| |Non – routine process and quality problems |
| |Equipment selection, availability and failure |
| |Teamwork and work allocation problem |
| |Safety and emergency situations and incidents |
|Action plans |May include: |
| |Priority requirements |
| |Measurable objectives |
| |Resource requirements |
| |Timelines |
| |Co-ordination and feedback requirements |
| |Safety requirements |
| |Risk assessment |
| |Environmental requirements |
2
EVIDENCE GUIDE
|Critical aspect of competency |Assessment requires evidence that the candidate: |
| | |
| |Identified the problem |
| |Determined the fundamental causes of the problem |
| |Determined the correct / preventive action |
| |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. |
|Resource implication |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 |
|Method of assessment |Competency in this unit may be assessed through: |
| | |
| |Case studies on solving problems in the workplace |
| |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 |
|Context of Assessment |In all workplace, it may be appropriate to assess this unit concurrently with relevant |
| |teamwork or operation units |
UNIT OF COMPETENCY: USE INFORMATION CREATIVELY AND CRITICALLY
UNIT CODE : 500311144
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to use technical information system and information technology, and apply information technology (IT).
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range | | |
| |of Variables | | |
|Use technical information |Collate and organize information into a |Application in collating information |Collating information |
|systems and information |suitable form for reference and use |Procedures for inputting, maintaining |Operating appropriate and valid |
|technology |Classify stored information so that it can be|and archiving information |procedures for inputting, maintaining and|
| |quickly identified and retrieved when needed |Guidance to people who need to find and|archiving information |
| |Advise and offer guidance to people who need |use information |Advising and offering guidance to people |
| |to find and use information |Organize information |who need to find and use information |
| |Operate the technical information system |Classify stored information for |Organizing information into a suitable |
| |using agreed procedures |identification and retrieval |form for reference and use |
| |Operate appropriate and valid procedures for |Operate the technical information |Classifying stored information for |
| |inputting, maintaining and archiving |system by using agreed procedures |identification and retrieval |
| |information | |Operating the technical information |
| | | |system by using agreed procedures |
|Apply information |Utilize the software and IT systems that are |Attributes and limitations of available|Identifying attributes and limitations of|
|technology (IT) |required to execute the project activities |software tools |available software tools |
| |Handle, edit, format and check information |Procedures and work instructions for |Using procedures and work instructions |
| |and data obtained from a range of internal |the use of IT |for the use of IT |
| |and external sources |Operational requirements for IT systems|Describing operational requirements for |
| |Extract, enter, and process information to | |IT systems |
| |produce the outputs required by customers |Sources and flow paths of data |Identifying sources and flow paths of |
| |Share your own skills and understanding to |Security systems and measures that can |data |
| |help others |be used |Determining security systems and measures|
| |Implement the specified security measures to |Extract data and format reports |that can be used |
| |protect the confidentiality and integrity of |Methods of entering and processing |Extracting data and format reports |
| |project data held in IT systems |information |Describing methods of entering and |
| | |WWW enabled applications |processing information |
| | | |Using WWW applications |
|Edit, format and check |Basic editing techniques is used |Basic file-handling techniques |Using basic file-handling techniques is |
|information |Accuracy of documents are check |Techniques in checking documents |used for the software |
| |Editing and formatting tools and techniques |Techniques in editing and formatting |Using different techniques in checking |
| |are used for more complex documents |Proof reading techniques |documents |
| |Proof reading techniques is used to check | |Applying editing and formatting |
| |that documents look professional | |techniques |
| | | |Applying proof reading techniques |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Information |May include: |
| |Property |
| |Organizational |
| |Technical reference |
|Technical information |May include: |
| |Paper based |
| |Electronic |
|Software and IT systems |May include: |
| |Spreadsheets |
| |Databases |
| |Word processing |
| |Presentation |
|Sources |May include: |
| |Other IT system |
| |Manually created |
| |Within own organization |
| |Outside own organization |
| |Geographically remote |
|Customers |May include: |
| |Colleagues |
| |Company and project management |
| |Clients |
|Security measures |May include: |
| |Access rights to input; |
| |Passwords; |
| |Access rights to outputs; |
| |Data consistency and back-up; |
| |Recovery plans |
EVIDENCE GUIDE
|Critical aspect of competency |Assessment requires evidence that the candidate: |
| |Used technical information systems and information technology |
| |Applied information technology (IT) |
| |Edited, formatted and checked information |
|Resource implication |The following resources should be provided: |
| |Computers |
| |Software and IT system |
|Method of assessment |Competency in this unit may be assessed through: |
| |Direct observation |
| |Oral interview and written test |
|Context of Assessment |Competency may be assessed individually in the actual workplace or through accredited |
| |institution |
UNIT OF COMPETENCY: WORK IN A DIVERSE ENVIRONMENT
UNIT CODE : 500311145
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes required to work effectively in a workplace characterized by diversity in terms of religions, beliefs, races, ethnicities and other differences.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range | | |
| |of Variables | | |
|Develop an individual’s |Individual differences with clients, |Understanding cultural diversity in |Cross-cultural communication skills (i.e.|
|cultural awareness and |customers and fellow workers are recognized |the workplace |different business customs, beliefs, |
|sensitivity |and respected in accordance with enterprise |Awareness of individual cultures and |communication strategies) |
| |policies and core values. |world geography |Communication skills – reading, writing, |
| |Differences are responded to in a sensitive |Norms of behavior for interacting and|conversational skills |
| |and considerate manner |dialogue with specific groups (e.g., |Affective skills – establishing rapport |
| |Diversity is accommodated using appropriate |Muslims and other non-Christians, |and empathy, understanding, etc. |
| |verbal and nonverbal communication. |non-Catholics, tribes/ethnic groups, |Active Listening |
| |Actions/decisions are maintained consistent |foreigners) |Openness and flexibility in communication|
| |with legislative requirements and enterprise |Different methods of verbal and | |
| |guidelines. |non-verbal communication in a |Giving/receiving feedback |
| | |multicultural setting |Identifying/ Recognizing diverse groups |
| | |Enterprise policies on workplace |in the workplace and community as defined|
| | |diversity (Workplace Diversity |by divergent culture, religion, |
| | |Policy) |traditions and practices |
|Work effectively in an |Knowledge, skills and experiences of others |Recognizing and explaining the value |Cross-cultural communication skills |
|environment that |are recognized and documented in relation to |of diversity in the economy and |Communication skills – reading, writing, |
|acknowledges and values |team objectives. |society in terms of Workforce |conversational skills |
|cultural diversity |Fellow workers are encouraged to utilize and |development |Affective skills – establishing rapport |
| |share their specific qualities, skills or |The country’s place in the global |and empathy, understanding, etc. |
| |backgrounds with other team members and |economy |Active Listening |
| |clients to enhance work outcomes. |Innovation |Openness and flexibility in communication|
| |Relations with customers and clients are |Social justice |Giving/receiving feedback |
| |maintained to show that diversity is valued |Recognizing the importance of |Identifying/ Recognizing diverse groups |
| |by the business. |inclusiveness in a diverse |in the workplace and community as defined|
| | |environment |by divergent culture, religion, |
| | |Developing a shared vision and |traditions and practices |
| | |understanding of and commitment to |Teamwork and collaboration skills |
| | |team, departmental, and |Intercultural relations and mutual |
| | |organizational goals and objectives |acceptance |
| | |Strategies for customer service |Customer service excellence |
| | |excellence | |
|Identify common issues in a|Diversity-related conflicts within the |Understanding, valuing, and |Cross-cultural communication skills |
|multicultural and diverse |workplace are effectively addressed and |leveraging cultural diversity |Communication skills – reading, writing, |
|environment |resolved. |Promoting inclusivity and conflict |conversational skills |
| |Discriminatory behavior towards customers/ |resolution |Affective skills – establishing rapport |
| |stakeholders are minimized and addressed |Addressing workplace harassment |and empathy, understanding, etc. |
| |accordingly. |Managing change and overcoming |Active Listening |
| |Change management policies are in place |resistance to change |Openness and flexibility in communication|
| |within the organization. |Advanced strategies for customer | |
| | |service excellence |Giving/receiving feedback |
| | |Enterprise policies on workplace |Teamwork and collaboration skills |
| | |diversity (Workplace Diversity |Intercultural relations and mutual |
| | |Policy) |acceptance |
| | | |Advanced customer service excellence |
| | | |skills |
| | | |Conflict management and resolution skills|
| | | | |
| | | |Assertiveness and Negotiation |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Diversity |This refers to diversity in both the workplace and the community and may include divergence in |
| |– |
| |Religion |
| |Ethnicity, race or nationality |
| |Culture |
| |Gender, age or personality |
| |Educational background |
EVIDENCE GUIDE
|Critical aspect of competency |Assessment requires evidence that the candidate: |
| |Adjusted language and behavior as required by interactions with diversity |
| |Identified and respected individual differences in colleagues, clients and customers |
| |Applied relevant regulations, standards and codes of practice |
|Resource implication |The following resources should be provided: |
| |Access to workplace and resources |
| |Manuals and policies on Workplace Diversity |
|Method of assessment |Competency in this unit may be assessed through: |
| |Demonstration or simulation with oral questioning |
| |Group discussions and interactive activities |
| |Case studies/problems involving workplace diversity issues |
| |Third-party report |
| |Written examination |
| |Role Plays |
|Context of Assessment |Competency assessment may occur in workplace or any appropriately simulated environment |
COMMON COMPETENCIES
UNIT TITLE : APPLY QUALITY STANDARDS
UNIT CODE : ICT315202
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 |REQUIRED |REQUIRED |
| |Italicized terms are elaborated in the Range of |KNOWLEDGE |SKILLS |
| |Variables | | |
|Assess quality of received |Work instruction is obtained and work is carried |Relevant production processes, |Reading skills required to |
|materials |out in accordance with standard operating |materials and products |interpret work instruction |
| |procedures. |Characteristics of materials, |Critical thinking |
| |Received materials are checked against workplace |software and hardware used in |Interpreting work instructions |
| |standards and specifications. |production processes | |
| |Faulty materials related to work are identified and|Quality checking procedures | |
| |isolated. |Quality Workplace procedures | |
| |Faults and any identified causes are recorded |Identification of faulty materials | |
| |and/or reported to the supervisor concerned in |related to work | |
| |accordance with workplace procedures. | | |
| |Faulty materials are replaced in accordance with | | |
| |workplace procedures. | | |
|Assess own work |Documentation relative to quality within the |Safety and environmental aspects of|Carry out work in accordance with|
| |company is identified and used. |production processes |OHS policies and procedures |
| |Completed work is checked against workplace |Fault identification and reporting | |
| |standards relevant to the task undertaken. |Workplace procedure in documenting | |
| |Errors are identified and isolated. |completed work | |
| |Information on the quality and other indicators of |Workplace Quality Indicators | |
| |production performance are recorded in accordance | | |
| |with workplace procedures. | | |
| |In cases of deviations from specific quality | | |
| |standards, causes are documented and reported in | | |
| |accordance with the workplace’ s standards | | |
| |operating procedures. | | |
|Engage in quality improvement|Process improvement procedures are participated in |Quality improvement processes |Solution providing and |
| |relative to workplace assignment. |Company customers defined |decision-making |
| |Work is carried out in accordance with process | |Practice company process |
| |improvement procedures. | |improvement procedure |
| |Performance of operation or quality of product of | | |
| |service to ensure customer satisfaction is | | |
| |monitored. | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Materials |Materials may include but not limited to: |
| |Manuals |
| |Job orders |
| |Instructional videos |
|Faults |Faults may include but not limited to: |
| |Materials not to specification |
| |Materials contain incorrect/outdated information |
| |Hardware defects |
| |Materials that do not conform with any regulatory agencies |
|Documentation |Organization work procedures |
| |Manufacturer’s instruction manual |
| |Customer requirements |
| |Forms |
|Errors |Errors may be related but not limited to the following: |
| |Deviation from the requirements of the Client |
| |Deviation from the requirement of the organization |
|Quality standards |Quality standards may be related but not limited to the following: |
| |Materials |
| |Hardware |
| |Final product |
| |Production processes |
| |Customer service |
|Customer |Co-worker |
| |Supplier/Vendor |
| |Client |
| |Organization receiving the product or service |
EVIDENCE GUIDE
|Critical aspect of |Assessment must show that the candidate: |
|competency |Carried out work in accordance with the company’s standard operating procedures |
| |Performed task according to specifications |
| |Reported defects detected in accordance with standard operating procedures |
| |Carried out work in accordance with the process improvement procedures |
|Method of assessment |The assessor may select two (2) of the following assessment methods to objectively assess the |
| |candidate: |
| |Observation |
| |Questioning |
| |Practical demonstration |
|Resource implication |Materials, software and hardware to be used in a real or simulated situation |
|Context of Assessment |Assessment may be conducted in the workplace or in a simulated environment |
UNIT TITLE : PERFORM COMPUTER OPERATIONS
UNIT CODE : ELC311203
UNIT DESCRIPTOR : This unit covers the knowledge, skills, (and) 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 |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Plan and prepare for |Requirements of task are determined according to |Main types of computers and basic |Reading and comprehension skills |
|task to be undertaken |job specifications |features of different operating |required to interpret work |
| |Appropriate hardware and software are selected |systems |instruction and to interpret basic |
| |according to task assigned and required outcome |Main parts of a computer |user manuals. |
| |Task is planned to ensure OH&S guidelines and |Information on hardware and software |Communication skills to identify |
| |procedures are followed |Data security guidelines |lines of communication, request |
| |Client -specific guidelines and procedures are | |advice, follow instructions and |
| |followed. | |receive feedback. |
| |Required data security guidelines are applied in | |Interpreting user manuals and |
| |accordance with existing procedures. | |security guidelines |
|Input data into computer|Data are entered into the computer using |Basic ergonomics of keyboard and |Technology skills to use equipment |
| |appropriate program/application in accordance |computer user |safely including keyboard skills. |
| |with company procedures |Storage devices and basic categories |Entering data |
| |Accuracy of information is checked and |of memory | |
| |information is saved in accordance with standard |Relevant types of software | |
| |operating procedures | | |
| |Inputted data are stored in storage media | | |
| |according to requirements | | |
| |Work is performed within ergonomic guidelines | | |
|Access information using|Correct program/application is selected based on |General security, privacy legislation |Accessing information |
|computer |job requirements |and copyright |Searching and browsing files and |
| |Program/application containing the information |Productivity Application |data |
| |required is accessed according to company |Business Application | |
| |procedures | | |
| |Desktop icons are correctly selected, opened and | | |
| |closed for navigation purposes | | |
| |Keyboard techniques are carried out in line with | | |
| |OH&S requirements for safe use of keyboards | | |
|Produce/ output data |Entered data are processed using appropriate |Computer application in printing, |4.1 Computer data processing |
|using computer system |software commands |scanning and sending facsimile |4.2 Printing of data |
| |Data printed out as required using computer |Types and function of computer |4.3 Transferring files and data |
| |hardware/peripheral devices in accordance with |peripheral devices | |
| |standard operating procedures | | |
| |Files, data are transferred between compatible | | |
| |systems using computer software, hardware/ | | |
| |peripheral devices in accordance with standard | | |
| |operating procedures | | |
|Maintain computer |Systems for cleaning, minor maintenance and |Computer equipment/system basic |Removing computer viruses from |
|equipment and systems |replacement of consumables are implemented |maintenance procedures |infected machines |
| |Procedures for ensuring security of data, |Viruses |Making backup files |
| |including regular back-ups and virus checks are |OH&S principles and responsibilities | |
| |implemented in accordance with standard operating|Calculating computer capacity | |
| |procedures |System Software | |
| |Basic file maintenance procedures are implemented|Basic file maintenance procedures | |
| |in line with the standard operating procedures | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Hardware and peripheral devices |Personal computers |
| |Networked systems |
| |Communication equipment |
| |Printers |
| |Scanners |
| |Keyboard |
| |Mouse |
|Software |Software includes the following but not limited to: |
| |Word processing packages |
| |Data base packages |
| |Internet |
| |Spreadsheets |
|OH & S guidelines |OHS guidelines |
| |Enterprise procedures |
|Storage media |Storage media include the following but not limited to: |
| |diskettes |
| |CD and DVDs |
| |zip disks |
| |hard disk drives, local and remote |
|Ergonomic guidelines |Types of equipment used |
| |Appropriate furniture |
| |Seating posture |
| |Lifting posture |
| |Visual display unit screen brightness |
|Desktop icons |Icons include the following but not limited to: |
| |directories/folders |
| |files |
| |network devices |
| |recycle bin |
|Maintenance |Creating more space in the hard disk |
| |Reviewing programs |
| |Deleting unwanted files |
| |Backing up files |
| |Checking hard drive for errors |
| |Using up to date anti-virus programs |
| |Cleaning dust from internal and external surfaces |
EVIDENCE GUIDE
|Critical aspect of competency |Assessment requires evidence that the candidate: |
| |Selected and used hardware components correctly and according to the task requirement |
| |Identified and explain the functions of both hardware and software used, their general features |
| |and capabilities |
| |Produced accurate and complete data in accordance with the requirements |
| |Used appropriate devices and procedures to transfer files/data accurately |
| |Maintained computer system |
|Method of assessment |The assessor may select two of the following assessment methods to objectively assess the |
| |candidate: |
| |Observation |
| |Questioning |
| |Practical demonstration |
|Resource implication |Computer hardware with peripherals |
| |Appropriate software |
|Context of Assessment |Assessment may be conducted in the workplace or in a simulated work environment |
CORE COMPETENCIES
UNIT TITLE: DEVELOP DESIGNS FOR A LOGO
UNIT CODE: ICT216313
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 a logo for use in various industries.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Receive and interpret the |The instructions & specifications to develop |Verbal communication |Communication skills |
|logo design brief |the logo is read & analyzed based on the design |Written communication |Interpersonal skills |
| |brief |Intellectual property |Listening skills |
| |The objective to produce the desired outcome of |Behavioral Science |Critical Thinking |
| |logo design are identified based on the client |Elements of design |Analytical and comprehension Skills|
| |and /or the company directives. |Principles of design |Reporting skills |
| |Information needed via research and other |Computer knowledge |Presentation skills |
| |resources to develop logo concepts is identified.|software knowledge |Practicing OSHS, EHSM, 3Rs |
| |Process and steps of submission of logo design |Practicing 3Rs –Reduce, Re-use, | |
| |for approval is confirmed with the client and/or |Recycle/recover and environmental | |
| |a supervisor. |policies. | |
| |All relevant questions essential to develop the |Trends | |
| |logo design is discussed and liaised with |Basic Math | |
| |relevant personnel. |Economics (Pricing) | |
|Select materials & |All necessary materials and equipment to be used |Verbal communication |Effective Communication skills |
|equipment to develop logo |are selected and prepared according to the task |Written communication |Computer operation skills |
|design |to be undertaken. |Intellectual property |Reporting skills |
| |Appropriate software is selected and checked |Behavioral Science |Analytical and comprehension skills|
| |based on the final format specified in the design|Physics |Software usage skills |
| |brief. |Computer knowledge |Practicing OSHS, EHSM, 3Rs |
| |Non-functioning and missing materials and |software knowledge | |
| |equipment are reported to appropriate personnel |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/recover and environmental | |
| | |policies. | |
| | |Trends | |
| | |Basic Math | |
|Develop logo design |Ideas for design concept of the logo are |Verbal communication |Artistic and creative skills |
|concepts |generated through research. |Written communication |Design and drawing skills |
| |Different sketches and design style |Intellectual property |Visual communication skills |
| |experimentation are explored in accordance with |Behavioral Science |Computer application skills |
| |logo design instructions |Human and Animal Anatomy |Computer/ application |
| |Initial design concepts developed are toned down |Principles of design |troubleshooting skills |
| |to align with design brief parameters |Elements of design |Critical thinking & analytical |
| |Appropriate font is used or designed should this |Typography |skills |
| |be a part of the logo design specifications. |Physics |Researching skills |
| |Color combinations are experimented to compliment|Visual Design & communication techniques |Communication skills |
| |concept designs or to follow color specifications|Computer knowledge |Reporting skills |
| |of the design brief |Familiarity in different graphic software|Software usage skills |
| |Visual design and communication elements are |applications |Documentation & organizational |
| |incorporated to the concepts in line with the |internet browsing/ research |skills |
| |direction of the design brief. |Practicing 3Rs –Reduce, Re-use, |Practicing OSHS, EHSM, 3RS |
| |Best design sketch options are selected based on |Recycle/recover and environmental | |
| |design brief requirements. |policies. | |
| |Final rough designs in the format required are |Trends | |
| |prepared and submitted to client and /or |Geometry | |
| |supervisor for comments. |Basic Math | |
| | |Algebra | |
| | | | |
|Edit / Revise logo design |Comments received from client and / or supervisor|Verbal communication |Artistic and creative skills |
| |are analyzed to revise initial logo concepts, |Written communication |Design and drawing skills |
| |designs and sketches. |Intellectual property |Visual communication skills |
| |Adjustments are made to produce final |Behavioral Science |Computer application skills |
| |specifications as required by client and/ or |Human and Animal Anatomy |Computer/ application |
| |supervisor |Principles of design |troubleshooting skills |
| |Colors are enhanced & technically identified as |Elements of design |Critical thinking & analytical |
| |per specified design directives. |Physics |skills |
| |Font selected or designed is aligned and |Computer knowledge |Researching skills |
| |suggested in places to fit the overall look of |Familiarity in different graphic software|Communication skills |
| |the logo design |applications |Reporting skills |
| |Revised draft logo design in the format required |Practicing 3Rs –Reduce, Re-use, |Software usage skills |
| |is prepared and submitted to client and/or |Recycle/recover and environmental |Documentation & Organizational |
| |supervisor for final comments |policies. |skills |
| | |Trends |Practicing OSHS, EHSM, 3Rs |
| | |Geometry | |
| | |Basic Math | |
| | |Algebra | |
|Finalize logo design |Client and/ or supervisor final feedback are |Verbal communication |Artistic and creative skills |
| |collected and analyzed. |Written communication |Design and drawing skills |
| |Final revisions of the logo design are adjusted |Intellectual property |Visual communication skills |
| |according to design specifications |Behavioral Science |Computer application skills |
| |Chosen or designed font and layout are adjusted |Human and Animal Anatomy |Computer/ application |
| |to fit final logo design. |Principles of design |troubleshooting skills |
| |Final colors are applied to logo design as |Elements of design |Critical thinking & analytical |
| |required in the feedback and design |Computer knowledge |skills |
| |specifications |Familiarity in different graphic |Communication skills |
| |Final measurements, color codes and |applications |Reporting skills |
| |technicalities of the logo design are finalized |Printing Knowledge |Software usage skills |
| |and documented for appropriate usage. |Geometry |Documentation & organizational |
| |Final logo design with proper documentation of |Algebra |skills |
| |design details are prepared and submitted to |Practicing 3Rs –Reduce, Re-use, |Practicing OSHS, EHSM, 3Rs |
| |client and/or supervisor for final approval. |Recycle/recover and environmental | |
| | |policies. | |
| | |Trends | |
| | |Geometry | |
| | |Basic Math | |
| | |Algebra | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|design brief |May include the following : |
| |Project Statement |
| |Project Objectives |
| |Variables |
| |Statistical Interpretation |
| |Conclusions and Recommendations |
| |Bibliography / References |
|Desired outcome |May include the following logo design outcome : |
| |Branding for a company |
| |Branding for a product |
| |Branding for a person/ Group |
| |Branding for an ad campaign |
| |Branding for a service |
|Resources |May include : |
| |Books / magazines |
| |Internet |
| |DVDs / Videos |
| |Photographs |
| |Images |
|Steps of submission |May include the following steps: |
| |Submit sketches in paper/ scanned format |
| |Submit sketches in digital format |
| |Submit sketches first, color suggestions after |
| |Submit in full color |
| |Submit with specific number of sketches & designs |
| |Submit with certain deadlines indicated |
|Relevant personnel |May include the following: |
| |Creative/art director |
| |Client |
| |Head of department |
| |Supervisor |
|Materials |May include : |
| |Paper / sketchpad / tracing paper |
| |Lead & colored pencils |
| |Colored pens / sign pen |
| |Markers |
| |USB / flash drive |
| |Watercolor / poster color |
| |Ruler |
| |Compass |
| |Scissors |
| |Glue / tape |
| |Paper clips |
| |Design books / magazines |
|Equipment |May include : |
| |Drawing table |
| |Computer with peripherals |
| |Removable hard drive |
| |Chair |
| |Internet |
| |Drawing tablet |
| |Mobile phone |
| |Camera |
| |Laptop |
|Software |May include: |
| |Adobe Photoshop |
| |CorelDraw |
| |Adobe InDesign |
| |Adobe Illustrator |
| |Paint tools SAI |
| |Gimp / Krita ( open source ) |
| |MS Paint |
|Appropriate personnel |May include : |
| |Technical person |
| |IT person |
| |Department Head |
| |Administration Head |
| |Supervisor |
| |Production Manager |
|Design Style |May include : |
| |Minimalist |
| |Goth |
| |Classic |
| |modern |
| |Western |
| |Asian etc. |
|Font |May include the following : |
| |Arial |
| |Times Roman |
| |Comic sans |
| |Impact |
| |Century Gothic |
| |script |
| |Courier |
| |Lithos |
| |Myriad etc. |
|Color codes |May include : |
| |HTML color codes |
| |Hex color code |
| |RGB color code |
| |CMYK code |
| |Pantone colors |
|Documentation |May include the following : |
| |Design Brief |
| |Design measurements |
| |Design layout |
| |Color combination & codes |
|Visual Design & Communication |May include the following: |
|Elements |Colors |
| |Composition |
| |Proportion |
| |Balance |
| |Framing |
| |Line |
| |Texture |
| |Shape |
| |Form |
| |Tone |
| |Scale |
| |Movement or animation |
| |Fonts/typography: |
| |Typeface |
| |Type style |
| |Point / font size |
| |Tracking |
| |Leading |
| |Kerning |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted and analyzed the design brief to generate a feasible range of design and ideas |
| |Selected and identified the appropriate software to use in designing the logo |
| |Developed and revised logo designs according to the specified design requirements and feedback |
| |given |
| |Finalized logo design to the specific format specifications |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |interview |
|Resources required for assessment |Appropriate supplies and materials |
| |Applicable equipment |
|Context of assessment |Assessment maybe conducted in the workplace or in a simulated environment |
UNIT TITLE: DEVELOP DESIGNS FOR PRINT MEDIA
UNIT CODE: ICT216314
UNIT DESCRIPTOR: This unit describes the skills and knowledge required to conceptualize and design for posters, tarpaulin, magazine, brochures, invitation and other kinds of design intended for printed material output or format for personal, industrial and commercial use.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Interpret and analyze the |The instructions & specifications to develop the |Verbal communication |Communication skills |
|print media design brief |design for the specific print media requirement is |Written communication |Interpersonal skills |
| |analyzed based on the design brief |Intellectual property |Listening skills |
| |The scope of work and deadline schedules of the |Behavioral Science |Critical Thinking |
| |proposed design is clarified in detail from the |Elements of design |Analytical and comprehension |
| |relevant personnel |Principles of design |skills |
| |Information needed via research and other resources |Computer knowledge |Reporting skills |
| |to develop required designs for print is identified. |software knowledge |Presentation skills |
| |Approval stages of submitted design concepts is |Materials specifications |Practicing OSHS, EHSM, 3Rs |
| |confirmed with the client and/or a supervisor. |Practicing 3Rs –Reduce, Re-use, | |
| |Print format of the approved design is identified |Recycle/recover and environmental | |
| |with all its specifications based on the design |policies. | |
| |brief. |Trends | |
| |All questions essential to develop the design for |Basic Math | |
| |print is discussed and liaised with relevant |Economics (Pricing) | |
| |personnel. | | |
|Prepare equipment & |All necessary materials and equipment to be used are |Verbal communication |Artistic & Creative skills |
|materials for print media |prepared according to the specifications of the |Written communication |Communication skills |
|design |design brief |Intellectual property |Computer operation skills |
| |Appropriate software is selected and checked based on|Behavioral Science |Reporting skills |
| |the format specified for the final print media |Elements of design |Analytical and comprehension |
| |output. |Principles of design |skills |
| |Monitor is calibrated to show the correct color |Computer knowledge |Software usage skills |
| |grading of designs |software knowledge |Practicing OSHS, EHSM, 3Rs |
| |Color scheme or print palettes are organized and |Practicing 3Rs –Reduce, Re-use, | |
| |arranged to suit requirements of final design output.|Recycle/recover and environmental | |
| |Page size, orientation, appropriate resolution are |policies. | |
| |selected based on the design brief specifications |Trends | |
| |Non-functioning and missing materials and equipment |Basic Math | |
| |are reported to appropriate personnel | | |
|Develop designs for the |Ideas for design concepts of the specified print |Verbal communication |Artistic and creative skills |
|specific print media output|output are generated through research and sketches |Written communication |Communication skills |
| |experimentation. |Intellectual property |Computer operation skills |
| |Appropriate Document / page set up is applied based |Behavioral Science |Reporting skills |
| |on the design brief requirements |Human and Animal Anatomy |Analytical and comprehension |
| |Different print or graphic design style options are |Principles of design |skills |
| |explored and sketched basing on the design |Elements of design |Software usage skills |
| |parameters. |Graphic design styles |Holistic design skills |
| |Required text copy, words, tagline or message for |Philosophy |Organizational skills |
| |print is prepared and analyzed for appropriate |Computer knowledge |Practicing OSHS, EHSM, 3Rs |
| |layout placement. |Familiarity in different graphic | |
| |Font style, color and size are carefully selected and|applications | |
| |placed in a proper layout to fit overall design |Printing Knowledge | |
| |output |internet browsing/ research | |
| |All Elements created are organized on different |Practicing 3Rs –Reduce, Re-use, | |
| |comprehensive layout/ compre to experiment on the |Recycle/recover and environmental | |
| |best arrangements for design presentation. |policies. | |
| |Graphic images, product shots, photographs and other |Trends | |
| |elements can be imported from other applications and |Basic Math | |
| |added to the comprehensive layout. |Geometry | |
| |Color combinations are experimented to compliment | | |
| |concept designs | | |
| |Final rough comprehensive layout designs in the | | |
| |format required are prepared and submitted to client | | |
| |and /or supervisor for comments and revisions. | | |
|Finalize print media design|Comments and feedback from client and/ or supervisor |Verbal communication |Artistic and creative skills |
|layout |are analyzed to revise the elements of the proposed |Written communication |Communication skills |
| |comprehensive layouts |Intellectual property |Computer operation skills |
| |Combined elements in the comprehensive layout/ compre|Principles of design |Reporting skills |
| |are imposed correctly to suit specified sheet size. |Elements of design |Analytical and comprehension |
| |Numerical sequence and lay down of the product or |Philosophy |skills |
| |mock-up is correctly identified to meet binding and |Computer knowledge |Software usage skills |
| |finishing requirements. |Familiarity in different graphic |Holistic design skills |
| |Bleed allowance is incorporated in margins and |applications |Organizational skills |
| |borders. |Printing Knowledge |Practicing OSHS, EHSM, 3Rs |
| |Text copy is reviewed for possible errors and |Internet browsing/ research | |
| |omissions and are discussed with client and/ or |Practicing 3Rs –Reduce, Re-use, | |
| |supervisor. |Recycle/recover and environmental | |
| |Alignment of the basic elements are maintained based |policies. | |
| |on the overall balance of the layout and correct |Trends | |
| |color blends and gradients. |Basic Math | |
| |Hard copy / progressive proof is printed and |Geometry | |
| |rechecked for errors, omissions to fit the overall | | |
| |balance of the layout. | | |
| |Necessary changes are made, reviewed and proof read | | |
| |as required while comprehensive layout/ compre is | | |
| |still on screen. | | |
| |The project and/or work is saved according to | | |
| |organizational procedures. | | |
| |A digital proof or file format is created to present | | |
| |to client and/ or Supervisor for final comments and | | |
| |approval. | | |
|Prepare final print output|Approved final layout design and /or project is |Verbal communication |Artistic and creative skills |
|& documentation |prepared for printing. |Written communication |Communication skills |
| |Correct Color profile are selected carefully for |Intellectual property |Computer operation skills |
| |standard print output option |Physics |Reporting skills |
| |File formats are chosen to best represent artwork |Elements of Design |Analytical and comprehension |
| |styles. |Principles of design |skills |
| |Compression options are selected that keep the image |Typography |Printing skills |
| |quality high and the file size low. |Computer knowledge |Software usage skills |
| |Export options of file are set and saved to the best |Familiarity in different graphic |Holistic design skills |
| |settings for the final print output. |applications |Organizational skills |
| |The appropriate format for saving the images/ |Printing Knowledge |Practicing OSHS, EHSM, 3Rs |
| |artworks/ objects and layout are used as required in |internet browsing/ research | |
| |the specifications of the design brief. |Practicing 3Rs –Reduce, Re-use, | |
| |The resolution for effects and any filters are set |Recycle/recover and environmental | |
| |based on image quality. |policies. | |
| |Document / page set up is checked to ensure correct |Trends | |
| |layout file has no non-printable elements. |Basic Math | |
| |Final high-resolution file is checked for final |Algebra | |
| |approval of client and/or supervisor before sending | | |
| |to print. | | |
|Color separate artwork file|The final and approved print media artwork file is |Verbal communication |Artistic and creative skills |
|for final printing |prepared for final printing |Written communication |Communication skills |
| |The correct format for the color separation is |Intellectual property |Computer operation skills |
| |determined and checked based on the final |Principles of design |Reporting skills |
| |specifications on the design brief. |Elements of design |Analytical and comprehension |
| |Command preferences are correctly set for print |Color Theory |skills |
| |quality and process. |Typography |Printing skills |
| |The color separation options are set according to |Physics |Software usage skills |
| |print requirements of the design brief. |Computer knowledge |Holistic design skills |
| |Correct Color profile is selected for the final |Familiarity in different graphic |Organizational skills |
| |output, based on client specifications. |applications |Practicing OSHS, EHSM, 3Rs |
| |Screen frequency with value & color preferences is |Printing Knowledge | |
| |selected and saved which is appropriate for the print|Internet reseach/ browsing | |
| |quality |Basic Math | |
| |Spreads and choke traps are created to avoid |Geometry | |
| |misregistration. |Practicing 3Rs –Reduce, Re-use, | |
| |Overprint of objects are checked and defined to avoid|Recycle/recover and environmental | |
| |ink trap. |policies. | |
| |A final proof is created, separations checked and |Trends | |
| |completed based on the approved final artwork | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Print media |May include the following : |
| |Print ads |
| |Poster |
| |Banners |
| |Billboards |
| |Brochures |
| |Invitation |
| |Annual reports |
| |Flyers / pamphlets |
| |Menu |
| |Book / book covers |
| |Comics |
| |Magazines |
| |Callcards etc. |
|design brief |May include the following : |
| |Project Statement |
| |Project Objectives |
| |Variables |
| |Statistical Interpretation |
| |Conclusions and Recommendations |
| |Bibliography / References |
|Relevant personnel |May include : |
| |Art / creative director |
| |Supervisor |
| |Department Head |
| |Production Manager |
| |Client |
|Resources |May include : |
| |Books / magazines |
| |Internet |
| |DVDs / Videos |
| |Photographs |
| |Graphic Images |
|Approval stages |May include the following stages : |
| |Draft sketches or design stage |
| |Comprehensive layout stage |
| |Final layout stage |
| |Color separation stage |
|Print format |May include the following format: |
| |psd |
| |png |
| |tiff |
| |jpeg |
|Materials |May include the following : |
| |Paper / sketchpad / tracing paper |
| |Lead & colored pencils |
| |Colored pens / sign pen |
| |Markers color palettes |
| |Paper grade palette |
| |USB / flash drive |
| |Watercolor / poster color |
| |Ruler |
| |Scissors |
| |Glue / tape |
| |Post it |
| |Design books / magazines |
|Equipment |May include the following : |
| |Drawing table |
| |Computer with peripherals |
| |Chair internet |
| |Removable hard drive |
| |Drawing tablet |
| |Mobile phone |
| |Camera |
| |Laptop |
|Software |May include the following : |
| |Photoshop |
| |CorelDraw |
| |InDesign |
| |Illustrator |
| |Acrobat |
| |Sketch up |
|Color scheme |May include the following color scheme tools : |
| |Color wheel |
| |Adobe Kuler |
| |Color Munki |
| |Colorotate |
| |Color Calculator |
| |Copaso : Color Palette software |
| |Mudcube Color sphere |
|Print palette |May include the following print palette color combinations : |
| |Cool Color scheme palette |
| |Warm color scheme palette |
| |Sweet color scheme palette |
| |Exotic color scheme palette |
| | |
|Appropriate personnel |May include : |
| |Production Manager |
| |IT/ software/ network person |
| |Art / Creative Director |
| |Supervisor |
| |Department Head |
| |Client |
|Document / page set up |May include: |
| |Margins |
| |Page size |
| |Page orientation |
| |Number of pages |
| |Multiple columns |
| |Arrangement of pages |
| |Pictures/graphics size |
|Graphic design style |May include the following : |
| |Art Nouveau |
| |Art Deco |
| |American Kitsch |
| |Contemporary |
| |Grunge |
| |psychedelic |
| |Victorian |
|Elements |May include: |
| |Graphics |
| |Frames |
| |Fonts & Texts |
| |Photographs |
| |Menus or dialogue boxes |
| |indexes |
| |Logos |
| |Information & details |
|Comprehensive layout / compre |A draft layout/ design used to present to a client/ supervisor which contains either of the following |
| |elements : |
| |Sketches |
| |Photographs |
| |Graphic images |
| |Font / text / messages |
| |Logos |
| |Clip art |
|Imposed |May include the following: |
| |Plug-ins |
| |Stand alone applications or automated features of high-end page layout programs exist to impose pages |
|Organizational procedures |May include the following: |
| |Organizational procedures for saving a document can include the preferred format, naming preferences |
| |and the location of file is saved to. |
|File format |May include: |
| |PDF |
| |jpeg |
| |tiff |
|Correct Color profile |May include the following: |
| |CMYK color |
| |Spot colors |
| |Registration colors |
| |Pantone color |
|Compression options |May include : |
| |Lossless |
| |Lossy |
|Command preferences |May include: |
| |RGB |
| |CMYK |
| |Color management |
| |Proof options |
| |Document Information subjects |
|Color separation options |May include the following: |
| |Process color |
| |Spot color |
| |Halftone |
| |Resolution |
| |Bleed |
| |printer marks |
|Screen Frequency |may include the following: |
| |Common - Mesh counts between 195 and 355 |
| |Halftone – dot frequencies are between 40 and 65 lpi. |
| |Underbase – use a 195 mesh with a 45 to 50 lpi halftone. |
| |Black and Highlight – Use 305 to 355 Mesh with 50 to 65 lpi. |
| |Colors – Use 230 to 305 mesh with 50 to 55 lpi. |
|Overprint |To prevent final print out to come off the printing press with misregistration, the following steps |
| |can be used: |
| |Avoid Touching or Almost Touching Colors |
| |Use Common Process Colors to Close Gaps |
| |Overprint Black to Prevent Gaps |
| |Use Chokes and Spreads to Fill the Gaps |
| |Overprinting / Surprinting Avoids Need to Trap |
| |Manual and Automatic Trapping |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted, prepared and developed the document or pages incorporating elements and features that meets |
| |the client's design brief |
| |Demonstrated ability to apply the correct document set up, graphic design style and typography in a |
| |comprehensive layout in line with the specifications of the design brief. |
| |Created a specific print output following organized checking procedures on page orientation, color, |
| |layers & separation of elements, resolution and format that is print ready |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |Interview |
|Resources required for assessment |The following must be provided: |
| |Appropriate supplies and materials |
| |Applicable equipment & software |
|Context of assessment |Assessment maybe conducted in the workplace or in a simulated environment |
UNIT TITLE: DEVELOP DESIGNS FOR USER EXPERIENCE
UNIT CODE: ICT216315
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 user experience.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of Variables| | |
|Receive and interpret the |Specifications of the design brief are correctly |Verbal communication |Communication skills |
|user experience design |interpreted and liaised with client and/or Supervisor |Written communication |Interpersonal skills |
|brief |Proposed user experience designs are established and |Intellectual property |Listening skills |
| |clarified from the relevant personnel. |Behavioral Science |Critical thinking |
| |Specifications, parameters or constraints are identified |Human and Animal Anatomy |Analytical skills |
| |based on the design brief |Elements of design | |
| |Information are sourced and evaluated pertinent to the |Principles of design | |
| |design brief | | |
| |User behavior, user goals, user motivations and user | | |
| |needs are researched and compared appropriate to the | | |
| |design brief. | | |
| |Relationship between the visual elements, hardware, and | | |
| |software required is identified based on the needs of the| | |
| |design brief | | |
| |Research media and findings are organized and updated as | | |
| |required | | |
| |Initial discussions are evaluated, based on the findings | | |
| |against the design brief. | | |
|Select media/ materials |Appropriate user behavior, user goals, user motivations |Verbal communication |Artistic and creative skills |
|for user experience design|and user needs are identified and selected based on the |Written communication |Computer application skills |
| |findings of the research. |Intellectual property |Computer/ application |
| |Materials, hardware, and software are gathered and |Behavioral Science |troubleshooting skills |
| |sourced based on the requirements |Elements of design |Critical thinking |
| |Non-functioning equipment and materials should be |Principles of design |Analytical skills |
| |reported to relevant personnel. |Computer knowledge | |
| | | | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Geometry | |
| | |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental| |
| | |policies. | |
| | |Trends | |
|Produce wireflow designs |A flow chart is created based on the findings of the |Verbal communication |Artistic and creative skills |
| |research in relation with the design requirements |Written communication |Computer application skills |
| |Clickable links are identified based on the flowchart |Intellectual property |Computer/ application |
| |Wireflow designs of the selected user experience media |Behavioral Science |troubleshooting skills |
| |are presented to relevant personnel |Human and Animal Anatomy |Critical thinking |
| | |Elements of design |Analytical skills |
| | |Principles of design | |
| | |Computer knowledge | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Geometry | |
| | |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental| |
| | |policies. | |
| | |Trends | |
|Create page template/ user|Comments/feedbacks are applied to selected wireflow |Verbal communication |Artistic and creative skills |
|experience wireframing |design |Written communication |Computer application skills |
| |Page template grid is set based on the delivery platform.|Intellectual property |Computer/ application |
| |Layout is determined using boxes and lines using |Behavioral Science |troubleshooting skills |
| |appropriate software. |Elements of design |Critical thinking |
| |Information hierarchy is defined using typography. |Principles of design |Analytical skills |
| |Visual strength is determined by using grayscale tonal |Typography | |
| |values. |Computer knowledge | |
| |Page template design is evaluated for feedback based on |Familiarity in different graphic | |
| |user experience usability, functionality and errors |applications | |
| | |Geometry | |
| | |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental| |
| | |policies. | |
| | |Trends | |
|Finalize wireframe and |Feedbacks and comments are applied to final user |Verbal communication |Artistic and creative skills |
|design flow of the |experience wireframe and design flow |Written communication |Computer application skills |
|selected user experience |When necessary, animation or effects are simulated using |Intellectual property |Computer/ application |
|media |motion graphic software and submitted for evaluation |Behavioral Science |troubleshooting skills |
| |When necessary, approved design flow is tested using |Elements of design |Critical thinking |
| |simple coding tools and submitted for evaluation |Principles of design |Analytical skills |
| |Generated designs are organized and submitted to client |Typography | |
| |and /or Supervisor for final approval. |Computer knowledge | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Geometry | |
| | |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental| |
| | |policies. | |
| | |Trends | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Visual elements |May include the following: |
| |Colors |
| |Composition |
| |Proportion |
| |Balance |
| |Framing |
| |Line |
| |Texture |
| |Shape |
| |Form |
| |Tone |
| |Scale |
| |Movement or animation |
| |Fonts/typography: |
| |Typeface |
| |Type style |
| |Point/ font size |
| |Tracking |
| |Leading |
| |Kerning |
|media |May include: |
| |Drawings |
| |Photographs |
| |Digital images |
| |Illustrations |
| |Videos |
|Relevant personnel |May include the following: |
| |Creative/art director |
| |Technical director |
| |Designers |
| |Developers/programmers |
| |Copywriters/editors |
| |Heads of department |
| |User/audience/client |
|clickable links |May include: |
| |Buttons |
| |Images |
| |Interactive text |
|User experience media |Web Page |
| |Interactive directory |
| |Interactive menus (resto, banks) |
| |CD- or DVD menus |
| |Mobile or hand-held |
| |Smart phones |
| |Digital Media Players |
| |Tablets |
| |Mobile apps |
| |Smart watches |
| |Smart TV |
| |Automotive interfaces |
| |Visual Presentations (Powerpoint) |
| | |
|delivery platform |May include: |
| |Web |
| |Mobile apps |
| |e-learning platform |
| |Smart watch |
| |Automotive interface |
| |Mall directory |
|typography |May include: |
| |Size |
| |Font type |
| |Font style |
| |Font format |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted user experience requirements based on the design brief. |
| |Selected appropriate software, tools and delivery platform that best suites the design for the user |
| |experience |
| |Generated and developed wireflow designs for user experience using the appropriate user experience media|
| |as required on the design brief |
| |Created page template/user experience wireframe based on the specifications of the design brief |
| |Finalized the selected user experience design using the appropriate user experience media |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |Interview |
|Resources required for assessment |The following must be provided: |
| |Industry-standard hardware (e.g. PC, Mobile Phone or Tablet) and software application |
| |Design briefs |
|Context of assessment |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 USER INTERFACE
UNIT CODE : ICT216316
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 USER INTERFACE.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Receive and interpret the |The proposed user interface design details and |Verbal communication |Communication skills |
|user interface design brief|overall work scope is established and clarified from |Written communication |Interpersonal skills |
| |the relevant personnel |Intellectual property |Listening skills |
| |The specifications, parameters & constraints of the |Behavioral Science |Critical thinking |
| |user interface design are identified from the design |Human and Animal Anatomy |Analytical skills |
| |brief |Elements of design | |
| |Information pertinent to the design brief are sourced|Principles of design | |
| |and evaluated to create the correct design |Practicing 3Rs –Reduce, Re-use, | |
| |directives. |Recycle/recover and environmental | |
| |Visual elements and tools are researched and compared|policies. | |
| |based on the design brief. |Trends | |
| |Relationship between the visual elements, hardware | | |
| |and software required is identified based on the | | |
| |project requirements | | |
| |Research media and findings are organized and updated| | |
| |as required | | |
| |Initial discussions of the design brief against the | | |
| |findings are evaluated with relevant personnel. | | |
|Select tools, delivery |Visual elements and tools are identified and |Verbal communication |Artistic and creative skills |
|platform and appropriate |presented to the relevant personnel. |Written communication |Computer application skills |
|software |Appropriate visual elements and tools are selected |Intellectual property |computer/ application |
| |based on the design brief requirements |Behavioral Science |troubleshooting skills |
| |Materials, hardware, and software are gathered and |Human and Animal Anatomy |Critical thinking |
| |sourced based project requirements. |Elements of design |Analytical skills |
| |Non-functioning and missing materials and equipment |Principles of design | |
| |are reported to appropriate personnel | | |
| | | | |
| | |Computer knowledge | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Geometry | |
| | |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental | |
| | |policies. | |
| | |Trends | |
|Generate and develop |Range of feasible design ideas and creative solutions|Verbal communication |Artistic and creative skills |
|designs for user interface |are generated in response to the design brief. |Written communication |Computer application skills |
| |Design ideas are discussed and collaborated with |Intellectual property |computer/ application |
| |relevant personnel. |Behavioral Science |troubleshooting skills |
| |Brand guidelines specified in the design brief are |Human and Animal Anatomy |Critical thinking |
| |applied to the rough design outputs. |Elements of design |Analytical skills |
| |Creative ideas and solutions are reflected and |Principles of design | |
| |assessed based on constraints to meet the design |Computer knowledge | |
| |brief. |Familiarity in different graphic | |
| |User interface design studies in the format required |applications | |
| |are prepared and submitted to client and /or |Geometry | |
| |supervisor for comments and revisions. |Algebra | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/ recover and environmental | |
| | |policies. | |
| | |Trends | |
|Finalize user interface |Comments and feedback from client and/ or supervisor |Verbal communication |Artistic and creative skills |
|design |are analyzed to revise the elements of the proposed |Written communication |Computer application skills |
| |user interface design. |Intellectual property |computer/ application |
| |Gathered media and content is assembled based on the |Behavioral Science |troubleshooting skills |
| |technical specifications |Human and Animal Anatomy |Critical thinking |
| |Accurate dimensions are considered appropriate to |Elements of design |Analytical Skills |
| |design brief requirements |Principles of design | |
| |Media file size must be considered for accessibility |Computer knowledge | |
| |and compatibility |Familiarity in different graphic | |
| |Media are placed in web-based locations and external |applications | |
| |links are generated for fast accessibility |Geometry | |
| |Web safe colors are selected based on the media |Pixels conversion | |
| |requirements |Practicing 3Rs –Reduce, Re-use, | |
| |Standard web fonts are considered based on delivery |Recycle/recover and environmental | |
| |platform requirements |policies. | |
| |Selected design techniques and tools are applied in |Trends | |
| |developing the design. | | |
| |Relevant personnel are consulted to ensure harmony | | |
| |and compatibility of the design with the technical | | |
| |requirements. | | |
| |Responsive design is considered based on media output| | |
| |Final UI design is tested against media output for | | |
| |possible errors | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|User interface |Web page |
| |CD or DVD menu |
| |Mobile or hand-held |
| |Cellular and Smart phones |
| |Media Players |
| |Tablets |
| |Mobile apps |
| |TV (traditional and Smart) |
|Relevant personnel |May include the following: |
| |Creative/art director |
| |Technical director |
| |Designers |
| |Developers/programmers |
| |Copywriters/editors |
| |Heads of department |
| |User/audience |
| |Other specialist creative and technical staff |
|Visual elements |May include the following: |
| |Colors |
| |Composition |
| |Proportion |
| |Balance |
| |Framing |
| |Line |
| |Texture |
| |Shape |
| |Form |
| |Tone |
| |Scale |
| |Movement or animation |
| |Fonts/typography: |
| |Typeface |
| |Type style |
| |Point / font size |
| |Tracking |
| |Leading |
| |Kerning |
|Media |May include: |
| |Drawings |
| |Photographs |
| |Digital images |
| |Illustrations |
| |Videos |
|Tools |May include design tools such as: |
| |Adobe Photoshop |
| |Adobe Illustrator |
| |Adobe Flash/Animate |
| |CorelDraw |
|Appropriate personnel |May include: |
| |IT personnel |
| |Department head |
| |Manager |
| |Supervisor |
|Brand guidelines |May include: |
| |Style manual |
| |Style guide |
| |Brand identifier |
| |Set of standards |
|constraints |May include: |
| |Budget |
| |Timeline |
| |Technical feasibility and |
| |Suitability |
|web-based locations |May include: |
| |Photo bucket |
| | |
| |Cloudinary |
| |Google drive |
| |Dropbox |
|web safe colors |May include any of the 216 web safe color codes: |
| |(e.g 003300, 330099, CC0000) |
|standard web fonts |May include the ff; |
| |Helvetica |
| |Arial |
| |Times New Roman |
| |Courier |
| |Verdana |
| |Tahoma, etc. |
|responsive design |May include adaptation of the design on the ff media: |
| |Mobile apps |
| |Web page |
| |Smart TV |
| |Smart watch |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted user interface requirements based on the design brief. |
| |Selected appropriate software, tools and delivery platform that best suites the design for the user |
| |interface |
| |Generated and developed designs for user interface using the appropriate brand guidelines within the |
| |constraints of the design brief |
| |Finalized user interface design using accurate dimensions and media file size as required in the design |
| |brief |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |Interview |
|Resources required for assessment |The following must be provided: |
| |Industry-standard hardware (e.g. PC, Mobile Phone or Tablet) and software application |
| |Design briefs |
|Context of assessment |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 : ICT216317
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 product packaging.
|ELEMENT |PERFORMANCE CRITERIA |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Receive and interpret the |Instructions & specifications to develop the product |Verbal communication |Computer application skills |
|product packaging design |packaging are read & analyzed based on the design |Written communication |Computer/ application |
|brief |brief |Intellectual property |troubleshooting skills |
| |Proposed packaging design is established and clarified|Elements of design |Critical thinking |
| |from the relevant personnel to inform design |Principles of design |Analytical skills |
| |decisions. |Form follows function | |
| |Specifications, parameters or constraints are |Practicing 3Rs –Reduce, Re-use, | |
| |identified based on the design brief. |Recycle/recover and environmental | |
| |Information are sourced and evaluated pertinent to |policies. | |
| |design brief. |Trends | |
| |Current and emerging packaging trends and ideas are | | |
| |considered pertinent to the design brief. | | |
| |Nature of the customer, the product, and how the | | |
| |product will be displayed and be distributed are | | |
| |examined pertinent to the brief. | | |
| |Key sustainability issues are evaluated for | | |
| |incorporation into design. | | |
| |Ideas for technical, creative and budgetary | | |
| |implications are reflected appropriate to the | | |
| |requirements. | | |
| |Regulatory requirements that affect packaging design | | |
| |are considered based on the requirements of the design| | |
| |brief. | | |
|Develop design concepts |References to support the design process are |Verbal communication |Artistic and creative skills |
|for specific product |identified appropriate to the design brief. |Written communication |Computer application skills |
|packaging |Design ideas are explored using isometric and |Intellectual property |Computer/ application |
| |orthographic methods. |Elements of design |troubleshooting skills |
| |Design ideas of the package are generated based on |Principles of design |Critical thinking |
| |form and function of the product. |Spatial reasoning |Analytical skills |
| |Packaging and color printing materials to be used are |Behavioral Science | |
| |properly considered based OSHS and EHSM standard. |Form follows function | |
| |Designs developed are organized and submitted in the |Computer knowledge | |
| |format required to the client and/or supervisor. |Familiarity in different graphic | |
| | |applications | |
| | |Printing Knowledge | |
| | |Product packaging materials | |
| | |Crafting | |
| | |Geometry | |
| | |Economics (Pricing) | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/recover and environmental | |
| | |policies. | |
| | |Trends | |
|Create specific product |Selected design from initial ideas is developed based |Verbal communication |Artistic and creative skills |
|packaging mockup |on production and design factors. |Written communication |Computer application skills |
| |Selected design is created into a mockup using |Intellectual property |Computer/ application |
| |specified measurements and temporary package materials|Behavioral Science |troubleshooting skills |
| |based on the product. |Spatial Reasoning |Critical thinking |
| |Package design functionality is tested with |Elements of design |Analytical skills |
| |collaboration and refinement from relevant personnel. |Principles of design | |
| |Final mockup selected and approved by client and/or |Form follows function | |
| |supervisor is submitted for approval. |Basic drafting/Technical drawing | |
| | |Computer knowledge | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Printing Knowledge | |
| | |Geometry | |
| | |Algebra | |
| | |Trigonometry | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/recover and environmental | |
| | |policies. | |
| | |Trends | |
| | | | |
|Finalize design for |Modifications and amendments are applied to the final |Verbal communication |Artistic and creative skills |
|specific product |product package design. |Written communication |Computer application skills |
|packaging |Accurate measurements and die line are developed to |Intellectual property |computer/ application |
| |support product packaging design |Behavioral Science |troubleshooting skills |
| |Final design, mockup, die line template and |Spatial Reasoning |Critical thinking |
| |documentation are presented for approval to relevant |Elements of design |Analytical skills |
| |personnel. |Principles of design | |
| | |Form follows function | |
| | |Computer knowledge | |
| | |Familiarity in different graphic | |
| | |applications | |
| | |Printing Knowledge | |
| | |Geometry | |
| | |Algebra | |
| | |Trigonometry | |
| | |Practicing 3Rs –Reduce, Re-use, | |
| | |Recycle/recover and environmental | |
| | |policies. | |
| | |Trends | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Design brief |May include the following : |
| |Project Statement |
| |Project Objectives |
| |Variables |
| |Statistical Interpretation |
| |Conclusions and Recommendations |
| |Bibliography / References |
|Relevant personnel |May include the following: |
| |creative/art director |
| |technical director |
| |designers |
| |developers/programmers |
| |copywriters/editors |
| |heads of department |
| |client |
| |buyers/customers |
| |printers |
| |other specialist creative and technical staff |
|Temporary package materials |May include: |
| |Paper |
| |Plastic |
| |Cardboard |
| |Cloth/Canvas |
|Die line |Die line may include: |
| |Cuts |
| |Folds |
| |Holes |
| |Final layout |
| |Measurements |
| |Score |
|Documentation |May include: |
| |Orthographic drawings |
| |Dimensions |
| |Color specifications |
| |Final package materials |
| |Die line package template |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted product-packaging requirements based on the design brief. |
| |Generated and developed designs of packaging based on the specifications of the product indicated in the|
| |design brief |
| |Created mockup for the selected product package design using appropriate temporary materials |
| |Finalized the design, mockup, die line template of the product package design. |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |interview |
|Resources required for assessment |The following must be provided: |
| |Work area |
| |Industry standard hardware and software application |
| |Design briefs |
| |Materials for prototyping |
|Context of assessment |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 / DISPLAY
UNIT CODE : ICT216318
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 |REQUIRED KNOWLEDGE |REQUIRED SKILLS |
| |Italicized terms are elaborated in the Range of | | |
| |Variables | | |
|Receive and interpret the |Instructions & specifications to develop the booth |Verbal communication |Communication skills |
|booth & product window / |& product window /display design is read & analyzed|Written communication |Computer application skills |
|display design brief |based on the design brief. |Intellectual property |Computer/ application |
| |Proposed booth & product window/display design is |Anthropometrics |troubleshooting skills |
| |established and clarified from the relevant |Ergonomics |Critical thinking |
| |personnel to inform design decisions. |Principles of design |Analytical skills |
| |Specifications, parameters or constraints are |Elements of design | |
| |identified based on the design brief. |Drafting/Technical drawing | |
| |Information are sourced and evaluated pertinent to |Crafting | |
| |design brief. |Practicing 3Rs –Reduce, Re-use, | |
| |Required design ideas and solutions are assessed |Recycle/recover and environmental | |
| |for implications on budget, timeline, technical |policies. | |
| |feasibility and suitability. |Trends | |
| |All relevant questions essential to develop the | | |
| |specific booth & product window / display design is| | |
| |discussed and liaised with relevant personnel. | | |
|Develop design concepts for|References to support the design process are |Verbal communication |Artistic and creative skills |
|specific booth and product |identified appropriate to the design brief. |Written communication |Drawing and sketching |
|window / display |Design ideas are explored using isometric and |Intellectual property |3D design techniques |
| |orthographic methods. |Elements of design |Computer application skills |
| |Ideas for design concepts are generated through |Principles of design |Computer/ application |
| |research and observation of structures and window |Anthropometrics |troubleshooting skills |
| |displays. |Ergonomics |Critical thinking |
| |Different design style options are explored and |Form follows function |Analytical skills |
| |sketched based on the design parameters. |Computer knowledge |Holistic skills |
| |Brand guidelines specified in the design brief are |Familiarity in different graphic | |
| |applied to the rough design outputs. |applications | |
| |Location or space guidelines of the product window |Architecture and Interior Design | |
| |/ display is noted and measured to the design |Basic Carpentry and Electrical | |
| |specifications. |Installation | |
| |Final rough designs in the format required are |Trends | |
| |prepared and submitted to relevant personnel for |Geometry | |
| |comments and revisions. |Algebra | |
| | |Trigonometry | |
|Finalize selected design |Comments and feedback from client and/ or |Verbal communication |Artistic and creative skills |
|using precise |supervisor are collected & analyzed to revise and |Written communication |Computer application skills |
|specifications provided |edit the chosen design concept. |Intellectual property |Computer application |
| |Multi-view Orthographic drawings of the selected |Elements of design |troubleshooting skills |
| |design are provided for arrangement & construction |Principles of design |Critical thinking |
| |reference. |Anthropometrics |Analytical skills |
| |Booth or product window/ display size and |Ergonomics |Holistic skills |
| |dimensions are accurately indicated on the final |Form follows function | |
| |design. |Computer knowledge | |
| |Materials & specifications and construction items |Familiarity in different graphic | |
| |to be used on the final output are identified and |applications | |
| |indicated over the design parts. |Architecture and Interior Design | |
| |Brand guidelines should be clearly seen on the |Basic Carpentry and Electrical | |
| |final booth design, as required in the design |Installation | |
| |brief. |Geometry | |
| |A plan of the utilities location and installation |Algebra | |
| |should be clearly indicated in the final booth & |Trigonometry | |
| |product window/ display design, in coordination | | |
| |with relevant personnel. | | |
| |Final design with proper documentation of the | | |
| |design details are prepared and submitted to client| | |
| |and/or supervisor for final approval. | | |
|Produce 3D Model images/ |Approved final booth design is created into a |Verbal communication |Artistic and creative skills |
|view of the approved booth |precise colored 3D model images based on the |Written communication |Computer application skills |
|or product/ window display|multi-view orthographic drawings. |Intellectual property |Computer/ application |
|design |Brand, logo, color of overall 3D model images are |Elements of design |troubleshooting skills |
| |fully seen and reflected based on the approved |Principles of design |Critical thinking |
| |final design & requirements. |Anthropometrics |Analytical skills |
| |Structure and functionality are indicated with |Ergonomics |Holistic skills |
| |collaboration and refinement with relevant |Form follows function | |
| |personnel. |Computer knowledge | |
| |Required materials needed for the design are |Familiarity in different graphic | |
| |researched and indicated based on approved design |applications | |
| |documentation & structure plan. |Architecture and Interior Design | |
| |Any electrical, lighting and other important |Basic Carpentry and Electrical | |
| |utilities are indicated, and/or consulted with |Installation | |
| |relevant personnel |Geometry | |
| |Final design, colored images of 3D model and |Algebra | |
| |documentation are presented for approval by |Trigonometry | |
| |relevant personnel. | | |
| | | | |
RANGE OF VARIABLES
|VARIABLE |RANGE |
|Design brief |May include the following : |
| |Project Statement |
| |Project Objectives |
| |Variables |
| |Statistical Interpretation |
| |Conclusions and Recommendations |
| |Bibliography / References |
|Relevant personnel |May include the following: |
| |Creative/art director |
| |Technical director |
| |Head designer |
| |Carpenters |
| |Architect |
| |Department head |
| |Client |
| |Utility Head |
| |Location / Venue Manager |
|Brand guidelines |May include: |
| |Standards |
| |Signage |
| |Brand identifier |
| |Logo colors |
|Location or space guidelines |May include: |
| |Space dimensions |
| |Obstacles |
| |Location of electrical outlet |
| |Design style |
| |Design constraints |
| |Material constraints |
| |Utilities constraints |
|Multi-view Orthographic drawings |May include : |
| |Top view |
| |Front view |
| |Back view |
| |Left side view |
| |Right side view |
|Materials & specifications |May include the following: |
| |Styrofoam |
| |Tarpaulin |
| |Electrical gadgets |
| |Neon lights |
| |Digital displays |
| |Metallic materials |
| |Wood materials |
| |Plastic materials |
| |Glass materials |
| |Actual product being displayed |
| |Mannequins |
| |Papers/cardboards |
| |Textiles |
| |Organic materials |
| |Panel systems |
|Utilities location & installation plan |May include the following: |
| |Outlet location |
| |Electrical set up plan |
| |Pipe location plan |
| |Air-conditioner / fan location |
| |Light location |
| |Sink location |
| |Faucet location |
| |Gas location & set up |
|3D Model images |May include the following: |
| |3D front view |
| |3D side view |
| |3D isometric view |
| |3D aerial view |
| |3D back view |
| |*** This is executed in either 2D drawing, vector drawing or 3D software images. |
EVIDENCE GUIDE
|Critical aspects of competency |Assessment must show that the candidate: |
| |Interpreted booth & product window/display design requirements based on the design brief. |
| |Generated and developed designs of booth & product window/display based on the specifications of the brand|
| |guidelines and space guidelines indicated in the design brief |
| |Finalized the design of booth & product window/display using accurate measurements and materials used. |
| |Created a precise colored 3D model images based on the multi-view orthographic drawings for the selected |
| |booth & product window/display design using appropriate materials. |
|Method of assessment |The assessor must assess the candidate through the ff: |
| |Demonstration with oral questioning |
| |Interview |
|Resources required for assessment |The following must be provided: |
| |work area |
| |Industry standard hardware and software application |
| |Design brief |
|Context of assessment |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 standards 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.
They include information on curriculum design; training delivery; trainee entry requirements; tools and equipment; training facilities; and trainer’s qualification.
1 CURRICULUM DESIGN
TESDA shall provide the training on the development of competency-based curricula to enable training providers develop their own curricula with the components mentioned below.
Delivery of knowledge requirements for the basic, common and core units of competency specifically in the areas of mathematics, science/technology, communication/language and other academic subjects shall be contextualized. To this end, TVET providers shall develop a Contextual Learning Matrix (CLM) to include green technology, issues on health and drugs and catering to persons with disabilities (PWD’s) to accompany in their curricula.
Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III
Nominal Training
Duration:
| | 68 hrs |Basic Competencies |
| | 28 hrs |Common Competencies |
| |405 hrs |Core Competencies |
| Total |501 hrs | |
Course Description:
This course is designed to develop & enhance the knowledge, skills, & attitudes of a Visual Graphic Design Provider in accordance with industry standards. It covers the basic & common competencies in addition to the core competencies such as to develop designs for logo, develop designs for print media, develop designs for user interface and user experience as well as develop designs for product packaging and booth & product window display.
The nominal duration of 501 hours covers the required units at Visual Graphic Design NC III. TVET providers can however, offer a longer, ladderized course covering the NC III basic, common and core units.
To obtain this, all units prescribed for this qualification must be achieved:
BASIC COMPETENCIES
(68 hrs)
|Unit of Competency |Learning Outcomes |Learning Activities |Methodology |Assessment Approach |Nominal Duration|
|Lead workplace communication |Communicate information about |Lecture and discussion on: |Lecture |Written Test |2 Hours |
| |workplace processes |Effective verbal communication methods |Demonstration |Observation | |
| | |Sources of information |Practical exercises | | |
| | |Practice organizing information |Demonstration | | |
| | |Identify organization requirements for written and electronic communication methods |Role Play | | |
| | |Follow organization requirements for the use of written and electronic communication| | | |
| | |methods | | | |
| | |Perform exercises on understanding and conveying intended meaning scenario | | | |
| |Lead workplace discussions |Lecture and discussion on: |Group discussion |Oral evaluation |2 Hours |
| | |Organizational policy on production, quality and safety |Lecture |Written Test | |
| | |Goals/ objectives and action plan setting |Demonstration |Observation | |
| | |Read effective verbal communication methods | | | |
| | |Prepare/set action plans based on organizational goals and objectives | | | |
| |Identify and communicate issues |Lecture and discussion on: |Group discussion |Oral evaluation |2 Hours |
| |arising in the workplace |Organizational policy in dealing with issues and problems |Lecture |Written Test | |
| | |Read effective verbal communication methods |Demonstration |Observation | |
| | |Practice organizing information |Role Play | | |
| | |Perform exercises on understanding and conveying intended meaning scenario | | | |
|Lead small team |Provide team leadership |Lecture and discussion on: |Group discussion |Oral evaluation |2 Hours |
| | |Company policies and procedures |Lecture |Written examination | |
| | |Identify client expectations |Demonstration |Observation | |
| | |Practice team building skills |Role Play | | |
| | |Perform exercises on communication skills required for leading teams | | | |
| |Assign responsibilities |Lecture and discussion on: |Group discussion |Oral evaluation |2 Hours |
| | |Team member’s duties and responsibilities |Lecture |Written examination | |
| | |Identify client expectations |Demonstration |Observation | |
| | |Practice negotiating skills |Role Play | | |
| | |Perform group exercises showing the skills and techniques in promoting team building| | | |
| |Set performance expectations for |Lecture and discussion on: |Group discussion |Oral evaluation |2 Hours |
| |team members |Team member’s duties and responsibilities |Lecture |Observation | |
| | |How performance expectations are set |Demonstration |Written examination | |
| | |Identify client expectations |Role Play | | |
| | |Perform group exercises in setting individual target/ expectation | | | |
| | |Read instruction and requirements in up to date dissemination to members | | | |
| |Supervise team performance |Discuss listening and treating individual team members concern |Group discussion |Oral evaluation |2 Hours |
| | |Identify methods of Monitoring Performance |Lecture |Written examination | |
| | |Perform group exercises showing the skills in monitoring team performance |Demonstration |Observation | |
|Develop and practice |Plan negotiations |Lecture and discussion on: |Group Discussion |Oral evaluation |4 hours |
|negotiation skills | |codes of practice and guidelines for the organization |Lecture |Written examination | |
| | |differences between content and process |Demonstration |Observation | |
| | |Read: | | | |
| | |Organizations policy and procedures for negotiations | | | |
| | |Decision making and conflict resolution strategies procedures | | | |
| | |Strategies to manage conflict | | | |
| | |Steps in negotiating process | | | |
| | |Identify bargaining information | | | |
| | |Apply strategies to manage process | | | |
| | |Apply steps in negotiating process | | | |
| |Participate in negotiations |Discuss/Describe the following strategies during negotiation: |Group Discussion |Oral evaluation |4 Hours |
| | |Decision making and conflict resolution strategies procedures |Case studies |Observation | |
| | |Problem solving strategies on how to deal with unexpected questions and attitudes |Demonstration | | |
| | |during negotiation |Simulation/ Role play | | |
| | |Practice the following scenarios in a group activity: | | | |
| | |Perform interpersonal skills to develop rapport with other parties | | | |
| | |Perform verbal communication and listening skill | | | |
| | |observation skills | | | |
| | |negotiation skills | | | |
| | |Describe the Procedure in documenting negotiations | | | |
| | |Apply a filing system in managing information | | | |
| | |Demonstrate filing of documents | | | |
|Solve workplace problems |Identify the problem |Discussion on Normal operating parameters & product quality |Group discussion |Oral evaluation |2 Hours |
|related to work | |Identify & clarify the nature of problem |Lecture |Written examination | |
|activities | |Read: |Demonstration |Observation | |
| | |Brainstorming | | | |
| | |Cause and effect diagrams | | | |
| | |PARETO analysis | | | |
| | |SWOT analysis | | | |
| | |GANT chart | | | |
| | |PERT CPM & graph | | | |
| | |SCATTERGRAMS | | | |
| | |Apply observation, investigation and analytical techniques in solving problem in the | | | |
| | |workplace | | | |
| |Determine fundamental cause of |Discussion on Teamwork and work allocation problem |Group discussion |Oral evaluation |2 Hour |
| |the problem |Read: |Lecture |Written examination | |
| | |Using range of formal problem solving techniques |Demonstration |Observation | |
| | |Enterprise goals, targets and measures |Role Play | | |
| | |Enterprise quality, OHS and environmental requirement | | | |
| | |Non-routine process and quality problems | | | |
| | |Perform group exercises showing safety in emergency situations and incidents | | | |
| | |Identify & clarify the nature of problem | | | |
| | |Select relevant equipment and operational processes | | | |
| |Determine correct / preventive |Discussion on principles of decision making strategies and techniques |Group Discussion |Oral evaluation |2 Hour |
| |action |Read: |Lecture |Written examination | |
| | |Evaluating the solution |Demonstration |Observation | |
| | |Devising the best solution |Role Play | | |
| | |Perform group exercise how to implement the developed plan to rectify a problem | | | |
| |Provide recommendation to manager|Discuss industry codes and standards |Group Discussion |Oral evaluation |2 Hour |
| | |Apply enterprise information systems and data collation |Demonstration |Observation | |
| | |Prepare recommendation letter | | | |
|Use mathematical concepts and |Identify mathematical tools and |Discussion on the four fundamental operation (addition, subtraction, division, |Group Discussion |Oral evaluation |2 Hour |
|techniques |techniques to solve problems |multiplication) |Lecture |Written examination | |
| | |Read: |Demonstration |Observation | |
| | |Measurement system | | | |
| | |Precision and accuracy | | | |
| | |Basic measuring tools/devices | | | |
| | |Apply mathematical computations | | | |
| | |Demonstrate activities on: | | | |
| | |Use of calculator | | | |
| | |Use of different measuring tools | | | |
| |Apply mathematical procedures / |Lecture and discussion on: |Lecture |Written examination |4 Hours |
| |solution |Estimation |Demonstration |Observation | |
| | |Problem-based questions |Simulation/ Role play | | |
| | |Mathematical techniques | | | |
| | |Apply mathematical computations | | | |
| | |Demonstrate activities on: | | | |
| | |Use of calculator | | | |
| | |Use of different measuring tools | | | |
| | |Use of mathematical tools and standard formulas | | | |
| |Analyze results |Discussion on the four fundamental operation (addition, subtraction, division, |Group Discussion |Oral evaluation |2 Hours |
| | |multiplication) |Lecture |Written examination | |
| | |Read: |Demonstration |Observation | |
| | |Measurement system | | | |
| | |Precision and accuracy | | | |
| | |Basic measuring tools/devices | | | |
| | |Apply mathematical computations | | | |
| | |Demonstrate activities on: | | | |
| | |Use of calculator | | | |
| | |Use of different measuring tools | | | |
|Use relevant technologies |Identify appropriate technology |Discussion on company policy in relation to relevant technology |Group Discussion |Oral evaluation |2 Hour |
| | |Read: |Lecture |Written examination | |
| | |Awareness on technology and its function |Demonstration |Observation | |
| | |Relevant technology application/ implementation |Simulation/ Role Play | | |
| | |Operating instructions | | | |
| | |Practice basic communication skill in a group activity | | | |
| |Apply relevant technology |Discussion on different management concepts |Group Discussion |Oral evaluation |4 Hours |
| | |Read: |Lecture |Written examination | |
| | |Relevant technology application/ implementation |Demonstration |Observation | |
| | |Technology adaptability |Simulation/ Role Play | | |
| | |Different management concepts | | | |
| | |Health and safety procedure | | | |
| | |Communication techniques | | | |
| | |Apply software applications skills | | | |
| | |Practice drills on installing application software | | | |
| | |Practice basic communication skill in a group activity | | | |
| |Maintain/ enhance relevant |Lecture and discussion on: |Lecture |Written examination |2 Hours |
| |technology |Repair and maintenance procedure |Demonstration |Observation | |
| | |Operating instructions |Simulation/ Role Play | | |
| | |Practice drills: | | | |
| | |Installing application software | | | |
| | |Basic troubleshooting skills | | | |
|Apply critical thinking and |Identify the problem |Lecture and discussion on |Lecture |Oral evaluation |2 Hours |
|problem solving techniques in | |Processes, normal operating parameters, and product quality to recognize nonstandard |Group Discussion |Written Examination | |
|the workplace | |situations | | | |
| | |Enterprise goals, targets and measures | | | |
| | |Analytical techniques | | | |
| | |Types of problems | | | |
| |Determine fundamental causes of |Lecture and collaboration on |Lecture |Oral evaluation |2 Hours |
| |the problem |Root cause of the problem |Group Discussion |Written Examination | |
| | |Problem solving tools | | | |
| | |Exercise on cause and effect | | | |
| |Determine corrective action |Lecture and discussion on |Lecture |Oral evaluation |2 Hours |
| | |Identification and analysis of possible options for problem resolution |Group Discussion |Written Examination | |
| | |Corrective actions | |Observation | |
| | |Principles of decision making strategies and techniques | | | |
| | |Layouting of action plans | | | |
| |Provide recommendation/s to |Using range of formal problem solving techniques |Lecture |Oral evaluation |2 Hours |
| |manager |Preparation and presentation of sample recommendation report |Group Discussion |Written Examination | |
| | | | |Presentation | |
|Use information creatively and|Use technical information systems|Lecture and discussion on: |Lecture |Oral evaluation |4 Hours |
|critically |and information technology |Application in collating information |Group Discussion |Written Examination | |
| | |Procedures for inputting, maintaining and archiving information |Hands on |Presentation | |
| | |Guidance to people who need to find and use information |Demonstration | | |
| | |Organizing information into a suitable form for reference and use | | | |
| | |Classify stored information for identification and retrieval | | | |
| | |Operate the technical information system by using agreed procedures | | | |
| |Apply information technology (IT)|Lecture and discussion on: |Lecture |Oral evaluation |2 Hours |
| | |Attributes and limitations of available software tool |Group Discussion |Written Examination | |
| | |Procedures and work instructions for the use of IT |Self-paced handout/ module |Presentation | |
| | |Operational requirements for IT systems |Hands on | | |
| | |Sources and flow paths of data |Demonstration | | |
| | |Security systems and measures that can be used | | | |
| | |Methods of entering and processing information | | | |
| | |Use procedures and work instructions for the use of IT | | | |
| | |Extract data and format reports | | | |
| | |Use WWW applications | | | |
| |Edit, format and check |Lecture and discussion on: |Lecture |Oral evaluation |2 Hours |
| |information |Basic file-handling techniques |Group Discussion |Written Examination | |
| | |Techniques in checking documents |Self-paced handout/ module |Presentation | |
| | |Techniques in editing and formatting |Hands on | | |
| | |Proof reading techniques |Demonstration | | |
| | |Use different techniques in checking documents | | | |
| | |Edit and format information applying different techniques | | | |
| | |Proof read information applying different techniques | | | |
|Work in a diverse environment|Develop an individual’s cultural |Lecture and discussion on: |Lecture |Oral evaluation |2 Hours |
| |awareness and sensitivity |Enterprise policies and core values |Group Discussion |Written Examination | |
| | |Awareness on individual cultures and world geography | |Presentation | |
| | |Different methods of verbal and non-verbal communication in a multicultural setting | | | |
| | |Workplace Diversity Policy | | | |
| |Work effectively in an |Lecture and discussion on: |Lecture |Oral evaluation |2 Hours |
| |environment that acknowledges and|The value of diversity in the economy and society in terms of Workforce development |Group Discussion |Written Examination | |
| |values cultural diversity |Innovation | |Presentation | |
| | |Social justice | | | |
| | |Customer service excellence | | | |
| | |Teamwork and collaboration | | | |
| | |Applying strategies for customer service excellence | | | |
| |Identify common issues in a |Lecture and discussion on: |Lecture |Oral evaluation |2 Hours |
| |multicultural and diverse |Diversity-related conflicts within the workplace |Group Discussion |Written Examination | |
| |environment |Change management policies | |Presentation | |
| | |Advance strategies for customer service excellence | | | |
| | |Identifying and addressing workplace harassment | | | |
| | |Applying advance strategies for customer service excellence | | | |
Note: Basic competencies may be embedded in the core competencies.
COMMON COMPETENCIES
28 hrs
|Unit of Competency |Learning Outcomes |Learning Activities |Methodology |Assessment Approach |Nominal Duration |
|Apply Quality Standards |Assess quality of received materials |Identify relevant production processes, materials and products |Lecture |Written test |3 hours |
| | |Study and interpret characteristics of materials, software and hardware |Field trip |Demonstration & questioning | |
| | |used in production processes |Symposium |Observation & questioning | |
| | |Perform quality checking procedures |Video clips | | |
| | |Apply quality Workplace procedures |Simulation/ Role playing | | |
| | |Identify faulty materials | | | |
| | |Check quality of materials or component parts as per manufacturer’s | | | |
| | |standards | | | |
| | |Interpret specifications or symbols | | | |
| |Assess own work |Perform workplace procedure in documenting completed work |Field trip |Demonstration & questioning |3 hours |
| | |Perform fault identification and reporting |Symposium |Observation & questioning | |
| | |Observe safety and environmental aspects of production processes |Simulation | | |
| | |Utilize workplace quality indicators |On the job training | | |
| | |Document and report deviations from specified quality standards | | | |
| |Engage in quality improvement |Participate in quality improvement processes |Field trip |Demonstration & questioning |2 hours |
| | |IEC/ISO standards |Symposium |Observation & questioning | |
| | |Environmental and safety standards |Simulation | | |
| | |Carry out work as per process improvement procedures |On the job training | | |
| | |Monitor operation performance | | | |
| | |Implement continuous improvement | | | |
|Perform Computer Operations |Plan and prepare for task to be |Plan and prepare computer operation activity |Lecture |Written/Oral examination |4 hours |
| |undertaken |Determine task requirements based on required output |Modular |Practical demonstration | |
| | |Determine appropriate hardware and software |Computer based training | | |
| | |Identify/Select types of computers and basic features of different |(e-learning) | | |
| | |operating systems |Project method | | |
| | |Interpret and follow client-specific guidelines & procedures |On the job training | | |
| | |Plan task as per data security guidelines | | | |
| |Input data into computer |Apply basic ergonomics of keyboard and computer user |Lecture |Written/Oral examination |4 hour |
| | |Enter/Encode data using appropriate computer programs/applications |Modular |Practical demonstration | |
| | |Check accuracy of encoded data/information per SOP |Group discussion | | |
| | |Save and store inputted data in storage media |Project method | | |
| | |Discuss storage devices and basic categories of memory |On the job training | | |
| | |Identify and define relevant types of software | | | |
| |Access information using computer |Select correct program/ application based on job requirements |Lecture |Written/Oral examination |5 hours |
| | |Access computer data/files |Computer based training |Practical demonstration | |
| | |Interpret general security, privacy legislation & copyright |(e-learning) | | |
| | |Use Productivity Application |On the job training | | |
| | |Microsoft office applications | | | |
| | |Learn Business Application | | | |
| | |Introduction to Basic Programming software | | | |
| | |Apply basic ergonomics of keyboard and computer user | | | |
| |Produce/output data using computer |Identify types and function of computer peripheral devices |Lecture |Written/Oral examination |5 hour |
| |system |Print and scan office documents and materials |Group discussion |Practical demonstration | |
| | |Send office/ business documents through facsimile |Modular | | |
| | |Transfer files or data between compatible systems using computer |On the job training | | |
| | |software, hardware/ peripheral devices | | | |
| | |Save documents in storage devices | | | |
| | |CD/DVD | | | |
| | |USB drives | | | |
| | |Hard disk drives | | | |
| |Maintain computer equipment and |Perform computer equipment/ system basic maintenance procedures |Demonstration |Written/Oral examination |2 hours |
| |systems |Perform basic file maintenance procedures |Simulation |Practical demonstration | |
| | |Perform cleaning of PC parts/ hardware components |Modular | | |
| | |Scan/Debug computer software and applications |Video clips | | |
| | |Perform cleaning and defragmentation of computer files |Computer based training | | |
| | |Perform backup of computer files |(e-learning) | | |
| | |Enumerate and define different types of computer viruses | | | |
CORE COMPETENCIES
(405)
|Unit of Competency |Learning Outcome |Learning Activities |Methodology |Assessment Approach |Nominal Duration |
|Develop designs for a logo |Receive and interpret the logo |Discuss the elements of a Design Brief |Lecture |Written exam |4 hours |
|56 hrs |design brief |Interpret and determine the project requirements based on the design |Discussion |Interviews / | |
| | |brief |Viewing Multimedia |Questioning | |
| | |Conduct research on client/company culture, people, target audience |Actual demonstration | | |
| | |and trends | | | |
| | |Discuss working against the mood | | | |
| | |Plan tasks following design brief specifications | | | |
| |Select materials & equipment to |Identify/Select appropriate hardware and software needed to accomplish|Lecture/ Discussion |Written exam |4 hours |
| |develop logo design |the tasks |Actual demonstration |Practical Exam | |
| | |Discuss the different industry standard vector software | |Interviews / | |
| | |Discuss different types of media applications | |Questioning | |
| |Develop logo design concepts |Discuss: |Lecture/ Discussion |Observation |16 hours |
| | |Elements of design |Practical exercises |Practical demonstration | |
| | |Principles of design |Simulation |Oral questioning | |
| | |Perform initial drawings/sketches for the logo |Demonstration | | |
| | |Select the best design among the sketches | | | |
| |Edit / Revise logo design |Discuss: |Practical exercises |Observation |24 hours |
| | |Tools and techniques using an industry standard vector software |Simulation |Practical demonstration | |
| | |Difference between Vector and Raster images |Demonstration |Oral questioning | |
| | |Revise logo design based on the logo concepts and client feedback | | | |
| |Finalize logo design |Discuss: |Practical exercises |Observation |8 hours |
| | |Different logo applications |Simulation |Practical demonstration | |
| | |Different file format requirements |Demonstration |Oral questioning | |
| | |Finalize logo design and test on different media applications | | | |
|Develop designs for print |Interpret and analyze the print |Discuss: |Lecture |Written exam |8 hours |
|media |media design brief |Different types of print media |Discussion |Interviews / | |
| | |Relevance of schedule and milestones |Viewing Multimedia |Questioning | |
|72 hrs | |Different type of print formats |Actual demonstration | | |
| | |Conduct research appropriate to design specifications of the brief | | | |
| |Prepare equipment & materials |Discuss: |Lecture/ Discussion |Written exam |16 hours |
| |for print media design |Different Industry standard Raster software |Actual demonstration |Practical Exam | |
| | |Monitor calibration | |Interviews / | |
| | |Different color palettes | |Questioning | |
| | |Tools and techniques used in raster software | | | |
| | |Importance of Shortcut keys | | | |
| | |Identify and select appropriate hardware and software needed to | | | |
| | |perform task | | | |
| | |Perform Monitor calibration and organizing color palettes | | | |
| | |Select appropriate page settings based on the brief | | | |
| |Develop designs for the specific |Conduct planning and research |Lecture/ Discussion |Observation |16 hours |
| |print media output |Apply appropriate page set up based on brief requirements |Practical exercises |Practical demonstration | |
| | |Discuss: |Simulation |Oral questioning | |
| | |Graphic design styles |Demonstration | | |
| | |Importing and exporting from other software | | | |
| | |RGB and CMYK | | | |
| | |Perform design concepts by arranging elements using software | | | |
| |Finalize print media design layout|Discuss and perform: |Lecture/ Discussion |Observation |16 hours |
| | |Producing a print mockup |Practical exercises |Practical demonstration | |
| | |Bleeding |Simulation |Oral questioning | |
| | |Printing settings and techniques |Demonstration | | |
| | |Apply final revisions based on client feedback | | | |
| |Prepare final print output & |Discuss and perform: |Lecture/ Discussion |Observation |8 hours |
| |documentation |Color processing |Practical exercises |Practical demonstration | |
| | |Different file formats |Simulation |Oral questioning | |
| | |Compression options |Demonstration | | |
| | |Different print effects and filters | | | |
| | |Save and export final design for presentation | | | |
| |Color separate artwork file for |Discuss and perform: |Lecture/ Discussion |Observation |8 hours |
| |final printing |Color separation |Practical exercises |Practical demonstration | |
| | |Process and spot colors |Simulation |Oral questioning | |
| | |Screen frequency |Demonstration | | |
| | |Spread and choke traps | | | |
| | |Overprints | | | |
| | |Create proof of final approved design | | | |
|Develop designs for user |Receive and interpret the client |Identify design brief, and creative and technical requirements |Lecture |Written exam |4 hours |
|interface |brief |including product specifications and references with relevant |Discussion |Interviews / | |
| | |personnel. |Viewing Multimedia |Questioning | |
|60 hrs | |Identify and prepare all necessary equipment and required peripherals |Actual demonstration | | |
| | |to be used according to task to be undertaken. | | | |
| |Select tools, delivery platform |Discuss: |Lecture/ Discussion |Written exam |16 hours |
| |and appropriate software |Types of User Interface |Actual demonstration |Practical Exam | |
| | |Different Software for User Interface design | |Interviews / | |
| | |Identify and select appropriate hardware and software needed to | |Questioning | |
| | |perform task | | | |
| | |Select appropriate page settings based on the brief | | | |
| |Generate and develop designs for |Discuss: |Lecture/ Discussion |Observation |24 hours |
| |user interface |Brand guidelines |Practical exercises |Practical demonstration | |
| | |Target audience |Simulation |Oral questioning | |
| | |Trends |Demonstration | | |
| | |Grid specifications | | | |
| | |Design user interface thru sketches | | | |
| |Finalize user interface design |Discuss: |Lecture/ Discussion |Observation |16 hours |
| | |External Links to Web-based locations |Practical exercises |Practical demonstration | |
| | |Different media and file sizes |Simulation |Oral questioning | |
| | |Web-safe colors |Demonstration | | |
| | |Standard web fonts | | | |
|Develop designs for user |Receive and interpret the client |Identify design brief, and creative and technical requirements |Lecture |Written exam |4 hours |
|experience |brief |including product specifications and references with relevant |Discussion |Interviews / | |
|79 hrs | |personnel. |Viewing Multimedia |Questioning | |
| | |Identify and prepare all necessary equipment and required peripherals |Actual demonstration | | |
| | |to be used according to task to be undertaken. | | | |
| |Select media/ materials for user |Discuss: |Lecture/ Discussion |Written exam |16 hours |
| |experience design |Importance of User behavior, goals, motivation and needs |Actual demonstration |Practical Exam | |
| | |Difference of UI and UX design | |Interviews / | |
| | |Different software for UX design | |Questioning | |
| |Produce mockup of screen flow |Discuss: |Lecture/ Discussion |Observation |15 hours |
| | |Design flow |Practical exercises |Practical demonstration | |
| | |Clickable links |Simulation |Oral questioning | |
| | |Testing interactivity |Demonstration | | |
| |Create Page template (wireframing)|Discuss: |Lecture/ Discussion |Observation |16 hours |
| | |Grid specifications |Practical exercises |Practical demonstration | |
| | |Wireframing techniques |Simulation |Oral questioning | |
| | |Media testing |Demonstration | | |
| |Create page template/ user |Discuss: |Lecture/ Discussion |Observation |20 hours |
| |experience wireframing |Presenting UX with motion graphic software |Practical exercises |Practical demonstration | |
| | |Presenting UX using code |Simulation |Oral questioning | |
| | |Refine the interactive and presentation media based on client |Demonstration | | |
| | |feedback. | | | |
| | |Identify clearly and store securely all designs and applications in | | | |
| | |accordance with company procedures. | | | |
| |Finalize wireframe and design flow|Discuss: |Lecture/ Discussion |Observation |8hours |
| |of the selected user experience |Using After Effects for presenting animation |Practical exercises |Practical demonstration | |
| |media |Simple coding for web and apps |Simulation |Oral questioning | |
| | |Submit final design flow |Demonstration | | |
|Develop designs for product |Receive and interpret the brief |Identify design brief, and creative and technical requirements |Lecture |Written exam |4 hours |
|packaging | |including product specifications and references with relevant |Discussion |Interviews / | |
| | |personnel. |Viewing Multimedia |Questioning | |
|68 hrs | |Identify and prepare all necessary equipment and required peripherals |Actual demonstration | | |
| | |to be used according to task to be undertaken. | | | |
| |Develop design concepts for |Identify client’s/company’s logo brand specifications |Lecture/ Discussion |Observation |24 hours |
| |specific product packaging |Identify |Practical exercises |Practical demonstration | |
| | |Discuss: |Simulation |Oral questioning | |
| | |Form follows function |Demonstration | | |
| | |Spatial Reasoning | | | |
| | |Types of packaging | | | |
| | |Drafting techniques | | | |
| | |Safety standards | | | |
| |Create specific product packaging |Identify and select appropriate industry standard vector or raster |Lecture/ Discussion |Observation |24 hours |
| |mockup |software including computer-assisted techniques for sustainability. |Practical exercises |Practical demonstration | |
| | |Discuss: |Simulation |Oral questioning | |
| | |Form follows function |Demonstration | | |
| | |Spatial Reasoning | | | |
| | |Types of packaging | | | |
| | |Packaging Printing specifications | | | |
| | |What is a die line? | | | |
| | |Create package design based on the design brief, product | | | |
| | |specifications and company brand specification, within the die line. | | | |
| | |Arrange the layout of the design within the boundaries of the die | | | |
| | |line. | | | |
| |Finalize design for specific |Identify and select appropriate industry standard 3Dsoftware including|Lecture/ Discussion |Observation |16 hours |
| |product packaging |computer-assisted techniques for sustainability. |Practical exercises |Practical demonstration | |
| | |Discuss: |Simulation |Oral questioning | |
| | |3D software tools and techniques |Demonstration | | |
| | |Create a die line of the package | | | |
| | |Create 3D model using industry standard software based on the | | | |
| | |prototype and brief requirements. | | | |
| | |Place layout design on to the 3D model. | | | |
| | |File save and export | | | |
| | |Print and cut the layout design with die line. | | | |
| | |Assemble the final package design. | | | |
|Design booth and product/ |Receive and interpret the brief |Identify design brief, and creative and technical requirements |Lecture |Written exam |4 hours |
|window display | |including product specifications and references with relevant |Discussion |Interviews / | |
| | |personnel. |Viewing Multimedia |Questioning | |
|70 hrs | |Identify and prepare all necessary equipment and required peripherals |Actual demonstration | | |
| | |to be used according to task to be undertaken. | | | |
| |Develop design concepts for |Discuss: |Lecture/ Discussion |Observation |24 hours |
| |specific booth and product window |Anthrometrics and Ergonomics |Practical exercises |Practical demonstration | |
| |/ display |Design styles |Simulation |Oral questioning | |
| | |Space guidelines |Demonstration | | |
| | |Form follows functions | | | |
| | |Architecture | | | |
| | |Interior design | | | |
| |Finalize selected design using |Discuss: |Lecture/ Discussion |Observation |24 hours |
| |precise specifications provided |Drafting |Practical exercises |Practical demonstration | |
| | |Materials |Simulation |Oral questioning | |
| | |Utilities for booths |Demonstration | | |
| | |Identify range of materials needed in the construction of the booth | | | |
| | |Identify lighting and electrical wiring of the booth. | | | |
| | |Identify dimensions of the booth | | | |
| | |create Multi-view Orthographic drawings of the selected design for | | | |
| | |arrangement & construction reference. | | | |
| |Produce colored 3D model images &|Discuss: |Lecture/ Discussion |Observation |18 hours |
| |views of the approved booth or |Scale modelling |Practical exercises |Practical demonstration | |
| |product/ window display design |Identify and select appropriate industry standard software including |Simulation |Oral questioning | |
| | |computer-assisted techniques for sustainability. |Demonstration | | |
| | |Create a precise colored 3D model images.using industry standard | | | |
| | |software based on the based on the approved multi-view orthographic | | | |
| | |drawings | | | |
| | |File save and export | | | |
| | |Identify and select materials that is appropriate for the design of | | | |
| | |the model. | | | |
| | |Create a layout of each section scaled down to appropriate size based | | | |
| | |on the design specifications. | | | |
| | |Print each view of the colored 3D images created. | | | |
1 TRAINING DELIVERY
1. The delivery of training shall adhere to the design of the curriculum. Delivery shall be guided by the principles of competency-based TVET.
• Course design is based on competency standards set by the industry or recognized industry sector; (Learning system is driven by competencies written to industry standards)
• Training delivery is learner-centered and should accommodate individualized and self-paced learning strategies;
• Training can be done on an actual workplace setting, simulation of a workplace and/or through adoption of modern technology.
• Assessment is based in the collection of evidence of the performance of work to the industry required standards;
• Assessment of competency takes the trainee’s knowledge and attitude into account but requires evidence of actual performance of the competency as the primary source of evidence.
• Training program allows for recognition of prior learning (RPL) or current competencies;
• Training completion is based on satisfactory completion of all specified competencies not on the specified nominal duration of learning.
2. 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 and their variations/components may be adopted singly or in combination with other modalities when designing and delivering training programs:
1. Institution- Based:
• Dual Training System (DTS)/Dualized Training Program (DTP) which contain both in-school and in-industry training or fieldwork components. Details can be referred to the Implementing Rules and Regulations of the DTS Law and the TESDA Guidelines on the DTP;
• Distance learning is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place. Distance learning may employ correspondence study, audio, video, computer technologies or other modern technology that can be used to facilitate learning and formal and non-formal training. Specific guidelines on this mode shall be issued by the TESDA Secretariat.
• The traditional classroom-based or in-center instruction may be enhanced through use of learner-centered methods as well as laboratory or field-work components.
2. Enterprise-Based:
• Formal Apprenticeship – Training within employment involving a contract between an apprentice and an enterprise on an approved apprenticeable occupation.
• Informal Apprenticeship - is based on a training (and working) agreement between an apprentice and a master craftsperson wherein the agreement may be written or oral and the master craftsperson commits to training the apprentice in all the skills relevant to his or her trade over a significant period of time, usually between one and four years, while the apprentice commits to contributing productively to the work of the business. Training is integrated into the production process and apprentices learn by working alongside the experienced craftsperson.
• Enterprise-based Training - where training is implemented within the company in accordance with the requirements of the specific company. Specific guidelines on this mode shall be issued by the TESDA Secretariat.
3. Community-Based:
• Community-Based Training – short term programs conducted by non-government organizations (NGOs), LGUs, training centers and other TVET providers which are intended to address the specific needs of a community. Such programs can be conducted in informal settings such as barangay hall, basketball courts, etc. These programs can also be mobile training program (MTP).
2 TRAINEE ENTRY REQUIREMENTS
Trainees or students should possess the following requirements:
• Must have completed at least 10 yrs. basic education or an alternative learning systems (ALS) certificate of completion with grade 10 equivalent holder
• Must have drawing and drafting skills
• can communicate either oral and written;
• Must have computer operation skills and at least 1 graphic software knowledge and skills
• must pass the aptitude and artistic/talent determination test given by the institution
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 LIST OF TOOLS, EQUIPMENT AND MATERIALS
Recommended list of tools, equipment and materials for the training of 20 trainees for Visual Graphic Design – NC III
|TOOLS |EQUIPMENT |MATERIALS |
|Qty |Description |Qty |Description |Qty |Description |
|21 |May include any of the following OS: |21 |Computer (software dependent |10 |Reference Book |
| |Windows | |specifications) with at least 18” monitor | | |
| |Mac | | | | |
| |Linux | | | | |
| |ubuntu | | | | |
| | |21 |Ergonomic computer tables and chairs |21 |Adobe PDF documents |
| | |1 |LCD Projector |21 |Hand-outs |
| | |1 |Printer, color (DeskJet or laser) |50 |CD’s |
| | | | | |CD ROMs DVDs |
|21 |Internet Browsers (Google Chrome, Internet|1 |Scanner |10 |Practice materials |
| |Explorer, Mozilla Firefox) | | | | |
| | |1 |Digital Camera |10 |Print media |
| | |1 |Monitor calibrator (optional) |1 |Internet |
|21 |Must have any of the following graphic |1 |Electronic media |10 |Various printing media |
| |software applications* such as: | |Web/online | |(e.g. photo-paper, tarpaulin, etc.) |
| |Adobe Photoshop | |CD- or DVD-based | | |
| |Adobe Illustrator | |Mobile or hand-held Apps | | |
| |Adobe In-design | |Smart phones | | |
| |Adobe Premiere | |Tablets | | |
| |Adobe After Effects | |Smart TV | | |
| |Adobe Acrobat | | | | |
| |CorelDraw | | | | |
| |Gimp | | | | |
| |Microsoft PowerPoint | | | | |
| |Microsoft Publisher | | | | |
| |Adobe Flash/Animate | | | | |
| |Adobe Dreamweaver | | | | |
| |3D software application | | | | |
| |Sketch Up | | | | |
| | | | |As req’d|Printed materials |
| | | | |qty. | |
| | | | | |Books and magazines |
| | | | | |Newspapers |
| | | | | |Brochures and flyers |
| | | | | |Billboards and tarpaulins |
| | | | | |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 |
* Can be either educational, license and open-source software
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.
4 TRAINING FACILITIES
The Visual Graphic Design Workshop must be of concrete structure. Based on class size of 20 students/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 |
|Learning Resource Area |3 x 5 |15 |1 |15 |
|Wash & Toilet Area |2 x 2 |4 |2 |8 |
| Total |63 |
|Facilities / Equipment / Circulation** |20 |
|Total Area |83 |
** Area requirement is equivalent to 30% of the total teaching/learning areas
5 TRAINERS QUALIFICATION
● Must be a holder of National TVET Trainer Certificate (NTTC) level I in Visual Graphic Design NC III;
● Must be computer literate and proficient user of graphic software;
● Must have at least five (5)-years visual graphics/design industry experience within the last 7 years
6 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. The institutional assessment is administered by the trainer/assessor.
The result of the institutional assessment may be considered as evidence for the assessment for national certification.
SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
Competency Assessment is the process of collecting evidence and making judgments whether competency has been achieved. The purpose of assessment is to confirm that an individual can perform to the standards expected at the workplace as expressed in relevant competency standards.
The assessment process is based on evidence or information gathered to prove achievement of competencies. The process may be applied to an employable unit(s) of competency in partial fulfillment of the requirements of the national qualification.
1. NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
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.
2. The qualification of Visual Graphic Design NC III may be attained through:
1. Accumulation of Certificates of Competency (COCs) in all the following clustered units of competencies:
COC 1 - Develop designs for logo and print media
• Develop designs for a logo
• Develop designs for a print media
COC 2 – Develop designs for user experience and user interface
• Develop designs for user experience
• Develop designs for user interface
COC 3 – Develop designs for product packaging
COC 4 – Design booth and product window/display
Successful candidates shall be awarded a Certificate of Competency (COC) in each of the core units.
2. Demonstration of competence through a single comprehensive project-type assessment covering all required units of competency of this qualification.
3. 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. Assessment shall cover all competencies, with basic and common integrated or assessed concurrently with the core units of competency.
5. Any of the following are qualified to apply for assessment and certification:
1. Graduate of formal, non-formal, and informal, including enterprise-based, training programs.
2. Experienced workers (wage employed or self-employed)
6. Existing National Certificate (NC) and Certificate of Competency (COC) of individuals in Visual Graphic Design NCIII will still be in effect until such time that such NC and COC will have expired. Individuals are advised to take the assessment for this amended TR on or before the expiration of such certificates.
7. The guidelines on assessment and certification are discussed in detail in the "Operating Procedures on Assessment and Certification" and "Guidelines on the Implementation of the Philippine TVET Competency Assessment and Certification System (PTCACS)".
2. COMPETENCY ASSESSMENT REQUISITE
1. Self-Assessment Guide. The self-assessment guide (SAG) is accomplished by the candidate prior to actual competency assessment. SAG is a pre-assessment tool to help the candidate and the assessor determine what evidence is available, where gaps exist, including readiness for assessment.
This document can:
a. Identify the candidate’s skills and knowledge
b. Highlight gaps in candidate’s skills and knowledge
c. Provide critical guidance to the assessor and candidate on the evidence that need to be presented
d. Assist the candidate to identify key areas in which practice is needed or additional information or skills that should be gained prior to assessment.
2. Accredited Assessment Center. Only Assessment Center accredited by TESDA is authorized to manage the assessment activities of candidates for national certification.
3. Accredited Competency Assessor. Only competency assessor accredited by TESDA is authorized to assess the competencies of candidates for national certification.
ANNEX A. ICT COMPETENCY MAP – VISUAL GRAPHIC DESIGN NC III
BASIC COMPETENCIES
|Receive and Respond to |Work with Others |Demonstrate work values |Practice basic housekeeping |Participate in Workplace |
|Workplace Communication | | |procedures |Communication |
|Lead a contact center work team|Manage the activities of a |Use business technology |Use medical technology to |Produce text from audio |
| |contact center work team | |carry out task |transcription |
|Review/edit documents |Lead a team in delivering |Apply traditional drawing |Produce traditional |Produce traditional in-between |
| |quality service |techniques for animation |cleaned-up drawings |drawings |
|Produce Traditional key |Create 2D digital animation |Export Animation into Video |Produce digital cleaned-up |Produce digital in-between |
|poses/drawings for animation | |file format |drawings |drawings |
|Produce background designs |Composite and edit animation |Create 3D digital animation |Produce storyboard for |Coordinate the production of |
| |sequence | |animation |animation |
|Produce over-all designs for |Produce key drawings for |Create 3D models for |Apply 3D texture and |Set character rigging |
|animation |animation |animation |lighting to 3D models | |
|Create 2D digital animation |Produce cleaned-up and |Use an authoring tool to |Animate character |Composite and render animation |
| |in-between drawings |create an interactive | |sequence |
| | |sequence | | |
|Produce key drawings for |Utilize Software Methodologies|Develop Responsive Web |Create Interactive Websites |Develop Website Backend Systems|
|animation | |Design |(Using JavaScript) | |
|Develop designs for a logo |Develop designs for print |Develop designs for user |Develop designs for user |Develop designs for product |
| |media |experience |interface |packaging |
|Design booth and product/window| | | | |
|display | | | | |
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. Critical Thinking - the objective analysis and evaluation of an issue in order to form a judgment.
14. Die line - is the template for a package. It's a flattened outline of the cut lines and folds. You cannot create a product package design without one. If you took apart a cereal box and flattened it out, you'd be looking at the die line.
15. 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.
16. 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.
17. Filters - the color filters filter the light by wavelength range, such that the separate filtered intensities include information about the color of light.
18. 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.
19. 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.
20. 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.
21. Graphics - Visual elements that supplement type to make printed messages more clear or interesting.
22. 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.
23. 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.
24. Holistic Skills - All encompassing view based on the knowledge of the nature, functions, and properties of the components, their interactions, and their relationship to the whole.
Read more:
25. Hue - A specific color such as yellow or orange.
26. 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.
27. 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.
28. Interaction design - is when we create engaging web interfaces with logical behaviors and actions.
29. Layout - A sample of the original providing (showing) position of printed work (direction, instructions) needed and desired.
30. 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.
31. Leading - Amount of space between lines of type.
32. 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.
33. Lossless Compression - The process of compressing a file such that, after being compressed and decompressed, it matches its original format bit for bit.
34. Multichannel - Color mode in which each multiple channel in Photoshop uses 256 levels of gray.
35. Mockup - or mock-up, is a scale or full-size model of a design or device, used for teaching, demonstration, design evaluation, promotion, and other purposes.
36. Objects – refers to the vector shapes, e.g rectangle, rounded shapes, ellipse and other irregular shapes.
37. Page layout - is the part of graphic design that deals in the arrangement and style treatment of elements (content) on a page.
38. 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.
39. Printmaking is the process of making artworks by printing, normally on paper.
40. 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.
41. Prototype - is an early sample, model, or release of a product built to test a concept or process or to act as a thing to be replicated or learned from.
42. 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.
43. Raster graphics – see Bitmap definition.
44. Resolution - Sharpness of an image on film, paper, computer screen, disc, tape or other medium.
45. Responsive Design - aims to build websites which provide an optimal viewing and interaction experience.
46. 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).
47. Scale - To enlarge or reduce a graphic display, such as a drawing or a photographic image, by adjusting its size proportionally.
48. 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.
49. Software – computer programs and procedures concerned with the operation of an information system
50. 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.
51. Stroke – refers to outline of an object.
52. 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.
53. Tint - Screening or adding white to a solid color for results of lightening that specific color.
54. Trapping is a method of adjusting areas where two distinct, adjacent colors meet so that press misregistration won't cause white spaces. Two kinds of trap process include : a) spread - a lighter object overlaps a darker background and seems to expand into the background and b) choke - a lighter background overlaps a darker object that falls within the background and seems to squeeze or reduce the object.
55. UI (User Interface) Design – is the process of designing the look and feel of an application.
56. UX (User Experience) Design - is the process of enhancing user satisfaction by improving the usability, accessibility, and pleasure provided in the interaction between the user and the product.
57. 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.
58. 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.
59. Wireflow - are a design-specification format that combines wireframe-style page layout designs with a simplified flowchart-like way of representing interactions
60. Wireframe - also known as a page schematic or screen blueprint, is a visual guide that represents the skeletal framework of a website.
TRAINING REGULATIONS (TR)
DOCUMENT REVISION HISTORY
Qualification Title : VISUAL GRAPHIC DESIGN NC III
Qualification Code: ICTVGD318
| | |Replaces Version |New Version | |
|Revision No. |Document |(TESDA Board Resolution No./ |(TESDA Board Resolution No./ |Deployment Circular |
| |Description Types* |Date) |Date) | |
|00 |Document Created – |Not Applicable |TB No. 2007-58/ |Not Applicable |
| |Visual Graphic Design NC III | |December 19, 2007 | |
|01 |Document Amended – |TB No. 2007-58/ |TB No. 2018-04/ |TESDA Circular No. __ s. 2018 |
| |Visual Graphic Design NC III |December 19, 2007 |February 27, 2018 | |
Legend: *Description Types
- Document Created
- Document Amended
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) for 2017
MS. MARIE GRACE A. DIMARANAN
Vice President, Animation Council of the Philippines, Inc. (ACPI)
MR. ALSTAIRE ALLISON A. SARTHOU
Illustrator / Graphics Designer
Animation Director
Instructor/Trainer
Top Peg Animation & Creative Studio Inc.
Accredited Assessor and Trainer for Visual Graphics Design NCIII, Illustration NCII and 2D Animation NCIII
MR. JUNNAR ORIOQUE
Artist/Graphics Designer
MR. JOSEPH DE VERA
Graphics Designer/ Instructor
MS. KRISTINNE MARIE CLAUDIO
Graphics Designer/Asst. Professor
• THE PARTICIPANTS IN THE VALIDATION OF THIS TRAINING REGULATION
MS. MAY LAXAMANA ( Animator/ graphic artist )
MR. JEFFREY SARMIENTO ( Graphics designer )
• THE ANIMATION COUNCIL OF THE PHILIPPINES, INC. (ACPI)
• THE TESDA BOARD - STANDARDS SETTING AND SYSTEMS DEVELOPMENT COMMITTEE
• THE MANAGEMENT AND STAFF OF THE TESDA SECRETARIAT
|Qualifications and Standards Office (QSO) | |
| Name |Company/industry | Email Address |
|Imelda B. Taganas |TESDA |ibtaganas@.ph |
|Julford C. Abasolo |TESDA |jcabasolo@.ph |
|Samuel E. Calado Jr. |TESDA |secaladojr@.ph |
|Venzel Y. Concoles |TESDA |vyconcoles@.ph |
-----------------------
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
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- state regulations for assisted living
- regulations for assisted living facilities
- cms regulations for nurse practitioners
- cms regulations for hospice care
- financial aid regulations for colleges
- federal regulations for check cashing
- joint travel regulations for contractors