Visual Graphic Design NCII Part 2 Week 1 10

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Lesson 1 Principles of
Visual Design &
Communication
Design Principles for Visual Communication

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

At the end of the lesson, you should be able to:
1. Describe basic visual design principles
Business communicators don’t always have access to a graphic artist. In the event that
you as communicator find yourself needing to create visuals that dazzle without the help of
a graphic artist, here are a few basic principles of visual design you can keep in your back
pocket.
Contrast
Contrast is when two aspects of an image are strikingly different from one another, like
dark and light. Contrast is an important principle in visual design and helps highlight the
important part of the image. It adds “weight” to your design and guides the viewer’s eye
to what you want them to see.
Jennifer Roxas-Magbanlac, MIT

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

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

Repetition strengthens the overall design and ties together elements to make them
more consistent. This technique is often used in branding to make items more
recognizable.
Color
Color is an important choice in visual communication because each color has a
meaning. If you’re following brand guidelines, your colors will reinforce your brand, but if
not, you might want to consider some of the universal associations that go along with
each color. Green tends to conjure images of the environment, while red symbolizes
anger, and yellow, happiness. Which of these roses looks cold to you?
Xerox dug deep into why color is important in communication. Check out their two-page
cheat sheet to learn more about how to leverage color for the best effect in your
presentation.
Balance and Space

Keeping the elements of your design balanced gives the design some form and stability.
Even spacing makes it look professional and attractive, but that doesn’t mean it needs
to be symmetrical. It can be asymmetrical, with larger items in the upper left corner
balancing out smaller ones in the lower right, and so on.
Leaving open or “negative” space ensures that your visual isn’t cluttered and can
highlight the important parts of a design. As we mentioned in our adopted standards
above, simplicity is your friend!
Font
Design doesn’t stop at the picture. Fonts have everything to do with your audience’s
engagement with your communication. Take a look at this font and decide if it’s easy to
read:
You can tell what it says; however, reading this font for too long could get taxing,
especially on a screen. Is this next font easier to read?
Your audience won’t continue to read your communication if you’ve chosen a font that’s
difficult to read.
In addition to legibility, there’s a question of style. How do you feel about these lines of
text and how they work together?
They’re just words, but they’re very visual; the use of color and different fonts draws
your attention to the words “dream it” and “do it.”
Business communicators aren’t necessarily graphic artists, but a good command of a graphic
designer’s visual design techniques will help you evaluate your visual media and decide if it’s
going to support your message. These aren’t all the visual design principles a graphic designer
employs, of course, but for our purposes, they’re a good place to start.
References
Visual Design Principles by Joel Marsh
Beginning Graphic Design: Fundamentals of Design from Goodwill Community
Foundation, Inc.
Lesson 2 Characteristics of
Digital & Traditional
Graphics
Visual identity graphic design
This module is a visual character, visual computerization and visual parts of brand character
that go about as the substance of a brand to pass on those tricky qualities through pictures,
shapes and concealing.
A brand is a connection between a business or association and its crowd. A brand character is
the means by which the association imparts its character, tone and quintessence, just as
recollections, feelings and encounters.
Course Learning Outcome

1. Familiar of vectoring images.
2. Explain the uses of digital graphics.
Digital Graphics - pictures of drawings, outlines, graphs, photos, sketches, or route catches
that have been made or altered on a PC or other computerized gadget
Uses of Digital Graphics
• Commercial (marketing products)
• Entertainment (movies, music, plays, sports)
• Informational/educational
• News
• Public Service Announcements (PSAs)
Bitmap or Raster Graphic Made up of pixels. They lose clarity when enlarged.
Example of Raster Digital photographs and images created with a paint software editing
program.
Vector
Made with scientific equations to characterize lines, bends, and shapes. Try not to lose their
lucidity when expanded (goals free).
Example of Vector
Corporate logos are often designed in draw programs, so they can be enlarged or reduced to
any size.
PPI
Refers to pixels per inch. It is a unit of measure for bitmap images and the devices that display
them electronically. The higher it is the higher quality image.
Resolution and File Size

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

8 bit image with a color depth of 256 colors
Full Color Depth

24 bit image with a color depth of 16.7 million colors
Paint Program
Programs that allow the user to create and edit bitmapped graphics
Draw Program
Programs that allow the user to create or edit vector graphics
Color Depth
the number of distinct colors an image can contain, or the number of bits per pixel that can be
displayed on a computer screen
Analogous Color Scheme
colors side by side on the color wheel
Complementary Color
Scheme
opposite colors on the color wheel
Opacity
the amount something can be seen through
Lossless compression
a process of reducing a file's size without losing any pixel information
Lossy compression
a process of reducing a file's size by altering and/or eliminating some pixels
References
Characteristics of Digital Graphics by
Mila Jones Cann 2018
https://99designs.com/blog/tips/types-of-graphic-design/
Lesson 3 Color Theory &
Familiarization in Media
Elements
This module is both the science and art of using color. It explains how humans perceive color;
and the visual effects of how colors mix, match or contrast with each other. Color theory also
involves the messages colors communicate; and the methods used to replicate color.
In color theory, colors are organized on a color wheel and grouped into 3 categories: primary
colors, secondary colors and tertiary colors.
Course Learning Outcomes

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

mixing model
Additive color mixing.

Mixing light—or the additive color mixing model—allows you to create colors by mixing red,
green and blue light sources of various intensities. The more light you add, the brighter the
color mix becomes. If you mix all three colors of light, you get pure, white light. TVs, screens
and projectors use red, green and blue (RGB) as their primary colors, and then mix them
together to create other colors.
CMYK: the subtractive
color mixing model
Any color you see on a physical surface (paper, signage, packaging, etc.) uses
the subtractive color mixing model. Most people are more familiar with this color
model. In this case, “subtractive” simply refers to the fact that you subtract the light from
the paper by adding more color.
Traditionally, the primary colors used in subtractive process were red, yellow and blue,
as these were the colors painters mixed to get all other hues. As color printing emerged,
they were subsequently replaced with cyan, magenta, yellow and key/black (CMYK),
as this color combo enables printers to produce a wider variety of colors on paper.
Since printing uses the subtractive color mixing method, getting accurate color
reproduction can only be achieved by using CMYK. Using RGB will not only result in
inaccurate color, but a big bill from your printer when you’re forced to ask them to reprint
your entire run.
The color wheel–

Understanding the color wheel and color harmonies (what works, what doesn’t and how
color communicates) is just as exciting as that new box of crayons. No really.
Being able to understand the terms and processes that go along with color will help you
knowledgeably communicate your vision with your designer, printer, or even (maybe) an
Apple Store Genius.
Color wheel basics
The first color wheel was designed by Sir Isaac Newton in 1666 so it absolutely
predates your introduction to it in kindergarten. Artists and designers still use it to
develop color harmonies, mixing and palettes.
The color wheel consists of three primary colors (red, yellow, blue), three secondary
colors (colors created when primary colors are mixed: green, orange, purple) and
six tertiary colors (colors made from primary and secondary colors, such as blue-green
or red-violet).
Draw a line through the center of the wheel, and you’ll separate the warm colors (reds,
oranges, yellows) from cool colors (blues, greens, purples).
Warm colors are generally associated with energy, brightness, and action, whereas cool
colors are often identified with calm, peace, and serenity.
When you recognize that color has a temperature, you can understand how choosing all
warm or all cool colors in a logo or on your website can impact your message.
Hue, shade, tint and tone
Let’s go back to that 64-pack of crayons from our first day of school. (Remember “raw
umber”? What is an umber anyway, and is it actually better raw than cooked?) Anyway,
you might be wondering, how we got from the twelve colors on our original color wheel
to all those crayons? That’s where tints, shades, and tones come in.
Simply put, tints, tones and shades are variations of hues, or colors, on the color wheel. A
tint is a hue to which white has been added. For example, red + white = pink.
A shade is a hue to which black has been added. For example, red + black = burgundy.
Finally, a tone is a color to which black and white (or grey) have been added. This
darkens the original hue while making the color appear more subtle and less intense.
Color schemes
Using the color wheel, designers develop a color scheme for marketing materials.
Complementary
colors
Complementary colors are opposites on the color wheel—red and green, for example.
Logo design by Wiell for Pepper Powered
Because there’s a sharp contrast between the two colors, they can really make imagery
pop, but overusing them can get tiresome.
Analogous colors
Analogous colors sit next to one another on the color wheel—red, orange and yellow, for
example. When creating an analogous color scheme, one color will dominate, one will
support and another will accent. In business, analogous color schemes are not only
pleasing to the eye, but can effectively instruct the consumer where and how to take
action.
The Tostitos website uses an analogous color scheme. Notice the bright orange
navigation bar draws the eye to explore the site, and accent-colored links at the bottom
direct hungry consumers with the munchies to “Buy Online.”
Triadic colors
Triadic colors are evenly spaced around the color wheel and tend to be very bright and
dynamic. Using a triadic color scheme in your marketing creates visual contrast and
harmony simultaneously, making each item stand out while making the overall image
pop. The logo uses this color scheme quite successfully.
Three words:
branding, marketing
and sales.
With this basic knowledge about colors and color schemes, you’re prepared to make
effective branding decisions. Like what color your logo should be. Or the emotions that
colors evoke in a consumer and the psychology behind color choices on your website.
.
Not only can knowledge of color theory guide you in your own marketing, it can also
help you better understand what your competition is doing.
Reference
The fundamentals of understanding color theory

Kris Decker 2015
https://99designs.com/blog/tips/the-7-step-guide-to-understanding-color-theory/
Lesson 4
Interpretation of
Creative Information,
Scripts & Images
This Module is imaginative perception in central of procedure fundamental reality
creation. It is the way toward utilizing your idea capacity to intentionally envision, make
and draw in to yourself that which you expect to involvement in your life. Acing inventive
representation awards you direct authority over your considerations at the intuitive level.
While there are a few different ways to program the intuitive personality, perception is
the best and its outcomes the most quick.
Course Learning
Outcome
1. Enable to harness the creative power of your thoughts.
2. Visualizing intentions for reality creation: Relax - Imagine - Feel - Believe - Detach.
Relax: The initial step is to loosen up your body and void your psyche. Locate an
agreeable seat, sit upstanding, inhale profoundly and consistently, check down
gradually from 25 to 1 while loosening up the entirety of your muscle bunches
from head to toe. Void your psyche by concentrating on your relaxing.
Imagine: The second step in the innovative representation procedure is figuring out
how to envision your proposed result. Your creative mind is the motor of your
contemplations. It changes over your idea control into mental pictures. Envision your
optimal reality right now, breath life into your photos as though viewing a motion picture,
concentrate your considerations with laser like exactness and enjoy every one of your
faculties.
Feel: The third step is to truly feel what it would feel like on the off chance that you
previously had what you have rationally picked in the present physical minute. Where
creative mind is the motor of your considerations, your emotions are the fuel. Your e-
movements are vitality moving - they breath life into your pictures.
Believe: The fourth step is to accept that you as of now have your psychological
expectations right now. The expressions of Jesus Christ were sure about this in Mark
11:24, "What things soever you request when you ask, accept that you get them, and
you will have them". This isn't about unrealistic reasoning or deceiving yourself. It is tied
in with knowing the logical truth behind reality creation and having the sort of
confidence that is the "proof of things not seen".
Detach: The fifth and last advance in the innovative representation procedure can't be
accentuated enough - separation. Separate yourself from the result you mean to see
show in your life. At whatever point you are appended to a person or thing, you viably
strip yourself of your real capacity to intentionally make the existence you pick. You
can't be thankful or feel unlimited love or appreciate true serenity when you are
connected to the unfurling of a particular result, so isolate, confine, disconnect.
Practice is Key: You should rehearse, practice, practice. Put aside a period every day
for your imaginative perceptions, ideally once toward the beginning of the day after
waking and once in the prior night you rest. Both these occasions are perfect as your
brain is as of now in a semi-loosened up state. When you have aced this
straightforward five stage process, you will see your life changing in supernatural ways.
Getting On With It: When you have finished the procedure, continue ahead with the
remainder of your day. To take yourself back to a typical waking state, basically keep on
breathing profoundly and musically and check up from 1 to 5 deliberately waking
yourself from the casual state and gradually opening your eyes. On the other hand, on
the off chance that you are picturing while in bed, you can enable yourself to float off to
rest in spite of the fact that it is perferable that you don't.
Leave the How up to the Universe: The focal point of your representations must be on
the result, not the procedure. When you acknowledge reality with regards to your idea
control and that you are unified with the One Universal Mind, you will have the option to
discharge any need to control the procedure. Training the omniscient Universe "how"
you need things to come about is revealing to Omniscience that you know better.
Take Inspired Action: Despite the fact that the inventive perception procedure is one
dependent on unwinding, physical activity is required to effectively show your
psychological expectations. The way to making a move is to make just roused move.
This isn't to sit and trust that the famous penny will drop and nor is it to go around in an
excited state doing all that you can consider doing with the expectation that something
works. It is tied in with being quiet and purposeful in the move you make, realizing that it
is taking you toward your planned result. It is tied in with tuning in to your instinct and
following your normal impulse.
The Mind Works With Feedback: The more input you give your mind the simpler it is
to acknowledge and disguise another idea. In the event that you are new to the
possibility that you make your world with your considerations, at that point it is common
that your brain may request some verification. It is an incredible act of pure trust to go
from the conviction that "things simply transpire" to "I get things going". This is the
reason it is ideal to begin with something basic.
Reference
Tania Kotsos 2010,Creative Visualization https://libguides.library.curtin.edu.au/c.php?
g=388681&p=2688784
TRAINI
NG
REGULATIO
NS
VISUAL
GRAPHIC
DESIGN
NC III
INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT) SECTOR
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro
Manila
TABLE OF
CONTENTS ICT
SECTOR
VISUAL GRAPHIC DESIGN

NATIONAL CERTIFICATE LEVEL III
Page No.
SECTION 1 ■ VISUAL GRAPHIC DESIGN NC III 1

QUALIFICATION
SECTION 2 ■ COMPETENCY STANDARDS 2 - 59
 Basic Competencies 2 – 20
 Common Competencies 21 - 28
 Core Competencies 29 - 59
SECTION 3 ■ TRAINING STANDARDS 60 - 67
3.1 Curriculum Design 60 – 63
3.2 Training Delivery 64
3.3 Trainee Entry Requirements 65
3.4 List of Tools, Equipment and

65
Materials
3.5 Training Facilities 67
3.6 Trainers Qualification 67
3.7 Institutional Assessment 67
SECTION 4 ■ NATIONAL ASSESSMENT AND

CERTIFICATION ARRANGEMENTS 68
COMPETENCY MAP 69
GLOSSARY OF TERMS 70 – 72
ACKNOWLEDGEMENT 73
TRAINING REGULATIONS FOR
VISUAL GRAPHIC DESIGN NC III
Section 1 VISUAL GRAPHIC DESIGN NC III QUALIFICATIONS
The VISUAL GRAPHIC DESIGN NC III Qualification consists of competencies that a

person must achieve to design and develop visual graphic designs for (i) print media; (ii)
electronic media; (iii) product packaging; and (iv) booth and product/window display.
This Qualification is packaged from the competency map of the Information and
Communication Technology Industry (Service sector) as shown in Annex A.
The units of competency comprising this qualification include the following:
Code BASIC COMPETENCIES

5 00 311 1 09 Lead workplace communication
5 00 311 1 10 Lead small teams
5 00 311 1 11 Develop and practice negotiation skills
5 00 311 1 12 Solve problems related to work activities
5 00 311 1 13 Use mathematical concepts and techniques
5 00 311 1 14 Use relevant technologies
Code COMMON COMPETENCIES

ICT315202 Apply quality standards
ICT311203 Perform computer operations
Code CORE COMPETENCIES

ICT213301 Develop design studies
ICT213302 Create vector graphics using a graphics application
ICT213303 Create raster graphics using a graphics application
ICT213304 Develop designs for print media
ICT213305 Develop designs for electronic media
ICT213306 Develop designs for product packaging
ICT213307 Design booth and product/window display
A person who has achieved this Qualification can be employed in any or more of
the following:
 Visual graphic artist
 Creative/Art director
 Layout artist
 Graphic designer
 Web designer
 Visual graphic multimedia artist
 Booth and product/window display designer
1
TR-ICT (Visual Graphic Design NC III) Promulgated December 2007
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.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Communicate 1.1. Appropriate communication method is selected
information about 1.2. Multiple operations involving several topics areas
workplace are communicated accordingly
processes
1.3. Questions are used to gain extra information
1.4. Correct sources of information are identified
1.5. Information is selected and organized correctly
1.6. Verbal and written reporting is undertaken when
required
1.7. Communication skills are maintained in all situations
2. Lead workplace 2.1. Response to workplace issues are sought
discussions 2.2. Response to workplace issues are provided
immediately
2.3. Constructive contributions are made to workplace
discussions on such issues as production, quality
and safety
2.4. Goals/objectives and action plan undertaken in the
workplace are communicated
3. Identify and 3.1. Issues and problems are identified as they arise
communicate 3.2. Information regarding problems and issues are
issues arising in the organized coherently to ensure clear and effective
workplace communication
3.3. Dialogue is initiated with appropriate personnel
3.4. Communication problems and issues are raised as
they arise
RANGE OF VARIABLES
VARIABLE RANGE
1. Methods of 1.1. Non-verbal gestures
communication
1.2. Verbal
1.3. Face to face
1.4. Two-way radio
1.5. Speaking to groups
1.6. Using telephone
1.7. Written
1.8. Internet
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:

Competency
1.1. Dealt with a range of communication/information at
one time
1.2. Made constructive contributions in workplace
issues
1.3. Sought workplace issues effectively
1.4. Responded to workplace issues promptly
1.5. Presented information clearly and effectively
written form
1.6. Used appropriate sources of information
1.7. Asked appropriate questions
1.8. Provided accurate information
2. Underpinning 2.1. Organization requirements for written and
knowledge electronic communication methods
2.2. Effective verbal communication methods
3. Underpinning Skills 3.1. Organize information
3.2. Understand and convey intended meaning
3.3. Participate in variety of workplace discussions
3.4. Comply with organization requirements for the use
of written and electronic communication methods
4. Resource The following resources MUST be provided:
Implications
4.1. Variety of Information
4.2. Communication tools
4.3. Simulated workplace
5. Methods of Competency may be assessed through:
Assessment
5.1. Competency in this unit must be assessed through
5.2. Direct Observation
5.3. Interview
6. Context for 6.1. Competency may be assessed in the workplace or
Assessment in simulated workplace environment
UNIT OF COMPETENCY: LEAD SMALL TEAMS
UNIT CODE : 500311110
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to lead
small teams including setting and maintaining team and
individual performance standards.
1. Provide team 1.1. Work requirements are identified and presented to
leadership team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign 2.1. Duties, and responsibilities are allocated having regard
responsibilities to the skills, knowledge and aptitude required to
properly undertake the assigned task and according to
company policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal considerations,
whenever possible
3. Set performance 3.1. Performance expectations are established based on
expectations for client needs and according to assignment requirements
team members 3.2. Performance expectations are based on individual team
members duties and area of responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
4. Supervise team 4.1. Monitoring of performance takes place against
performance defined performance criteria and/or assignment
instructions and corrective action taken if required
4.2. Team members are provided with feedback, positive
support and advice on strategies to overcome any
deficiencies
4.3. Performance issues which cannot be rectified or
addressed within the team are referenced to appropriate
personnel according to employer policy
4.4. Team members are kept informed of any changes in the
priority allocated to assignments or tasks which might
impact on client/customer needs and satisfaction
4.5. Team operations are monitored to ensure that
employer/client needs and requirements are met
4.6. Follow-up communication is provided on all issues
affecting the team
4.7. All relevant documentation is completed in accordance
with company procedures
RANGE OF VARIABLES
VARIABLE RANGE
1. Work requirements 1.1. Client Profile
1.2. Assignment instructions
2. Team member’s 2.1. Roster/shift details

concerns
3. Monitor 3.1. Formal process

performance
3.2. Informal process
4. Feedback 4.1. Formal process
4.2. Informal process
5. Performance issues 5.1. Work output
5.2. Work quality
5.3. Team participation
5.4. Compliance with workplace protocols
5.5. Safety
5.6. Customer service

EVIDENCE GUIDE
1. Critical Aspects Assessment requires evidence that the candidate:
of Competency 1.1. Maintained or improved individuals and/or team
performance given a variety of possible
scenario
1.2. Assessed and monitored team and individual
performance against set criteria
1.3. Represented concerns of a team and individual to
next level of management or appropriate specialist
and to negotiate on their behalf
1.4. Allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the needs
of the tasks to be performed
1.5. Set and communicated performance expectations for a
range of tasks and duties within the team and provided
feedback to team members
2. Underpinning 2.1. Company policies and procedures
Knowledge 2.2. Relevant legal requirements
2.3. How performance expectations are set
2.4. Methods of Monitoring Performance
2.5. Client expectations
2.6. Team member’s duties and responsibilities
3. Underpinning 3.1. Communication skills required for leading teams
Skills 3.2. Informal performance counseling skills
3.3. Team building skills
3.4. Negotiating skills
Implications 4.1. Access to relevant workplace or appropriately simulated
environment where assessment can take place
4.2. Materials relevant to the proposed activity or task
Assessment 5.1. Direct observations of work activities of the individual
member in relation to the work activities of the group
5.2. Observation of simulation and/or role play involving
the participation of individual member to the
attainment of organizational goal
5.3. Case studies and scenarios as a basis for discussion of
issues and strategies in teamwork
6. Context of 6.1. Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
6.2. Assessment shall be observed while task are being
undertaken whether individually or in-group
UNIT OF COMPETENCY: DEVELOP AND PRACTICE NEGOTIATION SKILLS
UNIT CODE : 500311111
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to collect information in order to negotiate to a
desired outcome and participate in the negotiation.
1. Plan negotiations 1.1 Information on preparing for negotiation is
identified and included in the plan
1.2 Information on creating non verbal environments
for positive negotiating is identified and included in
the plan
1.3 Information on active listening is identified and
included in the plan
1.4 Information on different questioning techniques is
identified and included in the plan
1.5 Information is checked to ensure it is correct and up-
to- date
2. Participate in 2.1 Criteria for successful outcome are agreed upon by

negotiations all parties
2.2 Desired outcome of all parties are considered
2.3 Appropriate language is used throughout the
negotiation
2.4 A variety of questioning techniques are used
2.5 The issues and processes are documented and
agreed upon by all parties
2.6 Possible solutions are discussed and their viability
assessed
2.7 Areas for agreement are confirmed and recorded
2.8 Follow-up action is agreed upon by all parties
RANGE OF VARIABLES
VARIABLE RANGE
1. Preparing for 1.1 Background information on other parties to the
negotiation negotiation
1.2 Good understanding of topic to be negotiated
1.3 Clear understanding of desired outcome/s
1.4 Personal attributes
1.4.1 self awareness
1.4.2 self esteem
1.4.3 objectivity
1.4.4 empathy
1.4.5 respect for others
1.5 Interpersonal skills
1.5.1 listening/reflecting
1.5.2 non verbal communication
1.5.3 assertiveness
1.5.4 behavior labeling
1.5.5 testing understanding
1.5.6 seeking information
1.5.7 self disclosing
1.6 Analytic skills
1.6.1 observing differences between content
and process
1.6.2 identifying bargaining information
1.6.3 applying strategies to manage process
1.6.4 applying steps in negotiating process
1.6.5 strategies to manage conflict
1.6.6 steps in negotiating process
1.6.7 options within organization and
externally for resolving conflict
2. Non-verbal 2.1 Friendly reception
environments 2.2 Warm and welcoming room
2.3 Refreshments offered
2.4 Lead in conversation before negotiation begins
3. Active listening 3.1 Attentive
3.2 Don’t interrupt
3.3 Good posture
3.4 Maintain eye contact
3.5 Reflective listening
4. Questioning 4.1 Direct
techniques 4.2 Indirect
4.3 Open-ended
EVIDENCE GUIDE
1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Demonstrated sufficient knowledge of the factors
influencing negotiation to achieve agreed outcome
1.2 Participated in negotiation with at least one person
to achieve an agreed outcome
2. Underpinning 2.1 Codes of practice and guidelines for the

Knowledge and organization
Attitude 2.2 Organizations policy and procedures for
negotiations
2.3 Decision making and conflict resolution strategies
procedures
2.4 Problem solving strategies on how to deal with
unexpected questions and attitudes during
negotiation
2.5 Flexibility
2.6 Empathy
3. Underpinning Skills 3.1 Interpersonal skills to develop rapport with other

parties
3.2 Communication skills (verbal and listening)
3.3 Observation skills
3.1 Negotiation skills

Implications 4.1 Room with facilities necessary for the negotiation
process
4.2 Human resources (negotiators)

Assessment 5.1 Observation/demonstration and questioning
5.2 Portfolio assessment
5.3 Oral and written questioning
5.4 Third party report
6. Context for 6.1 Competency to be assessed in real work

Assessment environment or in a simulated workplace setting.
10
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.
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation, investigation
and analytical techniques
1.3. Problems are clearly stated and specified
2. Determine 2.1. Possible causes are identified based on
fundamental causes experience and the use of problem solving
of the problem tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted
3. Determine corrective 3.1. All possible options are considered for
action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures
4. Provide 4.1. Report on recommendations are prepared
recommendation/s to
manager 4.2. Recommendations are presented to
appropriate personnel.
4.3. Recommendations are followed-up, if required
RANGE OF VARIABLES
VARIABLE RANGE
1. Analytical techniques 1.1. Brainstorming

1.2. Intuitions/Logic
1.3. Cause and effect diagrams
1.4. Pareto analysis
1.5. SWOT analysis
1.6. Gant chart, Pert CPM and graphs
1.7. Scatter grams
2. Problem 2.1. Non – routine process and quality problems

2.2. Equipment selection, availability and failure
2.3. Teamwork and work allocation problem
2.4. Safety and emergency situations and
incidents
3. Action plans 3.1. Priority requirements

3.2. Measurable objectives
3.3. Resource requirements
3.4. Timelines
3.5. Co-ordination and feedback requirements
3.6. Safety requirements
3.7. Risk assessment
3.8. Environmental requirements
EVIDENCE GUIDE
Competency
1.1. Identified the problem
1.2. Determined the fundamental causes of the problem
1.3. Determined the correct / preventive action
1.4. Provided recommendation to manager
These aspects may be best assessed using a range of
scenarios / case studies / what ifs as a stimulus with a
walk through forming part of the response. These
assessment activities should include a range of problems,
including new, unusual and improbable situations that may
have happened.
2. Underpinning 2.1. Competence includes a thorough knowledge and
Knowledge understanding of the process, normal operating
parameters, and product quality to recognize non-
standard situations
2.2. Competence to include the ability to apply and
explain, sufficient for the identification of
fundamental cause, determining the corrective
action and provision of recommendations
2.2.1.Relevant equipment and operational
processes
2.2.2.Enterprise goals, targets and measures
2.2.3.Enterprise quality, OHS and environmental
requirement
2.2.4.Principles of decision making strategies
and techniques
2.2.5.Enterprise information systems and data
collation
2.2.6.Industry codes and standards
3. Underpinning 3.1. Using range of formal problem solving techniques

Skills 3.2. Identifying and clarifying the nature of the problem
3.3. Devising the best solution
3.4. Evaluating the solution
3.5. Implementation of a developed plan to rectify the
problem
4. Resource 4.1. Assessment will require access to an operating
Implications 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.
Assessment
5.1. Case studies on solving problems in the workplace
5.2. Observation
The unit will be assessed in a holistic manner as is
practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be required to
allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual
workplace and will include walk through of the relevant
competency components.
6. Context of 6.1. In all workplace, it may be appropriate to assess
Assessment this unit concurrently with relevant teamwork or
operation units.
UNIT OF COMPETENCY: USE MATHEMATICAL CONCEPTS AND
TECHNIQUES
UNIT CODE : 500311113
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required in the application of mathematical concepts
and techniques.
1. Identify mathematical 1.1 Problem areas are identified based on given

tools and techniques to condition
solve problem 1.2 Mathematical techniques are selected based
on the given problem
2. Apply mathematical 2.1 Mathematical techniques are applied based on

procedure/solution the problem identified
2.2 Mathematical computations are performed to the
level of accuracy required for the problem
2.3 Results of mathematical computation is
determined and verified based on job
requirements
3. Analyze results 3.1 Result of application is reviewed based on

expected and required specifications and
outcome
3.2 Appropriate action is applied in case of error
RANGE OF VARIABLES
VARIABLE RANGE
1. Mathematical May include but are not limited to:
techniques 1.1 Four fundamental operations
1.2 Measurements
1.3 Use/Conversion of units of measurements
1.4 Use of standard formulas
2. Appropriate action 2.1 Review in the use of mathematical

techniques (e.g. recalculation, re-modeling)
2.2 Report error to immediate superior for proper
action
EVIDENCE GUIDE

Competency 1.1 Identified, applied and reviewed the use of
mathematical concepts and techniques to workplace
problems
2. Underpinning 2.1 Fundamental operation (addition, subtraction,

Knowledge division, multiplication)
2.2 Measurement system
2.3 Precision and accuracy
2.4 Basic measuring tools/devices
3. Underpinning Skills 3.1 Applying mathematical computations

3.2 Using calculator
3.3 Using different measuring tools

Implications 4.1 Calculator
4.2 Basic measuring tools
4.3 Case Problems

Assessment 5.1 Authenticated portfolio
5.2 Written Test
5.3 Interview/Oral Questioning
5.4 Demonstration
6. Context of 6.1 Competency may be assessed in the work place or

Assessment in a simulated work place setting
UNIT OF COMPETENCY: USE RELEVANT TECHNOLOGIES
UNIT CODE : 500311114
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills, and
attitude required in selecting, sourcing and applying
appropriate and affordable technologies in the workplace.
1. Study/select 1.1 Usage of different technologies is determined based on

appropriate job requirements
technology 1.2 Appropriate technology is selected as per work
specification
2. Apply relevant 2.1 Relevant technology is effectively used in carrying

technology out function
2.2 Applicable software and hardware are used as per
task requirement
2.3 Management concepts are observed and practiced as
per established industry practices
3. Maintain/enhance 3.1 Maintenance of technology is applied in accordance with

relevant technology the industry standard operating procedure,
manufacturer’s operating guidelines and
occupational health and safety procedure to ensure
its operative ability
3.2 Updating of technology is maintained through continuing
education or training in accordance with job requirement
3.3 Technology failure/ defect is immediately reported to the
concern/responsible person or section for appropriate
action
RANGE OF VARIABLES
VARIABLE RANGE
1. Technology May include but are not limited to:
1.1 Office technology
1.2 Industrial technology
1.3 System technology
1.4 Information technology
1.5 Training technology
2. Management concepts May include but not limited to:

2.1 Real Time Management
2.2 KAIZEN or continuous improvement
2.3 5s
2.4 Total Quality Management
2.5 Other management/productivity tools
3. Industry standard operating 3.1 Written guidelines relative to the usage of

procedure office technology/equipment
3.2 Verbal advise/instruction from the co-worker
4. Manufacturer’s operating 4.1 Written instruction/manuals of specific

guidelines/ instructions technology/ equipment
4.2 General instruction manual
4.3 Verbal advise from manufacturer relative to
the operation of equipment
5. Occupational health and 5.1 Relevant statutes on OHS

safety procedure 5.2 Company guidelines in using
technology/equipment
6. Appropriate action 6.1 Implementing preventive maintenance

schedule
6.2 Coordinating with manufacturer’s technician
EVIDENCE GUIDE

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. Underpinning 2.1 Awareness on technology and its function

Knowledge 2.2 Repair and maintenance procedure
2.3 Operating instructions
2.4 Applicable software
2.5 Communication techniques
2.6 Health and safety procedure
2.7 Company policy in relation to relevant technology
2.8 Different management concepts
2.9 Technology adaptability
3. Underpinning Skills 3.1 Relevant technology application/implementation

3.2 Basic communication skills
3.3 Software applications skills
3.4 Basic troubleshooting skills

Implications 4.1 Relevant technology
4.2 Interview and demonstration questionnaires
4.3 Assessment packages
5. Methods of Competency must be assessed through:

Assessment 5.1 Interview
5.2 Actual demonstration
5.3 Authenticated portfolio (related certificates of
training/seminar)
6. Context of 6.1 Competency may be assessed in actual workplace or

Assessment simulated environment
COMMON COMPETENCIES
UNIT TITLE : APPLY QUALITY STANDARDS
UNIT CODE : 506315202
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to apply quality standards in the workplace. The unit
also includes the application of relevant safety procedures
and regulations, organization procedures and customer
requirements.
1. Assess quality of 1.1. Work instruction is obtained and work is carried out
received materials in accordance with standard operating procedures.
1.2. Received materials are checked against workplace
standards and specifications.
1.3. Faulty materials related to work are identified and
isolated.
1.4. Faults and any identified causes are recorded and/or
reported to the supervisor concerned in accordance
with workplace procedures.
1.5. Faulty materials are replaced in accordance with
workplace procedures.
2. Assess own work 2.1. Documentation relative to quality within the
company is identified and used.
2.2. Completed work is checked against workplace
standards relevant to the task undertaken.
2.3. Errors are identified and isolated.
2.4. Information on the quality and other indicators of
production performance are recorded in accordance
with workplace procedures.
2.5. In cases of deviations from specific quality
standards, causes are documented and reported in
accordance with the workplace’ s standards
operating procedures.
3. Engage in quality 3.1. Process improvement procedures are participated in
improvement relative to workplace assignment.
3.2. Work is carried out in accordance with process
improvement procedures.
3.3. Performance of operation or quality of product of
service to ensure customer satisfaction is
monitored.
RANGE OF VARIABLES
VARIABLE RANGE
1 Materials 1.1 Materials may include but not limited to:
1.1.1. Manuals
1.1.2. Job orders
1.1.3. Instructional videos
2 Faults 2.1 Faults may include but not limited to:
2.1.1. Materials not to specification
2.1.2. Materials contain incorrect/outdated
information
2.1.3. Hardware defects
2.1.4. Materials that do not conform with any
regulatory agencies
3 Documentation 3.1 Organization work procedures
3.2 Manufacturer’s instruction manual
3.3 Customer requirements
3.4 Forms
4 Errors 4.1 Errors may be related but not limited to the following:
4.1.1. Deviation from the requirements of the Client
4.1.2. Deviation from the requirement of the
organization
5 Quality standards 5.1 Quality standards may be related but not limited to the
following:
5.1.1. Materials
5.1.2. Hardware
5.1.3. Final product
5.1.4. Production processes
5.1.5. Customer service
6 Customer 6.1 Co-worker
6.2 Supplier/Vendor
6.3 Client
6.4 Organization receiving the product or service
EVIDENCE GUIDE
1 Critical aspect of Assessment must show that the candidate:

competency 1.1 Carried out work in accordance with the company’s
standard operating procedures
1.2 Performed task according to specifications
1.3 Reported defects detected in accordance with
standard operating procedures
1.4 Carried out work in accordance with the process
improvement procedures
2 Underpinning 2.1 Relevant production processes, materials and
knowledge products
2.2 Characteristics of materials, software and hardware
used in production processes
2.3 Quality checking procedures
2.4 Workplace procedures
2.5 Safety and environmental aspects of production
processes
2.6 Fault identification and reporting
2.7 Quality improvement processes
3 Underpinning skills 3.1 Reading skills required to interpret work instruction
3.2 Communication skills needed to interpret and apply
defined work procedures
3.3 Carry out work in accordance with OHS policies and
procedures
3.4 Critical thinking
3.5 Solution providing and decision-making
4 Method of The assessor must select two of the following to
assessment objectively evaluate the candidate:
4.1 Observation and oral questioning
4.3 Portfolio
4.4 Practical demonstration
5 Resource implication Materials, software and hardware to be used in a real or
simulated situation
6 Context of Assessment may be conducted in the workplace or in a
UNIT TITLE : PERFORM COMPUTER OPERATIONS
UNIT CODE : 506311203
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to perform computer operations which include
inputting, accessing, producing and transferring data using
the appropriate hardware and software.
1. Plan and prepare for 1.1. Requirements of task are determined in
task to be taken accordance with the required output.
undertaken 1.2. Appropriate hardware and software are selected
according to task assigned and required outcome.
1.3. Task is planned to ensure that OH & S guidelines
and procedures are followed.
1.4. Client -specific guidelines and procedures are
followed.
1.5. Required data security guidelines are applied in
accordance with existing procedures.
2. Input data into 2.1. Data are entered into the computer using
computer appropriate program/application in accordance with
company procedures.
2.2. Accuracy of information is checked and information
is saved in accordance with standard operating
procedures.
2.3. Inputted data is stored in storage media according
to requirements.
2.4. Work is performed within ergonomic guidelines.
3. Access information 3.1. Correct program/application is selected based on
using computer job requirements.
3.2. Program/application containing the information
required is accessed according to company
procedures.
3.3. Desktop icons are correctly selected, opened and
closed for navigation purposes.
3.4. Keyboard techniques are carried out in line with OH
& S requirements for safe use of keyboards.
4. Produce output/ data 4.1. Entered data are processed using appropriate
using computer system software commands.
4.2. Data are printed out as required using computer
hardware /peripheral devices in accordance with
standard operating procedures.
4.3. Files and data are transferred between compatible
systems using computer software,
hardware/peripheral devices in accordance with
standard operating procedures.
5. Use basic functions of 5.1. Information requirements for internet search
a www-browser to are established.
locate information 5.2. Browser is launched.
5.3. Search engine is loaded.
5.4. Appropriate search criteria/or URL of site is
entered.
5.5. Relevant links are followed to locate required
information.
5.6. Useful pages are bookmarked or printed as
required.
6. Maintain computer 6.1. Procedures for ensuring security of data, including
equipment and regular back-ups and virus checks are
systems implemented in accordance with standard
operating procedures.
6.2. Basic file maintenance procedures are
implemented in line with the standards operating
procedures.
RANGE OF VARIABLES
VARIABLE RANGE
1 Hardware and 1.1 Personal computers
peripheral devices
1.2 Networked systems
1.3 Communication equipment
1.4 Printers
1.5 Scanners
1.6 Keyboard
1.7 Mouse
1.8 Voice/Data logger
2 Software Software includes the following but not limited to:
2.1 Word processing packages
2.2 Database packages
2.3 Internet
2.4 Spreadsheets
2.5 Client Specific Software
3 OH & S guidelines 3.1 OHS guidelines
3.2 Enterprise procedures
4 Storage media Storage media include the following but not limited to:
4.1 Diskettes
4.2 CDs
4.3 Zip disks
4.4 hard disk drives, local and remote
4.5 Optical drives
5 Ergonomic guidelines 5.1 Types of equipment used
5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
5.5 Visual display unit screen brightness
6 Desktop icons 6.1 Icons include the following but not limited to:
6.2 Directories/folders
6.3 Files
6.4 Network devices
6.5 Recycle bin
6.6 Program icons
7 Maintenance 7.1 Creating and managing more space in the hard disk
and other peripherals
7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external surfaces
EVIDENCE GUIDE
1 Critical aspects of Assessment must show that the candidate:

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

UNIT CODE: ICT213301
UNIT DESCRIPTOR: This unit describes the skills and knowledge required to interpret
the creative brief, generate and assess ideas, conduct research,
apply and evaluate visual effects designs techniques for any
production in various industries.
ELEMENT PERFORMANCE CRITERIA

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

hardware required is identified
4.5 Organize research media and findings for use by all
relevant personnel throughout the design development
process, updating as required
4.6 Initial discussions and design brief against the findings are
evaluated and discussed with relevant personnel
5. Select media/ 5.1 Range of visual design and communication techniques
materials available are identified and presented to the relevant
personnel for the consideration of their ability to meet the
creative, technical and production brief
5.2 Appropriate visual design and communication techniques
are selected to fulfill the creative, technical, and
production requirements of the brief
5.3 Relevant materials and media are gathered based on their
compatibility to the creative and technical specifications of
the selected media
5.4 Relevant personnel is consulted to ensure that all required
media is identified and sourced and ensuring that
selection is based on the understanding of the user
characteristics and capabilities
6. Apply visual 6.1 Selected design techniques are used to develop the
design and structure of the product, ensuring that all elements are
communication fully documented for future use
techniques 6.2 Relevant media elements required to achieve the
desired outcome are considered
6.3 Technical parameters and planning are discussed with
relevant personnel to achieve the most appropriate format
6.4 Range of appropriate design parameters is determined
and employed to fulfill the brief, ensuring the creative,
technical and production resources are adequate to
achieve the final outcome
7. Evaluate design 7.1 Creative solutions are reviewed with regard to design
brief, appropriateness to the user/audience and technical
feasibility
7.2 Additional requirements or modifications are discussed
and confirmed to the overall design and any necessary
amendments is undertaken
RANGE OF VARIABLES
VARIABLE RANGE
1 Media May include the following:
1.1 Print
1.2 Electronic
1.2.1 Online/Web-based
1.2.2 CD/DVD
1.3 Product packaging
1.4 Booth and window display
1.5 Other promotional materials
2. Relevant factors May include the following:
2.1 Budget
2.2 Costing
2.3 Delivery platform
3. Relevant personnel May include the following:
3.1 client 3.8 web developers
3.2 user/audience 3.9 copywriters/editors
3.3 project manager 3.10 video/film editors
3.4 art/creative director 3.11 booth/merchandizing
3.5 technical director designer
3.6 computer graphic 3.12 heads of department
designers 3.13 other specialist creative
3.7 programmers and technical staff
4. Tools May include Graphic design
tools such as:
4.1 Adobe Photoshop 4.6 CorelDraw
4.2 Adobe Illustrator 4.7 Gimp
4.3 Adobe In-design 4.8 QuarkXpress
4.4 Adobe PageMaker 4.9 Adobe After Effects
4.5 Adobe Premier 4.10 Microsoft PowerPoint
Traditional tools such as:
 Free hand sketches
 Clay and resin modeling
 Physical prototyping
 Mechanical drawing
5 Visual design and May include the following:
communication 5.1 spot and process colors 5.11 tone
elements 5.2 composition 5.12 scale
5.3 proportion 5.13 movement
5.4 balance 5.14 typography:
5.5 framing 5.14.1 point/size
5.6 color 5.14.2 tracking
5.7 line 5.14.3 leading
5.8 texture 5.14.4 kerning
5.9 shape 5.14.5 typeface
5.10 form 5.15 design trends
6 Visual elements May include the following:
6.1 screen images:
6.1.1 graphics
6.1.2 photographs
6.1.3 illustrations
6.2 colors and trends
6.3 fonts/typography
6.4 body types
6.5 style
6.6 logos
6.7 backgrounds
7 Format and May include the following:
delivery platform 7.1 Print media
7.2 Electronic media
7.2.1 Web/online
7.2.2 CD- or DVD-based
7.2.3 Mobile or hand-held
7.2.3.1 Cellular phones
7.2.3.2 MP4 / iPod
7.2.3.3 PDA
7.2.4 Game consoles
7.2.5 TV (traditional and IP-based)
7.2.6 Electronic billboards
7.3 Exhibitions and trade fairs
8 Media elements May include the following:
8.1 Books and magazines
8.2 Newspapers
8.3 Brochures and flyers
8.4 Billboards and tarpaulins
8.5 Logos
8.6 Posters
8.7 CD labels
8.8 Booth and display window
8.9 Web pages
8.10 Product packaging
9 Different design May include:
techniques 9.1 drawing and sketching
9.2 storyboard
9.3 drawing on a tablet
9.4 scanning drawings and photographs
9.5 using image and background generation tools
9.6 thumbnail sketches
9.7 flow charts
9.8 design briefing and brainstorming
EVIDENCE GUIDE
1. Critical aspects of
competency
2. Underpinning Assessment must show that the candidate:
knowledge and 1.1 Generate a feasible range of visual design and
attitude communication ideas which respond to the brief
and provide creative solutions to all design issues
1.2 Compared and evaluated the range of delivery
platforms and materials available for various designs
and media
1.3 Apply visual design and communication techniques
1.4 Demonstrated ability in written and verbal
supporting presentations and reports where
relevant.
2.1 Knowledge of:
2.1.1 Familiarity in different graphic applications
2.1.2 Principles of graphics design
2.1.3 Relevant intellectual property right provisions
2.2 principles of graphic and visual/ communication design
2.3 characteristics of digital and traditional graphics
2.4 color theory
2.5 familiarity in media elements
2.6 knowledge of using and combining/applying various
materials and media and their economic and artistic
uses
2.7 knowledge and application of a range of computer
design software
2.8 knowledge of the limiting factors of computer hardware
and software
2.9 interpretation of creative information, scripts and
images copyright laws, regulations and copyright
clearance procedures.
2.10 familiarity with the capability of a range of tools and design
techniques for producing and manipulating images
2.11 perseverance and thoroughness of work
2.12 open-mindedness, trainable to new procedures,
dedication to work, patience, initiative, orderliness
and cleanliness
3. Underpinning skills 3.1 Artistic and creative skills
3.1.1 concept development
3.1.2 graphic design
3.1.3 effective visual communication skills
3.1.4 interpreting creative information, scripts and images
3.1.5 design and drawing skills
3.1.6 ability to maintain design integrity
3.1.1 analysis of client specifications
3.1.2 analysis and decision making
3.1.3 Comprehension skills to interpret work instructions
3.1.4 Listening skills to effectively address clients’
concern;
3.1.5 Co
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3.1.6 Dealing
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and
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with
reference
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media
requireme
nts.
3.2 Technical skills
3.2.1 computer operation
3.2.2 Using range of tools and techniques for
producing and manipulating images
3.2.3 ability to review decisions in term of
user characteristics and requirements
3.3 Project management skills
3.3.1 Tasking management skills to provide
quality service in less time.
3.3.2 planning and research
3.3.3 understanding the capabilities of other collaborative
personnel
4. Method of The assessor must select two of the following to objectively
assessment assess the candidate
4.1 Observation and Oral Questioning;
4.2 Actual demonstration with oral questioning
4.4 Portfolio
5. Resources The following must be provided:
required for 5.1 Industry standard computer type and current software
assessment application should be used.
5.2 Design briefs
 Timeline
 Design objectives
 Design message
 Target audience
6. Context of 6.1 Competency may be assessed on the job, off the job or a
assessment combination of these. Off the job assessment must be
undertaken in a closely simulated workplace environment.
UNIT TITLE: CREATE VECTOR GRAPHICS USING A GRAPHICS APPLICATION
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to develop
vector graphics based on a client brief using graphic applications.
This unit covers the knowledge and skills for creating illustrations, logos,
maps, graphs and other objects required in the design brief. This will be
applied across a range of roles in a variety of contexts with some
complexity in the extent and choice of options available.

1. Prepare the 1.1 Details of the brief are reviewed according to identified
work preference setting requirements
environment 1.2 Monitor is calibrated using an ICC profile to ensure closest
possible color match
1.3 Palettes are arranged to suit job and personal preferences
1.4 View magnification is set for ease of working with the
graphics
2. Produce objects 2.1 Ruler units are set and grid is displayed to ensure artwork
meets design specifications
2.2 Tools are used to produce objects and required attributes
are entered and shapes manipulated, continuing until
graphic framework is finalized
2.3 Lines and curves are adjusted and edited to fit design
specifications
2.4 Objects are painted, transposed and strokes and effects are
scaled according to the design brief
2.5 Colors are created, edited and saved to the color palette
and saturation of color is adjusted
2.6 Color and appearance attributes are selected and copied as
required
2.7 Gradients fills, mesh and patterns are used to paint and
blend as required by the layout and design brief
2.8 Complex shapes are created by combining shapes into
compounds and if required compounds are edited
3. Alter objects 3.1 Objects are grouped or individually selected, moved, scaled
or rotated using a variety of methods
3.2 Objects are reflected, sheared and distorted according to the
design brief
3.3 Three dimensional objects are formed and edited and
gradient color added to create depth
3.4 The perspective of the objects is adjusted as required
3.5 Transformations are repeated according to the design brief
3.6 Smooth color blends are created between objects and
blends are modified as required to meet the design brief
4. Add type as a 4.1 Required type is added to type containers and type
graphic element attributes and formatting are set to reflect the design brief
4.2 Type is wrapped or placed along a path to complement the
graphic
4.3 Type is converted to type outlines or letterforms and shapes
are modified
5. Set appearance 5.1 Properties of the graphic are set and meet the design brief
attributes and 5.2 Effects are added to a graphic and edited to make the
styles appearance more suitable according to the design brief
5.3 Appearances required for further use are saved as styles
6. Set up layers 6.1 Objects are organized in layers and stacking order is
controlled
6.2 Layers are locked and/or nested and grouped according to
the design brief
6.3 Styles are added or removed from layers when layer
consistency is or is not required
7. Finalize artwork 7.1 The appropriate format for saving the graphic is identified
given the various elements in the graphic
7.2 Artwork is checked to ensure correct layout file and that
there are no non-printable elements
7.3 PDF or other export options are fixed to the best settings for
the final media and the file is then exported and saved
RANGE OF VARIABLES
VARIABLE RANGE
1. Graphic applications May include the following:
1.1 Adobe Illustrator 1.4 In Design
1.2 CorelDraw 1.5 QuarkXpress
1.3 Gimp
2. Manipulated May include:
2.1 Shapes are rotated
2.2 position and sizes changed
2.3 shapes sent to back or forward
2.4 scaled and copied.
3 Colors May include the following:
3.1 process colors
3.2 Spot colors
3.3 Registration colors
3.4 PMS
4 Edited May include the following:
4.1 Transparency
4.2 Gradients
4.3 Strokes
4.4 custom colors using CMYK sliders.
5 Objects May include the following:
5.1 Predefined shapes
5.2 drawn objects
5.3 curved segments
5.4 lines.
6 Formatting May include the following:
6.1 Font 6.4 character size
6.2 Leading 6.5 columns of type
6.3 paragraph alignment 6.6 text flow.
7 Appearance May include the following:
attributes 7.1 Fills 7.5 blending modes
7.2 Strokes 7.6 transparency
7.3 Effects 7.7 ruler guides
7.4 columns
8 Elements May include the following:
8.1 Layers
8.2 Anti-aliases
8.3 blending
8.4 feathering
EVIDENCE GUIDE
1. Critical aspects of Assessment must show that the candidate:
competency
1.1 Developed vector graphics based on client brief
using a high-end application.
1.2 Demonstrated an ability to find and use information
relevant to the task from a variety of information
sources.
2. Underpinning 2.1 image formats
knowledge 2.2 correct application selection
2.3 manipulation of objects
2.4 color modes
2.5 attributes of appearance
2.6 effects
2.7 filters
2.8 text and formatting
2.9 interpreting a brief.
3. Underpinning skills 3.1Artistic and creative skills
3.2Communication skills
3.3Interpersonal skills
3.4Listening skills
3.5Computer application skills
3.6Tasking management skills to provide quality service
in less time.
4. Method of assessment The assessor must select two of the following to
objectively assess the candidate
4.4 Portfolio
5. Resources required The following must be provided:
for assessment 5.1 Industry standard computer type and current
software application
5.2 Design briefs
6. Context of 6.1 Competency may be assessed on the job, off the job
assessment or a combination of these. Off the job assessment
must be undertaken in a closely simulated workplace
environment.
UNIT TITLE: CREATE RASTER GRAPHICS USING A GRAPHICS APPLICATION
UNIT DESCRIPTOR: This unit covers the knowledge and skills required to develop raster
graphics incorporating a range of features for cross-media publishing based
on a client brief. This unit covers the knowledge and skills for manipulating
and editing images, applying special effects as required in the design brief.
This will be applied across a range of roles in a variety of contexts with some
complexity in the extent and choice of options available.
1. Balance image 1.1 Graphics files are opened and design brief requirements are
quality and file confirmed
size 1.2 Graphics are repeated efficiently using a symbol or stamp to
reduce file size
1.3 Slices are created from objects, layers or groups and
updated as required
1.4 Type anti-aliasing is applied selectively to keep small text
easy to read
1.5 Tasks are automated wherever possible and where
necessary scripts are used for automation
2. Acquire digital 2.1 Images are acquired from digital camera, scanned images or
images clip arts and other objects.
2.2 Acquired Bitmaps are modified and/or duplicated depending
on design requirements
2.3 Bitmaps are masked and/or an opacity mask is added
2.4 Layered file is exported to image editing program for editing
3. Manipulate 3.1 Objects, images and text are manipulated and edited as
objects/images required
3.2 Elements are defined for repetition, repetition tools are used
to create duplicates and then are manipulated as a group
4. Use/Modify 4.1 Based on the design brief, objects are defined within the
variable template as variables
templates 4.2 An automated script or an image server is used/ modified
using data stored in any available source/server
4.3 The template variables are tested to ensure correct operation
5. Create raster 5.1 Web-safe colors and other applicable color gamut are
graphic for final selected for cross-media publishing purposes
media 5.2 File formats are chosen to best represent artwork styles
5.3 Objects/Images are linked to create an image map that
meets design requirements
5.4 Compression options are selected that keep the image
quality high and the file size low
5.5 Export options are set to the best settings for the final media
and the file is saved and exported
RANGE OF VARIABLES
VARIABLE RANGE
1. Graphic files format May include the following:
1.1 jpeg 1.5 psd
1.2 bmp 1.6 pcx
1.3 eps 1.7 png
1.4 tiff
2. Graphic application May include the following:
2.1 Adobe Photoshop 2.3 Gimp
2.2 CorelDraw 2.4 QuarkXpress
3. Tasks May include the following:
3.1 Batch processing
3.2 creating variations of similar designs.
4. Manipulated May include: 4.3 Twist
4.1 Bend 4.4 Warping
4.2 Stretch 4.5 Liquefy
5. Color separation May include the following:
options 5.1 process color 5.4 resolution
5.2 spot color 5.5 bleed
5.3 halftone 5.6 printer marks
6 Color gamut May include the following:
6.1 CMYK colors 6.3 Registration colors
6.2 Spot colors 6.4 PMS
7 Edited May include the following:
7.1 Transparency
7.2 Gradients
7.3 Custom colors using CMYK sliders.
8 Objects May include the following:
8.1 predefined shapes 8.3 curved segments
8.2 drawn objects 8.4 lines
9 Formatting May include the following:
9.1 font 9.4 character size
9.2 leading 9.5 columns of type
10 Effects May include the following:
10.1 glows 10.3 opacity
10.2 textures 10.4 blur and others.
11.1 layers 11.3 blending
11.2 fine lines 11.4 feathering
12 Compression 12.1 Lossless
options 12.2 Lossy
EVIDENCE GUIDE
competency
1.1 Developed raster graphics incorporating a range of
features for cross-media publishing based on a client
brief using raster graphics applications.
1.2 Demonstrated an ability to find and use information
relevant to the task from a variety of information
sources.
2. Underpinning 2.1 Knowledge of how to determine clients needs and
knowledge and expectations related to the product or services
attitude 2.2 Knowledge of equipment to be used for specific tasks
2.3 Knowledge of privacy laws and industry standards for
obtaining using and protecting information obtained
from clients
2.4 Knowledge on how to interact with clients
2.5 Knowledge on specified software application related to:
2.5.1 image formats
2.5.2 text and formatting
2.5.3 drawing shapes
2.5.4 manipulating images
2.5.5 design principles
2.5.6 profiles
2.5.7 color management
2.6 Knowledge of electronic pre-press system
2.7 Work values and attitudes
3. Underpinning skills 3.1 Artistic and creative skills
3.2 Communication skills
3.4 Listening skills
3.5 Computer application skills
4.1 Observation and Oral Questioning
4.4 Portfolio
required for
assessment 5.1 Relevant hardware and software.
5.2 Design briefs
6. Context of 6.1 Competency may be assessed on the job, off the job or
assessment a combination of these. Off the job assessment must
be undertaken in a closely simulated workplace
environment.
UNIT TITLE: DEVELOP DESIGNS FOR PRINT MEDIA
UNIT DESCRIPTOR: This unit describes the skills and knowledge required to layout pages
based on client brief using page layout applications while applying the
principles of visual design and communication. For this unit the knowledge and
skills cover selecting, adapting and transferring skills and knowledge to new
environments and providing technical advice and some leadership in resolution
of specific problems. This would be applied across a range of roles in a variety
of contexts with some complexity in extent and choice of options available.

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

omissions and the overall balance of the layout
5.4 Necessary changes are made, reviewed on screen and
reproofed as required
5.5 The job is saved according to organizational procedures
5.6 A digital proof or PDF (digital document file format) is created
to present to client
6. Prepare for 6.1 For cross-media publishing purposes web-safe colors are
final media selected
6.2 File formats are chosen to best represent artwork styles
6.3 Compression options are selected that keep the image
quality high and the file size low
6.4 Export options are set to the best settings for the final media
and the file is saved and exported
7. Finalize 7.1 The appropriate format for saving the images/artworks/
document objects is identified given the various elements in the page
layout
7.2 The resolution for effects and any filters are set based on
image quality
7.3 Document is checked to ensure correct layout file and that
8. Color separate 8.1 The correct format for the color separation is determined by
artworks/object the requirements of the pre-press workflow system
s/images 8.2 Command preferences are set to correct preferences for
print quality and process
8.3 Based on printer feedback the color separation options are
set according to print requirements of the design brief
8.4 Process and spot colors are combined if required
8.5 A screen frequency value appropriate for the print quality is
selected and color separation preferences are saved
8.6 Spreads and chokes traps are created to avoid mis-
registration
8.7 The overlapping, exposure and overprint of objects are
defined
8.8 A proof is created and the separations checked, any required
editing is completed and the file is saved
RANGE OF VARIABLES
VARIABLE RANGE
1. Page layout May include the following:
applications 1.1 Adobe PageMaker 1.4 Corel Ventura
1.2 Adobe Frame Maker 1.5 QuarkXpress
1.3 Adobe In design
2. Library files May include the following:
2.1 Bullets 2.4 Images
2.2 Boarders 2.5 Clip art
2.3 Buttons 2.6 Clients’ names and files
3. Elements May include:
3.1 Graphics 3.3 Menus or dialogue boxes
3.2 Frames 3.4 indexes
4. Document set up May include:
4.1 Margins 4.4 Number of pages
4.2 Page size 4.5 Multiple columns
4.3 Page orientation 4.6 Arrangement of pages
4.7 Pictures/graphics size
5. Final media May include the following: 5.2 Internet
5.1 Printed material 5.3 CD ROM
6. Imposed May include the following:
6.1 Plug-ins
6.2 Stand alone applications or automated features of high-
end page layout programs exist to impose pages
7 Organizational May include the following:
procedures 7.1 Organizational procedures for saving a document can
include the preferred format, naming preferences and
the location of file is saved to.
8 Format May include the following:
8.1 Font 8.4 character size
8.2 Leading 8.5 columns of type
9 Command May include:
preferences 9.1 RGB 9.4 proof options
9.2 CMYK 9.5 Document Information
9.3 color management subjects
10 Color separation May include the following:
options 10.1 Process color 10.4 resolution
10.2 spot color 10.5 bleed
10.3 halftone 10.6 printer marks
11 Color gamut May include the following:
11.1 CMYK colors 11.3 Registration colors
11.2 Spot colors 11.4 PMS
12 Compression 12.1 Lossless
options 12.2 Lossy
13.1 Layers 13.3 blending
13.2 fine lines 13.4 feathering
EVIDENCE GUIDE
competency 1.1 Composed pages incorporating elements and features that
meets the client's design brief and is print ready
1.2 Demonstrated an ability to find and use information relevant to
the task from a variety of information sources
1.3 Demonstrated ability to apply the principles of visual design and
communication
1.4 Prepared different sets of page layouts according to the listed
Performance Criteria
2. Underpinning 2.1 Principles of visual design and communications
knowledge and 2.2 Determination of clients needs and expectations related to the
attitude product or services
2.3 Privacy laws and industry standards for obtaining using and
protecting information obtained from clients
2.4 Interaction with clients
2.5 Equipment to be used for specific tasks
2.6 Specific software application related to:
2.4.1 image/text formats (document file formats)
2.4.2 text and formatting
2.4.3 drawing shapes
2.4.4 manipulating images
2.4.5 design principles
2.4.6 color management
2.4.7 color separation
2.4.8 shortcut keys
2.4.9 monitor calibration
2.5 Traditional and electronic pre-press systems
2.6 Work values and attitudes
3. Underpinning 3.1 Artistic and creative skills
skills 3.2 Communication skills
3.4 Listening skills
3.5 Computer application skills
3.6 Computer/Application troubleshooting skills
4. Method of The assessor must select two of the following to objectively assess
assessment the candidate
4.1 Observation and Oral Questioning
4.4 Portfolio
required for 5.1 Relevant hardware and software.
assessment 5.1.1 Page layout applications such as InDesign, PageMaker,
QuarkXPress, will be required for assessment of this unit
of competency. New software applications and new
versions of existing products enter the market regularly
and therefore this example group will change
5.1.2 Scanner, digital camera
5.2 Design briefs
UNIT TITLE : DEVELOP DESIGNS FOR ELECTRONIC MEDIA
UNIT CODE : ICT213305
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to
incorporate the principles of visual design and communication into
the development of designs for an electronic media for use in
various industries.

1 Receive and 1.1 Liaise with the relevant personnel to interpret and identify
interpret the the objective and desired outcomes of the electronic media,
brief considering the application of visual design and
communication techniques to ensure the creative, technical
and production requirements can be met
1.2 All relevant factors which may determine and affect visual
design and communication concepts and application are
identified through the breakdown and interpretation of the
brief and liaison with relevant personnel
1.3 Target user/audience is identified to determine the
format and delivery platform of the electronic materials
through discussion with relevant personnel
2. Generate and 2.1 Range of visual design and communication ideas which are
assess ideas technically feasible, respond to the brief and provide creative
solutions to all design issues are generated
2.2 Visual design and communication ideas are discussed and
collaborated, as required, with relevant personnel to ensure
contribution of a range of ideas and creative solutions to the
initial concept
2.3 Creative ideas and solutions are continuously reflected on
and assessed for implications on budget, timeline, technical
feasibility and suitability to meet the brief
3. Conduct 3.1 Research and compare:
research 3.1.1 techniques and tools for visual design and
communication
3.1.2 range of delivery platforms; and
3.1.3 typographical and visual elements
that are appropriate and available for use in the creation of an
electronic media
3.2 Relationship between the visual elements, hardware, and
software required is identified
3.3 Organize research media and findings for use by all relevant
personnel throughout the design development process,
updating as required
4. Select 4.1 Appropriate:
techniques, 4.1.1 visual design and communication techniques and tools
tools, delivery 4.1.2 delivery platforms; and
platform, and 4.1.3 typographical and visual elements
software/ are selected to fulfill the creative, technical, and production
Gather requirements of the brief, and ensuring that selection is
materials based on solid understanding of the characteristics and
capabilities of intended audience or users
4.2 Required materials, hardware, and software are gathered
and sourced
5. Apply visual 5.1 Selected design techniques and tools are applied in
design and developing the design, ensuring that the creative and
communicatio technical requirements of the brief are fulfilled and that
n techniques all elements are fully documented for use/reference of all
relevant personnel
5.2 Relevant personnel are constantly consulted throughout the
production to ensure harmony and compatibility of the
design with technical requirements
6. Evaluate 6.1 Design outcome is evaluated on whether it is able to meet
design the creative and technical requirements set for the project
outcome 6.2 Additional requirements or modifications to the design are
identified and implemented
RANGE OF VARIABLES
VARIABLE RANGE
1. Electronic media 1.1 Web
1.2 CD- or DVD-based
1.3 Mobile or hand-held
1.3.1 Cellular phones
1.3.2 MP4 / iPod
1.3.3 PDA
1.3.4 Game consoles
1.4 TV (traditional and IP-based)
1.5 Electronic billboards
2.1 creative/art director
2.2 technical director
2.3 designers
2.4 developers/programmers
2.5 copywriters/editors
2.6 heads of department
2.7 user/audience
2.8 other specialist creative and technical staff
3.1 Budget
3.2 Costing
3.3 Delivery platform
3.4 Timeframe
4. visual design and May include:
communication 4.1 drawing
techniques for 4.2 storyboard
electronic media 4.3 drawing on a tablet
4.4 scanning drawings and photographs
4.6 thumbnail sketches
4.7 flow charts
5. visual design and May include design tools such as:
communication tools 5.1 Adobe Photoshop
for electronic media 5.2 Adobe PageMaker
5.3 Adobe Illustrator
5.4 Adobe Image Ready
5.5 Adobe Premiere
5.6 Adobe Acrobat
5.7 CorelDraw
5.8 Macromedia Flash / Flashlite
5.9 Macromedia Director
5.10 Macromedia DreamWeaver
5.11 Macromedia FrontPage
VARIABLE RANGE
6 Visual elements for May include the following:
electronic media 6.1 colors
6.2 composition
6.3 proportion
6.4 balance
6.5 framing
6.6 line
6.7 texture
6.8 shape
6.9 form
6.10 tone
6.11 scale
6.12 movement or animation
6.13 fonts/typography:
6.13.1 typeface
6.13.2 type style
6.13.3 point/ font size
6.13.4 tracking
6.13.5 leading
6.13.6 kerning
7 format and delivery May include the following:
platforms for 7.1 Web
electronic media 7.2 CD- or DVD-based
7.3 Mobile or hand-held
7.3.1 Cellular phones
7.3.2 MP4 / iPod
7.3.3 PDA
7.3.4 Game consoles
7.4 TV (traditional and IP-based)
7.5 Electronic billboards
EVIDENCE GUIDE
competency 1.1 Generated a feasible range of visual design and
communication ideas which respond to the brief and
provide creative solutions to all design issues
1.2 Compared the range of delivery platforms available
for electronic media
1.3 Gathered relevant materials and media based on their
compatibility to the creative and technical specifications
of the electronic media
1.4 Applied visual design and communication techniques
2. Underpinning 2.1 principles of graphic and visual/ communication design
knowledge 2.2 characteristics of digital and traditional graphics
2.3 color theory
2.4 familiarity in electronic media elements
2.5 knowledge and application of a range of computer design
software
2.6 knowledge of the limiting factors of computer hardware
and software
2.7 interpretation of creative information, scripts and images
2.8 copyright laws, regulations and copyright clearance
procedures.
3. Underpinning 3.1 familiarity with the capability of a range of tools and
skills techniques for producing and manipulating images
3.2 ability to review decisions in term of user characteristics
and requirements
3.3 planning and research
3.4 effective visual communication skills
3.5 interpreting creative information, scripts and images
3.6 understanding the capabilities of other collaborative
personnel
3.7 design and drawing skills
3.8 ability to maintain design integrity
4.3 Portfolio
required for 5.1 Industry-standard hardware (e.g. PC, CD or DVD player,
assessment MP4 player) and software application
5.2 Design briefs
UNIT TITLE : DEVELOP DESIGNS FOR PRODUCT PACKAGING
the development of designs for product packaging.

1 Receive and 1.1 Liaise with the relevant personnel to interpret and identify the
interpret the objective and desired outcomes of the product packaging
brief 1.2 All relevant factors which may determine and affect visual
identified through the breakdown and interpretation of the brief
and liaison with relevant personnel
1.3 Prospective buyers/customers are identified to determine the
form and materials of the product packaging through
discussion with relevant personnel
initial concept
2.3 Creative ideas and solutions are continuously reflected on and
assessed for implications on budget, timeline, technical
2.4 Market is evaluated to fit design packages and production
design process
3. Develop brand 3.1 Research and compare:
and prototype 3.1.1 techniques and tools
3.1.2 materials and forms of packaging;
3.1.3 visual elements
3.1.4 photography
that are appropriate and available for use in the development
of product packaging
3.2 Relationship between the visual elements and materials
required is identified
3.3 Research media and findings are organized for use by all
relevant personnel throughout the design development
process, updating as required
3.5 Design prototype is produced according to the creative and
printing/technical requirements and ensuring that selection is
based on solid understanding of the characteristics and
capabilities of intended buyers/customers
3.6 Product lines are branded, expanded and kept consistent

based on visual style created
3.7 Design prototype is evaluated on whether it is able to meet the
creative and technical requirements set for the project
3.8 Additional requirements or modifications to the design are
4. Prepare design 4.1 Final design files and prototype-guide are prepared for
for mass/ mass/volume production
volume 4.2 Appropriate format for saving the graphic is identified given
production the various elements in the graphic
4.3 Document is checked to ensure correct layout file and that
5. Present design 5.1 Understanding of methods for presenting packaging designs

package to clients is developed
5.2 New design/label is presented and launched.
RANGE OF VARIABLES
VARIABLE RANGE
1. Relevant May include the following:
personnel 1.1 creative/art director 1.7 client
1.2 technical director 1.8 buyers/customers
1.3 designers 1.9 printers
1.4 developers/programmers 1.10 other specialist creative
1.5 copywriters/editors and technical staff
2. Product packaging May include the following:
forms 2.1 boxes/cartons 2.3 bottles
2.2 bags 2.4 plastics
3.1 Audience 3.4 Production choices
3.2 Budget 3.5 Materials
3.3 Timeline
4. materials May include the following:
4.1 papers/cardboards 4.6 corrugated boxes
4.2 plastic 4.7 wood
4.3 textiles 4.8 ceramics
4.4 styrofoam 4.9 ethnic/native materials
4.5 actual product being sold
5. visual design and May include:
communication 5.1 3-D rendering
techniques for 5.2 drawing sketching
product packaging 5.3 scanning drawings and photographs
5.5 established product brand
5.6 prototype
6. visual design and May include design tools such
communication as: 6.3 Adobe Image Ready
tools for product 6.1 Adobe Photoshop 6.4 CorelDraw
packaging 6.2 Adobe Illustrator 6.5 3D software/application
7. elements for May include the following:
product packaging 7.1. shape/ form 7.7. fonts/typography:
7.2. colors/ tone 7.7.1. typeface
7.3. composition 7.7.2. type style
7.4. proportion 7.7.3. point/ font size
7.5. texture 7.8. printed name of product
7.6. dimension
7.6.1. size
7.6.2. weight
7.6.3. volume
8. creative and May include the following:
technical 8.1. aesthetic look and feel 8.4. pest resistant
requirements 8.2. portability or ease of 8.5. environment friendly
handling 8.6. originality
8.3. durability 8.7. ISO/IPO certified
EVIDENCE GUIDE
competency 1.1 Generate a feasible range of visual design and
1.2 Gathered and compared relevant materials and media
based on their compatibility to the creative and technical
specifications of the product packaging
1.3 Apply visual design and communication techniques
2.3 color theory
2.4 familiarity in product packaging forms, materials and
technology
2.5 familiarity with pre-press workflow and standards
software
procedures.
skills techniques for vector and raster graphic applications
3.2 skills in 3D design techniques
and requirements
3.4 planning and product shoots/prototyping
personnel
3.7 design and drawing skills
3.9 communication and presentation skills
4.1 Observation and oral questioning
4.4 Portfolio
required for 5.1 work area
assessment 5.2 Industry standard hardware and software application
5.3 Design briefs
5.4 materials for prototyping
UNIT TITLE : DESIGN BOOTH AND PRODUCT/WINDOW DISPLAYS
the design and production of booth and product/window displays.

1. Receive and 1.1 Liaise with the relevant personnel to interpret and identify
interpret the the objective and desired outcomes of the booth and
brief product/window displays, considering the application of visual
design and communication techniques to ensure the creative,
technical and production requirements can be met
1.2 All relevant factors which may determine and affect visual
identified through the breakdown and interpretation of the brief
and liaison with relevant personnel
1.3 Target user/audience is identified to determine the format
and specifications of the booth and product/window display
materials through discussion with relevant personnel
initial concept
2.3 Creative ideas and solutions are continuously reflected on and
assessed for implications on budget, timeline, technical
3. Develop design 3.1 Research and compare:
prototype 3.1.1 techniques and tools for visual design and
communication
3.1.2 range of materials; and
3.1.3 typographical and visual elements
that are appropriate and available for use in the production of
booth and product/window displays
3.2 Relationship between the visual elements and
environmental factors required are identified
3.3 Organize research media and findings for use by all relevant
personnel throughout the design development process,
updating as required
3.5 Design prototype is developed and presented to relevant
personnel for approval.
4. Produce actual 4.1 Required materials are gathered and sourced based on
booth and approved prototype.
product/windo 4.2 Actual booth and product/window displays are produced and
w displays set up in accordance with selected design techniques and
tools ensuring that the creative and technical requirements of
the brief are fulfilled and that all elements are fully
documented for use/reference of all relevant personnel
4.3 Relevant personnel are constantly consulted throughout the
production to ensure harmony and compatibility of the design
with technical requirements
5. Evaluate 5.1 Design outcome is evaluated on whether it is able to meet the

design creative and technical requirements set for the project
outcome 5.2 Additional requirements or modifications to the design are
RANGE OF VARIABLES
VARIABLE RANGE
1.1 creative/art director
1.2 technical director
1.3 designers
1.4 carpenters
1.5 architects
1.6 copywriters/editors
1.8 user/audience/client
1.9 other specialist creative and technical staff
2.1 Budget
2.2 Costing
2.3 Technical specifications
2.4 Timeframe
3. Format and
May include the following:
specifications
3.1 Floor plans
3.2 Structural systems
3.3 Electrical/wiring requirements
3.4 theme
3.5 materials to be used
3.6 look and feel
3.7 colors
3.8 dimensions
3.9 shape and form
4. visual design and
May include:
communication
4.1 drawing and sketching
techniques for booth
4.2 prototyping
and product/window
4.3 3D rendering
display
4.4 Mounting of exhibit
5. visual design and
May include design tools such as:
communication tools
5.1 Adobe Photoshop
for booth and
5.2 Adobe Illustrator
product/window
5.3 Adobe Image Ready
display
5.4 CorelDraw
5.5 Auto CAD
6 visual elements for
May include the following:
booth and
6.1 colors
product/window
6.2 layout/composition
display
6.3 proportion
6.4 balance
6.5 framing
6.6 line
6.7 texture
6.8 shape
VARIABLE RANGE
6.9 form
6.10 tone
6.11 scale
6.12 lighting
6.13 fonts/typography:
6.13.1 typeface
6.13.2 type style
6.14 point/ font size
7 materials May include the following:
6.15 styrofoam
6.16 tarpaulin
6.17 electrical gadgets
6.18 neon lights
6.19 digital displays
6.20 metallic materials
6.21 actual product being displayed
6.22 mannequins
6.23 papers/cardboards
6.24 textiles
6.25 organic materials
6.26 panel systems
8. Environmental 8.1 Location
factors 8.2 Physical arrangements / layout
8.3 Size
8.4 Lighting
8.5 Power source
9. creative and 9.1. aesthetic look and feel
technical 9.2. pest resistant
requirements 9.3. environment friendly
9.4. originality
9.5. ingress/egress requirement of exhibit area
9.6. attractiveness of exhibit
9.7. product dressing
9.8. conspicuous/legible tags and labels
9.9. standard size of booth for comfort and ease of
movement of viewers
EVIDENCE GUIDE
competency 1.1 Generated a feasible range of visual design and
1.2 Gathered and compared relevant materials and media
based on their compatibility to the creative and technical
specifications of the booth and product/window display
1.3 Applied visual design and communication techniques
2.3 basic architecture and interior design
2.4 basic carpentry and electrical installations
2.5 Color theory
2.6 Familiarity in booth and product/window display
2.7 Knowledge on design and trends updates
software
2.9 interpretation of creative information and images
procedures.
skills techniques for producing booth and product/window display
3.2 skills in 3D design techniques
and requirements
3.4 planning, booth shots and product dressing
personnel
3.7 drawing and sketching skills
3.9 Running/managing the booth
4.3 Interview and design presentation
4.5 Portfolio
required for 5.1 exhibit area or workplace
assessment 5.2 PC with appropriate software applications for 3D rendering
5.3 Design briefs
5.4 Prototype design materials
SECTION 3 TRAINING STANDARDS
These guidelines are set to provide the Technical and Vocational Education and
Training (TVET) providers with information and other important requirements to consider
when designing training programs for Visual Graphic Design NC III.
3.1. CURRICULUM DESIGN
Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III

Nominal Training Hours: 64 Hrs (Basic) + 18 Hrs (Common) + 405 Hrs (Core)
Course Description:
This course is designed to develop the basic and common knowledge,
skills, and attitudes of a Visual Graphic Design Provider in accordance with
industry standards.
To obtain this, all units prescribed for this qualification must be achieved:
BASIC COMPETENCIES
64 hrs
Unit of Assessment
Learning Outcomes Methodology
Competency Approach
1. Lead workplace 1.1 Communicate information  Group discussion  Observation
communication about workplace  Role Play  Interviews
processes.  Brainstorming
1.2 Lead workplace
discussions.
1.3 Identify and communicate
issues arising in the
workplace
2. Lead small 2.1 Provide team leadership.  Lecture  Demonstration
teams 2.2 Assign responsibilities  Demonstration  Case studies
among members.  Self-paced
2.3 Set performance (modular)
expectation for team
members.
2.4 Supervise team
performance
3. Develop and 3.1 Identify relevant  Direct  Written test
practice information in planning observation  Practical/
negotiation negotiations  Simulation/role performance
skills 3.2 Participate in negotiations playing test
3.3 Document areas for  Case studies
agreement
4. Solve 4.1 Explain the analytical  Direct observation  Written test
workplace techniques.  Simulation/role  Practical/
problem related 4.2 Identify the problem. playing performance
to work 4.3 Determine the possible  Case studies test
activities cause/s of the problem.
5. Use 5.1 Identify mathematical  Direct observation  Written test
mathematical tools and techniques to  Simulation/role  Practical/
concepts and solve problem playing performance
techniques 5.2 Apply mathematical  Case studies test
procedures/solution
5.3 Analyze results
6. Use relevant 6.1 Identify appropriate  Direct observation  Written test
technologies technology  Simulation/role  Practical/
6.2 Apply relevant technology playing performance
6.3 Maintain/enhance  Case studies test
relevant technology
COMMON COMPETENCIES
18 hrs.
Unit of Learning Outcomes Methodology Assessment
Competency Approach
1. Apply 1.1. Asses quality of 1. Field trip 1. Demonstration
Quality received materials 2. Symposium and questioning
Standards 1.2. Assess own work 3. Problem 2. Observation
1.3. Engage in quality solving and questioning
improvement 4. Film showing 3. Third party
5. Simulation report
6. Individualize
learning
7. On the job
training
2. Perform 2.1. Set-up workstation 1. Modular 1. Demonstration

Computer 2.2. Prepare storage media 2. Film showing and questioning
Operation 2.3. Work with files and 3. Computer 2. Observation
objects based training and questioning
2.4. Manipulate word (e-learning) 3. Third party
processing software 4. Project method report
2.5. Manipulate 5. On the job 4. Assessment of
spreadsheet software training output product
2.6. Manipulate customize 5. Portfolio
and database 6. Computer
applications based
2.6. Utilize the internet assessment
2.7. Maintain computer
hardware and software
CORE COMPETENCIES
Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III

Nominal Training Hours: 405 HOURS
Course Description:
This course is designed to develop knowledge, skills, and attitudes of a Visual

Graphics Designer in accordance with industry standards. It covers core competencies
such as developing design concept, creating vector and raster graphics using graphics
applications, applying principles of visual design and communication to the development
of a print and electronic media, product packaging and to the production of a booth and
product/ window displays.
To obtain this, all units prescribed for this qualification must be achieved:
Unit of Assessment
Learning Outcome Methodology
Competency Approach
1. Develop design 1.1 Receive and interpret  Lecture/  Oral
studies design brief Discussion questioning
1.2 Generate and assess ideas  Practical  Practical
1.3 Conduct research exercises demonstration
1.4 Select media materials  Portfolio
1.5 Apply visual design and
communication techniques
1.6 Evaluate design
2. Create vector 2.1 Prepare work  Lecture/  Observation
graphics using 2.2 environment Set color Discussion  Practical
graphics match between monitor  Hands-on demonstration
applications 2.3 and printer Employ exercises  Oral
various graphics  Simulation questioning
application techniques in  Demonstration  Portfolio
producing artworks or
objects
2.4 Produce printer-ready
graphics
3. Create raster 3.1 Balance image quality and  Lecture/  Observation
graphics using file size Discussion  Practical
graphics 3.2 Manipulate object/images  Practical demonstration
applications 3.3 Use/Modify variable exercises  Portfolio
templates  Simulation  Oral
3.4 Create raster graphics for  Demonstration questioning
final media
3.5 Prepare graphic materials
for printing
4. Develop designs 4.1 Review and interpret the  Lecture/  Observation
for print media client brief Discussion  Practical
4.2 Prepare the work  Practical demonstration
environment exercises  Portfolio
4.3 Arrange elements on page  Simulation  Oral
4.4 Finalize and check quality of  Demonstration questioning
work
4.5 Prepare for final media
4.6 Produce printer-ready mock-
up
4.7 Set command preferences
and color separation options
for the page
5. Develop designs 5.1 Receive and interpret the  Lecture/  Observation
for electronic brief Discussion  Practical
media 5.2 Conduct research  Practical demonstration
5.3 Select techniques, tools, exercises  Portfolio
delivery platform, and  Simulation  Oral
software/ Gather materials  Demonstration questioning
5.4 Apply visual design and
communication techniques
5.5 Evaluate design outcome
6. Develop designs 6.1 Receive and interpret the  Lecture/  Observation
for product brief Discussion  Practical
packaging 6.2 Develop prototype  Practical demonstration
6.3 Prepare design for mass/ exercises  Portfolio
volume production  Simulation  Oral
 Demonstration questioning
7. Design booth 7.1 Receive and interpret the  Lecture/  Observation

and product/ brief Discussion  Practical
window display 7.2 Develop design prototype  Practical demonstration
7.3 Produce actual booth and exercises  Portfolio
product/window displays  Simulation  Oral
7.4 Evaluate design outcome  Demonstration questioning
3.2. TRAINING DELIVERY
The delivery of training should adhere to the design of the curriculum. Delivery
should be guided by the 10 basic principles of the competency-based TVET.
 The training is based on curriculum developed from the competency
standards;
 Learning is modular in its structure;
 Training delivery is individualized and self-paced;
 Training is based on work that must be performed;
 Training materials are directly related to the competency standards and the
curriculum modules;
 Assessment is based in the collection of evidence of the performance of
work to the industry required standard;
 Training is based both on and off-the-job components;
 Allows for recognition of prior learning (RPL) or current competencies;
 Training allows for multiple entry and exit; and
 Approved training programs are nationally accredited.
The competency-based TVET system recognizes various types of delivery

modes, both on and off-the-job as long as the learning is driven by the
competency standards specified by the industry. The following training modalities
may be adopted when designing training programs:
 The dualized mode of training delivery is preferred and recommended.
Thus programs would contain both in-school and in-industry training or
fieldwork components. Details can be referred to the Dual Training System
(DTS) Implementing Rules and Regulations.
 Modular/self-paced learning is a competency-based training modality
wherein the trainee is allowed to progress at his own pace. The trainer
facilities the training delivery.
 Peer teaching/mentoring is a training modality wherein fast learners are
given the opportunity to assist the slow learners.
 Supervised industry training or on-the-job training is an approach in training
designed to enhance the knowledge and skills of the trainee through actual
experience in the workplace to acquire a specific competencies prescribed
in the training regulations.
 Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructors are not in the same
place. Distance learning may employ correspondence study, or audio,
video or computer technologies.
3.3. TRAINEE ENTRY REQUIREMENTS
Trainees or students should possess the following requirements:

 can communicate either oral or written;
 must be physically and mentally fit to undergo training
 high school graduate or equivalent
 with basic computer skills; and
 must pass the aptitude and artistic/talent determination test
This list does not include specific institutional requirements such as

educational attainment, appropriate work experience, and others that may be
required of the trainees by the school or training center delivering the TVET
program.
3.4. LIST OF TOOLS, EQUIPMENT AND MATERIALS

VISUAL GRAPHIC DESIGN – NC III
Recommended list of tools, equipment and materials for the training of 25 trainees
for Visual Graphic Design – NC III
TOOLS EQUIPMENT MATERIALS

Qty Description Qty Description Qty Description
Computer with at least 17”
Operating system Reference Book
monitor
Ergonomic computer Adobe PDF
Internet Browsers
tables and chairs documents
(Netscape Navigator, LCD Projector Hand-outs
Internet Explorer,
Printer, color (DeskJet or CD’s
Mozilla, Opera) CD ROMs
laser)
Relevant or equivalent Scanner Practice materials
graphic software Digital Camera Various printing
applications such as: Monitor calibrator (optional) media
- Adobe Photoshop Electronic media (e.g. photo-paper,
- Adobe Illustrator  Web/online tarpaulin, etc.)
- Adobe In-design  CD- or DVD-based Print media
- Adobe Premier  Mobile or hand-held Internet
- Adobe After Effects  Cellular phones Printed materials
- Adobe PageMaker  MP4 / iPod o Books and
- Adobe FrameMaker  PDA magazines
- Adobe Image Ready  Game consoles o Newspapers
- Adobe Acrobat o Brochures and
 TV (traditional and IP-
- CorelDraw flyers
based)
- Gimp o Billboards and
 Electronic billboards
- QuarkXpress tarpaulins
- Microsoft
PowerPoint
TOOLS EQUIPMENT MATERIALS
Qty Description Qty Description Qty Description
- Corel Ventura - Prototype
- Macromedia Flash / materials
Flashlite papers/cardboards
- Macromedia Director - plastic
- Macromedia - textiles
Dreamweaver - styrofoam
- Macromedia - actual product
FrontPage being sold
- 3D software - corrugated boxes
application - wood
Auto CAD - ceramics
- tarpaulin
- electrical gadgets
- neon lights
- digital displays
- metallic materials
- actual product
being displayed
- mannequins
- organic materials
The quantity of tools and equipment to be used for the conduct of training for this
qualification shall depend on the number of students, size of the class, and/or modality of
training. The most important consideration is to make sure that tools and equipment are
adequately provided to all trainees when needed. The actual list of tools, equipment,
machines, supplies and other materials to be used shall be identified and detailed in the
Competency Based Curriculum (CBC) to be submitted by the TVET provider when
registering a course or training program with TESDA.
Due to the fast-changing nature of the Information and Communications

Technology (ICT) sector, TVET providers are reminded to use and provide their trainees
with the latest technology tools, equipment and materials where appropriate and
applicable.
In cases where there are specialized tools, equipment and facilities that are
not generally considered standard requirements or not absolute requisites for training,
the industry working group or TESDA may provide guidelines or specific advice on such
matters.
3.5. TRAINING FACILITIES
The Visual Graphic Design Workshop must be of concrete structure. Based on

class size of 25 student/trainees the space requirements for the teaching/learning
and circulation areas are as follows:
TEACHING/LEARNING SIZE IN AREA IN SQ. QTY TOTAL AREA

AREAS METERS METERS IN SQ. METERS
Lecture Area 5x8 40 1 40
Computer laboratory 6x8 48 1 48
Learning Resource Area 4x5 20 1 20
Wash ,Toilet & Locker Room 2x5 10 2 20
Total 128
Facilities / Equipment / 37
Circulation**
Total Area 165

** Area requirement is equivalent to 30% of the total teaching/learning areas
3.6. TRAINERS QUALIFICATION
VISUAL GRAPHIC DESIGN NC III
TRAINERS’ QUALIFICATION (TQ III)
 Must be a holder of Visual Graphic Design NC III or equivalent qualification

 Must have undergone training on Training Methodology III (TM III) or
equivalent in training/experience
 Must be computer literate
 Must be physically and mentally fit
 *Must have at least 2 years job/industry experience
*Optional. Only when required by the hiring institution.
3.7. INSTITUTIONAL ASSESSMENT
Institutional Assessment is undertaken by trainees to determine their

achievement of units of competency. A certificate of achievement is issued for
each unit of competency.
SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1 To attain the National Qualification of Visual Graphic Design NC III, the
candidate must demonstrate competency in all the units listed in Section
1. Successful candidates shall be awarded a National Certificate III level
signed by the TESDA Director General.
4.2 The qualification of Visual Graphic Design NC III may be attained through:
4.2.1 Accumulation of Certificates of Competency (COCs) in all
the following clustered units of competencies:
4.2.1.1 Developing graphic designs for a print media
4.2.1.2 Developing designs for an electronic media
4.2.1.3 Developing designs for a product packaging
4.2.1.4 Designing a booth and product/window display
Successful candidates shall be awarded a Certificate of

Competency (COC) in each of the core units.
Upon accumulation and submission of all COCs acquired for all the
relevant units of competency comprising this qualification, an
individual shall be issued the corresponding National Certificate.
4.3 Assessment shall focus on the core units of competency. The basic and
common units shall be integrated or assessed concurrently with the core
units.
4.4 The following are qualified to apply for assessment and certification:
4.4.1. Graduate of formal, non-formal, and informal, including enterprise-

based, training programs.
4.4.2. Experienced workers (wage employed or self employed)
4.5 The guidelines on assessment and certification are discussed in detail in the
“Procedures Manual on Assessment and Certification” and “Guidelines on
the Implementation of the Philippine TVET Qualification and Certification
System (PTQCS)”.
COMPETENCY MAP – INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SECTOR
BASIC COMPETENCIES
Participate in Practice occupational
Receive and Respond to Demonstrate Work Work in a Team Practice Career
Work with Others Workplace Health and Safety
workplace communication Values Communication Environment Professionalism Procedures
Develop and Solve Problems Use Mathematical
Practice Housekeeping Lead Workplace Use Relevant
Lead Small Team Practice Negotiation Related to Work Concepts and
Procedures (5S) Communication Technologies
Skills Activities Techniques
Apply Problem Solving
Utilize Specialized Develop Team and Collect, Analyze and Plan and Organize Promote Environmental
Techniques in the
Communication skills Individual Workplace Organize Information Work Protection
COMMON COMPETENCIES
Perform Computer Apply Quality
Operation Standards
CORE COMPETENCIES Visual Graphic Design NC III

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

Develop designs for print Develop designs for Develop designs for Design booth &
Develop design studies using a graphics using a graphics
media electronic media product packaging product/window display
application application
69
GLOSSARY OF TERMS
1. Additive Color - A color produced by light falling onto a surface, as compared to subtractive color. An
additive color model involves light emitted directly from a source or illuminant of some sort. The additive
reproduction process usually uses red, green and blue light to produce the other colors
2. Anti-alias - The blending of pixel colors on the perimeter of hard-edged shapes, like type, to smooth
undesirable edges (jaggies).
3. Artwork - All original copy, including type, photos and illustrations, intended for printing. Also called art.
4. Bitmap (or raster) image - is one of the two major graphic types (the other being vector ). Bitmap-
based images are comprised of pixels in a grid. Each pixel or "bit" in the image contains information
about the color to be displayed. Bitmap images have a fixed resolution and cannot be resized without
losing image quality. Common bitmap-based formats are JPEG, GIF, TIFF, PNG, PICT, and BMP.
Most bitmap images can be converted to other bitmap-based formats very easily. Bitmap images tend
to have much large file sizes than vector graphics and they are often compressed to reduce their size.
Although many graphics formats are bitmap-based, bitmap (BMP) is also a graphic format.
5. CMYK - Acronym for cyan-magenta-yellow-black. A color model that describes each color in terms of
the quantity of each secondary color (cyan, magenta, yellow), and "key" (black) it contains. The
CMYK system is used for printing.
6. Color Balance - Refers to amounts of process colors that simulate the colors of the original scene or
photograph.
7. Color Correct - Adjust the relationship among the process colors to achieve desirable colors.
8. Color Gamut - Range of hues possible to reproduce using a specific device, such as a computer
screen, or system, such as four-color process printing.
9. Color Model - Way of categorizing and describing the infinite array of colors found in nature.
10. Color separation - refers to color printing, is the reproduction of an image or text in color (as opposed to
simpler black and white or monochrome printing). Color printing involves a series of steps, or
transformations, in order to generate a quality color reproduction. The process of color separation starts
by separating the original artwork into red, green, and blue components (for example by a digital
scanner). The next step is to invert each of these separations. When a negative image of the red
component is produced, the resulting image represents the cyan component of the image. Likewise,
negatives are produced of the green and blue components to produce magenta and yellow
separations, respectively. This is done because cyan, magenta, and yellow are subtractive primaries
which each represent two of the three additive primaries (RGB) after one additive primary has been
subtracted from white light.
11. Composition - (1) In typography, the assembly of typographic elements, such as words and
paragraphs, into pages ready for printing. (2) In graphic design, the arrangement of type, graphics
and other elements on the page.
12. Computer graphics is a sub-field of computer science and is concerned with digitally synthesizing and
manipulating visual content. Although the term often refers to three-dimensional computer graphics, it
also encompasses two-dimensional graphics and image processing. Computer graphics is often
differentiated from the field of visualization, although the two have many similarities.
13. Drawing - is a means of making an image, using any of a wide variety of tools and techniques. It
generally involves making marks on a surface by applying pressure from a tool, or moving a tool
across a surface. Common tools are graphite pencils, pen and ink, inked brushes, wax color pencils,
crayons, charcoals, pastels, and markers. Digital tools which simulate the effects of these are also
used. The
70
TR-ICT (VISUAL GRAPHIC DESIGN NC III) Promulgated December 2007
main techniques used in drawing are: line drawing, hatching, crosshatching, random hatching,
scribbling, stippling, and blending.
14. Electronic media - are media that utilize electronics or electromechanical energy for the end user
(audience) to access the content. This is in contrast to static media (mainly print media), which are most
often created electronically, but don't require electronics to be accessed by the end user in the printed
form.
15. Filters - the color filters filter the light by wavelength range, such that the separate filtered intensities
include information about the color of light.
16. Flattening - A Photoshop CS process in which all visible layers are merged into the background,
greatly reducing file size. Flattening an image discards all hidden layers and fills the remaining
transparent areas with white.
17. Graphic Arts - is a term applied historically to the art of printmaking and drawing. In contemporary
usage it refers to the applied trade-skills of a graphic designer or print technician. The term can
include the trades of lithography, serigraphy and bindery, among others. Graphic arts as a trade can
be traced back to the first instances of the stamped image or word.
18. Graphic Design - Arrangement of type and visual elements along with specifications for paper, ink
colors and printing processes that, when combined, convey a visual message.
19. Graphics - Visual elements that supplement type to make printed messages more clear or interesting.
20. Grayscale - A sequence of shades ranging from black through white, used in computer graphics to add
detail to images or to represent a color image on a monochrome output device.
21. Handheld device - is a pocket-sized computing device, typically comprising a small visual display
screen for user output and a miniature keyboard or touch screen for user input.
22. Hue - A specific color such as yellow or orange.
23. Images or picture - is an artifact, usually two-dimensional, that has a similar appearance to some
subject—usually a physical object or a person. Images may be two-dimensional, such as a photograph,
screen display, and as well as a three-dimensional, such as a statue. They may be captured by optical
devices—such as cameras, mirrors, lenses, telescopes, microscopes, etc. and natural objects and
phenomena, such as the human eye or water surfaces.
24. Indexed Color - Indexed formats are formats which are mapped to a smaller color palette - 256-colours
or less. All GIF images - whose bit depths can range from 1 to 8 - are, by definition, indexed images. In
an indexed image, colors are stored in a palette, which is sometimes referred to as a color lookup table.
The indexed image's palette contains all of the colors that are available for the image.
25. Layout - A sample of the original providing (showing) position of printed work (direction, instructions)
needed and desired.
26. Layered - In Photoshop, a layer is a section of information within a file. For example, a RGB file
consists of at least four layers: the combined RGB layer, a Red layer, a Green layer, and a
Blue.
27. Leading - Amount of space between lines of type.
28. Logo (Logotype) - A company, partnership or corporate creation (design) that denotes a unique entity.
A possible combination of letters and art work to create a "sole" entity symbol of that specific unit.
29. Lossless Compression - The process of compressing a file such that, after being compressed and
decompressed, it matches its original format bit for bit.
30. Multichannel - Color mode in which each multiple channel in Photoshop uses 256 levels of gray.
31. Objects – refers to the vector shapes, e.g rectangle, rounded shapes, ellipse and other irregular
shapes.
32. Page layout - is the part of graphic design that deals in the arrangement and style treatment of
elements (content) on a page.
33. Path - consists of the general outline of an object. Paths can be open or closed and can be made up of
a combination of straight and curved segments. Open paths are straight or curved lines which can have
varying thickness by stroking the path. Closed paths are shapes which can have a stroked outline and
a filled interior. Paths can also be used to mask out or clip away portions of another image. These
paths are referred to as clipping paths. Paths in graphics software are generally creating using a pen
tool, Bézier curve tool, or less commonly, a spline or b-spline curve tool.
34. Printmaking is the process of making artworks by printing, normally on paper.
35. Process color - is a subtractive color model, used in color printing, also used to describe the printing
process itself. Though it varies by print house, press operator, press manufacturer and press run, ink
is typically applied in the order of the acronym.
36. Proof - Test sheet made to reveal errors or flaws, predict results on press and record how a printing job
is intended to appear when finished.
37. Raster graphics – see Bitmap definition.
38. Resolution - Sharpness of an image on film, paper, computer screen, disc, tape or other medium.
39. RGB - Acronym for red-green-blue. The three colors of light which can be mixed to produce any other
color. Colored images are often stored as a sequence of RGB triplets or as separate red, green, and
blue overlays though this is not the only possible representation (see CMYK).
40. Scale - To enlarge or reduce a graphic display, such as a drawing or a photographic image, by
adjusting its size proportionally.
41. Sharpening - In Photoshop, a variation of a traditional compositing technique used to sharpen edges in
an image. It is useful for images intended both for print and online.
42. Software – computer programs and procedures concerned with the operation of an information system
43. Spot color – In offset printing, a spot color is any color generated by an ink (pure or mixed) that is
printed using a single run. The widely-spread offset printing process is composed of four spot colors:
Cyan, Magenta, Yellow and Key (black) commonly referred to as CMYK. More advanced processes
involve the use of six spot colors (hexa-chromatic process), which add Orange and Green to the
process (termed CMYKOG). The two additional spot colors are added to compensate for the inefficient
reproduction of faint tints using CMYK colors only. However, offset technicians around the world use
the term spot color to mean any color generated by a non-standard offset ink; such as metallic,
fluorescent, spot varnish, or custom hand-mixed inks.
44. Stroke – refers to outline of an object.
45. Subtractive Color - Color produced by light reflected from a surface, as compared to additive color.
Subtractive color includes hues in color photos and colors created by inks on paper.
46. Tint - Screening or adding white to a solid color for results of lightening that specific color.
47. Vector image - is one of the two major graphic types (the other being bitmap). Vector graphics are
made up of many individual objects. Each of these objects can be defined by mathematical statements
and has individual properties assigned to it such as color, fill, and outline. Vector graphics are resolution
independent because they can be output to the highest quality at any scale.
48. Visual arts - are art forms that focus on the creation of works which are primarily visual in nature, such
as painting, photography, printmaking, and filmmaking. Those that involve three-dimensional objects,
such as sculpture and architecture, are called plastic arts.
ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) wishes to

extend thanks and appreciation to the many representatives of business, industry, academe
and government agencies who donated their time and expertise to the development and
validation of these Training Regulations.
 THE TECHNICAL EXPERTS PANEL (TEP)
MS. JOY I. BACON

Executive Director, BSO Network Phils., Inc.
MR. IAN BOOTS BAUTISTA

Program Coordinator & Instructor, Mapua IT Center
MS. ROWENA E. BAGADION

Managing Director, Media Farm, Inc.
MS. MARIA VICTORIA ILAGAN

Executive Director, ACPI
 THE PARTICIPANTS IN THE NATIONAL VALIDATION OF THIS

TRAINING REGULATION
o Animation Council of the Philippines, Inc. (ACPI)
o Product Development and Design Center of the Philippines (PDDCP)
 THE ANIMATION COUNCIL OF THE PHILIPPINES, INC.
(ACPI) MS. GRACE A. DIMARANAN

President, Animation Council of the Philippines, Inc. (ACPI)
MS. MARIA VICTORIA ILAGAN

Executive Director, Animation Council of the Philippines, Inc. (ACPI)
 THE TESDA BOARD - STANDARDS SETTING AND SYSTEMS

DEVELOPMENT COMMITTEE
 THE MANAGEMENT AND STAFF OF THE TESDA SECRETARIAT
o Qualifications and Standards Office (QSO)

 Competency Standards Division
 Curriculum and Training Aids Division

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VisualGraphicsandDesignNCIIPart2 Page|1

BY CRIS AGTANG – ADD ME ON

Design Principles for Visual Communication

Course Learning Outcome

Jennifer Roxas-Magbanlac, MIT

Jennifer Roxas-Magbanlac, MIT

Repetition and Pattern

Balance and Space

Course Learning Outcome

Resolution and File Size

Indexed Color Depth

Full Color Depth

Course Learning Outcomes

RGB: the additive color

Additive color mixing.

The color wheel–

Logo design by Wiell for Pepper Powered

The fundamentals of understanding color theory

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

VISUAL GRAPHIC DESIGN

SECTION 1 ■ VISUAL GRAPHIC DESIGN NC III 1

SECTION 3 ■ TRAINING STANDARDS 60 - 67

3.1 Curriculum Design 60 – 63

3.2 Training Delivery 64

3.3 Trainee Entry Requirements 65

3.4 List of Tools, Equipment and

3.5 Training Facilities 67

3.6 Trainers Qualification 67

3.7 Institutional Assessment 67

SECTION 4 ■ NATIONAL ASSESSMENT AND

Section 1 VISUAL GRAPHIC DESIGN NC III QUALIFICATIONS

The VISUAL GRAPHIC DESIGN NC III Qualification consists of competencies that a

The units of competency comprising this qualification include the following:

Code BASIC COMPETENCIES

Code COMMON COMPETENCIES

Code CORE COMPETENCIES

UNIT OF COMPETENCY: LEAD WORKPLACE COMMUNICATION

UNIT CODE : 500311109

1. Critical aspects of Assessment requires evidence that the candidate:

UNIT CODE : 500311110

1. Work requirements 1.1. Client Profile

1.2. Assignment instructions

2. Team member’s 2.1. Roster/shift details

3. Monitor 3.1. Formal process

4. Feedback 4.1. Formal process

4.2. Informal process

5. Performance issues 5.1. Work output

5.2. Work quality

5.3. Team participation

5.4. Compliance with workplace protocols

5.6. Customer service

UNIT CODE : 500311111

2. Participate in 2.1 Criteria for successful outcome are agreed upon by

1. Critical Aspects of Assessment requires evidence that the candidate:

2. Underpinning 2.1 Codes of practice and guidelines for the

3. Underpinning Skills 3.1 Interpersonal skills to develop rapport with other

4. Resource The following resources MUST be provided:

5. Methods of Competency may be assessed through:

6. Context for 6.1 Competency to be assessed in real work