TR - Visual Graphic Design NC III

TRAINING REGULATIONS
VISUAL GRAPHIC
DESIGN NC III
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the

National Trade Skills Standards” of the RA 7796 known as
the TESDA Act mandates TESDA to establish national
occupational skills standards. The Authority shall develop
and implement a certification and accreditation program in
which private industry group and trade associations are
accredited to conduct approved trade tests, and the local
government units to promote such trade testing activities
in their respective areas in accordance with the guidelines
to be set by the Authority.
The Training Regulations (TR) serve as basis for the:
1 Competency assessment and certification;

2 Registration and delivery of training programs; and
3 Development of curriculum and assessment instruments.
Each TR has four sections:
Section 1 Definition of Qualification – describes the qualification and defines

the competencies that comprise the qualification.
Section 2 The Competency Standards format was revised to include the

Required Knowledge and Required Skills per element. These fields
explicitly state the required knowledge and skills for competent
performance of a unit of competency in an informed and effective
manner. These also emphasize the application of knowledge and
skills to situations where understanding is converted into a workplace
outcome.
Section 3 Training Arrangements - contain information and requirements

which serve as bases for training providers in designing and
delivering competency-based curriculum for the qualification. The
revisions to section 3 entail identifying the Learning Activities leading
to achievement of the identified Learning Outcome per unit of
competency.
Section 4 Assessment and Certification Arrangements - describe the

policies governing assessment and certification procedures for the
qualification
TABLE OF CONTENTS
ICT SECTOR
VISUAL GRAPHIC DESIGN

NATIONAL CERTIFICATE LEVEL III
Page No.
VISUAL GRAPHIC DESIGN NC III
SECTION 1 1
QUALIFICATION
SECTION 2 COMPETENCY STANDARDS 2 - 80
2.1 Basic Competencies 2 – 33
2.2 Common Competencies 34 - 41
2.3 Core Competencies 42 - 80
SECTION 3 TRAINING STANDARDS 81 - 104
3.1 Curriculum Design 81 – 100
3.2 Training Delivery 101 - 102
3.3 Trainee Entry Requirements 102
3.4 List of Tools, Equipment and Materials 103
3.5 Training Facilities 104
3.6 Trainers Qualification 104
3.7 Institutional Assessment 104
NATIONAL ASSESSMENT AND

SECTION 4
CERTIFICATION ARRANGEMENTS 105 - 106
COMPETENCY MAP 107
GLOSSARY OF TERMS 108 – 112
DOCUMENT REVISION HISTORY 113
ACKNOWLEDGEMENT 114
TRAINING REGULATIONS FOR
VISUAL GRAPHIC DESIGN NC III
Section 1 VISUAL GRAPHIC DESIGN NC III QUALIFICATIONS
The VISUAL GRAPHIC DESIGN NC III Qualification consists of competencies

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

Code BASIC COMPETENCIES
500311109 Lead workplace communication
500311110 Lead small teams
500311111 Develop and practice negotiation skills
500311112 Solve problems related to work activities
500311113 Use mathematical concepts and techniques
500311114 Use relevant technologies
500311142 Apply critical thinking and problem solving techniques in the
workplace
500311144 Use information creatively and critically
500311145 Work in a diverse environment
Code COMMON COMPETENCIES
ICT315202 Apply quality standards
ICT311203 Perform computer operations
Code CORE COMPETENCIES
ICT216313 Develop designs for a logo
ICT216314 Develop designs for print media
ICT216315 Develop designs for user experience
ICT216316 Develop designs for user interface
ICT216317 Develop designs for product packaging
ICT216318 Design booth and product/window display
A person who has achieved this Qualification can be employed in any or more of
the following:
 Visual graphic artist/designer

 Creative/Art director
 Visual graphic multimedia artist
 User interface (UI) designer
 User experience (UX) designer
 Package designer
 Booth and product/window display designer
1
TR - Visual Graphic Design NC III (Version 01) Amended February 27, 2018
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 REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated
in the Range of Variables KNOWLEDGE SKILLS
1. Communicate 1.1. Appropriate 1.1. Organization 1.1. Organizing
information communication method requirements information
about is selected for written and 1.2. Understanding
workplace 1.2. Multiple operations electronic and conveying
processes involving several topics communication intended meaning
areas are methods 1.3. Participating
communicated 1.2. Effective in variety of
accordingly verbal workplace
1.3. Questions are used communication discussions
to gain extra methods 1.4. Complying with
information 1.3. Methods of organization
1.4. Correct sources of Communication requirements for
information are 1.4. Types of the use of
identified Question written and
1.5. Information is selected 1.5. Communication electronic
and organized Tools communication
correctly 1.6. Questioning methods
1.6. Verbal and written Techniques 1.5. Reporting
reporting is occupational
undertaken when hazards
2. Lead required to
2.1. Response 2.1. Leading as a during safety
2.1. Communicating
workplace workplace issues are management effectively
discussions sought function 2.2. Consulting the
2.2. Response to 2.2. Barriers of crew on the
workplace issues are communication prepared menu
provided immediately 2.3. Effective for the month
2.3. Constructive verbal
contributions are made to communication
workplace discussions on methods
such issues as 2.4. Method/technique
production, quality and s of discussion
safety 2.5. How to
2.4. Goals/objectives and lead
action plan undertaken discussion
in the workplace are 2.6. How to
communicated solicit
response
2
3. Identify and 3.1 Issues and problems 3.1 Types of issues 3.1 Identifying
communicate are identified as they and problems cause of
issues arise in the problems
arising in the 3.2 Information regarding workplace 3.2 Identifying
workplace problems and issues are 3.2 Written and problems
organized coherently to electronic and issues
ensure clear and communication 3.3 Organizing
effective communication methods information
3.3 Dialogue is initiated 3.3 Communication on problems
with appropriate barriers and issues
personnel affecting 3.4 Relating
3.4 Communication workplace problems and
problems and issues are discussions issues in the
3
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. Resource Implications The following resources should be provided:
2.1. Variety of Information
2.2. Communication tools
2.3. Simulated workplace
3. Methods of Assessment Competency in this unit may be assessed through:
3.1 Competency in this unit must be assessed
through
3.2 Direct Observation
3.3 Interview
4. Context for 1.1. Competency may be assessed in the workplace
Assessment or in simulated workplace environment
4
UNIT OF COMPETENCY : LEAD SMALL TEAMS (Guide and Lead Others/Be
Responsible to Others)
UNIT CODE : 500311110
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to
lead small teams including setting and maintaining team
and individual performance standards.

ELEMENT Italicized terms are
elaborated in the Range of KNOWLEDGE SKILLS
1. Provide team 1.1 Work requirements 1.1. Company policies 1.1. Communication
leadership are identified and and procedures skills required
presented to team 1.2. How performance for leading
members expectations are teams
1.2 Reasons for set 1.2. Team
instructions and 1.3. Methods of building skills
requirements are Monitoring 1.3. Negotiating skills
communicated to team Performance 1.4. Evaluation skills
members 1.4. Client expectations
1.3 Team members’ 1.5. Team member’s
queries and concerns duties and
are recognized, responsibilities
discussed and dealt with 1.6. Definition of Team
1.7. Skills and techniques in
promoting team
building
1.8. Up-to-date dissemination
of instructions and
2. Assign 2.1. Duties and requirements
2.1. Concept to
of delegation 2.1. Delegating skills
responsibilities responsibilities are 2.2. How to delegate 2.2. Identifying
allocated having regard 2.3. Understanding individual skills,
to the skills, knowledge individual differences knowledge and
and aptitude required 2.4. Methods of attitude as
to properly undertake monitoring basis for
the assigned task and performance allocating
according to company 2.5. Duties and responsibilities
policy responsibilities of each 2.3. Identifying
2.2. Duties are allocated team member each team
having regard to 2.6. Knowledge in identifying member duties
individual preference, each team member and
domestic and personal duties and responsibilities
considerations, responsibilities
whenever possible
3. Set 3.1 Performance 3.1. Definition of 3.1. Identifying
performance expectations are performance indicators/ performance
expectations established based on criteria indicators
for team client needs and 3.2. Definition of team 3.2. Evaluating
members according to goals and expectations performance
assignment 3.3. Methods of 3.3. Setting
requirements monitoring individual
3.2 Performance performance performance
expectations are 3.4. Client expectations target/
based on individual 3.5. Team member’s expectation
team member’s duties duties and indicators
and area of responsibilities
5
3.3 Performance
expectations
are discussed
and
disseminated to
individual team
4. Supervise 4.1. members
Monitoring of 4.1. Understanding 4.1. Monitoring skills
team performance takes monitoring of 4.2. Setting priorities
performance place against defined work 4.3. Evaluating
performance criteria 4.2. How to performance
and/or assignment undertake 4.4. Informal/ formal
instructions and corrective action counseling
corrective action taken 4.3. Understanding skills
if required feedback and
4.2. Team members are procedure
provided with 4.4. Feedback
feedback, positive reporting
support and advice on procedure
strategies to overcome 4.5. Methods of
any deficiencies monitoring
4.3. Performance issues performance
which cannot be 4.6. Team member’s
rectified or addressed duties and
within the team are responsibilities
referenced to 4.7. Monitoring team
appropriate personnel operation to ensure
according to employer client needs and
policy satisfaction
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
6
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 performance 3.1 Formal process
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
7
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. Resource The following resources should be provided:

Implications 2.1. Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2. Materials relevant to the proposed activity or task
3. Methods of Competency in this unit may be assessed through:

Assessment 3.1. Direct observations of work activities of the individual
member in relation to the work activities of the group
3.2. Observation of simulation and/or role play involving the
participation of individual member to the attainment of
organizational goal
3.3. Case studies and scenarios as a basis for discussion of
issues and strategies in teamwork
4. Context for 4.1. Competency assessment may occur in workplace or any

Assessment appropriately simulated environment
4.2. Assessment shall be observed while task are being
undertaken whether individually or in-group
8
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 1.1 Information on 1.1 Knowledge on 1.1 Communication
negotiations preparing for Codes of practice skills (verbal and
negotiation is identified and guidelines for listening)
and included in the plan the organization 1.2 Active listening
1.2 Information on creating 1.2 Knowledge of 1.3 Setting conflict
non-verbal organizations 1.4 Preparing
environments for policy and conflict
positive negotiating is procedures for resolution
identified and included negotiations 1.5 Problem solving
in the plan 1.3 Decision making strategies on
1.3 Information on active and conflict how to deal with
listening is identified resolution strategies unexpected
and included in the procedures questions and
plan 1.4 Concept attitudes during
1.4 Information on different of negotiation
questioning negotiation 1.6 Interpersonal
techniques is identified skills to develop
and included in the plan rapport with
1.5 Information is checked other parties
to ensure it is correct
2. Participate in 2.1 and up-to-
Criteria for date 2.1 Outcome 2.1 Negotiating skill
negotiations successful outcome of 2.2 Communication
are agreed upon by negotiation skills (verbal and
all parties 2.2 Knowledge listening)
2.2 Desired outcome of on Language 2.3 Observation skills
all parties are 2.3 Different 2.4 Interpersonal
considered Questioning skills to develop
2.3 Appropriate language techniques rapport with
is used throughout the 2.4 Problem solving other parties
negotiation strategies on how to 2.5 Applying
2.4 A variety of deal with effective
questioning techniques unexpected questioning
are used questions and techniques
2.5 The issues and attitudes during 2.6 Setting conflict
processes are negotiation
documented and 2.5 Flexibility
agreed upon by all 2.6 Empathy
parties 2.7 Decision making
2.6 Possible solutions and conflict
are discussed and resolution strategies
their viability procedures
assessed 2.8 Problem solving
2.7 Areas for agreement strategies on how to
are confirmed and deal with
recorded unexpected
2.8 Follow-up action questions and
9
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. nonverbal 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
10
EVIDENCE GUIDE
1. Critical Assessment requires evidence that the candidate:

aspects of Demonstrated sufficient knowledge of the factors influencing
Competency negotiation to achieve agreed outcome
Participated in negotiation with at least one person to achieve an
agreed outcome

Implications 2.1 Room with facilities necessary for the negotiation process
2.2 Human resources (negotiators)

Assessment 3.1 Observation/demonstration and questioning
3.2 Portfolio assessment
3.3 Oral and written questioning
3.4 Third party report
4. Context for 4.1 Competency to be assessed in real work environment or in a

Assessment simulated workplace setting.
11
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 1.1. Variances are 1.1. Competence includes a 1.1 Using range
the identified from normal thorough knowledge and of formal
problem operating parameters; understanding of the problem
and product quality process, normal solving
1.2. Extent, cause and operating parameters, techniques
nature of the problem and product quality to 1.2 Identifying
are defined through recognize nonstandard and clarifying
observation, situations the nature of
investigation and 1.2. Competence to include the problem
analytical the ability to apply and 1.3 Evaluating
techniques explain, sufficient for the the
1.3. Problems are identification of effectiveness
clearly stated and fundamental cause, of a present
specified determining the corrective process in
action and provision of the workplace
recommendations 1.4 Applying
1.3. Relevant equipment analytical
and operational techniques
processes
1.4. Enterprise goals,
targets and measures
1.5. Enterprise quality,
OHS and
environmental
requirement
1.6. Enterprise information
systems and data
collation
1.7. Industry codes
2. Determine 2.1 Possible causes are 2.1 and standards
Relevant equipment 2.1 Analysis of
fundamental identified based on and operational root
causes of experience and the use processes causes
the problem of problem solving 2.2 Enterprise goals,
tools/ analytical targets and measures
techniques. 2.3 Enterprise quality,
2.2 Possible cause OHS and
statements are environmental
developed based requirements
on findings 2.4 Enterprise information
2.3 Fundamental causes systems and data
are identified per collation
results of investigation 2.5 Industry codes
conducted and standards
12
3. 3.1 All possible options 3.1 Understanding the 3.1 Identifying
Determin are considered for procedure in and clarifying
e resolution of the undertaking corrective the nature of
corrective problem action the problem
action 3.2 Strengths and 3.2 Principles of decision 3.2 Devising the
weaknesses of making strategies best
possible options are and techniques solution
considered 3.3 Enterprise information 3.3 Evaluating
3.3 Corrective actions are systems and data the solution
determined to resolve collation 3.4 Implementing
the problem and 3.4 Action planning developed
possible future plan to rectify
causes the problem
3.4 Action plans are 3.5 Implementing
developed identifying corrective
measurable objectives, and
resource needs and preventive
timelines in actions based
accordance with safety on root cause
4. Provide 4.1 and operating
Report on 4.1 Competence includes a 4.1 Using range of
recommenda- recommendations thorough knowledge and formal
tion/s to are prepared understanding of the problem
manager according to process, normal solving
procedures. operating parameters, techniques
4.2 Recommendations are and product quality to 4.2 Identifying
presented to recognize nonstandard and clarifying
appropriate personnel. situation the nature of
4.3 Recommendations 4.2 How to make a report the problem
are followed-up, if and recommendation 4.3 Devising the
required best
solution
4.4 Evaluating
the solution
4.5 Implementation
of a developed
plan to rectify
the problem
4.6 Writing report
and
recommenda-
13
RANGE OF VARIABLES
VARIABLE RANGE
1. Analytical 1.1. Brainstorming

techniques
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. Scattergrams
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
14
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate:

of 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. Resource 2.1. Assessment will require access to an operating plant over
Implications 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
3.1. Written Examination
3.2. Oral Questioning
3.3. Portfolio
4. Context for 4.1. In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.
15
UNIT OF COMPETENCY : USE MATHEMATICAL CONCEPTS AND TECHNIQUES
UNIT CODE : 500311113
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required in application of mathematical concepts and
techniques.

ELEMENTS Italicized terms are elaborated
1. Identify 1.1 Problem areas are 1.1 Fundamental 1.1 Identifying and
mathematical identified based on operation selecting
tools and given condition (addition, different
techniques to 1.2 Mathematical subtraction, measuring tools
solve techniques are division, 1.2 Applying different
problem selected based on the multiplication) formulas in
given problem 1.2 Units of solving problems
measurement 1.3 Describing the
and its units of
conversion measurement and
1.3 Fundamental fundamental units
of units 1.4 Stating arithmetic
1.4 Standard formulas calculations
1.5 Basic involving the
measuring following;
tools/devices addition,
1.6 Measurement subtraction,
system division,
1.7 Basic multiplication
measuring 1.5 Applying theory
tools/devices into actual
1.8 Steps in application on
solving shipboard
2. Apply 1.1. Mathematical 2.1 problem
Problem-based 2.1 catering
Solving
mathematical techniques are applied questions mathematical
procedure/ based on the problem 2.2 Estimation computations
solution identified 2.3 Use of 2.2 Converting
1.2. Mathematical mathematical Metric to English
computations are tools and 2.3 Selecting and
performed to the level of standard formulas using appropriate
accuracy required for 2.4 Mathematical and efficient
the problem techniques techniques and
1.3. Result of mathematical strategies to
computation is solve problems
determined and
verified based on job
requirements
3. Analyze results 3.1 Result 3.1 Techniques 3.1 Analyzing the
of application
in analyzing result based on the
is reviewed based on the results specified
expected and 3.2 Process in requirements
reviewing 3.2 Interpreting and
required the results communicating
specifications and 3.3 Precision the results of the
and analysis
outcome
accuracy
3.2 Appropriate action is 3.4 Four fundamental
16
ELEMENTS Italicized terms are elaborated
operations
3.5 Steps in
solving
problem
3.6 Standard formulas
3.7 Conversion
measurement
17
RANGE OF VARIABLES
VARIABLES RANGE
1. Mathematical May include:
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 2.1 Review in the use of mathematical techniques (e.g.

action recalculation, re-modeling)
2.2 Report error to immediate superior for proper action
EVIDENCE GUIDE

Aspects of 1.1 Identified, applied and reviewed the use of mathematical
Competency concepts and techniques to workplace problems

Implications 2.1 Calculator
2.2 Basic measuring tools
2.3 Case Problems

Assessment 3.1 Authenticated portfolio
3.2 Written Test
3.3 Interview/Oral Questioning
3.4 Demonstration
4. Context for 4.1 Competency may be assessed in the work place or in a

Assessment simulated work place setting
18
UNIT OF COMPETENCY : USE RELEVANT TECHNOLOGIES
(Apply technology effectively)
UNIT CODE : 500311114
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills, and
attitude required in selecting, sourcing and applying
appropriate and affordable technologies in the workplace.

1. 1.1. Usage of different 1.1. Awareness on 1.1. Identifying
Study/selec technologies is technology and its relevant
t determined based on function technology on
appropriate job requirements 1.2. Communication job
technology 1.2. Appropriate technology techniques
is selected as per work 1.3. Health and safety
specification procedure
1.4. Company policy in
relation to relevant
technology
1.5. Machineries/
equipment and
their application
1.6. Software programs
2. Apply 2.1. Relevant technology 2.1 Knowledge on 2.1 Applying

relevant is effectively used in operating relevant
technology carrying out function instructions technology
2.2. Applicable software 2.2 Understanding 2.2 Communicating
and hardware are software and skills
used as per task hardware system 2.3 Using software
requirement 2.3 Communication applications
2.3. Management techniques skills
concepts are 2.4 Health and safety 2.4 Conducting risk
observed and procedure assessment
practiced as per 2.5 Company policy in
established industry relation to relevant
practices technology
2.6 Different
management
concepts
2.7 Technology
adaptability
3. Maintain/ 3.1. Maintenance of 3.1 Awareness on 3.1 Performing basic

enhance technology is applied technology and its troubleshooting
relevant in accordance with the function skills
technology industry standard 3.2 Repair and 3.2 Identifying failures
operating procedure, maintenance or defects
manufacturer’s procedure 3.3 Communication
operating guidelines skills
19
and occupational 3.3 Health and safety 3.4 Applying
health and safety procedure corrective and
procedure to ensure 3.4 Company policy in preventive
its operative ability relation to relevant maintenance
3.2. Updating of technology
technology is 3.6 Upgrading of
maintained through technology
continuing education 3.7 Organizational set-
or training in up/work flow
accordance with job
requirement
3.3. Technology failure/
defect is immediately
reported to the
concern/responsible
person or section for
appropriate action
20
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 May include but not limited to:

concepts 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 3.1. Written guidelines relative to the usage of office

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

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

health and safety 5.2. Company guidelines in using technology/equipment
procedure
6. Appropriate action 6.1. Implementing preventive maintenance schedule
6.2. Coordinating with manufacturer’s technician
21
EVIDENCE GUIDE

aspects of 1.1 Studied and selected appropriate technology consistent with
Competency work requirements
1.2 Applied relevant technology
1.3 Maintained and enhanced operative ability of relevant
technology
2. Resource The following resources MUST be provided:

Implications 2.1 Relevant technology
2.2 Interview and demonstration questionnaires
2.3 Assessment packages
3. Methods of Competency must be assessed through:

Assessment 3.1 Interview
3.2 Actual demonstration
3.3 Authenticated portfolio (related certificates of training/seminar)
4. Context for 4.1 Competency may be assessed in actual workplace or

Assessment simulated environment
22
UNIT OF COMPETENCY: APPLY CRITICAL THINKING AND PROBLEM SOLVING
TECHNIQUES IN THE WORKPLACE
UNIT CODE : 500311142
required to solve problems in the workplace including the
application of problem solving techniques and to determine
and resolve the root cause of problems.
PERFORMANCE CRITERIA REQUIRED

ELEMENT Italicized terms are elaborated REQUIRED KNOWLEDGE
in the Range of Variables SKILLS
1. Identify 1.1. Variances are identified 1.1. Planning and 1.1. Using range of
the from normal operating preparing task/activity formal
problem parameters; and 1.2. Competence includes a problem
product quality thorough knowledge and solving
1.2. Extent, cause and nature understanding of the techniques
are of the problem are process, normal operating
defined through parameters, and product 1.2. Identifying
observation, quality to recognize and clarifying
investigation and nonstandard situations the nature of
analytical techniques 1.3. Competence to include the the problem
1.3. Problems are ability to apply and explain,
clearly stated and sufficient for the
specified identification of fundamental
cause, determining the
corrective action and
provision of
recommendations
1.3.1. Relevant equipment
and operational
processes
1.3.2. Enterprise goals,
1.3.3. Enterprise quality,
OHS and
environmental
requirement
1.3.4. Enterprise
information systems
2. Determine 2.1. Possible causes are and data
2.1. Competence collation
includes a 2.1. Using range of
fundamenta identified based on thorough knowledge and formal
l causes of experience and the use understanding of the problem
the of problem solving tools process, normal operating solving
problem / analytical techniques. parameters, and product techniques
2.2. Possible cause quality to recognize
statements are nonstandard situations 2.2. Identifying
developed based 2.2. Competence to include the and clarifying
on findings ability to apply and explain, the nature of
2.3. Fundamental causes sufficient for the the problem
are identified per results identification of fundamental
of investigation cause, determining the
conducted corrective action and
provision of
recommendations
2.2.1. Relevant equipment and
operational processes
23
OHS and
environmental
requirement
2.2.4. Enterprise
information systems
and data collation
2.2.5. Industry codes
3. 3.1. All possible options are and standards
3.1. Competence includes a 3.1. Using range of
Determin considered for thorough knowledge and formal
e resolution of the understanding of the problem
corrective problem process, normal operating solving
action 3.2. Strengths and parameters, and product techniques
weaknesses of quality to recognize 3.2. Identifying
possible options are nonstandard situations and clarifying
considered 3.2. Competence to include the the nature of
3.3. Corrective actions are ability to apply and explain, the problem
determined to resolve sufficient for the 3.3. Devising the
the problem and identification of fundamental best
possible future causes cause, determining the solution
3.4. Action plans are corrective action and 3.4. Evaluating
developed identifying provision of the solution
measurable objectives, recommendations 3.5. Implementation
resource needs and 3.2.1. Relevant equipment of a developed
timelines in accordance and operational plan to rectify
with safety and processes the problem
operating procedures 3.2.2. Enterprise goals,
OHS and
environmental
requirement
3.2.4. Principles of decision
making strategies
and techniques
3.2.5. Enterprise
information systems
4. Provide 4.1. Report on and dataincludes
4.1. Competence collationa 4.1. Using range of
recommend recommendations thorough knowledge and formal
ation/s to are prepared understanding of the problem
manager 4.2. Recommendations are process, normal operating solving
presented to parameters, and product techniques
appropriate personnel. quality to recognize 4.2. Identifying
4.3. Recommendations nonstandard situations and clarifying
are followed-up, if 4.2. Competence to include the the nature of
required ability to apply and explain, the problem
sufficient for the 4.3. Devising the
identification of fundamental best
cause, determining the solution
corrective action and 4.4. Evaluating
provision of the solution
recommendations 4.5. Implementation
24
4.1.1. Relevant equipment plan to
and operational rectify the
processes problem
OHS and
environmental
requirement
4.1.4. Principles of decision
making strategies
and techniques
4.1.5. Enterprise
information systems
and data collation
. 4.1.6. Industry codes
25
RANGE OF VARIABLES
VARIABLE RANGE
1. Analytical techniques May include:
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. Scattergrams
2. Problem May include:
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 May include:
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
.
26
EVIDENCE GUIDE
1. Critical aspect of Assessment requires evidence that the candidate:

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. Resource implication 2.1. Assessment will require access to an operating

plant over an extended period of time, or a suitable
method of gathering evidence of operating ability
over a range of situations. A bank of scenarios /
case studies / what ifs will be required as well as
bank of questions which will be used to probe the
reason behind the observable action
3. Method of assessment Competency in this unit may be assessed through:
3.1. Case studies on solving problems in the workplace

3.2. 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
4. Context of Assessment 4.1. In all workplace, it may be appropriate to assess this

unit concurrently with relevant teamwork or operation
units
27
UNIT OF COMPETENCY: USE INFORMATION CREATIVELY AND CRITICALLY
UNIT CODE : 500311144
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to
use technical information system and information technology,
and apply information technology (IT).

ELEMENT Italicized terms are REQUIRED SKILLS
elaborated in the Range of KNOWLEDGE
1. Use 1.1. Collate and 1.1. Application in 1.1. Collating information
technical organize collating information 1.2. Operating
information information into a 1.2. Procedures for appropriate and valid
systems and suitable form for inputting, procedures for
information reference and use maintaining inputting, maintaining
technology 1.2. Classify stored and and archiving
information so that it archiving information information
can be quickly identified 1.3. Guidance to people 1.3. Advising and
and retrieved when who need to find offering guidance to
needed and use information people who need to
1.3. Advise and offer 1.4. Organize information find and use
guidance to people 1.5. Classify stored information
who need to find and information for 1.4. Organizing
use information identification information into a
1.4. Operate the and retrieval suitable form for
technical 1.6. Operate the reference and use
information system technical 1.5. Classifying
using agreed information system stored
procedures by using agreed information for
1.5. Operate appropriate procedures identification and
and valid procedures for retrieval
2. Apply 2.1. inputting,
Utilize themaintaining
software 2.1. Attributes and 1.6.
2.1.Operating
Identifyingthe
information and IT systems that limitations of attributes and
technology are required to execute available limitations of
(IT) the project activities software tools available software
2.2. Handle, edit, format 2.2. Procedures and tools
and check information work instructions 2.2. Using procedures
and data obtained from for the use of IT and work instructions
a range of internal and 2.3. Operational for the use of IT
external sources requirements for 2.3. Describing
2.3. Extract, enter, and IT systems operational
process information to 2.4. Sources and requirements for
produce the outputs flow paths of IT systems
required by data 2.4. Identifying sources
customers 2.5. Security systems and flow paths of
2.4. Share your own and measures data
skills and that can be used 2.5. Determining security
understanding to 2.6. Extract data systems and
help others and format measures that can
2.5. Implement the reports be used
specified security 2.7. Methods of 2.6. Extracting data
measures to protect entering and and format reports
the confidentiality and processing 2.7. Describing
integrity of project data information methods of
held in IT systems 2.8. WWW entering and
enabled processing
applications information
28
ELEMENT Italicized terms are REQUIRED SKILLS
elaborated in the Range of KNOWLEDGE
3. Edit, 3.1. Basic editing 3.1. Basic file- 3.1. Using basic file-
format and techniques is used handling handling
check 3.2. Accuracy of techniques techniques is used
information documents are check 3.2. Techniques in for the software
3.3. Editing and formatting checking
tools and techniques documents 3.2. Using different
are used for more 3.3. Techniques techniques in
complex documents in editing and checking
3.4. Proof reading formatting documents
techniques is used to 3.4. Proof
3.3. Applying editing and
check that reading
formatting
documents look techniques
techniques
professional
3.4. Applying proof
29
RANGE OF VARIABLES
VARIABLE RANGE
1. Information May include:

1.1 Property
1.2 Organizational
1.3 Technical reference
2. Technical information May include:
2.1 Paper based
2.2 Electronic
3. Software and IT May include:
systems 3.1 Spreadsheets
3.2 Databases
3.3 Word processing
3.4 Presentation
4. Sources May include:
4.1 Other IT system
4.2 Manually created
4.3 Within own organization
4.4 Outside own organization
4.5 Geographically remote
5. Customers May include:
5.1 Colleagues
5.2 Company and project management
5.3 Clients
6. Security measures May include:
6.1 Access rights to input;
6.2 Passwords;
6.3 Access rights to outputs;
6.4 Data consistency and back-up;
6.5 Recovery plans
EVIDENCE GUIDE

competency 1.1. Used technical information systems and
information technology
1.2. Applied information technology (IT)
1.3. Edited, formatted and checked information
2. Resource implication The following resources should be provided:
2.1. Computers
2.2. Software and IT system
3.1. Direct observation
3.2. Oral interview and written test
4. Context of Assessment 4.1. Competency may be assessed individually in the
actual workplace or through accredited institution
30
UNIT OF COMPETENCY: WORK IN A DIVERSE ENVIRONMENT
UNIT CODE : 500311145
required to work effectively in a workplace characterized by
diversity in terms of religions, beliefs, races, ethnicities and
other differences.
ELEMENT Italicized terms are elaborated REQUIRED SKILLS
KNOWLEDGE
in the Range of Variables
1. Develop an 1.1. Individual differences 1.1. Understanding 1.1. Cross-cultural
individual’s with clients, customers cultural diversity communication skills
cultural and fellow workers are in the workplace (i.e. different
awareness recognized and 1.2. Awareness of business customs,
and respected in individual beliefs,
sensitivity accordance with cultures and communication
enterprise policies and world geography strategies)
core values. 1.3. Norms of behavior 1.2. Communication skills
1.2. Differences are for interacting and – reading, writing,
responded to in a dialogue with conversational
sensitive and specific groups skills
considerate manner (e.g., Muslims and 1.3. Affective skills –
1.3. Diversity is other non- establishing
accommodated using Christians, non- rapport and
appropriate verbal Catholics, empathy,
and nonverbal tribes/ethnic understanding, etc.
communication. groups, 1.4. Active Listening
1.4. Actions/decisions are foreigners) 1.5. Openness and
maintained 1.4. Different methods flexibility in
consistent with of verbal and non- communication
legislative verbal 1.6. Giving/receiving
requirements and communication in feedback
enterprise guidelines. a multicultural 1.7. Identifying/
setting Recognizing diverse
1.5. Enterprise groups in the
policies on workplace and
workplace community as
2. Work 2.1. Knowledge, skills and 2.1. diversity
Recognizing and 2.1. defined by divergent
Cross-cultural
effectively in experiences of others explaining the communication
an are recognized and value of diversity in skills
environment documented in relation the economy and 2.2. Communication skills
that to team objectives. society in terms of – reading, writing,
acknowledges 2.2. Fellow workers are Workforce conversational
and values encouraged to utilize development skills
cultural and share their specific 2.2. The country’s 2.3. Affective skills –
diversity qualities, skills or place in the global establishing
backgrounds with other economy rapport and
team members and 2.3. Innovation empathy,
clients to enhance work 2.4. Social justice understanding, etc.
outcomes. 2.5. Recognizing the 2.4. Active Listening
2.3. Relations with importance of 2.5. Openness and
customers and clients inclusiveness in flexibility in
are maintained to show a diverse communication
that diversity is valued environment 2.6. Giving/receiving
by the business. 2.6. Developing a feedback
2.7. Identifying/
31
KNOWLEDGE
in the Range of Variables
shared vision and workplace and
understanding of community as
and commitment to defined by divergent
team, culture, religion,
departmental, and traditions and
organizational practices
goals and 2.8. Teamwork and
objectives collaboration
2.7. Strategies for skills
customer 2.9. Intercultural
service relations and mutual
excellence acceptance
3. Identify 3.1. Diversity-related conflicts 3.1. Understanding, 2.10. Customer
3.1. Cross-cultural
common within the workplace are valuing, and communication
issues in a effectively addressed leveraging skills
multicultural and resolved. cultural diversity 3.2. Communication skills
and diverse 3.2. Discriminatory behavior 3.2. Promoting – reading, writing,
environment towards customers/ inclusivity and conversational
stakeholders are conflict skills
minimized and resolution 3.3. Affective skills –
addressed accordingly. 3.3. Addressing establishing
3.3. Change management workplace rapport and
policies are in place harassment empathy,
within the 3.4. Managing understanding, etc.
organization. change and 3.4. Active Listening
overcoming 3.5. Openness and
resistance to flexibility in
change communication
3.5. Advanced 3.6. Giving/receiving
strategies for feedback
customer 3.7. Teamwork and
service collaboration
excellence skills
3.6. Enterprise 3.8. Intercultural
policies on relations and mutual
workplace acceptance
diversity 3.9. Advanced
(Workplace customer service
Diversity Policy) excellence skills
3.10. Conflict
management
32
RANGE OF VARIABLES
VARIABLE RANGE
1. Diversity This refers to diversity in both the workplace and the
community and may include divergence in –
1.1 Religion
1.2 Ethnicity, race or nationality
1.3 Culture
1.4 Gender, age or personality
1.5 Educational background
EVIDENCE GUIDE

competency 1.1. Adjusted language and behavior as required by
interactions with diversity
1.2. Identified and respected individual differences in
colleagues, clients and customers
1.3. Applied relevant regulations, standards and
codes of practice
2. Resource implication The following resources should be provided:

2.1. Access to workplace and resources
2.2. Manuals and policies on Workplace Diversity

3.1. Demonstration or simulation with oral questioning
3.2. Group discussions and interactive activities
3.3. Case studies/problems involving workplace
diversity issues
3.4. Third-party report
3.5. Written examination
3.6. Role Plays
4. Context of Assessment 4.1. Competency assessment may occur in workplace

or any appropriately simulated environment
33
COMMON COMPETENCIES
UNIT TITLE : APPLY QUALITY STANDARDS
UNIT CODE : ICT315202
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to apply quality standards in the workplace. The
unit also includes the application of relevant safety
procedures and regulations, organization procedures and
customer requirements.

1. Assess 1.1. Work instruction is 1.1. Relevant 1.1. Reading
quality of obtained and work is production skills
received carried out in accordance processes, required to
materials with standard operating materials interpret work
procedures. and products instruction
1.2. Received materials are 1.2. Characteristics 1.2. Critical thinking
checked against workplace of materials, 1.3. Interpreting
standards and software and work
specifications. hardware used instructions
1.3. Faulty materials related in production
to work are identified and processes
isolated. 1.3. Quality
1.4. Faults and any identified checking
causes are recorded procedures
and/or reported to the 1.4. Quality
supervisor concerned in Workplace
accordance with workplace procedures
procedures. 1.5. Identification
1.5. Faulty materials are of faulty
2. Assess 2.1. Documentation relative to 2.1. Safety and 2.1. Carry out work
own work quality within the company environmental in accordance
is identified and used. aspects of with OHS
2.2. Completed work is checked production policies
against workplace processes and procedures
standards relevant to the 2.2. Fault
task undertaken. identification and
2.3. Errors are identified reporting
and isolated. 2.3. Workplace
2.4. Information on the quality procedure in
and other indicators of documenting
production performance are completed
recorded in accordance work
with workplace procedures. 2.4. Workplace
2.5. In cases of deviations from Quality Indicators
specific quality standards,
causes are documented
and reported in accordance
with
34
the workplace’ s
standards operating
3. Engage in 3.1. procedures.
Process improvement 3.1 Quality 3.1 Solution
quality procedures are improvement providing and
improvement participated in relative to processes decision-making
workplace assignment. 3.2 Company 3.2 Practice
3.2. Work is carried out in customers company
accordance with process defined process
improvement improvement
procedures. procedure
3.3. Performance of operation
or quality of product of
service to ensure
customer satisfaction is
35
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
36
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. Method of 2.1. The assessor may select two (2) of the following
assessment assessment methods to objectively assess the
candidate:
2.1.1. Observation
2.1.2. Questioning
2.1.3. Practical demonstration
3. Resource implication 3.1. Materials, software and hardware to be used in a real

or simulated situation
4. Context of 4.1. Assessment may be conducted in the workplace or in
Assessment a simulated environment
37
UNIT TITLE : PERFORM COMPUTER OPERATIONS
UNIT CODE : ELC311203
UNIT DESCRIPTOR : This unit covers the knowledge, skills, (and) attitudes and
values needed to perform computer operations which include
inputting, accessing, producing and transferring data using
the appropriate hardware and software

in the Range of Variables KNOWLEDGE
1. Plan and 1.1. Requirements of task are 1.1. Main types of 1.1. Reading and
prepare for determined according to computers and comprehension
task to be job specifications basic features of skills required to
undertaken 1.2. Appropriate hardware different interpret work
and software are operating instruction and
selected according to task systems to interpret basic
assigned and required 1.2. Main parts of user manuals.
outcome a computer 1.2. Communication
1.3. Task is planned to 1.3. Information skills to identify
ensure OH&S on hardware lines of
guidelines and and software communication,
procedures are followed 1.4. Data request advice,
1.4. Client -specific security follow
guidelines and guidelines instructions and
procedures are followed. receive
1.5. Required data security feedback.
guidelines are applied 1.3. Interpreting
in accordance with user manuals
existing procedures. and security
2. Input data 2.1. Data are entered into the 2.1. Basic guidelines
2.1. Technology
into computer using ergonomics of skills to use
computer appropriate keyboard and equipment safely
program/application in computer user including
accordance with company 2.2. Storage keyboard skills.
procedures devices and 2.2. Entering data
2.2. Accuracy of information is basic
checked and information categories of
is saved in accordance memory
with standard operating 2.3. Relevant types
procedures of software
2.3. Inputted data are stored
in storage media
according to
requirements
3. Access 2.4. Correct
3.1. Work is performed within 3.1. General security, 3.1. Accessing
information program/application is privacy information
using selected based on job legislation and 3.2. Searching and
computer requirements copyright browsing files
3.2. Program/application 3.2. Productivity and data
containing the Application
information required is 3.3. Business
accessed according to Application
company procedures
3.3. Desktop icons are
correctly selected,
opened and closed for
38
purposes
3.4. Keyboard techniques
are carried out in line
with OH&S
requirements for safe
4. Produce/ use of keyboards
4.1. Entered data are 4.1 Computer 4.1 Computer data
output processed using application in processing
data using appropriate software printing,
computer commands 4.2 Printing of data
scanning and
system 4.2. Data printed out as sending facsimile 4.3 Transferring files
required using computer and data
hardware/peripheral 4.2 Types and
devices in accordance function of
with standard operating computer
procedures peripheral devices
4.3. Files, data are
transferred between
compatible systems
using computer software,
hardware/ peripheral
devices in accordance
5. Maintain 5.1. with standard
Systems operating
for cleaning, 5.1 Computer 5.1 Removing computer
computer minor maintenance and equipment/system viruses from
equipment replacement of basic infected machines
and consumables are maintenance 5.2 Making backup files
procedures
systems implemented
5.2 Viruses
5.2. Procedures for ensuring 5.3 OH&S principles
security of data, including and responsibilities
regular back-ups and 5.4 Calculating
virus checks are computer capacity
implemented in 5.5 System Software
accordance with standard 5.6 Basic file
operating procedures maintenance
5.3. Basic file maintenance procedures
procedures are
implemented in line with
the standard operating
procedures
39
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
2. Software Software includes the following but not limited to:

2.1. Word processing packages
2.2. Data base packages
2.3. Internet
2.4. Spreadsheets
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. CD and DVDs
4.3. zip disks
4.4. hard disk drives, local and remote
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 Icons include the following but not limited to:
6.1. directories/folders
6.2. files
6.3. network devices
6.4. recycle bin
7. Maintenance 7.1. Creating more space in the hard disk

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
Cleaning dust from internal and external surfaces
40
EVIDENCE GUIDE

competency 1.1. Selected and used hardware components correctly
and according to the task requirement
1.2. Identified and explain the functions of both hardware
and software used, their general features and
capabilities
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. Maintained computer system
2. Method of assessment 2.1. The assessor may select two of the following
assessment methods to objectively assess the
candidate:
2.1.1. Observation
2.1.2. Questioning
2.1.3. Practical demonstration
3. Resource implication 3.1. Computer hardware with peripherals

3.2. Appropriate software
4. Context of Assessment 4.1. Assessment may be conducted in the workplace or

in a simulated work environment
41
CORE COMPETENCIES
UNIT TITLE: DEVELOP DESIGNS FOR A LOGO

UNIT CODE: ICT216313
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to
incorporate the principles of visual design and communication into the
development of designs for a logo for use in various industries.

1. Receive and 1.1. The instructions & 1.1. Verbal 1.1. Communication
interpret the specifications to develop communication skills
logo design the logo is read & 1.2. Written 1.2. Interpersonal
brief analyzed based on the communication skills
design brief 1.3. Intellectual property 1.3. Listening skills
1.2. The objective to produce 1.4. Behavioral Science 1.4. Critical Thinking
the desired outcome of 1.5. Elements of design 1.5. Analytical and
logo design are identified 1.6. Principles of design comprehension
based on the client and 1.7. Computer knowledge Skills
/or the company 1.8. software knowledge 1.6. Reporting skills
directives. 1.9. Practicing 3Rs – 1.7. Presentation
1.3. Information needed via Reduce, Re-use, skills
research and other Recycle/recover 1.8. Practicing
resources to develop and environmental OSHS, EHSM,
logo concepts is policies. 3Rs
identified. 1.10. Trends
1.4. Process and steps of 1.11. Basic Math
submission of logo 1.12. Economics (Pricing)
design for approval is
confirmed with the
client and/or a
supervisor.
1.5. All relevant questions
essential to develop the
2. Select logo
2.1. All design ismaterials
necessary 2.1. Verbal 2.1. Effective
materials & and equipment to be communication Communication
equipment used are selected and 2.2. Written skills
to develop prepared according to the communication 2.2. Computer
logo design task to be undertaken. 2.3. Intellectual property operation skills
2.2. Appropriate software is 2.4. Behavioral Science 2.3. Reporting skills
selected and checked 2.5. Physics 2.4. Analytical and
based on the final 2.6. Computer knowledge comprehension
format specified in the 2.7. software knowledge skills
design brief. 2.8. Practicing 3Rs – 2.5. Software
2.3. Non-functioning and Reduce, Re-use, usage skills
missing materials and Recycle/recover 2.6. Practicing
equipment are reported and environmental OSHS, EHSM,
to appropriate policies. 3Rs
personnel 2.9. Trends
2.10. Basic Math
42
3. Develop 3.1. Ideas for design concept 3.1. Verbal 3.1. Artistic and
logo of the logo are generated communication creative skills
design through research. 3.2. Written 3.2. Design and
concepts 3.2. Different sketches and communication drawing skills
design style 3.3. Intellectual property 3.3. Visual
experimentation are 3.4. Behavioral Science communication
explored in 3.5. Human and skills
accordance with logo Animal Anatomy 3.4. Computer
design instructions 3.6. Principles of design application skills
3.3. Initial design concepts 3.7. Elements of design 3.5. Computer/
developed are toned 3.8. Typography application
down to align with design 3.9. Physics troubleshooting
brief parameters 3.10. Visual Design skills
3.4. Appropriate font is used & 3.6. Critical thinking
or designed should this be communication & analytical skills
a part of the logo design techniques 3.7. Researching
specifications. 3.11. Computer skills
3.5. Color combinations are knowledge 3.8. Communication
experimented to 3.12. Familiarity in skills
compliment concept different 3.9. Reporting skills
designs or to follow color graphic 3.10. Software
specifications of the software usage skills
design brief applications 3.11. Documentation
3.6. Visual design and 3.13. internet & organizational
communication browsing/ skills
elements are research 3.12. Practicing
incorporated to the 3.14. Practicing 3Rs – OSHS,
concepts in line with the Reduce, Re-use, EHSM, 3RS
direction of the design Recycle/recover
brief. and
3.7. Best design sketch environmental
options are selected policies.
based on design brief 3.15. Trends
requirements. 3.16. Geometry
3.8. Final rough designs in the 3.17. Basic Math
format required are 3.18. Algebra
prepared and submitted to
4. Edit / Revise 4.1. client
Commentsand /or supervisor
received 4.1. Verbal 4.1. Artistic and
logo design from client and / or communication creative
supervisor are analyzed 4.2. Written skills
to revise initial logo communication 4.2. Design and
concepts, designs and 4.3. Intellectual property drawing
sketches. 4.4. Behavioral Science skills
4.2. Adjustments are made to 4.5. Human and 4.3. Visual
produce final Animal Anatomy communication
specifications as required 4.6. Principles of design skills
by client and/ or 4.7. Elements of design 4.4. Computer
supervisor 4.8. Physics application skills
4.3. Colors are enhanced & 4.9. Computer 4.5. Computer/
technically identified as knowledge application
per specified design 4.10. Familiarity in troubleshooting
directives. skills
43
in places to fit the different analytical skills
overall look of the logo graphic 4.7. Researching skills
design software 4.8. Communication
4.5. Revised draft logo design applications skills
in the format required is 4.11. Practicing 3Rs – 4.9. Reporting skills
prepared and submitted Reduce, Re-use, 4.10. Software
to client and/or supervisor Recycle/recover usage skills
for final comments and 4.11. Documentation
environmental &
policies. Organizational
4.12. Trends skills
4.13. Geometry 4.12. Practicing
4.14. Basic Math OSHS, EHSM,
5. Finalize logo 5.1. Client and/ or supervisor 4.15.Verbal
5.1. Algebra 3Rs and
5.1. Artistic
design final feedback are communication creative
collected and analyzed. 5.2. Written skills
5.2. Final revisions of the communication 5.2. Design and
logo design are adjusted 5.3. Intellectual property drawing
according to design 5.4. Behavioral Science skills
specifications 5.5. Human and 5.3. Visual
5.3. Chosen or designed font Animal Anatomy communication
and layout are adjusted 5.6. Principles of design skills
to fit final logo design. 5.7. Elements of design 5.4. Computer
5.4. Final colors are applied 5.8. Computer knowledge application skills
to logo design as 5.9. Familiarity in 5.5. Computer/
required in the feedback different graphic application
and design specifications applications troubleshooting
5.5. Final measurements, 5.10. Printing Knowledge skills
color codes and 5.11. Geometry 5.6. Critical thinking
technicalities of the logo 5.12. Algebra & analytical skills
design are finalized and 5.13. Practicing 3Rs – 5.7. Communication
documented for Reduce, Re-use, skills
appropriate usage. Recycle/recover 5.8. Reporting skills
5.6. Final logo design with and 5.9. Software
proper documentation of environmental usage skills
design details are policies. 5.10. Documentation
prepared and submitted 5.14. Trends &
to client and/or supervisor 5.15. Geometry organizational
for final approval. 5.16. Basic Math skills
5.17. Algebra 5.11. Practicing
OSHS, EHSM,
44
RANGE OF VARIABLES
VARIABLE RANGE
1. design brief May include the following :
1.1. Project Statement
1.2. Project Objectives
1.3. Variables
1.4. Statistical Interpretation
1.5. Conclusions and Recommendations
1.6. Bibliography / References
2. Desired outcome May include the following logo design outcome :
2.1. Branding for a company
2.2. Branding for a product
2.3. Branding for a person/ Group
2.4. Branding for an ad campaign
2.5. Branding for a service
3. Resources May include :
3.1. Books / magazines
3.2. Internet
3.3. DVDs / Videos
3.4. Photographs
3.5. Images
4. Steps of May include the following steps:
submission 4.1. Submit sketches in paper/ scanned format
4.2. Submit sketches in digital format
4.3. Submit sketches first, color suggestions after
4.4. Submit in full color
4.5. Submit with specific number of sketches & designs
4.6. Submit with certain deadlines indicated
5. Relevant May include the following:
personnel 5.1. Creative/art director
5.2. Client
5.3. Head of department
5.4. Supervisor
6. Materials May include :
6.1. Paper / sketchpad / tracing paper
6.2. Lead & colored pencils
6.3. Colored pens / sign pen
6.4. Markers
6.5. USB / flash drive
6.6. Watercolor / poster color
6.7. Ruler
6.8. Compass
6.9. Scissors
6.10. Glue / tape
6.11. Paper clips
6.12. Design books / magazines
45
VARIABLE RANGE
7. Equipment May include :
7.1. Drawing table
7.2. Computer with peripherals
7.3. Removable hard drive
7.4. Chair
7.5. Internet
7.6. Drawing tablet
7.7. Mobile phone
7.8. Camera
7.9. Laptop
8. Software May include:
8.1. Adobe Photoshop
8.2. CorelDraw
8.3. Adobe InDesign
8.4. Adobe Illustrator
8.5. Paint tools SAI
8.6. Gimp / Krita ( open source )
8.7. MS Paint
9. Appropriate May include :
personnel 9.1. Technical person
9.2. IT person
9.3. Department Head
9.4. Administration Head
9.5. Supervisor
9.6. Production Manager
10. Design Style May include :
10.1. Minimalist
10.2. Goth
10.3. Classic
10.4. modern
10.5. Western
10.6. Asian etc.
11. Font May include the following :
11.1. Arial
11.2. Times Roman
11.3. Comic sans
11.4. Impact
11.5. Century Gothic
11.6. script
11.7. Courier
11.8. Lithos
11.9. Myriad etc.
12. Color codes May include :
12.1. HTML color codes
12.2. Hex color code
12.3. RGB color code
12.4. CMYK code
46
VARIABLE RANGE
12.5. Pantone colors
13. Documentation May include the following :
13.1. Design Brief
13.2. Design measurements
13.3. Design layout
13.4. Color combination & codes
14. Visual Design & May include the following:
Communication 14.1. Colors
Elements 14.2. Composition
14.3. Proportion
14.4. Balance
14.5. Framing
14.6. Line
14.7. Texture
14.8. Shape
14.9. Form
14.10. Tone
14.11. Scale
14.12. Movement or animation
14.13. Fonts/typography:
14.13.1. Typeface
14.13.2. Type style
14.13.3. Point / font size
14.13.4. Tracking
14.13.5. Leading
14.13.6. Kerning
EVIDENCE GUIDE
1. Critical aspects of Assessment must show that the candidate:

competency 1.1. Interpreted and analyzed the design brief to generate
a feasible range of design and ideas
1.2. Selected and identified the appropriate software to
use in designing the logo
1.3. Developed and revised logo designs according to the
specified design requirements and feedback given
1.4. Finalized logo design to the specific format
specifications
2. Method of The assessor must assess the candidate through the ff:
assessment
2.1. Demonstration with oral questioning
2.2. interview
3. Resources required 3.1. Appropriate supplies and materials
for assessment 3.2. Applicable equipment
4. Context of 4.1. Assessment maybe conducted in the workplace or in
assessment a simulated environment
47
UNIT TITLE: DEVELOP DESIGNS FOR PRINT MEDIA
UNIT DESCRIPTOR: This unit describes the skills and knowledge required to
conceptualize and design for posters, tarpaulin, magazine,
brochures, invitation and other kinds of design intended for
printed material output or format for personal, industrial and
commercial use.

ELEMENT Italicized terms are elaborated in
the Range of Variables KNOWLEDGE SKILLS
1. Interpret 1.1. The instructions & 1.1. Verbal 1.1. Communication
and analyze specifications to develop the communication skills
the print design for the specific print 1.2. Written 1.2. Interpersonal
media media requirement is communication skills
design brief analyzed based on the 1.3. Intellectual property 1.3. Listening skills
design brief 1.4. Behavioral Science 1.4. Critical Thinking
1.2. The scope of work and 1.5. Elements of design 1.5. Analytical and
deadline schedules of the 1.6. Principles of design comprehension
proposed design is clarified in 1.7. Computer skills
detail from the relevant knowledge 1.6. Reporting skills
personnel 1.8. software knowledge 1.7. Presentation
1.3. Information needed via 1.9. Materials skills
research and other specifications 1.8. Practicing
resources to develop 1.10. Practicing 3Rs – OSHS, EHSM,
required designs Reduce, Re-use, 3Rs
for print is identified. Recycle/recover
1.4. Approval stages of and
submitted design concepts is environmental
confirmed with the client policies.
and/or a supervisor. 1.11. Trends
1.5. Print format of the 1.12. Basic Math
approved design is identified 1.13. Economics
with all its specifications (Pricing)
based on the design brief.
1.6. All questions essential to
develop the design for print
is discussed and liaised with
2. Prepare 2.1. relevant personnel.
All necessary materials 2.1. Verbal 2.1. Artistic &
equipment and equipment to be used communication Creative skills
& materials are prepared according to 2.2. Written 2.2. Communication
for print the specifications of the communication skills
media design brief 2.3. Intellectual 2.3. Computer
design 2.2. Appropriate software is property operation skills
selected and checked based 2.4. Behavioral Science 2.4. Reporting skills
on the format specified for 2.5. Elements of design 2.5. Analytical and
the final print media output. 2.6. Principles of design comprehension
2.3. Monitor is calibrated to 2.7. Computer skills
show the correct color knowledge 2.6. Software
grading of designs 2.8. software usage skills
2.4. Color scheme or print knowledge 2.7. Practicing
palettes are organized and 2.9. Practicing 3Rs – OSHS, EHSM,
arranged to suit Reduce, Re- 3Rs
requirements use,
48
of final design output. Recycle/recover
2.5. Page size, orientation, and
appropriate resolution are environmental
selected based on the policies.
design brief specifications 2.10. Trends
2.6. Non-functioning and 2.11. Basic Math
missing materials and
equipment are reported to
appropriate personnel
3. Develop 3.1. Ideas for design concepts of 3.1. Verbal 3.1. Artistic and
designs for the specified print output are communication creative
the specific generated through research 3.2. Written skills
print media and sketches communication 3.2. Communication
output experimentation. 3.3. Intellectual skills
3.2. Appropriate Document / property 3.3. Computer
page set up is applied based 3.4. Behavioral Science operation skills
on 3.5. Human and 3.4. Reporting skills
the design brief requirements Animal Anatomy 3.5. Analytical and
3.3. Different print or graphic 3.6. Principles of design comprehension
design style options are 3.7. Elements of design skills
explored and sketched 3.8. Graphic 3.6. Software
basing on the design design styles usage skills
parameters. 3.9. Philosophy 3.7. Holistic
3.4. Required text copy, words, 3.10. Computer design skills
tagline or message for print knowledge 3.8. Organizational
is prepared and analyzed for 3.11. Familiarity in skills
appropriate layout different 3.9. Practicing
placement. graphic OSHS, EHSM,
3.5. Font style, color and size are applications 3Rs
carefully selected and placed 3.12. Printing
in a proper layout to fit Knowledge
overall design output 3.13. internet
3.6. All Elements created are browsing/
organized on different research
comprehensive layout/ 3.14. Practicing 3Rs –
compre to experiment on Reduce, Re-use,
the best arrangements for Recycle/recover
design presentation. and
3.7. Graphic images, product environmental
shots, photographs and policies.
other elements can be 3.15. Trends
imported from other 3.16. Basic Math
applications and added to 3.17. Geometry
the comprehensive layout.
3.8. Color combinations are
experimented to
compliment concept
designs
3.9. Final rough comprehensive
layout designs in the format
required are prepared and
49
4. Finalize print 4.1. Comments and feedback 4.1. Verbal 4.1. Artistic and
media from client and/ or supervisor communication creative
design are analyzed to revise the 4.2. Written skills
layout elements of the proposed communication 4.2. Communication
comprehensive layouts 4.3. Intellectual skills
4.2. Combined elements in property 4.3. Computer
the comprehensive 4.4. Principles of design operation skills
layout/ 4.5. Elements of design 4.4. Reporting skills
compre are imposed 4.6. Philosophy 4.5. Analytical and
correctly to suit specified 4.7. Computer comprehension
sheet size. knowledge skills
4.3. Numerical sequence and lay 4.8. Familiarity in 4.6. Software
down of the product or different usage skills
mockup is correctly graphic 4.7. Holistic
identified to meet binding applications design skills
and finishing requirements. 4.9. Printing 4.8. Organizational
4.4. Bleed allowance is Knowledge skills
incorporated in margins 4.10. Internet 4.9. Practicing
and borders. browsing/ OSHS, EHSM,
4.5. Text copy is reviewed for research 3Rs
possible errors and 4.11. Practicing 3Rs –
omissions and are discussed Reduce, Re-use,
with client and/ or supervisor. Recycle/recover
4.6. Alignment of the basic and
elements are maintained environmental
based on the overall balance policies.
of the layout and correct 4.12. Trends
color blends and gradients. 4.13. Basic Math
4.7. Hard copy / progressive 4.14. Geometry
proof is printed and
rechecked for errors,
omissions to fit the overall
balance of the layout.
4.8. Necessary changes are
made, reviewed and proof
read as required while
comprehensive layout/
compre is still on screen.
4.9. The project and/or work is
saved according to
organizational
procedures.
4.10. A digital proof or file format
5. Prepare final is createdfinal
5.1. Approved to present to
layout design 5.1. Verbal 5.1. Artistic and
print output & and /or project is prepared communication creative
documentation for printing. 5.2. Written skills
5.2. Correct Color profile are communication 5.2. Communication
selected carefully for 5.3. Intellectual skills
standard print output option property 5.3. Computer
5.3. File formats are chosen to 5.4. Physics operation skills
best represent artwork 5.5. Elements of 5.4. Reporting skills
styles. 5.5. Analytical and
50
5.4. Compression options are Design comprehension
selected that keep the 5.6. Principles skills
image quality high and the of design 5.6. Printing skills
file size low. 5.7. Typography 5.7. Software
5.5. Export options of file are set 5.8. Computer usage skills
and saved to the best knowledge 5.8. Holistic
settings for the final print 5.9. Familiarity in design skills
output. different 5.9. Organizational
5.6. The appropriate format for graphic skills
saving the images/ artworks/ applications 5.10. Practicing
objects and layout are used 5.10. Printing OSHS, EHSM,
as required in the Knowledge 3Rs
specifications 5.11. internet
of the design brief. browsing/
5.7. The resolution for effects research
and any filters are set based 5.12. Practicing 3Rs –
on image quality. Reduce, Re-use,
5.8. Document / page set up Recycle/recover
is checked to ensure and
correct layout file has no environmental
non- printable elements. policies.
5.9. Final high-resolution file is 5.13. Trends
checked for final approval of 5.14. Basic Math
6. Color 6.1. client and/or
The final supervisor
and approved print 5.15.
6.1. Algebra
Verbal 6.1. Artistic and
separate media artwork file is communication creative
artwork file for prepared for final printing 6.2. Written skills
final printing 6.2. The correct format for the communication 6.2. Communication
color separation is 6.3. Intellectual property skills
determined and checked 6.4. Principles of design 6.3. Computer
based on the final 6.5. Elements of design operation skills
specifications on the 6.6. Color Theory 6.4. Reporting skills
design brief. 6.7. Typography 6.5. Analytical and
6.3. Command preferences 6.8. Physics comprehension
are correctly set for print 6.9. Computer skills
quality and process. knowledge 6.6. Printing skills
6.4. The color separation 6.10. Familiarity in 6.7. Software
options are set according different usage skills
to print requirements of the graphic 6.8. Holistic
design brief. applications design skills
6.5. Correct Color profile is 6.11. Printing Knowledge 6.9. Organizational
selected for the final 6.12. Internet skills
output, based on client reseach/ 6.10. Practicing
specifications. browsing OSHS, EHSM,
6.6. Screen frequency with value 6.13. Basic Math 3Rs
& color preferences is 6.14. Geometry
selected and saved which 6.15. Practicing 3Rs –
is appropriate for the print Reduce, Re-use,
quality Recycle/recover
6.7. Spreads and choke traps and
are created to avoid environmental
misregistration. policies.
6.16. Trends
51
6.8. Overprint of objects are
checked and defined to
avoid ink trap.
6.9. A final proof is created,
separations checked
and completed based on
the approved final
artwork
52
RANGE OF VARIABLES
VARIABLE RANGE
1. Print media May include the following :
1.1. Print ads
1.2. Poster
1.3. Banners
1.4. Billboards
1.5. Brochures
1.6. Invitation
1.7. Annual reports
1.8. Flyers / pamphlets
1.9. Menu
1.10. Book / book covers
1.11. Comics
1.12. Magazines
1.13. Callcards etc.
2. design brief May include the following :

2.3. Variables
3. Relevant May include :
personnel 3.1. Art / creative director
3.2. Supervisor
3.4. Production Manager
3.5. Client
4. Resources May include :
4.1. Books / magazines
4.2. Internet
4.3. DVDs / Videos
4.4. Photographs
4.5. Graphic Images
5. Approval stages May include the following stages :
5.1. Draft sketches or design stage
5.2. Comprehensive layout stage
5.3. Final layout stage
5.4. Color separation stage
6. Print format May include the following format:

6.1. psd
6.2. png
6.3. tiff
6.4. jpeg
53
VARIABLE RANGE
7. Materials May include the following :
7.1. Paper / sketchpad / tracing paper
7.2. Lead & colored pencils
7.3. Colored pens / sign pen
7.4. Markers color palettes
7.5. Paper grade palette
7.6. USB / flash drive
7.7. Watercolor / poster color
7.8. Ruler
7.9. Scissors
7.10. Glue / tape
7.11. Post it
7.12. Design books / magazines
8. Equipment May include the following :

8.1. Drawing table
8.2. Computer with peripherals
8.3. Chair internet
8.4. Removable hard drive
8.5. Drawing tablet
8.6. Mobile phone
8.7. Camera
8.8. Laptop
9. Software May include the following :

9.1. Photoshop
9.2. CorelDraw
9.3. InDesign
9.4. Illustrator
9.5. Acrobat
9.6. Sketch up
10. Color scheme May include the following color scheme tools :
10.1. Color wheel
10.2. Adobe Kuler
10.3. Color Munki
10.4. Colorotate
10.5. Color Calculator
10.6. Copaso : Color Palette software
10.7. Mudcube Color sphere
11. Print palette May include the following print palette color combinations :
11.1. Cool Color scheme palette
11.2. Warm color scheme palette
11.3. Sweet color scheme palette
11.4. Exotic color scheme palette
54
VARIABLE RANGE
12. Appropriate May include :
personnel 12.1. Production Manager
12.2. IT/ software/ network person
12.3. Art / Creative Director
12.4. Supervisor
12.6. Client
13. Document / May include:

page set up 13.1. Margins
13.2. Page size
13.3. Page orientation
13.4. Number of pages
13.5. Multiple columns
13.6. Arrangement of pages
13.7. Pictures/graphics size
14. Graphic design May include the following :
style 14.1. Art Nouveau
14.2. Art Deco
14.3. American Kitsch
14.4. Contemporary
14.5. Grunge
14.6. psychedelic
14.7. Victorian
15. Elements May include:

15.1. Graphics
15.2. Frames
15.3. Fonts & Texts
15.4. Photographs
15.5. Menus or dialogue boxes
15.6. indexes
15.7. Logos
15.8. Information & details
16. Comprehensive A draft layout/ design used to present to a client/ supervisor
layout / compre which contains either of the following elements :
16.1. Sketches
16.2. Photographs
16.3. Graphic images
16.4. Font / text / messages
16.5. Logos
16.6. Clip art
17. Imposed May include the following:

17.1. Plug-ins
17.2. Stand alone applications or automated features of high-
end page layout programs exist to impose pages
55
VARIABLE RANGE
18. Organizational May include the following:
procedures 18.1. Organizational procedures for saving a document can
include the preferred format, naming preferences and the
location of file is saved to.
19. File format May include:
19.1. PDF
19.2. jpeg
19.3. tiff
20. Correct Color May include the following:
profile 20.1. CMYK color
20.2. Spot colors
20.3. Registration colors
20.4. Pantone color
21. Compression May include :
options 21.1. Lossless
21.2. Lossy
22. Command May include:
preferences 22.1. RGB
22.2. CMYK
22.3. Color management
22.4. Proof options
22.5. Document Information subjects
23. Color separation May include the following:
options 23.1. Process color
23.2. Spot color
23.3. Halftone
23.4. Resolution
23.5. Bleed
23.6. printer marks
24. Screen may include the following:
Frequency 24.1. Common - Mesh counts between 195 and 355
24.2. Halftone – dot frequencies are between 40 and 65 lpi.
24.3. Underbase – use a 195 mesh with a 45 to 50 lpi
halftone.
24.4. Black and Highlight – Use 305 to 355 Mesh with 50 to
65 lpi.
24.5. Colors – Use 230 to 305 mesh with 50 to 55 lpi.
25. Overprint To prevent final print out to come off the printing press with
misregistration, the following steps can be used:
25.1. Avoid Touching or Almost Touching Colors
25.2. Use Common Process Colors to Close Gaps
25.3. Overprint Black to Prevent Gaps
25.4. Use Chokes and Spreads to Fill the Gaps
25.5. Overprinting / Surprinting Avoids Need to Trap
25.6. Manual and Automatic Trapping
56
EVIDENCE GUIDE
1. Critical aspects of Assessment must show that the candidate:

competency 1.1. Interpreted, prepared and developed the document or
pages incorporating elements and features that meets the
client's design brief
1.2. Demonstrated ability to apply the correct document set up,
graphic design style and typography in a comprehensive
layout in line with the specifications of the design brief.
1.3. Created a specific print output following organized checking
procedures on page orientation, color, layers & separation
of elements, resolution and format that is print ready
assessment
2.2. Interview
3. Resources The following must be provided:

required for 3.1. Appropriate supplies and materials
assessment 3.2. Applicable equipment & software
4. Context of 4.1. Assessment maybe conducted in the workplace or in a

assessment simulated environment
57
UNIT TITLE: DEVELOP DESIGNS FOR USER EXPERIENCE
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to
incorporate the principles of visual design and communication into
the development of designs for user experience.

1. Receive and 1.1. Specifications of the design 1.1. Verbal 1.1. Communication
interpret the brief are correctly interpreted communication skills
user and liaised with client and/or 1.2. Written 1.2. Interpersonal
experience Supervisor communication skills
design brief 1.2. Proposed user experience 1.3. Intellectual 1.3. Listening skills
designs are established property 1.4. Critical thinking
and clarified from the 1.4. Behavioral 1.5. Analytical skills
relevant personnel. Science
1.3. Specifications, parameters or 1.5. Human and
constraints are identified Animal
based on the design brief Anatomy
1.4. Information are sourced and 1.6. Elements
evaluated pertinent to the of design
design brief 1.7. Principles
1.5. User behavior, user goals, of design
user motivations and user
needs are researched and
compared appropriate to the
design brief.
1.6. Relationship between the
visual elements, hardware,
and software required is
identified based on the needs
of the design brief
1.7. Research media and
findings are organized and
updated as required
1.8. Initial discussions are
evaluated, based on the
findings against
2. Select 2.1. the design brief.
Appropriate user behavior, user 2.1. Verbal 2.1. Artistic and
media/ goals, user motivations and communication creative skills
materials user needs are identified and 2.2. Written 2.2. Computer
for user selected based on the findings communication application
experience of the research. 2.3. Intellectual skills
design 2.2. Materials, hardware, and property 2.3. Computer/
software are gathered 2.4. Behavioral application
and sourced based on Science troubleshooting
the requirements 2.5. Elements skills
2.3. Non-functioning equipment of design 2.4. Critical thinking
and materials should be 2.6. Principles 2.5. Analytical skills
reported to relevant of design
personnel. 2.7. Computer
knowledge
58
2.8. Familiarity in
different
graphic
applications
2.9. Geometry
2.10. Algebra
2.11. Practicing 3Rs
–Reduce, Re-
use, Recycle/
recover and
environmental
policies.
3. Produce 3.1. A flow chart is created based 2.12.Verbal
3.1. Trends 3.1. Artistic and
wireflow on the findings of the research communication creative skills
designs in relation with the design 3.2. Written 3.2. Computer
requirements communication application
3.2. Clickable links are 3.3. Intellectual skills
identified based on the property 3.3. Computer/
flowchart 3.4. Behavioral application
3.3. Wireflow designs of the Science troubleshooting
selected user experience 3.5. Human and skills
media are presented to Animal 3.4. Critical thinking
relevant personnel Anatomy 3.5. Analytical skills
3.6. Elements
of design
3.7. Principles
of design
3.8. Computer
knowledge
3.9. Familiarity in
different
graphic
applications
3.10. Geometry
3.11. Algebra
–Reduce, Re-
use, Recycle/
recover and
environmental
4. Create page 4.1. Comments/feedbacks are policies.
4.1. Verbal 4.1. Artistic and
template/ applied to selected communication creative skills
user wireflow design 4.2. Written 4.2. Computer
experience 4.2. Page template grid is set communication application
wireframing based on the delivery 4.3. Intellectual skills
platform. property 4.3. Computer/
4.3. Layout is determined 4.4. Behavioral application
using boxes and lines Science troubleshooting
using appropriate 4.5. Elements skills
software. of design 4.4. Critical thinking
4.4. Information hierarchy is 4.6. Principles of 4.5. Analytical skills
defined using typography.
59
using grayscale tonal values. design
4.6. Page template design is 4.7. Typography
evaluated for feedback based 4.8. Computer
on user experience usability, knowledge
functionality and errors 4.9. Familiarity in
different
graphic
applications
4.10. Geometry
4.11. Algebra
–Reduce, Re-
use, Recycle/
recover and
environmental
policies.
4.13. Trends
5. Finalize 5.1. Feedbacks and comments are 5.1. Verbal 5.1. Artistic and
wireframe applied to final user communication creative skills
and experience wireframe and 5.2. Written 5.2. Computer
design design flow communication application
flow of the 5.2. When necessary, animation 5.3. Intellectual skills
selected or effects are simulated using property 5.3. Computer/
user motion graphic software and 5.4. Behavioral application
experience submitted for evaluation Science troubleshooting
media 5.3. When necessary, 5.5. Elements skills
approved design flow is of design 5.4. Critical thinking
tested using simple coding 5.6. Principles 5.5. Analytical skills
tools and submitted for of design
evaluation 5.7. Typography
5.4. Generated designs are 5.8. Computer
organized and submitted to knowledge
client and /or Supervisor for 5.9. Familiarity in
final approval. different
graphic
applications
5.10. Geometry
5.11. Algebra
–Reduce, Re-
use, Recycle/
recover and
environmental
policies.
5.13. Trends
60
RANGE OF VARIABLES
VARIABLE RANGE
1. Visual elements May include the following:
1.1. Colors
1.2. Composition
1.3. Proportion
1.4. Balance
1.5. Framing
1.6. Line
1.7. Texture
1.8. Shape
1.9. Form
1.10. Tone
1.11. Scale
1.13.1. Typeface
1.13.2. Type style
1.13.3. Point/ font size
1.13.4. Tracking
1.13.5. Leading
1.13.6. Kerning
2. media May include:

2.1. Drawings
2.2. Photographs
2.3. Digital images
2.4. Illustrations
2.5. Videos
3. Relevant personnel May include the following:

3.1. Creative/art director
3.2. Technical director
3.3. Designers
3.4. Developers/programmers
3.5. Copywriters/editors
3.6. Heads of department
3.7. User/audience/client
4. clickable links May include:

4.1. Buttons
4.2. Images
4.3. Interactive text
5. User experience 5.1. Web Page

media 5.2. Interactive directory
5.3. Interactive menus (resto, banks)
5.4. CD- or DVD menus
61
VARIABLE RANGE
5.5. Mobile or hand-held
5.5.1. Smart phones
5.5.2. Digital Media Players
5.5.3. Tablets
5.5.4. Mobile apps
5.5.5. Smart watches
5.6. Smart TV
5.7. Automotive interfaces
5.8. Visual Presentations (Powerpoint)
6. delivery platform May include:

6.1. Web
6.2. Mobile apps
6.3. e-learning platform
6.4. Smart watch
6.5. Automotive interface
6.6. Mall directory
7. typography May include:
7.1. Size
7.2. Font type
7.3. Font style
7.4. Font format
62
EVIDENCE GUIDE
1. Critical aspects Assessment must show that the candidate:

of competency 1.1. Interpreted user experience requirements based on the
design brief.
1.2. Selected appropriate software, tools and delivery platform
that best suites the design for the user experience
1.3. Generated and developed wireflow designs for user
experience using the appropriate user experience media
as required on the design brief
1.4. Created page template/user experience wireframe based
on the specifications of the design brief
1.5. Finalized the selected user experience design using the
appropriate user experience media
assessment
2.2. Interview

required for 3.1. Industry-standard hardware (e.g. PC, Mobile Phone or
assessment Tablet) and software application
3.2. Design briefs
4. Context of 4.1. 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.
63
UNIT TITLE : DEVELOP DESIGNS FOR USER INTERFACE
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required to
incorporate the principles of visual design and communication
into the development of designs for USER INTERFACE.

1. Receive and 1.1. The proposed user interface 1.1. Verbal 1.1. Communication
interpret the design details and overall communication skills
user work scope is established 1.2. Written 1.2. Interpersonal
interface and clarified from the communication skills
design brief relevant personnel 1.3. Intellectual 1.3. Listening skills
1.2. The specifications, property 1.4. Critical thinking
parameters & constraints of 1.4. Behavioral 1.5. Analytical skills
the user interface design Science
are 1.5. Human and
identified from the design brief Animal Anatomy
1.3. Information pertinent to the 1.6. Elements of design
design brief are sourced 1.7. Principles
and evaluated to create the of design
correct design directives. 1.8. Practicing 3Rs –
1.4. Visual elements and tools Reduce, Re-use,
are researched and Recycle/recover
compared based on the and
design brief. environmental
1.5. Relationship between the policies.
visual elements, 1.9. Trends
hardware and software
required is
identified based on the
project requirements
1.6. Research media and
findings are organized and
updated as required
1.7. Initial discussions of the
2. Select tools, 2.1 design brief against
Visual elements andthe
tools 2.1 Verbal 2.1 Artistic and
delivery are identified and presented communication creative
platform to the relevant personnel. 2.2 Written skills
and 2.2 Appropriate visual elements communication 2.2 Computer
appropriate and tools are selected 2.3 Intellectual application
software based on the design brief property skills
requirements 2.4 Behavioral computer/
2.3 Materials, hardware, and Science application
software are gathered 2.5 Human and troubleshooting
and sourced based Animal skills
project requirements. Anatomy 2.3 Critical thinking
2.4 Non-functioning and 2.6 Elements 2.4 Analytical skills
missing materials and of design
equipment are reported to 2.7 Principles
appropriate personnel of design
64
2.8 Computer
knowledge
2.9 Familiarity in
different
graphic
applications
2.10 Geometry
2.11 Algebra
2.12 Practicing 3Rs –
Reduce, Re-
use, Recycle/
recover and
environmental
policies.
3. Generate and 3.1. Range of feasible design 2.13Verbal
3.1. Trends 3.1. Artistic and
develop ideas and creative solutions communication creative
designs for are generated in response 3.2. Written skills
user to the design brief. communication 3.2. Computer
interface 3.2. Design ideas are discussed 3.3. Intellectual application
and collaborated with property skills computer/
relevant personnel. 3.4. Behavioral application
3.3. Brand guidelines specified Science troubleshooting
in the design brief are applied 3.5. Human and skills
to the rough design outputs. Animal 3.3. Critical thinking
3.4. Creative ideas and solutions Anatomy 3.4. Analytical skills
are reflected and assessed 3.6. Elements
based on constraints to of design
meet the design brief. 3.7. Principles
3.5. User interface design of design
studies in the format 3.8. Computer
required are prepared and knowledge
submitted to client and /or 3.9. Familiarity in
supervisor for comments different
and revisions. graphic
applications
3.10. Geometry
3.11. Algebra
3.12. Practicing 3Rs –
Reduce, Re-
use, Recycle/
recover and
environmental
4. Finalize user 4.1. Comments and feedback policies.
interface from client and/ or supervisor communication creative
design are analyzed to revise the 4.2. Written skills
elements of the proposed communication 4.2. Computer
user interface design. 4.3. Intellectual application
4.2. Gathered media and property skills computer/
content is assembled based 4.4. Behavioral application
on the technical Science troubleshooting
specifications 4.5. Human and skills
4.3. Accurate dimensions are 4.3. Critical thinking
65
considered appropriate Animal Anatomy 4.4. Analytical Skills
to design brief 4.6. Elements
requirements of design
4.4. Media file size must be 4.7. Principles
considered for of design
accessibility and 4.8. Computer
compatibility knowledge
4.5. Media are placed in web- 4.9. Familiarity in
based locations and different
external links are generated graphic
for fast accessibility applications
4.6. Web safe colors are 4.10. Geometry
selected based on the media 4.11. Pixels conversion
requirements 4.12. Practicing 3Rs –
4.7. Standard web fonts are Reduce, Re-
considered based on use,
delivery platform Recycle/recover
requirements and
4.8. Selected design environmental
techniques and tools are policies.
applied in developing the 4.13. Trends
design.
4.9. Relevant personnel are
consulted to ensure
harmony and compatibility
of the design with the
technical requirements.
4.10. Responsive design is
considered based on
media output
4.11. Final UI design is
66
RANGE OF VARIABLES
VARIABLE RANGE
1. User interface 1.1. Web page
1.2. CD or DVD menu
1.3. Mobile or hand-held
1.3.1. Cellular and Smart phones
1.3.2. Media Players
1.3.3. Tablets
1.3.4. Mobile apps
1.4. TV (traditional and Smart)
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. Visual elements May include the following:

3.1. Colors
3.2. Composition
3.3. Proportion
3.4. Balance
3.5. Framing
3.6. Line
3.7. Texture
3.8. Shape
3.9. Form
3.10. Tone
3.11. Scale
3.13.1. Typeface
3.13.2. Type style
3.13.3. Point / font size
3.13.4. Tracking
3.13.5. Leading
3.13.6. Kerning
4. Media May include:

4.1. Drawings
4.2. Photographs
4.3. Digital images
4.4. Illustrations
4.5. Videos
67
VARIABLE RANGE
5. Tools May include design tools such as:
5.1. Adobe Photoshop
5.2. Adobe Illustrator
5.3. Adobe Flash/Animate
5.4. CorelDraw
6. Appropriate May include:

personnel 6.1. IT personnel
6.2. Department head
6.3. Manager
6.4. Supervisor
7. Brand guidelines May include:
7.1. Style manual
7.2. Style guide
7.3. Brand identifier
7.4. Set of standards
8. constraints May include:
8.1. Budget
8.2. Timeline
8.3. Technical feasibility and
8.4. Suitability
9. web-based locations May include:
9.1. Photo bucket
9.2. PIXLR.com
9.3. Cloudinary
9.4. Google drive
9.5. Dropbox
10. web safe colors May include any of the 216 web safe color codes:
(e.g 003300, 330099, CC0000)
11. standard web fonts May include the ff;
11.1. Helvetica
11.2. Arial
11.3. Times New Roman
11.4. Courier
11.5. Verdana
11.6. Tahoma, etc.
12. responsive design May include adaptation of the design on the ff media:
12.1. Mobile apps
12.2. Web page
12.3. Smart TV
12.4. Smart watch
68
EVIDENCE GUIDE

of competency 1.1. Interpreted user interface requirements based on the
design brief.
1.2. Selected appropriate software, tools and delivery platform
that best suites the design for the user interface
1.3. Generated and developed designs for user interface
using the appropriate brand guidelines within the
constraints of the design brief
1.4. Finalized user interface design using accurate
dimensions and media file size as required in the design
brief
assessment
2.2. Interview

required for 3.1. Industry-standard hardware (e.g. PC, Mobile Phone or
assessment Tablet) and software application
3.2. Design briefs
69
UNIT TITLE : DEVELOP DESIGNS FOR PRODUCT PACKAGING
incorporate the principles of visual design and communication
into the development of designs for product packaging.
ELEMENT PERFORMANCE CRITERIA REQUIRED REQUIRED

Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
1. Receive and 1.1. Instructions & specifications 1.1. Verbal 1.1. Computer
interpret the to develop the product communication application
product packaging are read & 1.2. Written skills
packaging analyzed based on the communication 1.2. Computer/
design brief design brief 1.3. Intellectual property application
1.2. Proposed packaging design 1.4. Elements of design troubleshooting
is established and clarified 1.5. Principles of design skills
from the relevant personnel 1.6. Form 1.3. Critical thinking
to inform design decisions. follows 1.4. Analytical skills
1.3. Specifications, parameters or function
constraints are identified 1.7. Practicing 3Rs –
based on the design brief. Reduce, Re-use,
1.4. Information are sourced and Recycle/recover
evaluated pertinent to and environmental
design brief. policies.
1.5. Current and emerging 1.8. Trends
packaging trends and ideas
are considered pertinent to the
design brief.
1.6. Nature of the customer, the
product, and how the
product will be displayed
and be distributed are
examined pertinent to the
brief.
1.7. Key sustainability issues are
evaluated for incorporation
into design.
1.8. Ideas for technical, creative
and budgetary implications
are reflected appropriate to
the requirements.
1.9. Regulatory requirements
that affect packaging design
are considered based on the
2. Develop 2.1. requirements
References toofsupport
the design
the 2.1. Verbal 2.1. Artistic and
design design process are identified communication creative
concepts appropriate to the design 2.2. Written skills
for specific brief. communication 2.2. Computer
product 2.2. Design ideas are 2.3. Intellectual property application
packaging explored using isometric 2.4. Elements of design skills
and orthographic 2.5. Principles of design 2.3. Computer/
methods. 2.6. Spatial reasoning application
2.3. Design ideas of the package 2.7. Behavioral Science troubleshooting
are generated based on 2.8. Form follows skills
form and function of the 2.4. Critical thinking
70
materials to be used are function 2.5. Analytical skills
properly considered based 2.9. Computer
OSHS and EHSM knowledge
standard. 2.10. Familiarity in
2.5. Designs developed are different
organized and submitted in graphic
the format required to the applications
client and/or supervisor. 2.11. Printing
Knowledge
2.12. Product
packaging
materials
2.13. Crafting
2.14. Geometry
2.15. Economics
(Pricing)
Reduce, Re-use,
Recycle/recover
and
3. Create 3.1. Selected design from initial environmental
specific ideas is developed based on communication creative
product production and design 3.2. Written skills
packaging factors. communication 3.2. Computer
mockup 3.2. Selected design is created 3.3. Intellectual property application
into a mockup using specified 3.4. Behavioral Science skills
measurements and 3.5. Spatial Reasoning 3.3. Computer/
temporary package 3.6. Elements of design application
materials based on the 3.7. Principles of design troubleshooting
product. 3.8. Form skills
3.3. Package design functionality follows 3.4. Critical thinking
is tested with collaboration function 3.5. Analytical skills
and refinement from relevant 3.9. Basic
personnel. drafting/Technical
3.4. Final mockup selected drawing
and approved by client 3.10. Computer
and/or supervisor is knowledge
submitted for approval. 3.11. Familiarity in
different
graphic
applications
3.12. Printing
Knowledge
3.13. Geometry
3.14. Algebra
3.15. Trigonometry
Reduce, Re-use,
Recycle/recover
and
environmental
71
4. Finalize 4.1. Modifications and 4.1. Verbal 4.1. Artistic and
design for amendments are applied to communication creative
specific the final product package 4.2. Written skills
product design. communication 4.2. Computer
packaging 4.2. Accurate measurements 4.3. Intellectual property application
and die line are developed 4.4. Behavioral Science skills
to support product 4.5. Spatial Reasoning computer/
packaging design 4.6. Elements of design application
4.3. Final design, mockup, die 4.7. Principles of design troubleshooting
line template and 4.8. Form skills
documentation are follows 4.3. Critical thinking
presented for approval to function 4.4. Analytical skills
relevant personnel. 4.9. Computer
knowledge
4.10. Familiarity in
different
graphic
applications
4.11. Printing Knowledge
4.12. Geometry
4.13. Algebra
4.14. Trigonometry
Reduce, Re-use,
Recycle/recover
and
environmental
policies.
72
RANGE OF VARIABLES
VARIABLE RANGE
1. Design brief May include the following :
1.3. Variables
2. Relevant May include the following:
personnel 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. client
2.8. buyers/customers
2.9. printers
2.10. other specialist creative and technical staff
3. Temporary May include:
package materials 3.1. Paper
3.2. Plastic
3.3. Cardboard
3.4. Cloth/Canvas
4. Die line Die line may include:

4.1. Cuts
4.2. Folds
4.3. Holes
4.4. Final layout
4.5. Measurements
Score
5. Documentation May include:
5.1. Orthographic drawings
5.2. Dimensions
5.3. Color specifications
5.4. Final package materials
5.5. Die line package template
73
EVIDENCE GUIDE

of competency 1.1. Interpreted product-packaging requirements based on the
design brief.
1.2. Generated and developed designs of packaging based on
the specifications of the product indicated in the design
brief
1.3. Created mockup for the selected product package design
using appropriate temporary materials
1.4. Finalized the design, mockup, die line template of the
product package design.
assessment
2.2. interview
required for 3.1. Work area
assessment 3.2. Industry standard hardware and software application
3.3. Design briefs
3.4. Materials for prototyping
74
UNIT TITLE : DESIGN BOOTH AND PRODUCT WINDOW / DISPLAY
incorporate the principles of visual design and communication into
the design and production of booth and product window displays.

1. Receive and 1.1. Instructions & 1.1. Verbal 1.1. Communication
interpret the specifications to develop communication skills
booth & the booth & product 1.2. Written 1.2. Computer
product window /display design is communication application skills
window / read & analyzed based on 1.3. Intellectual property 1.3. Computer/
display the design brief. 1.4. Anthropometrics application
design brief 1.2. Proposed booth & 1.5. Ergonomics troubleshooting
product window/display 1.6. Principles of design skills
design is established and 1.7. Elements of design 1.4. Critical thinking
clarified 1.8. Drafting/Technical 1.5. Analytical skills
from the relevant personnel drawing
to inform design decisions. 1.9. Crafting
1.3. Specifications, parameters 1.10. Practicing 3Rs –
or constraints are identified Reduce, Re-use,
based on the design brief. Recycle/recover
1.4. Information are sourced and and
evaluated pertinent to environmental
design brief. policies.
1.5. Required design ideas and 1.11. Trends
solutions are assessed for
implications on budget,
timeline, technical
feasibility and suitability.
1.6. All relevant questions
essential to develop the
specific booth & product
window / display design
2. Develop 2.1. is discussedto
References and liaisedthe
support 2.1. Verbal 2.1. Artistic and
design design process are communication creative
concepts for identified appropriate to the 2.2. Written skills
specific design brief. communication 2.1.1. Drawing
booth and 2.2. Design ideas are 2.3. Intellectual property and
product explored using isometric 2.4. Elements of design sketching
window / and orthographic 2.5. Principles of design 2.1.2. 3D design
display methods. 2.6. Anthropometrics techniques
2.3. Ideas for design concepts 2.7. Ergonomics 2.2. Computer
are generated through 2.8. Form application skills
research and observation follows 2.3. Computer/
of structures and window function application
displays. 2.9. Computer troubleshooting
2.4. Different design style knowledge skills
options are explored and 2.10. Familiarity in 2.4. Critical thinking
sketched based on the different 2.5. Analytical skills
design parameters. graphic 2.6. Holistic skills
2.5. Brand guidelines applications
specified in the design brief 2.11. Architecture
75
applied to the rough 2.12. Basic
design outputs. Carpentry and
2.6. Location or space Electrical
guidelines of the product Installation
window / display is noted 2.13. Trends
and measured to the 2.14. Geometry
design specifications. 2.15. Algebra
2.7. Final rough designs in the 2.16. Trigonometry
format required are
prepared and submitted to
relevant personnel for
comments and revisions.
3. Finalize 3.1. Comments and feedback 3.1. Verbal 3.1. Artistic and
selected from client and/ or communication creative skills
design using supervisor are collected & 3.2. Written 3.2. Computer
precise analyzed to revise and edit communication application
specifications the chosen design concept. 3.3. Intellectual skills
provided 3.2. Multi-view Orthographic property 3.3. Computer
drawings of the selected 3.4. Elements application
design are provided for of design troubleshooting
arrangement & 3.5. Principles skills
construction reference. of design 3.4. Critical thinking
3.3. Booth or product window/ 3.6. Anthropometrics 3.5. Analytical skills
display size and 3.7. Ergonomics 3.6. Holistic skills
dimensions are accurately 3.8. Form
indicated on the final follows
design. function
3.4. Materials & specifications 3.9. Computer
and construction items to knowledge
be used on the final output 3.10. Familiarity in
are identified and indicated different
over the design parts. graphic
3.5. Brand guidelines should be applications
clearly seen on the final 3.11. Architecture
booth design, as required and Interior
in the design brief. Design
3.6. A plan of the utilities 3.12. Basic
location and installation Carpentry and
should be clearly indicated Electrical
in the final booth & product Installation
window/ display design, in 3.13. Geometry
coordination with relevant 3.14. Algebra
personnel. 3.15. Trigonometry
3.7. Final design with proper
documentation of the
design details are prepared
and submitted to client
and/or supervisor for final
76
4. Produce 3D 4.1. Approved final booth 4.1. Verbal 4.1. Artistic and
Model design is created into a communication creative
images/ precise colored 3D model 4.2. Written skills
view of the images based on the communication 4.2. Computer
approved multi-view orthographic 4.3. Intellectual property application skills
booth or drawings. 4.4. Elements of design 4.3. Computer/
product/ 4.2. Brand, logo, color of overall 4.5. Principles of design application
window 3D model images are fully 4.6. Anthropometrics troubleshooting
display seen and reflected based 4.7. Ergonomics skills
design on the approved final 4.8. Form 4.4. Critical thinking
design & requirements. follows 4.5. Analytical skills
4.3. Structure and functionality function 4.6. Holistic skills
are indicated with 4.9. Computer
collaboration and knowledge
refinement with relevant 4.10. Familiarity in
personnel. different
4.4. Required materials graphic
needed for the design are applications
researched and indicated 4.11. Architecture
based on approved design and Interior
documentation & structure Design
plan. 4.12. Basic
4.5. Any electrical, lighting and Carpentry and
other important utilities Electrical
are indicated, and/or Installation
consulted with relevant 4.13. Geometry
personnel 4.14. Algebra
4.6. Final design, colored 4.15. Trigonometry
images of 3D model and
documentation are
presented for approval
by relevant personnel.
77
RANGE OF VARIABLES
VARIABLE RANGE
1. Design brief May include the following :
1.3. Variables
2.3. Head designer
2.4. Carpenters
2.5. Architect
2.6. Department head
2.7. Client
2.8. Utility Head
2.9. Location / Venue Manager
3. Brand guidelines May include:
3.1. Standards
3.2. Signage
3.3. Brand identifier
3.4. Logo colors
4. Location or space May include:
guidelines 4.1. Space dimensions
4.2. Obstacles
4.3. Location of electrical outlet
4.4. Design style
4.5. Design constraints
4.6. Material constraints
4.7. Utilities constraints
5. Multi-view Orthographic May include :
drawings 5.1. Top view
5.2. Front view
5.3. Back view
5.4. Left side view
5.5. Right side view
6. Materials & May include the following:
specifications 6.1. Styrofoam
6.2. Tarpaulin
6.3. Electrical gadgets
6.4. Neon lights
6.5. Digital displays
6.6. Metallic materials
6.7. Wood materials
6.8. Plastic materials
6.9. Glass materials
78
VARIABLE RANGE
6.10. Actual product being displayed
6.11. Mannequins
6.12. Papers/cardboards
6.13. Textiles
6.14. Organic materials
6.15. Panel systems
7. Utilities location & May include the following:

installation plan 7.1. Outlet location
7.2. Electrical set up plan
7.3. Pipe location plan
7.4. Air-conditioner / fan location
7.5. Light location
7.6. Sink location
7.7. Faucet location
7.8. Gas location & set up
8. 3D Model images May include the following:
8.1. 3D front view
8.2. 3D side view
8.3. 3D isometric view
8.4. 3D aerial view
8.5. 3D back view
*** This is executed in either 2D drawing, vector drawing
or 3D software images.
79
EVIDENCE GUIDE

of competency 1.1. Interpreted booth & product window/display design
requirements based on the design brief.
1.2. Generated and developed designs of booth & product
window/display based on the specifications of the brand
guidelines and space guidelines indicated in the design brief
1.3. Finalized the design of booth & product window/display
using accurate measurements and materials used.
1.4. Created a precise colored 3D model images based on the
multi-view orthographic drawings for the selected booth &
product window/display design using appropriate materials.
assessment
2.2. Interview

required for 3.1. work area
assessment 3.2. Industry standard hardware and software application
3.3. Design brief
80
SECTION 3 TRAINING STANDARDS
These standards are set to provide the technical and vocational education and
training (TVET) providers with information and other important requirements to consider
when designing training programs for Visual Graphic Design NC III.
They include information on curriculum design; training delivery; trainee entry

requirements; tools and equipment; training facilities; and trainer’s qualification.
3.1 CURRICULUM DESIGN
TESDA shall provide the training on the development of competency-based

curricula to enable training providers develop their own curricula with the
components mentioned below.
Delivery of knowledge requirements for the basic, common and core units
of competency specifically in the areas of mathematics, science/technology,
communication/language and other academic subjects shall be contextualized. To
this end, TVET providers shall develop a Contextual Learning Matrix (CLM) to
include green technology, issues on health and drugs and catering to persons
with disabilities (PWD’s) to accompany in their curricula.
Course Title: VISUAL GRAPHIC DESIGN NC Level: NC III

Nominal Training
Duration:
68 hrs Basic Competencies
28 hrs Common Competencies
405 hrs Core Competencies
Total 501 hrs
Course Description:
This course is designed to develop & enhance the knowledge, skills, &
attitudes of a Visual Graphic Design Provider in accordance with industry
standards. It covers the basic & common competencies in addition to the core
competencies such as to develop designs for logo, develop designs for print
media, develop designs for user interface and user experience as well as develop
designs for product packaging and booth & product window display.
The nominal duration of 501 hours covers the required units at Visual
Graphic Design NC III. TVET providers can however, offer a longer, ladderized
course covering the NC III basic, common and core units.
To obtain this, all units prescribed for this qualification must be achieved:
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BASIC COMPETENCIES
(68 hrs)
Unit of Learning Assessment Nominal
Learning Activities Methodology
Competency Outcomes Approach Duration
1. Lead 1.1. Communicate  Lecture and discussion on:  Lecture  Written Test 2 Hours
workplace information o Effective verbal communication methods  Demonstration  Observation
communication about o Sources of information  Practical
workplace  Practice organizing information exercises
processes  Identify organization requirements for written  Demonstration
and electronic communication methods  Role Play
 Follow organization requirements for the use
of written and electronic communication
methods
 Perform exercises on understanding and
1.2. Lead  conveying
Lecture and intended meaning
discussion on: scenario  Group  Oral 2 Hours
workplace o Organizational policy on production, quality discussion evaluation
discussions and safety  Lecture  Written Test
o Goals/ objectives and action plan setting  Demonstration  Observation
 Read effective verbal communication methods
 Prepare/set action plans based on
organizational goals and objectives
1.3. Identify and  Lecture and discussion on:  Group  Oral 2 Hours
communicate o Organizational policy in dealing with issues discussion evaluation
issues arising and problems  Lecture  Written Test
in the  Read effective verbal communication methods  Demonstration  Observation
workplace  Practice organizing information  Role Play
 Perform exercises on understanding and
conveying intended meaning scenario
2. Lead 2.1. Provide  Lecture and discussion on:  Group  Oral 2 Hours
small team o Company policies and procedures discussion evaluation
team leadership  Identify client expectations  Lecture  Written
 Practice team building skills  Demonstration examination
 Perform exercises on communication skills  Role Play  Observation
required for leading teams
2.2. Assign  Lecture and discussion on:  Group  Oral 2 Hours
responsibilities o Team member’s duties and responsibilities discussion evaluation
 Identify client expectations  Lecture  Written
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 Practice negotiating skills  Demonstration examination
 Perform group exercises showing the skills  Role Play  Observation
and techniques in promoting team building
2.3. Set  Lecture and discussion on:  Group  Oral 2 Hours
performance o Team member’s duties and responsibilities discussion evaluation
expectations for o How performance expectations are set  Lecture  Observation
team members  Identify client expectations  Demonstration  Written
 Perform group exercises in setting individual  Role Play examination
target/ expectation
 Read instruction and requirements in up to
date dissemination to members
2.4. Supervise  Discuss listening and treating individual  Group  Oral 2 Hours
team team members concern discussion evaluation
performance  Identify methods of Monitoring Performance  Lecture  Written
 Perform group exercises showing the skills  Demonstration examination
in monitoring team performance  Observation
3. Develop 3.1. Plan  Lecture and discussion on:  Group  Oral 4 hours
and practice negotiations o codes of practice and guidelines for Discussion evaluation
negotiation the organization  Lecture  Written
skills o differences between content and process  Demonstration examination
 Read:  Observation
o Organizations policy and procedures
for negotiations
o Decision making and conflict resolution
strategies procedures
o Strategies to manage conflict
o Steps in negotiating process
 Identify bargaining information
 Apply strategies to manage process
 Apply steps in negotiating process
3.2. Participate  Discuss/Describe the following strategies  Group  Oral 4 Hours
in during negotiation: Discussion evaluation
negotiations o Decision making and conflict resolution  Case studies  Observation
strategies procedures  Demonstration
o Problem solving strategies on how to deal with  Simulation/ Role
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unexpected questions and attitudes play
during negotiation
 Practice the following scenarios in a group activity:
o Perform interpersonal skills to develop rapport
with other parties
o Perform verbal communication and listening skill
o observation skills
o negotiation skills
 Describe the Procedure in documenting negotiations
 Apply a filing system in managing information
 Demonstrate filing of documents
4. Solve 4.1. Identify  Discussion on Normal operating parameters  Group  Oral 2 Hours
workplace the & product quality discussion evaluation
problems problem  Identify & clarify the nature of problem  Lecture  Written
related to work  Read:  Demonstration examination
activities o Brainstorming  Observation
o Cause and effect diagrams
o PARETO analysis
o SWOT analysis
o GANT chart
o PERT CPM & graph
o SCATTERGRAMS
 Apply observation, investigation and
analytical techniques in solving problem in the
4.2. Determine  workplace on Teamwork and work allocation problem
Discussion  Group  Oral 2 Hour
fundamental  Read: discussion evaluation
cause of o Using range of formal problem solving techniques  Lecture  Written
the problem o Enterprise goals, targets and measures  Demonstration examination
o Enterprise quality, OHS and  Role Play  Observation
environmental requirement
o Non-routine process and quality problems
 Perform group exercises showing safety
in emergency situations and incidents
 Identify & clarify the nature of problem
 Select relevant equipment and operational processes
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4.3.  Discussion on principles of decision making  Group  Oral 2 Hour
Determin strategies and techniques Discussion evaluation
e correct /  Read:  Lecture  Written
preventive o Evaluating the solution  Demonstration examination
action o Devising the best solution  Role Play  Observation
 Perform group exercise how to implement
the developed plan to rectify a problem
4.4. Provide  Discuss industry codes and standards  Group  Oral 2 Hour
recommendation  Apply enterprise information systems and Discussion evaluation
to manager data collation  Demonstration  Observation
 Prepare recommendation letter
5. Use 5.1. Identify  Discussion on the four fundamental  Group  Oral 2 Hour
mathematical mathematical operation (addition, subtraction, division, Discussion evaluation
concepts tools and multiplication)  Lecture  Written
and techniques to  Read:  Demonstration examination
techniques solve o Measurement system  Observation
problems o Precision and accuracy
o Basic measuring tools/devices
 Apply mathematical computations
 Demonstrate activities on:
o Use of calculator
5.2. Apply  o Use of
Lecture different
and measuring
discussion on: tools  Lecture  Written 4 Hours
mathematical o Estimation  Demonstration examination
procedures / o Problem-based questions  Observation
solution  Simulation/
o Mathematical techniques
Role play
o Use of calculator
o Use of different measuring tools
o Use of mathematical tools and standard formulas
5.3. Analyze results  Discussion on the four fundamental  Group  Oral 2 Hours
operation (addition, subtraction, division, Discussion evaluation
multiplication)  Lecture  Written
 Read:  Demonstration examination
o Measurement system  Observation
o Precision and accuracy
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o Basic measuring tools/devices
o Use of calculator
o Use of different measuring tools
6. Use 6.1. Identify  Discussion on company policy in relation to  Group  Oral 2 Hour
relevant appropriate relevant technology Discussion evaluation
technologies technology  Read:  Lecture  Written
o Awareness on technology and its function  Demonstration examination
o Relevant technology application/ implementation  Observation
 Simulation/
o Operating instructions
Role Play
 Practice basic communication skill in a group activity
6.2. Apply  Discussion on different management concepts  Group  Oral 4 Hours
relevant  Read: Discussion evaluation
technology o Relevant technology application/ implementation  Lecture  Written
o Technology adaptability  Demonstration examination
o Different management concepts  Observation
 Simulation/
o Health and safety procedure
Role Play
o Communication techniques
o Apply software applications skills
 Practice drills on installing application software
 Practice basic communication skill in a group activity
6.3. Maintain/  Lecture and discussion on:  Lecture  Written 2 Hours
enhance o Repair and maintenance procedure  Demonstration examination
relevant o Operating instructions  Observation
technology  Simulation/
 Practice drills:
Role Play
o Installing application software
o Basic troubleshooting skills
7. Apply critical 7.1. Identify  Lecture and discussion on  Lecture  Oral 2 Hours
thinking and the o Processes, normal operating parameters, and  Group evaluation
problem problem product quality to recognize nonstandard Discussion  Written
solving situations Examination
techniques in o Enterprise goals, targets and measures
the workplace o Analytical techniques
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o Types of problems
7.2. Determine  Lecture and collaboration on  Lecture  Oral 2 Hours

fundamental o Root cause of the problem  Group evaluation
causes of o Problem solving tools Discussion  Written
the problem  Exercise on cause and effect Examination
7.3. Determine  Lecture and discussion on  Lecture  Oral 2 Hours

corrective o Identification and analysis of possible options  Group evaluation
action for problem resolution Discussion  Written
o Corrective actions Examination
o Principles of decision making strategies  Observation
and techniques
 Layouting of action plans
7.4. Provide  Using range of formal problem solving techniques  Lecture  Oral 2 Hours
recommendatio  Preparation and presentation of  Group evaluation
n/s to manager sample recommendation report Discussion  Written
Examination
 Presentation
8. Use 8.1. Use  Lecture and discussion on:  Lecture  Oral 4 Hours
information technical o Application in collating information  Group evaluation
creatively and information o Procedures for inputting, maintaining and Discussion  Written
critically systems and archiving information  Hands on Examination
information o Guidance to people who need to find and  Demonstration  Presentation
technology use information
 Organizing information into a suitable form
for reference and use
 Classify stored information for identification
and retrieval
 Operate the technical information system by
using agreed procedures
8.2. Apply  Lecture and discussion on:  Lecture  Oral 2 Hours
information o Attributes and limitations of available software tool  Group evaluation
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technology (IT) o Procedures and work instructions for the use of IT Discussion  Written
o Operational requirements for IT systems  Self-paced Examination
o Sources and flow paths of data handout/  Presentation
o Security systems and measures that can be used module
o Methods of entering and processing information  Hands on
 Use procedures and work instructions for the use of IT  Demonstration
 Extract data and format reports
 Use WWW applications
8.3. Edit, format  Lecture and discussion on:  Lecture  Oral 2 Hours
and check o Basic file-handling techniques  Group evaluation
information o Techniques in checking documents Discussion  Written
o Techniques in editing and  Self-paced Examination
formatting o Proof reading techniques handout/  Presentation
 Use different techniques in checking documents module
 Edit and format information applying  Hands on
different techniques  Demonstration
 Proof read information applying different techniques
9. Work in a 9.1. Develop an  Lecture and discussion on:  Lecture  Oral 2 Hours
diverse individual’s o Enterprise policies and core values  Group evaluation
environment cultural o Awareness on individual cultures and Discussion  Written
awareness world geography Examination
and sensitivity o Different methods of verbal and non-  Presentation
verbal communication in a multicultural
setting
9.2. Work o Workplace
 Lecture Diversity on:
and discussion Policy  Lecture  Oral 2 Hours
effectively in an o The value of diversity in the economy and  Group evaluation
environment society in terms of Workforce development Discussion  Written
that o Innovation Examination
acknowledges o Social justice  Presentation
and values o Customer service excellence
cultural diversity o Teamwork and collaboration
 Applying strategies for customer service excellence
9.3. Identify  Lecture and discussion on:  Lecture  Oral 2 Hours
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common issues o Diversity-related conflicts within the workplace  Group evaluation
in a o Change management policies Discussion  Written
multicultural o Advance strategies for customer service excellence Examination
and diverse  Identifying and addressing workplace harassment  Presentation
environment  Applying advance strategies for customer
service excellence
Note: Basic competencies may be embedded in the core competencies.
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COMMON COMPETENCIES
28 hrs
Unit of Assessment Nominal

Learning Outcomes Learning Activities Methodology
Competency Approach Duration
1. Apply 1.1. Assess quality of  Identify relevant production  Lecture  Written test 3 hours
Quality received processes, materials and products  Field trip  Demonstration
Standards materials  Study and interpret characteristics of  Symposium & questioning
materials, software and hardware used in  Video clips  Observation
production processes  Simulation/ & questioning
 Perform quality checking procedures Role playing
 Apply quality Workplace procedures
 Identify faulty materials
 Check quality of materials or component
parts as per manufacturer’s standards
 Interpret specifications or symbols
1.2. Assess own work  Perform workplace procedure in  Field trip  Demonstration 3 hours
documenting completed work  Symposium & questioning
 Perform fault identification and reporting  Simulation  Observation
 Observe safety and environmental aspects  On the job training & questioning
of production processes
 Utilize workplace quality indicators
 Document and report deviations from
specified quality standards
1.3. Engage in  Participate in quality improvement processes  Field trip  Demonstration 2 hours
quality a. IEC/ISO standards  Symposium & questioning
improvement b. Environmental and safety standards  Simulation  Observation
 Carry out work as per process  On the job training & questioning
improvement procedures
 Monitor operation performance
 Implement continuous improvement
2. Perform 2.1. Plan and  Plan and prepare computer operation activity  Lecture  Written/Oral 4 hours
Computer prepare for task  Determine task requirements based on  Modular examination
to be
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Operations undertaken required output  Computer based  Practical
 Determine appropriate hardware and software training (e- demonstration
 Identify/Select types of computers and learning)
basic features of different operating  Project method
systems  On the job training
 Interpret and follow client-specific guidelines
& procedures
2.2. Input data  Plan
Applytask asergonomics
basic per data security guidelines
of keyboard  Lecture  Written/Oral 4 hour
into computer and computer user  Modular examination
 Enter/Encode data using appropriate  Group discussion  Practical
computer programs/applications  Project method demonstration
 Check accuracy of encoded  On the job training
data/information per SOP
 Save and store inputted data in storage media
 Discuss storage devices and basic
categories of memory
 Identify and define relevant types of software
2.3. Access  Select correct program/ application based  Lecture  Written/Oral 5 hours
information using on job requirements  Computer based examination
computer  Access computer data/files training (e-  Practical
 Interpret general security, privacy legislation learning) demonstration
& copyright  On the job training
 Use Productivity Application
o Microsoft office applications
 Learn Business Application
o Introduction to Basic
Programming software
 Apply basic ergonomics of keyboard
and computer user
2.4. Produce/output  Identify types and function of  Lecture  Written/Oral 5 hour

data using computer peripheral devices  Group discussion examination
computer  Print and scan office documents and materials  Modular  Practical
system  Send office/ business documents  On the job training demonstration
through facsimile
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 Transfer files or data between compatible
systems using computer software,
hardware/ peripheral devices
 Save documents in storage devices
o CD/DVD
o USB drives
o Hard disk drives
2.5. Maintain  Perform computer equipment/ system  Demonstration  Written/Oral 2 hours

computer basic maintenance procedures  Simulation examination
equipment and o Perform basic file  Modular  Practical
systems maintenance procedures  Video clips demonstration
o Perform cleaning of PC parts/  Computer based
hardware components training (e-
o Scan/Debug computer software learning)
and applications
o Perform cleaning and defragmentation
of computer files
o Perform backup of computer files
 Enumerate and define different types
of computer viruses
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CORE
COMPETENCIES (405)
Unit of Learning Activities Assessment Nominal
Learning Outcome Methodology
1. Develop 1.1. Receive and  Discuss the elements of a Design Brief  Lecture  Written exam 4 hours
designs for interpret the  Interpret and determine the project  Discussion  Interviews /
a logo logo design brief requirements based on the design  Viewing Multimedia  Questioning
brief  Actual
56 hrs
 Conduct research on client/company demonstration
culture, people, target audience and
trends
 Discuss working against the mood
1.2. Select materials  Identify/Select
Plan tasks following designhardware
appropriate  Lecture/ Discussion  Written exam 4 hours
& equipment and software needed to accomplish the  Actual  Practical Exam
to develop tasks demonstration  Interviews /
logo design  Discuss the different industry  Questioning
standard vector software
 Discuss different types of media applications 16 hours
1.3. Develop logo  Discuss:  Lecture/ Discussion  Observation
design o Elements of design  Practical exercises  Practical
concepts o Principles of design  Simulation demonstration
 Perform initial drawings/sketches for  Demonstration  Oral questioning
the logo
 Select the best design among the sketches
1.4. Edit / Revise  Discuss:  Practical exercises  Observation 24 hours
logo design o Tools and techniques using an  Simulation  Practical
industry standard vector software  Demonstration demonstration
o Difference between Vector and  Oral questioning
Raster images
 Revise logo design based on the
logo concepts and client feedback
1.5. Finalize logo  Discuss:  Practical exercises  Observation 8 hours
design o Different logo applications  Simulation  Practical
o Different file format requirements  Demonstration demonstration
 Finalize logo design and test on different  Oral questioning
media applications
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2. Develop 2.1. Interpret and  Discuss:  Lecture  Written exam 8 hours
designs analyze the o Different types of print media  Discussion  Interviews /
for print print media o Relevance of schedule and milestones  Viewing Multimedia  Questioning
media design brief o Different type of print formats  Actual
 Conduct research appropriate to demonstration
design specifications of the brief
72 hrs 2.2. Prepare  Discuss:  Lecture/ Discussion  Written exam 16 hours
equipment o Different Industry standard  Actual demonstration  Practical Exam
& materials Raster software  Interviews /
for print o Monitor calibration  Questioning
media o Different color palettes
design o Tools and techniques used in
raster software
o Importance of Shortcut keys
 Identify and select appropriate
hardware and software needed to
perform task
 Perform Monitor calibration and
organizing color palettes
 Select appropriate page settings based
on the brief
2.3. Develop designs  Conduct planning and research  Lecture/ Discussion  Observation 16 hours
for the specific  Apply appropriate page set up based  Practical exercises  Practical
print media on brief requirements  Simulation demonstration
output  Discuss:  Demonstration  Oral questioning
o Graphic design styles
o Importing and exporting from
other software
o RGB and CMYK
 Perform design concepts by
arranging elements using software
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2.4. Finalize print  Discuss and perform:  Lecture/ Discussion  Observation 16 hours
media o Producing a print mockup  Practical exercises  Practical
design o Bleeding  Simulation demonstration
layout o Printing settings and techniques  Demonstration  Oral questioning
 Apply final revisions based on
client feedback
2.5. Prepare final  Discuss and perform:  Lecture/ Discussion  Observation 8 hours
print output & o Color processing  Practical exercises  Practical
documentation o Different file formats  Simulation demonstration
o Compression options  Demonstration  Oral questioning
o Different print effects and filters
 Save and export final design
for presentation
2.6. Color separate  Discuss and perform:  Lecture/ Discussion  Observation 8 hours
artwork file for o Color separation  Practical exercises  Practical
final printing o Process and spot colors  Simulation demonstration
o Screen frequency  Demonstration  Oral questioning
o Spread and choke traps
o Overprints
 Create proof of final approved design
3. Develop 3.1. Receive and  Identify design brief, and creative and  Lecture  Written exam 4 hours
designs for interpret the technical requirements including product  Discussion  Interviews /
user client brief specifications and references with  Viewing Multimedia  Questioning
interface relevant personnel.  Actual
 Identify and prepare all necessary demonstration
equipment and required peripherals to
60 hrs be used according to task to be
undertaken.
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3.2. Select tools,  Discuss:  Lecture/ Discussion  Written exam 16 hours
delivery o Types of User Interface  Actual  Practical Exam
platform and o Different Software for User demonstration  Interviews /
appropriate Interface design  Questioning
software  Identify and select appropriate hardware
and software needed to perform task
 Select appropriate page settings based
on the brief
3.3. Generate and  Discuss:  Lecture/ Discussion  Observation 24 hours

develop o Brand  Practical exercises  Practical
designs for guidelines o Target  Simulation demonstration
user interface audience o  Demonstration  Oral questioning
Trends
o Grid specifications
 Design user interface thru sketches
3.4. Finalize user  Discuss:  Lecture/ Discussion  Observation 16 hours
interface o External Links to Web-based locations  Practical exercises  Practical
design o Different media and file sizes  Simulation demonstration
o Web-safe colors  Demonstration  Oral questioning
o Standard web fonts
4. Develop 4.1. Receive and  Identify design brief, and creative and  Lecture  Written exam 4 hours
designs for interpret the technical requirements including product  Discussion  Interviews /
user client brief specifications and references with  Viewing Multimedia  Questioning
experience relevant personnel.  Actual
79 hrs equipment and required peripherals to
be used according to task to be
4.2. Select media/ undertaken.
 Discuss:  Lecture/ Discussion  Written exam 16 hours
materials for o Importance of User behavior,  Actual demonstration  Practical Exam
user goals, motivation and needs  Interviews /
experience o Difference of UI and UX design Questioning
design o Different software for UX design
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4.3. Produce  Discuss:  Lecture/ Discussion  Observation 15 hours
mockup of o Design flow  Practical exercises  Practical
screen o Clickable links  Simulation demonstration
flow o Testing interactivity  Demonstration  Oral questioning
4.4. Create Page  Discuss:  Lecture/ Discussion  Observation 16 hours
template o Grid specifications  Practical exercises  Practical
(wireframing) o Wireframing techniques  Simulation demonstration
o Media testing  Demonstration  Oral questioning
4.5. Create page  Discuss:  Lecture/ Discussion  Observation 20 hours
template/ o Presenting UX with motion  Practical exercises  Practical
user graphic software  Simulation demonstration
experience o Presenting UX using code  Demonstration  Oral questioning
wireframing  Refine the interactive and
presentation media based on client
feedback.
 Identify clearly and store securely all
designs and applications in accordance
with company procedures.
4.6. Finalize  Discuss:  Lecture/ Discussion  Observation 8hours
wireframe and o Using After Effects for  Practical exercises  Practical
design flow of presenting animation  Simulation demonstration
the selected o Simple coding for web and apps  Demonstration  Oral questioning
user  Submit final design flow
experience
media  Identify design brief, and creative and  Lecture  Written exam 4 hours
5. Develop 5.1. Receive and
designs interpret the technical requirements including product  Discussion  Interviews /
for product brief specifications and references with  Viewing Multimedia  Questioning
packaging relevant personnel.  Actual demonstration
 Identify and prepare all necessary
be used according to task to be
undertaken.
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68 hrs 5.2. Develop design  Identify client’s/company’s logo  Lecture/ Discussion  Observation 24 hours
concepts for brand specifications  Practical exercises  Practical
specific  Identify  Simulation demonstration
product o Discuss:  Demonstration  Oral questioning
packaging o Form follows function
o Spatial Reasoning
o Types of
packaging o
Drafting
5.3. Create specific  Identify and select appropriate industry  Lecture/ Discussion  Observation 24 hours
product standard vector or raster software  Practical exercises  Practical
packaging including computer-assisted techniques  Simulation demonstration
mockup for sustainability.  Demonstration  Oral questioning
 Discuss:
o Form follows function
o Spatial Reasoning
o Types of packaging
o Packaging Printing specifications
o What is a die line?
 Create package design based on the
design brief, product specifications and
company brand specification, within the die
line.
 Arrange the layout of the design within
the boundaries of the die line.
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5.4. Finalize design  Identify and select appropriate industry  Lecture/ Discussion  Observation 16 hours
for specific standard 3Dsoftware including  Practical exercises  Practical
product computer- assisted techniques for  Simulation demonstration
packaging sustainability.  Demonstration  Oral questioning
 Discuss:
o 3D software tools and techniques
o Create a die line of the package
 Create 3D model using industry standard
software based on the prototype and
brief requirements.
 Place layout design on to the 3D model.
 File save and export
 Print and cut the layout design with die line.
 Assemble the final package design.
6. Design booth 6.1. Receive and  Identify design brief, and creative and  Lecture  Written exam 4 hours
and product/ interpret the technical requirements including product  Discussion  Interviews /
window brief specifications and references with  Viewing Multimedia  Questioning
display relevant personnel.  Actual
70 hrs be used according to task to be
undertaken.
6.2. Develop design  Discuss:  Lecture/ Discussion  Observation 24 hours
concepts for  Anthrometrics and Ergonomics  Practical exercises  Practical
specific booth  Design styles  Simulation demonstration
and product  Space guidelines  Demonstration  Oral questioning
window /  Form follows functions
display  Architecture
 Interior design
99
6.3. Finalize selected  Discuss:  Lecture/ Discussion  Observation 24 hours
design using o Drafting  Practical exercises  Practical
precise o Materials  Simulation demonstration
specifications o Utilities for booths  Demonstration  Oral questioning
provided  Identify range of materials needed in
the construction of the booth
 Identify lighting and electrical wiring of
the booth.
 Identify dimensions of the booth
 create Multi-view Orthographic drawings
of the selected design for arrangement &
construction reference.
6.4. Produce colored  Discuss:  Lecture/ Discussion  Observation 18 hours
3D model o Scale modelling  Practical exercises  Practical
images & views  Identify and select appropriate  Simulation demonstration
of the approved industry standard software including  Demonstration  Oral questioning
booth or computer- assisted techniques for
product/ sustainability.
window display  Create a precise colored 3D model
design images.using industry standard software
based on the based on the approved multi-
view orthographic drawings
 File save and export
 Identify and select materials that is
appropriate for the design of the
model.
 Create a layout of each section scaled
down to appropriate size based on the
design specifications.
 Print each view of the colored 3D
100
3.2 TRAINING DELIVERY
1. The delivery of training shall adhere to the design of the curriculum. Delivery
shall be guided by the principles of competency-based TVET.
 Course design is based on competency standards set by the industry or

recognized industry sector; (Learning system is driven by
competencies written to industry standards)
 Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
 Training can be done on an actual workplace setting, simulation of a
workplace and/or through adoption of modern technology.
 Assessment is based in the collection of evidence of the performance of
work to the industry required standards;
 Assessment of competency takes the trainee’s knowledge and attitude into
account but requires evidence of actual performance of the competency
as the primary source of evidence.
 Training program allows for recognition of prior learning (RPL) or current
competencies;
 Training completion is based on satisfactory completion of all specified
competencies not on the specified nominal duration of learning.
2. The competency-based TVET system recognizes various types of delivery

modes, both on-and off-the-job as long as the learning is driven by the
competency standards specified by the industry. The following training
modalities and their variations/components may be adopted singly or in
combination with other modalities when designing and delivering training
programs:
2.1 Institution- Based:
 Dual Training System (DTS)/Dualized Training Program (DTP) which

contain both in-school and in-industry training or fieldwork
components. Details can be referred to the Implementing Rules and
Regulations of the DTS Law and the TESDA Guidelines on the DTP;
 Distance learning is a formal education process in which majority of

the instruction occurs when the students and instructor are not in the
same place. Distance learning may employ correspondence study,
audio, video, computer technologies or other modern technology that
can be used to facilitate learning and formal and non-formal training.
Specific guidelines on this mode shall be issued by the TESDA
Secretariat.
 The traditional classroom-based or in-center instruction may be

enhanced through use of learner-centered methods as well as
laboratory or field-work components.
101
TR-ICT (Visual Graphic Design NC III) (Version 01) Amended February 27, 2018
2.2 Enterprise-Based:
 Formal Apprenticeship – Training within employment involving a

contract between an apprentice and an enterprise on an approved
apprenticeable occupation.
 Informal Apprenticeship - is based on a training (and working)

agreement between an apprentice and a master craftsperson wherein
the agreement may be written or oral and the master craftsperson
commits to training the apprentice in all the skills relevant to his or her
trade over a significant period of time, usually between one and four
years, while the apprentice commits to contributing productively to the
work of the business. Training is integrated into the production
process and apprentices learn by working alongside the experienced
craftsperson.
 Enterprise-based Training - where training is implemented within the

company in accordance with the requirements of the specific
company. Specific guidelines on this mode shall be issued by the
TESDA Secretariat.
2.3 Community-Based:
 Community-Based Training – short term programs conducted by non-

government organizations (NGOs), LGUs, training centers and other
TVET providers which are intended to address the specific needs of a
community. Such programs can be conducted in informal settings
such as barangay hall, basketball courts, etc. These programs can
also be mobile training program (MTP).
3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students should possess the following requirements:

 Must have completed at least 10 yrs. basic education or an alternative
learning systems (ALS) certificate of completion with grade 10
equivalent holder
 Must have drawing and drafting skills
 can communicate either oral and written;
 Must have computer operation skills and at least 1 graphic software
knowledge and skills
 must pass the aptitude and artistic/talent determination test given by the
institution
This list does not include specific institutional requirements such as

educational attainment, appropriate work experience, and others that may be
required of the trainees by the school or training center delivering the TVET
program.
102
3.4 LIST OF TOOLS, EQUIPMENT AND MATERIALS
Recommended list of tools, equipment and materials for the training of

20 trainees for Visual Graphic Design – NC III
TOOLS EQUIPMENT MATERIALS

Qty Description Qty Description Qty Description
21 May include any of 21 Computer (software 10 Reference Book
the following OS: dependent
- Windows specifications) with at
- Mac 21 least 18” monitor
Ergonomic computer 21 Adobe PDF documents
- Linux tables and chairs
- ubuntu 1 LCD Projector 21 Hand-outs
1 Printer, color (DeskJet 50 CD’s
or laser) CD ROMs DVDs
21 Internet Browsers 1 Scanner 10 Practice materials
(Google Chrome, Internet 1 Digital Camera 10 Print media
Explorer, Mozilla Firefox) 1 Monitor calibrator (optional) 1 Internet
21 Must have any of the 1 Electronic media 10 Various printing
following graphic  Web/online media (e.g. photo-
software applications*  CD- or DVD-based paper, tarpaulin, etc.)
such as:  Mobile or hand- As Printed materials
- Adobe Photoshop held Apps req Books and
- Adobe Illustrator  Smart phones ’d magazines
- Adobe In-design  Tablets qty. Newspapers
- Adobe Premiere  Smart TV Brochures and flyers
- Adobe After Effects Billboards and
- Adobe Acrobat tarpaulins
- Prototype materials
- CorelDraw papers/cardboards
- Gimp - plastic
- Microsoft PowerPoint - textiles
- Microsoft Publisher - styrofoam
- Adobe Flash/Animate - actual product being
- Adobe Dreamweaver sold
- 3D software application - corrugated boxes
Sketch Up - wood
- ceramics
- tarpaulin
- electrical gadgets
- neon lights
- digital displays
- metallic materials
- actual product being
displayed
- mannequins
- organic materials
* Can be either educational, license and open-source software
In cases where there are specialized tools, equipment and facilities that are
not generally considered standard requirements or not absolute requisites for training,
the industry working group or TESDA may provide guidelines or specific advice on such
matters.
103
3.5 TRAINING FACILITIES
The Visual Graphic Design Workshop must be of concrete structure. Based on

class size of 20 students/trainees the space requirements for the teaching/learning
and circulation areas are as follows:
TEACHING/LEARNING AREAS SIZE IN AREA IN SQ. QTY TOTAL AREA IN

METERS METERS SQ. METERS
Lecture Area 5x8 40 1 40
Learning Resource Area 3x5 15 1 15
Wash & Toilet Area 2x2 4 2 8
Total 63
Facilities / Equipment / Circulation** 20
Total Area 83
** Area requirement is equivalent to 30% of the total teaching/learning areas
3.6 TRAINERS QUALIFICATION
● Must be a holder of National TVET Trainer Certificate (NTTC) level I in

Visual Graphic Design NC III;
● Must be computer literate and proficient user of graphic software;
● Must have at least five (5)-years visual graphics/design industry experience
within the last 7 years
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. The institutional assessment is administered by the
trainer/assessor.
The result of the institutional assessment may be considered as evidence

for the assessment for national certification.
104
SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
Competency Assessment is the process of collecting evidence and making

judgments whether competency has been achieved. The purpose of assessment is
to confirm that an individual can perform to the standards expected at the
workplace as expressed in relevant competency standards.
The assessment process is based on evidence or information gathered to

prove achievement of competencies. The process may be applied to an
employable unit(s) of competency in partial fulfillment of the requirements of the
national qualification.
4.1 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1.1 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.
4.1.2 The qualification of Visual Graphic Design NC III may be attained through:
4.1.2.1 Accumulation of Certificates of Competency (COCs) in all the

following clustered units of competencies:
COC 1 - Develop designs for logo and print media

 Develop designs for a logo
 Develop designs for a print media
COC 2 – Develop designs for user experience and user interface

 Develop designs for user experience
 Develop designs for user interface
COC 3 – Develop designs for product packaging
COC 4 – Design booth and product window/display
Successful candidates shall be awarded a Certificate of

Competency (COC) in each of the core units.
4.1.2.2 Demonstration of competence through a single comprehensive

project-type assessment covering all required units of competency
of this qualification.
4.1.3 Upon accumulation and submission of all COCs acquired for all the relevant
units of competency comprising this qualification, an individual shall be
issued the corresponding National Certificate.
4.1.4 Assessment shall cover all competencies, with basic and common integrated
or assessed concurrently with the core units of competency.
105
4.1.5 Any of the following are qualified to apply for assessment and certification:
4.1.5.1 Graduate of formal, non-formal, and informal, including enterprise-

based, training programs.
4.1.5.2 Experienced workers (wage employed or self-employed)
4.1.6 Existing National Certificate (NC) and Certificate of Competency (COC) of

individuals in Visual Graphic Design NCIII will still be in effect until such time
that such NC and COC will have expired. Individuals are advised to take the
assessment for this amended TR on or before the expiration of such
certificates.
4.1.7 The guidelines on assessment and certification are discussed in detail in the
"Operating Procedures on Assessment and Certification" and "Guidelines on
the Implementation of the Philippine TVET Competency Assessment and
Certification System (PTCACS)".
4.2 COMPETENCY ASSESSMENT REQUISITE

4.2.1 Self-Assessment Guide. The self-assessment guide (SAG) is
accomplished by the candidate prior to actual competency assessment.
SAG is a pre-assessment tool to help the candidate and the assessor
determine what evidence is available, where gaps exist, including
readiness for assessment.
This document can:
a. Identify the candidate’s skills and knowledge

b. Highlight gaps in candidate’s skills and knowledge
c. Provide critical guidance to the assessor and candidate on the
evidence that need to be presented
d. Assist the candidate to identify key areas in which practice is
needed or additional information or skills that should be gained
prior to assessment.
4.2.2 Accredited Assessment Center. Only Assessment Center accredited by
TESDA is authorized to manage the assessment activities of candidates
for national certification.
4.2.3 Accredited Competency Assessor. Only competency assessor accredited

by TESDA is authorized to assess the competencies of candidates for
national certification.
106
ANNEX A. ICT COMPETENCY MAP – VISUAL GRAPHIC DESIGN NC III
BASIC COMPETENCIES
Receive and Respond Practice basic Participate in

Demonstrate work
to Workplace Work with Others housekeeping Workplace
values
Communication procedures Communication
Practice occupational Lead Workplace
Work in a Team Practice career Lead Small Team
health and safety Communication
Environment professionalism
procedures
Develop and Solve Problems Use mathematical
Use relevant Utilize Specialist
practice negotiation Related to Work concepts and
technologies Communication Skills
skills Activities techniques
Apply Problem Promote
Develop Team and Collect, analyze and Plan and Organize
Solving Techniques environmental
Individuals organize information Work
in the Workplace protection
COMMON COMPETENCIES
Apply Quality Standards Operate a Personal Computer
CORE COMPETENCIES
Communicate Provide specialized

Render quality Utilize enterprise/ Conduct contact
effectively in a support and
customer company center
customer assistance to
service technology campaign
Manage the Use medical
Lead a contact Use Produce text from
activities of a contact technology to
center work business audio
center work team carry out task
team technology transcription
Lead a team in Apply traditional
Produce traditional Produce traditional
Review/edit documents delivering drawing
cleaned-up in- between
quality service techniques for
drawings drawings
Produce Traditional
Create 2D Export Animation Produce digital Produce digital in-
key poses/drawings for
digital into Video file cleaned-up between
animation
animation format drawings drawings
Produce Composite and edit Create 3D Produce Coordinate the
background animation digital storyboard for production of
designs sequence animation animation animation
Produce over-all Produce key Create 3D models Apply 3D texture
Set character rigging
designs for drawings for for animation and lighting to 3D
animation animation
Produce cleaned- Use an authoring models
Create 2D Composite and
up and in-between tool to create an Animate character
digital render animation
drawings interactive
animation sequence
Produce key Utilize Develop Create Interactive Develop Website
drawings for Software Responsive Websites (Using JavaScript) Backend
animation Methodologies Web Design Systems
Develop designs for a Develop designs for Develop designs for Develop designs for Develop designs for
logo print media user experience user interface product packaging
Design booth and

product/window display
107
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-
108
dimensional computer graphics, it also encompasses two-dimensional graphics and
image processing. Computer graphics is often differentiated from the field of
visualization, although the two have many similarities.
13. Critical Thinking - the objective analysis and evaluation of an issue in order to form a
judgment.
14. Die line - is the template for a package. It's a flattened outline of the cut lines and
folds. You cannot create a product package design without one. If you took apart a
cereal box and flattened it out, you'd be looking at the die line.
15. Drawing - is a means of making an image, using any of a wide variety of tools and
techniques. It generally involves making marks on a surface by applying pressure
from a tool, or moving a tool across a surface. Common tools are graphite pencils,
pen and ink, inked brushes, wax color pencils, crayons, charcoals, pastels, and
markers. Digital tools which simulate the effects of these are also used. The main
techniques used in drawing are: line drawing, hatching, crosshatching, random
hatching, scribbling, stippling, and blending.
16. Electronic media - are media that utilize electronics or electromechanical energy for
the end user (audience) to access the content. This is in contrast to static media
(mainly print media), which are most often created electronically, but don't require
electronics to be accessed by the end user in the printed form.
17. Filters - the color filters filter the light by wavelength range, such that the separate
filtered intensities include information about the color of light.
18. Flattening - A Photoshop CS process in which all visible layers are merged into the
background, greatly reducing file size. Flattening an image discards all hidden layers
and fills the remaining transparent areas with white.
19. Graphic Arts - is a term applied historically to the art of printmaking and drawing. In
contemporary usage it refers to the applied trade-skills of a graphic designer or print
technician. The term can include the trades of lithography, serigraphy and bindery,
among others. Graphic arts as a trade can be traced back to the first instances of the
stamped image or word.
20. Graphic Design - Arrangement of type and visual elements along with specifications
for paper, ink colors and printing processes that, when combined, convey a visual
message.
21. Graphics - Visual elements that supplement type to make printed messages more
clear or interesting.
22. Grayscale - A sequence of shades ranging from black through white, used in
computer graphics to add detail to images or to represent a color image on a
monochrome output device.
23. Handheld device - is a pocket-sized computing device, typically comprising a small
visual display screen for user output and a miniature keyboard or touch screen for
user input.
24. Holistic Skills - All encompassing view based on the knowledge of the nature,
functions, and properties of the components, their interactions, and their relationship
to the whole.
Read more: http://www.businessdictionary.com/definition/holistic.html

25. Hue - A specific color such as yellow or orange.
109
26. Images or picture - is an artifact, usually two-dimensional, that has a similar
appearance to some subject—usually a physical object or a person. Images may be
two-dimensional, such as a photograph, screen display, and as well as a three-
dimensional, such as a statue. They may be captured by optical devices—such as
cameras, mirrors, lenses, telescopes, microscopes, etc. and natural objects and
phenomena, such as the human eye or water surfaces.
27. Indexed Color - Indexed formats are formats which are mapped to a smaller color
palette - 256-colours or less. All GIF images - whose bit depths can range from 1 to 8
- are, by definition, indexed images. In an indexed image, colors are stored in a
palette, which is sometimes referred to as a color lookup table. The indexed image's
palette contains all of the colors that are available for the image.
28. Interaction design - is when we create engaging web interfaces with logical
behaviors and actions.
29. Layout - A sample of the original providing (showing) position of printed work
(direction, instructions) needed and desired.
30. Layered - In Photoshop, a layer is a section of information within a file. For example,
a RGB file consists of at least four layers: the combined RGB layer, a Red layer, a
Green layer, and a Blue.
31. Leading - Amount of space between lines of type.
32. Logo (Logotype) - A company, partnership or corporate creation (design) that
denotes a unique entity. A possible combination of letters and art work to create a
"sole" entity symbol of that specific unit.
33. Lossless Compression - The process of compressing a file such that, after being
compressed and decompressed, it matches its original format bit for bit.
34. Multichannel - Color mode in which each multiple channel in Photoshop uses 256
levels of gray.
35. Mockup - or mock-up, is a scale or full-size model of a design or device, used for
teaching, demonstration, design evaluation, promotion, and other purposes.
36. Objects – refers to the vector shapes, e.g rectangle, rounded shapes, ellipse and
other irregular shapes.
37. Page layout - is the part of graphic design that deals in the arrangement and style
treatment of elements (content) on a page.
38. Path - consists of the general outline of an object. Paths can be open or closed and
can be made up of a combination of straight and curved segments. Open paths are
straight or curved lines which can have varying thickness by stroking the path. Closed
paths are shapes which can have a stroked outline and a filled interior. Paths can also
be used to mask out or clip away portions of another image. These paths are referred
to as clipping paths. Paths in graphics software are generally creating using a pen
tool, Bézier curve tool, or less commonly, a spline or b-spline curve tool.
39. Printmaking is the process of making artworks by printing, normally on paper.
40. Process color - is a subtractive color model, used in color printing, also used to
describe the printing process itself. Though it varies by print house, press operator,
press manufacturer and press run, ink is typically applied in the order of the acronym.
41. Prototype - is an early sample, model, or release of a product built to test a concept
or process or to act as a thing to be replicated or learned from.
110
42. Proof - Test sheet made to reveal errors or flaws, predict results on press and record
how a printing job is intended to appear when finished.
43. Raster graphics – see Bitmap definition.
44. Resolution - Sharpness of an image on film, paper, computer screen, disc, tape or
other medium.
45. Responsive Design - aims to build websites which provide an optimal viewing and
interaction experience.
46. RGB - Acronym for red-green-blue. The three colors of light which can be mixed to
produce any other color. Colored images are often stored as a sequence of RGB
triplets or as separate red, green, and blue overlays though this is not the only
possible representation (see CMYK).
47. Scale - To enlarge or reduce a graphic display, such as a drawing or a photographic
image, by adjusting its size proportionally.
48. Sharpening - In Photoshop, a variation of a traditional compositing technique used to
sharpen edges in an image. It is useful for images intended both for print and online.
49. Software – computer programs and procedures concerned with the operation of an
information system
50. Spot color – In offset printing, a spot color is any color generated by an ink (pure or
mixed) that is printed using a single run. The widely-spread offset printing process is
composed of four spot colors: Cyan, Magenta, Yellow and Key (black) commonly
referred to as CMYK. More advanced processes involve the use of six spot colors
(hexa-chromatic process), which add Orange and Green to the process (termed
CMYKOG). The two additional spot colors are added to compensate for the inefficient
reproduction of faint tints using CMYK colors only. However, offset technicians around
the world use the term spot color to mean any color generated by a non-standard
offset ink; such as metallic, fluorescent, spot varnish, or custom hand-mixed inks.
51. Stroke – refers to outline of an object.
52. Subtractive Color - Color produced by light reflected from a surface, as compared to
additive color. Subtractive color includes hues in color photos and colors created by
inks on paper.
53. Tint - Screening or adding white to a solid color for results of lightening that specific
color.
54. Trapping is a method of adjusting areas where two distinct, adjacent colors meet so
that press misregistration won't cause white spaces. Two kinds of trap process
include : a) spread - a lighter object overlaps a darker background and seems to
expand into the background and b) choke - a lighter background overlaps a darker
object that falls within the background and seems to squeeze or reduce the object.
55. UI (User Interface) Design – is the process of designing the look and feel of an
application.
56. UX (User Experience) Design - is the process of enhancing user satisfaction by
improving the usability, accessibility, and pleasure provided in the interaction between
the user and the product.
57. Vector image - is one of the two major graphic types (the other being bitmap). Vector
graphics are made up of many individual objects. Each of these objects can be
defined by mathematical statements and has individual properties assigned to it such
111
as color, fill, and outline. Vector graphics are resolution independent because they
can be output to the highest quality at any scale.
58. Visual arts - are art forms that focus on the creation of works which are primarily
visual in nature, such as painting, photography, printmaking, and filmmaking. Those
that involve three-dimensional objects, such as sculpture and architecture, are called
plastic arts.
59. Wireflow - are a design-specification format that combines wireframe-style page
layout designs with a simplified flowchart-like way of representing interactions
60. Wireframe - also known as a page schematic or screen blueprint, is a visual guide
that represents the skeletal framework of a website.
112
TRAINING REGULATIONS (TR)
DOCUMENT REVISION
HISTORY
Qualification Title : VISUAL GRAPHIC DESIGN NC III

Qualification Code: ICTVGD318
Replaces Version New Version

Revision Document (TESDA Board (TESDA Board Deployment
No. Description Resolution No./ Resolution Circular
Types* Date) No./ Date)
00 Document Created – Not Applicable TB No. 2007-58/ Not Applicable
Visual Graphic December 19, 2007
Design NC III
01 Document Amended TB No. 2007-58/ TB No. 2018-04/ TESDA Circular No.

– Visual Graphic December 19, 2007 February 27, 2018 s. 2018
Design NC III
Legend: *Description Types

- Document Created
- Document Amended
113
ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) wishes to

extend thanks and appreciation to the many representatives of business, industry,
academe and government agencies who donated their time and expertise to the
development and validation of these Training Regulations.
 THE TECHNICAL EXPERTS PANEL (TEP) for 2017
MS. MARIE GRACE A. DIMARANAN

Vice President, Animation Council of the Philippines, Inc. (ACPI)
MR. ALSTAIRE ALLISON A. SARTHOU

Illustrator / Graphics Designer
Animation Director
Instructor/Trainer
Top Peg Animation & Creative Studio Inc.
Accredited Assessor and Trainer for Visual Graphics Design NCIII,
Illustration NCII and 2D Animation NCIII
MR. JUNNAR ORIOQUE

Artist/Graphics Designer
MR. JOSEPH DE VERA

Graphics Designer/ Instructor
MS. KRISTINNE MARIE CLAUDIO

Graphics Designer/Asst. Professor
 THE PARTICIPANTS IN THE VALIDATION OF THIS TRAINING REGULATION
MS. MAY LAXAMANA ( Animator/ graphic artist )

MR. JEFFREY SARMIENTO ( Graphics designer )
 THE ANIMATION COUNCIL OF THE PHILIPPINES, INC. (ACPI)
 THE TESDA BOARD - STANDARDS SETTING AND SYSTEMS

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

Name Company/industry Email Address
Imelda B. Taganas TESDA [email protected]
Julford C. Abasolo TESDA [email protected]
Samuel E. Calado Jr. TESDA [email protected]
Venzel Y. Concoles TESDA [email protected]
114

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TRAINING REGULATIONS

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Section 22, “Establishment and Administration of the

1 Competency assessment and certification;

Each TR has four sections:

Section 1 Definition of Qualification – describes the qualification and defines

Section 2 The Competency Standards format was revised to include the

Section 3 Training Arrangements - contain information and requirements

Section 4 Assessment and Certification Arrangements - describe the

VISUAL GRAPHIC DESIGN

SECTION 2 COMPETENCY STANDARDS 2 - 80

2.1 Basic Competencies 2 – 33

2.2 Common Competencies 34 - 41

2.3 Core Competencies 42 - 80

SECTION 3 TRAINING STANDARDS 81 - 104

3.1 Curriculum Design 81 – 100

3.2 Training Delivery 101 - 102

3.3 Trainee Entry Requirements 102

3.4 List of Tools, Equipment and Materials 103

3.5 Training Facilities 104

3.6 Trainers Qualification 104

3.7 Institutional Assessment 104

NATIONAL ASSESSMENT AND

COMPETENCY MAP 107

GLOSSARY OF TERMS 108 – 112

DOCUMENT REVISION HISTORY 113

Section 1 VISUAL GRAPHIC DESIGN NC III QUALIFICATIONS

The VISUAL GRAPHIC DESIGN NC III Qualification consists of competencies

The units of competency comprising this qualification include the following:

 Visual graphic artist/designer

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

PERFORMANCE CRITERIA REQUIRED REQUIRED

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

PERFORMANCE CRITERIA REQUIRED REQUIRED

1. Work requirements 1.1. Client Profile

1.2. Assignment instructions

2. Team member’s 2.1 Roster/shift details

3. Monitor performance 3.1 Formal process

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

5.6 Customer service

1. Critical aspects Assessment requires evidence that the candidate:

2. Resource The following resources should be provided:

3. Methods of Competency in this unit may be assessed through:

4. Context for 4.1. Competency assessment may occur in workplace or any

PERFORMANCE CRITERIA REQUIRED REQUIRED

2. Non- verbal 2.1. Friendly reception

3. Active listening 3.1. Attentive

4. Questioning 4.1. Direct

1. Critical Assessment requires evidence that the candidate:

2. Resource The following resources should be provided:

3. Methods of Competency in this unit may be assessed through:

4. Context for 4.1 Competency to be assessed in real work environment or in a

PERFORMANCE CRITERIA REQUIRED REQUIRED

1. Analytical 1.1. Brainstorming