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
INFORMATION
TECHNICAL EDUCATIONAND COMMUNICATIONAND SKILLS DEVELOPMENT
TECHNOLOGY AUTHORITY(ICT) SECTOR
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
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 for information
about is selected written and 1.2. Understanding and
workplace 1.2. Multiple operations electronic conveying
processes involving several topics communication intended meaning
areas are communicated methods 1.3. Participating in
accordingly 1.2. Effective verbal variety of
1.3. Questions are used to communication workplace
gain extra information methods discussions
1.4. Correct sources of 1.3. Methods of 1.4. Complying with
information are identified Communication organization
1.5. Information is selected 1.4. Types of Question requirements for
and organized correctly 1.5. Communication the use of written
1.6. Verbal and written Tools and electronic
reporting is undertaken 1.6. Questioning communication
when required Techniques methods
1.7. Communication skills are 1.5. Reporting
maintained in all situations occupational
hazards during
safety meeting
2. Lead 2.1. Response to workplace 2.1. Leading as a 2.1. Communicating
workplace issues are sought management effectively
discussions 2.2. Response to workplace function 2.2. Consulting the
issues are provided 2.2. Barriers of crew on the
immediately communication prepared menu for
2.3. Constructive contributions 2.3. Effective verbal the month
are made to workplace communication
discussions on such methods
issues as production, 2.4. Method/technique
quality and safety s of discussion
2.4. Goals/objectives and 2.5. How to lead
action plan undertaken in discussion
the workplace are 2.6. How to solicit
communicated response
2.7. Goal setting and
action planning
3. Identify and 3.1 Issues and problems are 3.1 Types of 3.1 Identifying
communicate identified as they arise issues and cause of problems
issues arising 3.2 Information regarding problems in the 3.2 Identifying
in the problems and issues are workplace problems and
workplace organized coherently to 3.2 Written and issues
ensure clear and effective electronic 3.3 Organizing
communication communication information on
3.3 Dialogue is initiated with methods problems and
appropriate personnel 3.3 Communicatio issues
3.4 Communication problems n barriers 3.4 Relating
and issues are raised as affecting problems and
they arise workplace issues in the
discussions workplace
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 The following resources should be provided:
Implications
2.1. Variety of Information
2.2. Communication tools
2.3. Simulated workplace
3. Methods of Competency in this unit may be assessed through:
Assessment
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
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 Variables KNOWLEDGE SKILLS
1. Provide team 1.1 Work requirements are 1.1. Company policies and 1.1. Communication
leadership identified and presented procedures skills required for
to team members 1.2. How performance leading teams
1.2 Reasons for instructions expectations are set 1.2. Team building
and requirements are 1.3. Methods of Monitoring skills
communicated to team Performance 1.3. Negotiating skills
members 1.4. Client expectations 1.4. Evaluation skills
1.3 Team members’ 1.5. Team member’s duties
queries and concerns and responsibilities
are recognized, 1.6. Definition of Team
discussed and dealt with 1.7. Skills and techniques in
promoting team building
1.8. Up-to-date dissemination
of instructions and
requirements to members
1.9. Art of listening and
treating individual team
members concern
2. Assign 2.1. Duties and 2.1. Concept of delegation 2.1. Delegating skills
responsibilities responsibilities are 2.2. How to delegate 2.2. Identifying
allocated having regard 2.3. Understanding individual individual skills,
to the skills, knowledge differences knowledge and
and aptitude required to 2.4. Methods of monitoring attitude as basis
properly undertake the performance for allocating
assigned task and 2.5. Duties and responsibilities responsibilities
according to company of each team member 2.3. Identifying each
policy 2.6. Knowledge in identifying team member
2.2. Duties are allocated each team member duties duties and
having regard to and responsibilities responsibilities
individual preference,
domestic and personal
considerations, whenever
possible
3. Set 3.1 Performance 3.1. Definition of performance 3.1. Identifying
performance expectations are indicators/ criteria performance
expectations established based on 3.2. Definition of team goals indicators
for team client needs and and expectations 3.2. Evaluating
members according to assignment 3.3. Methods of monitoring performance
requirements performance 3.3. Setting individual
3.2 Performance 3.4. Client expectations performance
expectations are based 3.5. Team member’s duties target/
on individual team and responsibilities expectation
member’s duties and 3.6. Defining performance indicators
area of responsibility expectations criteria
3.3 Performance
expectations are
discussed and
disseminated to
individual team
members
4. Supervise team 4.1. Monitoring of 4.1. Understanding 4.1. Monitoring skills
performance performance takes place monitoring of work 4.2. Setting priorities
against defined 4.2. How to undertake 4.3. Evaluating
performance criteria corrective action performance
and/or assignment 4.3. Understanding feedback 4.4. Informal/ formal
instructions and and procedure counseling skills
corrective action taken if 4.4. Feedback reporting
required procedure
4.2. Team members are 4.5. Methods of monitoring
provided with feedback, performance
positive support and 4.6. Team member’s duties
advice on strategies to and responsibilities
overcome any 4.7. Monitoring team
deficiencies operation to ensure client
4.3. Performance issues needs and satisfaction
which cannot be rectified
or addressed within the
team are referenced to
appropriate personnel
according to employer
policy
4.4. Team members are kept
informed of any changes
in the priority allocated to
assignments or tasks
which might impact on
client/customer needs
and satisfaction
4.5. Team operations are
monitored to ensure that
employer/client needs
and requirements are met
4.6. Follow-up communication
is provided on all issues
affecting the team
4.7. All relevant
documentation is
completed in accordance
with company procedures
RANGE OF VARIABLES
VARIABLE RANGE
1. Work requirements 1.1. Client Profile
1.2. Assignment instructions
2. Team member’s 2.1 Roster/shift details

concerns
3. Monitor 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

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

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

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
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 Codes 1.1 Communication
negotiations preparing for of practice and skills (verbal and
negotiation is identified guidelines for the listening)
and included in the plan organization 1.2 Active listening
1.2 Information on creating 1.2 Knowledge of 1.3 Setting conflict
non-verbal organizations policy 1.4 Preparing conflict
environments for and procedures for resolution
positive negotiating is negotiations 1.5 Problem solving
identified and included in 1.3 Decision making and strategies on how
the plan conflict resolution to deal with
1.3 Information on active strategies unexpected
listening is identified procedures questions and
and included in the plan 1.4 Concept of attitudes during
1.4 Information on different negotiation negotiation
questioning techniques 1.6 Interpersonal skills
is identified and included to develop rapport
in the plan with other parties
1.5 Information is checked to
ensure it is correct and
up-to- date
2. Participate in 2.1 Criteria for successful 2.1 Outcome of 2.1 Negotiating skill
negotiations outcome are agreed negotiation 2.2 Communication
upon by all parties 2.2 Knowledge on skills (verbal and
2.2 Desired outcome of all Language listening)
parties are considered 2.3 Different Questioning 2.3 Observation skills
2.3 Appropriate language is techniques 2.4 Interpersonal
used throughout the 2.4 Problem solving skills to develop
negotiation strategies on how to rapport with other
2.4 A variety of questioning deal with unexpected parties
techniques are used questions and 2.5 Applying effective
2.5 The issues and attitudes during questioning
processes are negotiation techniques
documented and agreed 2.5 Flexibility 2.6 Setting conflict
upon by all parties 2.6 Empathy
2.6 Possible solutions are 2.7 Decision making and
discussed and their conflict resolution
viability assessed strategies
2.7 Areas for agreement are procedures
confirmed and recorded 2.8 Problem solving
2.8 Follow-up action is strategies on how to
agreed upon by all deal with unexpected
parties questions and
attitudes during
negotiation
RANGE OF VARIABLES
VARIABLE RANGE
1. Preparing for 1.1. Background information on other parties to the negotiation
negotiation 1.2. Good understanding of topic to be negotiated
1.3. Clear understanding of desired outcome/s
1.4. Personal attributes
1.4.1. self awareness
1.4.2. self esteem
1.4.3. objectivity
1.4.4. empathy
1.4.5. respect for others
1.5. Interpersonal skills
1.5.1. listening/reflecting
1.5.2. non- verbal communication
1.5.3. assertiveness
1.5.4. behavior labeling
1.5.5. testing understanding
1.5.6. seeking information
1.5.7. self-disclosing
1.6. Analytic skills
1.6.1. observing differences between content and process
1.6.2. identifying bargaining information
1.6.3. applying strategies to manage process
1.6.4. applying steps in negotiating process
1.6.5. strategies to manage conflict
1.6.6. steps in negotiating process
1.6.7. options within organization and externally for
resolving conflict
2. Non- verbal 2.1. Friendly reception

environments 2.2. Warm and welcoming room
2.3. Refreshments offered
2.4. Lead in conversation before negotiation begins
3. Active listening 3.1. Attentive

3.2. Don’t interrupt
3.3. Good posture
3.4. Maintain eye contact
3.5. Reflective listening
4. Questioning 4.1. Direct

techniques 4.2. Indirect
4.3. Open-ended
EVIDENCE GUIDE
1. Critical 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.
UNIT OF COMPETENCY : SOLVE PROBLEMS RELATED TO WORK ACTIVITIES
UNIT CODE : 500311112
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes
required to solve problems in the workplace including the
application of problem solving techniques and to
determine and resolve the root cause of problems.

1. Identify the 1.1. Variances are 1.1. Competence 1.1 Using range of
problem identified from normal includes a thorough formal problem
operating parameters; knowledge and solving
and product quality understanding of the techniques
1.2. Extent, cause process, normal operating 1.2 Identifying and
and nature of the parameters, and product clarifying the
problem are defined quality to recognize non- nature of the
through observation, standard situations problem
investigation and 1.2. Competence to 1.3 Evaluating the
analytical techniques include the ability to apply effectiveness
1.3. Problems are and explain, sufficient for of a present
clearly stated and the identification of process in the
specified fundamental cause, workplace
determining the corrective 1.4 Applying
action and provision of analytical
recommendations techniques
1.3. Relevant equipment
and operational 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 and
standards
1.8. Normal operating
parameters and product
quality
2. Determine 2.1 Possible causes 2.1 Relevant equipment 2.1
fundamental are identified based on and operational processes Analysis of root
causes of the experience and the use 2.2 Enterprise goals, causes
problem of problem solving tools/ targets and measures
analytical techniques. 2.3 Enterprise quality,
2.2 Possible cause OHS and environmental
statements are requirements
developed based on 2.4 Enterprise
findings information systems and
2.3 Fundamental data collation
causes are identified per 2.5 Industry codes and
results of investigation standards
conducted
3. Determine 3.1 All possible 3.1 Understanding the 3.1 Identifyi

corrective options are considered procedure in undertaking ng and
action for resolution of the corrective action clarifying the
problem 3.2 Principles of nature of the
3.2 Strengths and decision making strategies problem
weaknesses of possible and techniques 3.2 Devisin
options are considered 3.3 Enterprise g the best
3.3 Corrective information systems and solution
actions are determined data collation 3.3 Evaluati
to resolve the problem 3.4 Action planning ng the solution
and possible future 3.4 Implem
causes enting
3.4 Action plans developed plan
are developed to rectify the
identifying measurable problem
objectives, resource 3.5 Implem
needs and timelines in
enting
accordance with safety
corrective and
and operating
preventive
procedures
actions based
on root cause
analysis
4. Provide 4.1 Report on 4.1 Competence 4.1 Using
recommenda- recommendations are includes a thorough range of formal
tion/s to prepared according to knowledge and problem
manager procedures. understanding of the solving
4.2 Recommendatio process, normal operating techniques
ns are presented to parameters, and product 4.2 Identifyi
appropriate personnel. quality to recognize non- ng and
4.3 Recommendatio standard situation clarifying the
ns are followed-up, if 4.2 How to make a nature of the
required report and problem
recommendation 4.3 Devisin
g the best
solution
4.4 Evaluati
ng the solution
4.5 Implem
entation of a
developed plan
to rectify the
problem
4.6 Writing
report and
recommenda-
tions
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
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.
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 in
1. Identify 1.1 Problem areas are 1.1 Fundamental 1.1 Identifying and
mathematical identified based on given operation selecting different
tools and condition (addition, measuring tools
techniques to 1.2 Mathematical subtraction, 1.2 Applying different
solve problem techniques are selected division, formulas in solving
based on the given multiplication) problems
problem 1.2 Units of 1.3 Describing the
measurement and units of
its conversion measurement and
1.3 Fundamental of fundamental units
units 1.4 Stating arithmetic
1.4 Standard formulas calculations
1.5 Basic measuring involving the
tools/devices following; addition,
1.6 Measurement subtraction,
system division,
1.7 Basic measuring multiplication
tools/devices 1.5 Applying theory into
1.8 Steps in solving actual application
problem on shipboard
catering processes
2. Apply 1.1. Mathematical techniques 2.1 Problem-based 2.1 Solving

mathematical are applied based on the questions mathematical
procedure/ problem identified 2.2 Estimation computations
solution 1.2. Mathematical 2.3 Use of 2.2 Converting Metric
computations are mathematical tools to English
performed to the level of and standard 2.3 Selecting and
accuracy required for the formulas using appropriate
problem 2.4 Mathematical and efficient
1.3. Result of mathematical techniques techniques and
computation is strategies to solve
determined and verified problems
based on job
requirements
3. Analyze results 3.1 Result of application is 3.1 Techniques in 3.1 Analyzing the result
analyzing the based on the
reviewed based on results specified
expected and required 3.2 Process in requirements
reviewing the 3.2 Interpreting and
specifications and results communicating the
outcome 3.3 Precision and results of the
accuracy analysis
3.2 Appropriate action is
3.4 Four fundamental
applied in case of error operations
ELEMENTS Italicized terms are elaborated in
3.5 Steps in solving
problem
3.6 Standard formulas
3.7 Conversion
measurement
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
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. Study/select 1.1. Usage of different 1.1. Awareness on 1.1. Identifying
appropriate technologies is technology and its relevant
technology determined based on function technology on
job requirements 1.2. Communication job
1.2. Appropriate techniques
technology is selected 1.3. Health and safety
as per work procedure
specification 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
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
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
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
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 the 1.1. Variances are identified 1.1. Planning and preparing 1.1. Using range of
problem from normal operating task/activity formal problem
parameters; and product 1.2. Competence includes a solving
quality thorough knowledge and techniques
1.2. Extent, cause and nature understanding of the process,
are of the problem are normal operating parameters, 1.2. Identifying and
defined through and product quality to clarifying the
observation, investigation recognize nonstandard nature of the
and analytical situations problem
techniques 1.3. Competence to include the
1.3. Problems are clearly ability to apply and explain,
stated and specified sufficient for the 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, targets
and measures
1.3.3. Enterprise quality, OHS
and environmental
requirement
1.3.4. Enterprise information
systems and data
collation
1.3.5. Industry codes and
standards
2. Determine 2.1. Possible causes are 2.1. Competence includes a 2.1. Using range of
fundamenta identified based on thorough knowledge and formal problem
l causes of experience and the use understanding of the process, solving
the problem of problem solving tools / normal operating parameters, techniques
analytical techniques. and product quality to
2.2. Possible cause recognize nonstandard 2.2. Identifying and
statements are situations clarifying the
developed based on 2.2. Competence to include the nature of the
findings ability to apply and explain, problem
2.3. Fundamental causes are sufficient for the identification
identified per results of of fundamental cause,
investigation conducted determining the corrective
action and provision of
recommendations
2.2.1. Relevant equipment and
operational processes
and measures
and environmental
requirement
systems and data
collation
standards
3. Determine 3.1. All possible options are 3.1. Competence includes a 3.1. Using range of
corrective considered for resolution thorough knowledge and formal problem
action of the problem understanding of the process, solving
3.2. Strengths and normal operating parameters, techniques
weaknesses of possible and product quality to 3.2. Identifying and
options are considered recognize nonstandard clarifying the
3.3. Corrective actions are situations nature of the
determined to resolve the 3.2. Competence to include the problem
problem and possible ability to apply and explain, 3.3. Devising the
future causes sufficient for the identification best solution
3.4. Action plans are of fundamental cause, 3.4. Evaluating the
developed identifying determining the corrective solution
measurable objectives, action and provision of 3.5. Implementation
resource needs and recommendations of a developed
timelines in accordance 3.2.1. Relevant equipment and plan to rectify
with safety and operating operational processes the problem
procedures 3.2.2. Enterprise goals, targets
and measures
and environmental
requirement
3.2.4. Principles of decision
making strategies and
techniques
systems and data
collation
standards
4. Provide 4.1. Report on 4.1. Competence includes a 4.1. Using range of
recommend recommendations are thorough knowledge and formal problem
ation/s to prepared understanding of the process, solving
manager 4.2. Recommendations are normal operating parameters, techniques
presented to appropriate and product quality to 4.2. Identifying and
personnel. recognize nonstandard clarifying the
4.3. Recommendations are situations nature of the
followed-up, if required 4.2. Competence to include the problem
ability to apply and explain, 4.3. Devising the
sufficient for the identification best solution
of fundamental cause, 4.4. Evaluating the
determining the corrective solution
action and provision of 4.5. Implementation
recommendations of a developed
4.1.1. Relevant equipment and plan to rectify
operational processes the problem
and measures
and environmental
requirement
4.1.4. Principles of decision
making strategies and
techniques
systems and data
collation
standards
.
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
.
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
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 elaborated REQUIRED SKILLS
in the Range of Variables KNOWLEDGE
1. Use technical 1.1. Collate and organize 1.1. Application in 1.1. Collating information
information information into a collating information 1.2. Operating appropriate
systems and suitable form for 1.2. Procedures for and valid procedures
information reference and use inputting, for inputting,
technology 1.2. Classify stored maintaining and maintaining and
information so that it can archiving information archiving information
be quickly identified and 1.3. Guidance to people 1.3. Advising and offering
retrieved when needed who need to find and guidance to people
1.3. Advise and offer use information who need to find and
guidance to people who 1.4. Organize information use information
need to find and use 1.5. Classify stored 1.4. Organizing information
information information for into a suitable form for
1.4. Operate the technical identification and reference and use
information system retrieval 1.5. Classifying stored
using agreed 1.6. Operate the information for
procedures technical information identification and
1.5. Operate appropriate and system by using retrieval
valid procedures for agreed procedures 1.6. Operating the technical
inputting, maintaining information system by
and archiving using agreed
information procedures
2. Apply 2.1. Utilize the software and 2.1. Attributes and 2.1. Identifying attributes
information IT systems that are limitations of and limitations of
technology required to execute the available software available software
(IT) project activities tools tools
2.2. Handle, edit, format and 2.2. Procedures and 2.2. Using procedures and
check information and work instructions for work instructions for
data obtained from a the use of IT the use of IT
range of internal and 2.3. Operational 2.3. Describing
external sources requirements for IT operational
2.3. Extract, enter, and systems requirements for IT
process information to 2.4. Sources and flow systems
produce the outputs paths of data 2.4. Identifying sources
required by customers 2.5. Security systems and flow paths of data
2.4. Share your own skills and measures that 2.5. Determining security
and understanding to can be used systems and
help others 2.6. Extract data and measures that can be
2.5. Implement the specified format reports used
security measures to 2.7. Methods of entering 2.6. Extracting data and
protect the and processing format reports
confidentiality and information 2.7. Describing methods
integrity of project data 2.8. WWW enabled of entering and
held in IT systems applications processing
information
2.8. Using WWW
applications
in the Range of Variables KNOWLEDGE
3. Edit, format 3.1. Basic editing techniques 3.1. Basic file-handling 3.1. Using basic file-
and check is used techniques handling techniques is
information 3.2. Accuracy of documents 3.2. Techniques in used for the software
are check checking documents
3.3. Editing and formatting 3.3. Techniques in editing 3.2. Using different
tools and techniques are and formatting techniques in
used for more complex 3.4. Proof reading checking documents
documents techniques
3.4. Proof reading 3.3. Applying editing and
techniques is used to formatting techniques
check that documents 3.4. Applying proof
look professional reading techniques
RANGE OF VARIABLES
VARIABLE RANGE
1. Information May include:

1.1 Property
1.2 Organizational
1.3 Technical reference
2. Technical May include:
information 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
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.
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 in communication skills
cultural and fellow workers are the workplace (i.e. different business
awareness recognized and 1.2. Awareness of customs, beliefs,
and sensitivity respected in accordance individual cultures communication
with enterprise policies and world strategies)
and core values. geography 1.2. Communication skills
1.2. Differences are 1.3. Norms of behavior – reading, writing,
responded to in a for interacting and conversational skills
sensitive and considerate dialogue with 1.3. Affective skills –
manner specific groups establishing rapport
1.3. Diversity is (e.g., Muslims and and empathy,
accommodated using other non- understanding, etc.
appropriate verbal and Christians, non- 1.4. Active Listening
nonverbal Catholics, 1.5. Openness and
communication. tribes/ethnic flexibility in
1.4. Actions/decisions are groups, foreigners) communication
maintained consistent 1.4. Different methods 1.6. Giving/receiving
with legislative of verbal and non- feedback
requirements and verbal 1.7. Identifying/
enterprise guidelines. communication in a Recognizing diverse
multicultural setting groups in the
1.5. Enterprise policies workplace and
on workplace community as defined
diversity by divergent culture,
(Workplace religion, traditions and
Diversity Policy) practices
2. Work 2.1. Knowledge, skills and 2.1. Recognizing and 2.1. Cross-cultural
effectively in experiences of others are explaining the value communication skills
an recognized and of diversity in the 2.2. Communication skills
environment documented in relation to economy and – reading, writing,
that team objectives. society in terms of conversational skills
acknowledges 2.2. Fellow workers are Workforce 2.3. Affective skills –
and values encouraged to utilize and development establishing rapport
cultural share their specific 2.2. The country’s place and empathy,
diversity qualities, skills or in the global understanding, etc.
backgrounds with other economy 2.4. Active Listening
team members and 2.3. Innovation 2.5. Openness and
clients to enhance work 2.4. Social justice flexibility in
outcomes. 2.5. Recognizing the communication
2.3. Relations with customers importance of 2.6. Giving/receiving
and clients are inclusiveness in a feedback
maintained to show that diverse 2.7. Identifying/
diversity is valued by the environment Recognizing diverse
business. 2.6. Developing a groups in the
KNOWLEDGE
in the Range of Variables
shared vision and workplace and
understanding of community as defined
and commitment to by divergent culture,
team, departmental, religion, traditions and
and organizational practices
goals and 2.8. Teamwork and
objectives collaboration skills
2.7. Strategies for 2.9. Intercultural relations
customer service and mutual
excellence acceptance
2.10. Customer service
excellence
3. Identify 3.1. Diversity-related conflicts 3.1. Understanding, 3.1. Cross-cultural
common within the workplace are valuing, and communication skills
issues in a effectively addressed and leveraging cultural 3.2. Communication skills
multicultural resolved. diversity – reading, writing,
and diverse 3.2. Discriminatory behavior 3.2. Promoting conversational skills
environment towards customers/ inclusivity and 3.3. Affective skills –
stakeholders are conflict resolution establishing rapport
minimized and addressed 3.3. Addressing and empathy,
accordingly. workplace understanding, etc.
3.3. Change management harassment 3.4. Active Listening
policies are in place 3.4. Managing change 3.5. Openness and
within the organization. and overcoming flexibility in
resistance to communication
change 3.6. Giving/receiving
3.5. Advanced feedback
strategies for 3.7. Teamwork and
customer service collaboration skills
excellence 3.8. Intercultural relations
3.6. Enterprise policies and mutual
on workplace acceptance
diversity 3.9. Advanced customer
(Workplace service excellence
Diversity Policy) skills
3.10. Conflict
management and
resolution skills
3.11. Assertiveness and
Negotiation
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
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 quality 1.1. Work instruction is 1.1. Relevant 1.1. Reading
of received obtained and work is carried production skills required to
materials out in accordance with processes, interpret work
standard operating materials and instruction
procedures. products 1.2. Critical
1.2. Received materials are 1.2. Characteristic thinking
checked against workplace s of materials, 1.3. Interpreting
standards and specifications. software and work instructions
1.3. Faulty materials related hardware used in
to work are identified and production
isolated. processes
1.4. Faults and any identified 1.3. Quality
causes are recorded and/or checking
reported to the supervisor procedures
concerned in accordance 1.4. Quality
with workplace procedures. Workplace
1.5. Faulty materials are procedures
replaced in accordance with 1.5. Identification
workplace procedures. of faulty materials
related to work
2. Assess own 2.1. Documentation relative 2.1. Safety and 2.1. Carry out
work to quality within the environmental work in
company is identified and aspects of accordance with
used. production OHS policies
2.2. Completed work is processes and procedures
checked against workplace 2.2. Fault
standards relevant to the identification and
task undertaken. reporting
2.3. Errors are identified and 2.3. Workplace
isolated. procedure in
2.4. Information on the documenting
quality and other indicators completed work
of production performance 2.4. Workplace
are recorded in accordance Quality Indicators
with workplace procedures.
2.5. In cases of deviations
from specific quality
standards, causes are
documented and reported in
accordance with the
workplace’ s standards
operating procedures.
3. Engage in 3.1. Process improvement 3.1 Quality 3.1 Solution
quality procedures are participated improvement providing and
improvement in relative to workplace processes decision-making
assignment. 3.2 Company 3.2 Practice
3.2. Work is carried out in customers company
accordance with process defined process
improvement procedures. improvement
3.3. Performance of procedure
operation or quality of
product of service to ensure
customer satisfaction is
monitored.
RANGE OF VARIABLES
VARIABLE RANGE
1. Materials 1.1. Materials may include but not limited to:

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

competency 1.1. Carried out work in accordance with the company’s
standard operating procedures
1.2. Performed task according to specifications
1.3. Reported defects detected in accordance with
standard operating procedures
1.4. Carried out work in accordance with the process
improvement procedures
2. 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
UNIT TITLE : PERFORM COMPUTER OPERATIONS
UNIT CODE : ELC311203
UNIT DESCRIPTOR : This unit covers the knowledge, skills, (and) attitudes and
values needed to perform computer operations which include
inputting, accessing, producing and transferring data using
the appropriate hardware and software

ELEMENT Italicized terms are elaborated in REQUIRED SKILLS
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 job computers and comprehension
task to be specifications basic features of skills required to
undertaken 1.2. Appropriate hardware and different operating interpret work
software are selected systems instruction and to
according to task assigned 1.2. Main parts of a interpret basic
and required outcome computer user manuals.
1.3. Task is planned to ensure 1.3. Information on 1.2. Communicatio
OH&S guidelines and hardware and n skills to identify
procedures are followed software lines of
1.4. Client -specific guidelines 1.4. Data security communication,
and procedures are guidelines request advice,
followed. follow instructions
1.5. Required data security and receive
guidelines are applied in feedback.
accordance with existing 1.3. Interpreting
procedures. user manuals and
security
guidelines
2. Input data 2.1. Data are entered into the 2.1. Basic 2.1. Technology
into computer using appropriate ergonomics of skills to use
computer program/application in keyboard and equipment safely
accordance with company computer user including
procedures 2.2. Storage devices keyboard skills.
2.2. Accuracy of information is and basic 2.2. Entering data
checked and information is categories of
saved in accordance with memory
standard operating 2.3. Relevant types
procedures of software
2.3. Inputted data are stored in
storage media according
to requirements
2.4. Work is performed within
ergonomic guidelines
3. Access 3.1. Correct program/application 3.1. General 3.1. Accessing
information is selected based on job security, privacy information
using requirements legislation and 3.2. Searching and
computer 3.2. Program/application copyright browsing files and
containing the information 3.2. Productivity data
required is accessed Application
according to company 3.3. Business
procedures Application
3.3. Desktop icons are
correctly selected, opened
and closed for navigation
purposes
3.4. Keyboard techniques are
carried out in line with
OH&S requirements for
safe use of keyboards
4. Produce/ 4.1. Entered data are processed 4.1 Computer 4.1 Computer data
output data using appropriate software application in processing
using commands printing, scanning
computer 4.2. Data printed out as 4.2 Printing of data
and sending
system required using computer facsimile 4.3 Transferring files
hardware/peripheral and data
devices in accordance with 4.2 Types and
standard operating function of
procedures computer peripheral
4.3. Files, data are transferred devices
between compatible
systems using computer
software, hardware/
peripheral devices in
accordance with standard
operating procedures
5. Maintain 5.1. Systems for cleaning, minor 5.1 Computer 5.1 Removing computer
computer maintenance and equipment/system viruses from infected
equipment replacement of basic maintenance machines
and consumables are procedures 5.2 Making backup files
5.2 Viruses
systems implemented
5.3 OH&S principles and
5.2. Procedures for ensuring responsibilities
security of data, including 5.4 Calculating computer
regular back-ups and virus capacity
checks are 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
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
TR - Visual Graphic Design NC III (Version 01) Amended February 27, 2018
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 /or 1.7. Computer knowledge Skills
the company directives. 1.8. software knowledge 1.6. Reporting skills
1.3. Information needed via 1.9. Practicing 3Rs – 1.7. Presentation
research and other Reduce, Re-use, skills
resources to develop logo Recycle/recover and 1.8. Practicing OSHS,
concepts is identified. environmental EHSM, 3Rs
1.4. Process and steps of policies.
submission of logo 1.10. Trends
design for approval is 1.11. Basic Math
confirmed with the client 1.12. Economics (Pricing)
and/or a supervisor.
1.5. All relevant questions
essential to develop the
logo design is discussed
and liaised with relevant
personnel.
2. Select 2.1. All necessary materials 2.1. Verbal 2.1. Effective
materials & and equipment to be used communication Communication
equipment to are selected and prepared 2.2. Written skills
develop logo according to the task to be communication 2.2. Computer
design 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 format 2.6. Computer knowledge comprehension
specified in the design 2.7. software knowledge skills
brief. 2.8. Practicing 3Rs – 2.5. Software usage
2.3. Non-functioning and Reduce, Re-use, skills
missing materials and Recycle/recover and 2.6. Practicing OSHS,
equipment are reported to environmental EHSM, 3Rs
appropriate personnel policies.
2.9. Trends
2.10. Basic Math
_________________________________________________________________________________ 42
3. Develop 3.1. Ideas for design concept of 3.1. Verbal 3.1. Artistic and
logo design the logo are generated communication creative skills
concepts through research. 3.2. Written 3.2. Design and
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 accordance 3.5. Human and Animal skills
with logo design Anatomy 3.4. Computer
instructions 3.6. Principles of design application skills
3.3. Initial design concepts 3.7. Elements of design 3.5. Computer/
developed are toned down 3.8. Typography application
to align with design brief 3.9. Physics troubleshooting
parameters 3.10. Visual Design & skills
3.4. Appropriate font is used or communication 3.6. Critical thinking &
designed should this be a techniques analytical skills
part of the logo design 3.11. Computer 3.7. Researching
specifications. knowledge skills
3.5. Color combinations are 3.12. Familiarity in 3.8. Communication
experimented to different graphic skills
compliment concept software 3.9. Reporting skills
designs or to follow color applications 3.10. Software usage
specifications of the design 3.13. internet browsing/ skills
brief research 3.11. Documentation &
3.6. Visual design and 3.14. Practicing 3Rs – organizational
communication elements Reduce, Re-use, skills
are incorporated to the Recycle/recover 3.12. Practicing
concepts in line with the and environmental OSHS, EHSM,
direction of the design policies. 3RS
brief. 3.15. Trends
3.7. Best design sketch options 3.16. Geometry
are selected based on 3.17. Basic Math
design brief requirements. 3.18. Algebra
3.8. Final rough designs in the
format required are
prepared and submitted to
client and /or supervisor for
comments.
4. Edit / Revise 4.1. Comments received from 4.1. Verbal 4.1. Artistic and
logo design client and / or supervisor communication creative skills
are analyzed to revise 4.2. Written 4.2. Design and
initial logo concepts, communication drawing skills
designs and sketches. 4.3. Intellectual property 4.3. Visual
4.2. Adjustments are made to 4.4. Behavioral Science communication
produce final 4.5. Human and Animal skills
specifications as required Anatomy 4.4. Computer
by client and/ or supervisor 4.6. Principles of design application skills
4.3. Colors are enhanced & 4.7. Elements of design 4.5. Computer/
technically identified as per 4.8. Physics application
specified design directives. 4.9. Computer troubleshooting
4.4. Font selected or designed knowledge skills
is aligned and suggested 4.10. Familiarity in 4.6. Critical thinking
_________________________________________________________________________________ 43
in places to fit the overall different graphic & analytical skills
look of the logo design software 4.7. Researching
4.5. Revised draft logo design applications skills
in the format required is 4.11. Practicing 3Rs – 4.8. Communicatio
prepared and submitted to Reduce, Re-use, n skills
client and/or supervisor for Recycle/recover 4.9. Reporting skills
final comments and environmental 4.10. Software
policies. usage skills
4.12. Trends 4.11. Documentation
4.13. Geometry & Organizational
4.14. Basic Math skills
4.15. Algebra 4.12. Practicing
OSHS, EHSM,
3Rs
5. Finalize logo 5.1. Client and/ or supervisor 5.1. Verbal 5.1. Artistic and
design final feedback are collected communication creative skills
and analyzed. 5.2. Written 5.2. Design and
5.2. Final revisions of the communication drawing skills
logo design are adjusted 5.3. Intellectual property 5.3. Visual
according to design 5.4. Behavioral Science communication
specifications 5.5. Human and Animal skills
5.3. Chosen or designed Anatomy 5.4. Computer
font and layout are 5.6. Principles of design application skills
adjusted to fit final logo 5.7. Elements of design 5.5. Computer/
design. 5.8. Computer knowledge application
5.4. Final colors are applied 5.9. Familiarity in different troubleshooting
to logo design as required graphic applications skills
in the feedback and 5.10. Printing Knowledge 5.6. Critical thinking &
design specifications 5.11. Geometry analytical skills
5.5. Final measurements, 5.12. Algebra 5.7. Communication
color codes and 5.13. Practicing 3Rs – skills
technicalities of the logo Reduce, Re-use, 5.8. Reporting skills
design are finalized and Recycle/recover 5.9. Software usage
documented for and environmental skills
appropriate usage. policies. 5.10. Documentation
5.6. Final logo design with 5.14. Trends & organizational
proper documentation of 5.15. Geometry skills
design details are 5.16. Basic Math 5.11. Practicing
prepared and submitted to 5.17. Algebra OSHS, EHSM,
client and/or supervisor for 3Rs
final approval.
_________________________________________________________________________________ 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 and 1.1. The instructions & 1.1. Verbal 1.1. Communication
analyze the specifications to develop the communication skills
print media design for the specific print 1.2. Written 1.2. Interpersonal
design brief media requirement is communication skills
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 resources specifications 1.8. Practicing
to develop required designs 1.10. Practicing 3Rs – OSHS, EHSM,
for print is identified. Reduce, Re-use, 3Rs
1.4. Approval stages of submitted Recycle/recover
design concepts is confirmed and environmental
with the client and/or a policies.
supervisor. 1.11. Trends
1.5. Print format of the approved 1.12. Basic Math
design is identified with all its 1.13. Economics
specifications based on the (Pricing)
design brief.
1.6. All questions essential to
develop the design for print is
discussed and liaised with
relevant personnel.
2. Prepare 2.1. All necessary materials and 2.1. Verbal 2.1. Artistic &
equipment & equipment to be used are communication Creative skills
materials for prepared according to the 2.2. Written 2.2. Communication
print media specifications of the design communication skills
design brief 2.3. Intellectual 2.3. Computer
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 the 2.5. Elements of design 2.5. Analytical and
final print media output. 2.6. Principles of design comprehension
2.3. Monitor is calibrated to show 2.7. Computer skills
the correct color grading of knowledge 2.6. Software usage
designs 2.8. software skills
2.4. Color scheme or print knowledge 2.7. Practicing
palettes are organized and 2.9. Practicing 3Rs – OSHS, EHSM,
arranged to suit requirements Reduce, Re-use, 3Rs
_________________________________________________________________________________ 48
of final design output. Recycle/recover
2.5. Page size, orientation, and environmental
appropriate resolution are policies.
selected based on the design 2.10. Trends
brief specifications 2.11. Basic Math
2.6. Non-functioning and 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 the specified print output are communication creative skills
specific print generated through research 3.2. Written 3.2. Communication
media output and sketches experimentation. communication skills
3.2. Appropriate Document / page 3.3. Intellectual 3.3. Computer
set up is applied based on property operation skills
the design brief requirements 3.4. Behavioral Science 3.4. Reporting skills
3.3. Different print or graphic 3.5. Human and Animal 3.5. Analytical and
design style options are Anatomy comprehension
explored and sketched basing 3.6. Principles of design skills
on the design parameters. 3.7. Elements of design 3.6. Software usage
3.4. Required text copy, words, 3.8. Graphic design skills
tagline or message for print is styles 3.7. Holistic design
prepared and analyzed for 3.9. Philosophy skills
appropriate layout placement. 3.10. Computer 3.8. Organizational
3.5. Font style, color and size are knowledge skills
carefully selected and placed 3.11. Familiarity in 3.9. Practicing
in a proper layout to fit overall different graphic OSHS, EHSM,
design output applications 3Rs
3.6. All Elements created are 3.12. Printing
organized on different Knowledge
comprehensive layout/ 3.13. internet browsing/
compre to experiment on the research
best arrangements for design 3.14. Practicing 3Rs –
presentation. Reduce, Re-use,
3.7. Graphic images, product Recycle/recover
shots, photographs and other and environmental
elements can be imported policies.
from other applications and 3.15. Trends
added to the comprehensive 3.16. Basic Math
layout. 3.17. Geometry
3.8. Color combinations are
experimented to compliment
concept designs
3.9. Final rough comprehensive
layout designs in the format
required are prepared and
submitted to client and /or
supervisor for comments and
revisions.
_________________________________________________________________________________ 49
4. Finalize print 4.1. Comments and feedback from 4.1. Verbal 4.1. Artistic and
media design client and/ or supervisor are communication creative skills
layout analyzed to revise the 4.2. Written 4.2. Communication
elements of the proposed communication skills
comprehensive layouts 4.3. Intellectual 4.3. Computer
4.2. Combined elements in the property operation skills
comprehensive layout/ 4.4. Principles of design 4.4. Reporting skills
compre are imposed correctly 4.5. Elements of design 4.5. Analytical and
to suit specified sheet size. 4.6. Philosophy comprehension
4.3. Numerical sequence and lay 4.7. Computer skills
down of the product or mock- knowledge 4.6. Software usage
up is correctly identified to 4.8. Familiarity in skills
meet binding and finishing different graphic 4.7. Holistic design
requirements. applications skills
4.4. Bleed allowance is 4.9. Printing 4.8. Organizational
incorporated in margins and Knowledge skills
borders. 4.10. Internet browsing/ 4.9. Practicing
4.5. Text copy is reviewed for research OSHS, EHSM,
possible errors and omissions 4.11. Practicing 3Rs – 3Rs
and are discussed with client Reduce, Re-use,
and/ or supervisor. Recycle/recover
4.6. Alignment of the basic and environmental
elements are maintained policies.
based on the overall balance 4.12. Trends
of the layout and correct color 4.13. Basic Math
blends and gradients. 4.14. Geometry
4.7. Hard copy / progressive 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
is created to present to client
and/ or Supervisor for final
comments and approval.
5. Prepare final 5.1. Approved final layout design 5.1. Verbal 5.1. Artistic and
print output & and /or project is prepared for communication creative skills
documentation printing. 5.2. Written 5.2. Communication
5.2. Correct Color profile are communication skills
selected carefully for standard 5.3. Intellectual 5.3. Computer
print output option property operation skills
5.3. File formats are chosen to 5.4. Physics 5.4. Reporting skills
best represent artwork styles. 5.5. Elements of 5.5. Analytical and
_________________________________________________________________________________ 50
5.4. Compression options are Design comprehension
selected that keep the image 5.6. Principles of skills
quality high and the file size design 5.6. Printing skills
low. 5.7. Typography 5.7. Software usage
5.5. Export options of file are set 5.8. Computer skills
and saved to the best settings knowledge 5.8. Holistic design
for the final print output. 5.9. Familiarity in skills
5.6. The appropriate format for different graphic 5.9. Organizational
saving the images/ artworks/ applications skills
objects and layout are used as 5.10. Printing 5.10. Practicing
required in the specifications Knowledge OSHS, EHSM,
of the design brief. 5.11. internet browsing/ 3Rs
5.7. The resolution for effects and research
any filters are set based on 5.12. Practicing 3Rs –
image quality. Reduce, Re-use,
5.8. Document / page set up is Recycle/recover
checked to ensure correct and environmental
layout file has no non- policies.
printable elements. 5.13. Trends
5.9. Final high-resolution file is 5.14. Basic Math
checked for final approval of 5.15. Algebra
client and/or supervisor before
sending to print.
6. Color separate 6.1. The final and approved print 6.1. Verbal 6.1. Artistic and
artwork file for media artwork file is prepared communication creative skills
final printing for final printing 6.2. Written 6.2. Communication
6.2. The correct format for the communication skills
color separation is 6.3. Intellectual property 6.3. Computer
determined and checked 6.4. Principles of design operation skills
based on the final 6.5. Elements of design 6.4. Reporting skills
specifications on the design 6.6. Color Theory 6.5. Analytical and
brief. 6.7. Typography comprehension
6.3. Command preferences are 6.8. Physics skills
correctly set for print quality 6.9. Computer 6.6. Printing skills
and process. knowledge 6.7. Software usage
6.4. The color separation 6.10. Familiarity in skills
options are set according to different graphic 6.8. Holistic design
print requirements of the applications skills
design brief. 6.11. Printing Knowledge 6.9. Organizational
6.5. Correct Color profile is 6.12. Internet reseach/ skills
selected for the final output, browsing 6.10. Practicing
based on client 6.13. Basic Math OSHS, EHSM,
specifications. 6.14. Geometry 3Rs
6.6. Screen frequency with value 6.15. Practicing 3Rs –
& color preferences is Reduce, Re-use,
selected and saved which is Recycle/recover
appropriate for the print and environmental
quality policies.
6.7. Spreads and choke traps are 6.16. Trends
created to avoid
misregistration.
_________________________________________________________________________________ 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 brief 1.1. Verbal 1.1. Communication
interpret the are correctly interpreted and communication skills
user 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 and property 1.4. Critical thinking
clarified from the relevant 1.4. Behavioral 1.5. Analytical skills
personnel. Science
1.3. Specifications, parameters or 1.5. Human and
constraints are identified based Animal Anatomy
on the design brief 1.6. Elements of
1.4. Information are sourced and design
evaluated pertinent to the design 1.7. Principles of
brief design
1.5. User behavior, user goals, 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
the design brief.
2. Select 2.1. Appropriate user behavior, user 2.1. Verbal 2.1. Artistic and
media/ goals, user motivations and user communication creative skills
materials for needs are identified and 2.2. Written 2.2. Computer
user selected based on the findings of communication application
experience the research. 2.3. Intellectual skills
design 2.2. Materials, hardware, and property 2.3. Computer/
software are gathered and 2.4. Behavioral application
sourced based on the Science troubleshooting
requirements 2.5. Elements of skills
2.3. Non-functioning equipment and design 2.4. Critical thinking
materials should be reported to 2.6. Principles of 2.5. Analytical skills
relevant personnel. design
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.
2.12. Trends
3. Produce 3.1. A flow chart is created based on 3.1. Verbal 3.1. Artistic and
wireflow the findings of the research in communication creative skills
designs relation with the design 3.2. Written 3.2. Computer
requirements communication application
3.2. Clickable links are identified 3.3. Intellectual skills
based on the flowchart property 3.3. Computer/
3.3. Wireflow designs of the selected 3.4. Behavioral application
user experience media are Science troubleshooting
presented to relevant personnel 3.5. Human and skills
Animal Anatomy 3.4. Critical thinking
3.6. Elements of 3.5. Analytical skills
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
policies.
3.13. Trends
4. Create page 4.1. Comments/feedbacks are 4.1. Verbal 4.1. Artistic and
template/ applied to selected wireflow communication creative skills
user design 4.2. Written 4.2. Computer
experience 4.2. Page template grid is set based communication application
wireframing on the delivery platform. 4.3. Intellectual skills
4.3. Layout is determined using property 4.3. Computer/
boxes and lines using 4.4. Behavioral application
appropriate software. Science troubleshooting
4.4. Information hierarchy is defined 4.5. Elements of skills
using typography. design 4.4. Critical thinking
4.5. Visual strength is determined by 4.6. Principles of 4.5. Analytical skills
_________________________________________________________________________________ 59
using grayscale tonal values. design
4.6. Page template design is 4.7. Typography
evaluated for feedback based on 4.8. Computer
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 experience communication creative skills
and design wireframe and design flow 5.2. Written 5.2. Computer
flow of the 5.2. When necessary, animation or communication application
selected effects are simulated using 5.3. Intellectual skills
user motion graphic software and property 5.3. Computer/
experience submitted for evaluation 5.4. Behavioral application
media 5.3. When necessary, approved Science troubleshooting
design flow is tested using 5.5. Elements of skills
simple coding tools and design 5.4. Critical thinking
submitted for evaluation 5.6. Principles of 5.5. Analytical skills
5.4. Generated designs are design
organized and submitted to 5.7. Typography
client and /or Supervisor for final 5.8. Computer
approval. knowledge
5.9. Familiarity in
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 interface work scope is established and 1.2. Written 1.2. Interpersonal
design brief clarified from the relevant communication skills
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 are Science
identified from the design brief 1.5. Human and Animal
1.3. Information pertinent to the Anatomy
design brief are sourced and 1.6. Elements of design
evaluated to create the 1.7. Principles of
correct design directives. design
1.4. Visual elements and tools 1.8. Practicing 3Rs –
are researched and compared Reduce, Re-use,
based on the design brief. Recycle/recover
1.5. Relationship between the and environmental
visual elements, hardware policies.
and software required is 1.9. Trends
identified based on the project
requirements
1.6. Research media and findings
are organized and updated as
required
1.7. Initial discussions of the
design brief against the
findings are evaluated with
relevant personnel.
2. Select tools, 2.1 Visual elements and tools 2.1 Verbal 2.1 Artistic and
delivery are identified and presented communication creative skills
platform and to the relevant personnel. 2.2 Written 2.2 Computer
appropriate 2.2 Appropriate visual communication application
software elements and tools are 2.3 Intellectual skills computer/
selected based on the design property application
brief requirements 2.4 Behavioral troubleshooting
2.3 Materials, hardware, and Science skills
software are gathered and 2.5 Human and 2.3 Critical
sourced based project Animal Anatomy thinking
requirements. 2.6 Elements of 2.4 Analytical
2.4 Non-functioning and design skills
missing materials and 2.7 Principles of
equipment are reported to design
appropriate personnel
_________________________________________________________________________________ 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.
2.13 Trends
3. Generate and 3.1. Range of feasible design 3.1. Verbal 3.1. Artistic and
develop ideas and creative solutions communication creative skills
designs for are generated in response to 3.2. Written 3.2. Computer
user interface the design brief. communication application skills
3.2. Design ideas are discussed 3.3. Intellectual computer/
and collaborated with relevant property application
personnel. 3.4. Behavioral troubleshooting
3.3. Brand guidelines specified in Science skills
the design brief are applied to 3.5. Human and Animal 3.3. Critical thinking
the rough design outputs. Anatomy 3.4. Analytical skills
3.4. Creative ideas and solutions 3.6. Elements of
are reflected and assessed design
based on constraints to meet 3.7. Principles of
the design brief. design
3.5. User interface design studies 3.8. Computer
in the format required are knowledge
prepared and submitted to 3.9. Familiarity in
client and /or supervisor for different graphic
comments and revisions. applications
3.10. Geometry
3.11. Algebra
3.12. Practicing 3Rs –
Reduce, Re-use,
Recycle/ recover
and
environmental
policies.
3.13. Trends
4. Finalize user 4.1. Comments and feedback from 4.1. Verbal 4.1. Artistic and
interface client and/ or supervisor are communication creative skills
design analyzed to revise the 4.2. Written 4.2. Computer
elements of the proposed communication application skills
user interface design. 4.3. Intellectual computer/
4.2. Gathered media and content property application
is assembled based on the 4.4. Behavioral troubleshooting
technical specifications Science skills
4.3. Accurate dimensions are 4.5. Human and Animal 4.3. Critical thinking
_________________________________________________________________________________ 65
considered appropriate to Anatomy 4.4. Analytical Skills
design brief requirements 4.6. Elements of
4.4. Media file size must be design
considered for accessibility 4.7. Principles of
and compatibility design
4.5. Media are placed in web- 4.8. Computer
based locations and external knowledge
links are generated for fast 4.9. Familiarity in
accessibility different graphic
4.6. Web safe colors are selected applications
based on the media 4.10. Geometry
requirements 4.11. Pixels conversion
4.7. Standard web fonts are 4.12. Practicing 3Rs –
considered based on delivery Reduce, Re-use,
platform requirements Recycle/recover
4.8. Selected design techniques and
and tools are applied in environmental
developing the design. policies.
4.9. Relevant personnel are 4.13. Trends
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 tested
against media output for
possible errors
_________________________________________________________________________________ 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 the KNOWLEDGE SKILLS
Range of Variables
1. Receive and 1.1. Instructions & specifications to 1.1. Verbal 1.1. Computer
interpret the develop the product packaging communication application
product are read & analyzed based on 1.2. Written skills
packaging the design brief communication 1.2. Computer/
design brief 1.2. Proposed packaging design is 1.3. Intellectual property application
established and clarified from 1.4. Elements of design troubleshooting
the relevant personnel to 1.5. Principles of design skills
inform design decisions. 1.6. Form follows 1.3. Critical thinking
1.3. Specifications, parameters or function 1.4. Analytical skills
constraints are identified based 1.7. Practicing 3Rs –
on the design brief. Reduce, Re-use,
1.4. Information are sourced and Recycle/recover and
evaluated pertinent to design environmental
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
requirements of the design
brief.
2. Develop 2.1. References to support the 2.1. Verbal 2.1. Artistic and
design design process are identified communication creative skills
concepts for appropriate to the design brief. 2.2. Written 2.2. Computer
specific 2.2. Design ideas are explored communication application
product using isometric and 2.3. Intellectual property skills
packaging orthographic methods. 2.4. Elements of design 2.3. Computer/
2.3. Design ideas of the package 2.5. Principles of design application
are generated based on form 2.6. Spatial reasoning troubleshooting
and function of the product. 2.7. Behavioral Science skills
2.4. Packaging and color printing 2.8. Form follows 2.4. Critical thinking
_________________________________________________________________________________ 70
Range of Variables
materials to be used are function 2.5. Analytical skills
properly considered based 2.9. Computer
OSHS and EHSM standard. knowledge
2.5. Designs developed are 2.10. Familiarity in
organized and submitted in the different graphic
format required to the client applications
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 environmental
policies.
2.17. Trends
3. Create 3.1. Selected design from initial 3.1. Verbal 3.1. Artistic and
specific ideas is developed based on communication creative skills
product production and design factors. 3.2. Written 3.2. Computer
packaging 3.2. Selected design is created into communication application
mockup a mockup using specified 3.3. Intellectual property skills
measurements and temporary 3.4. Behavioral Science 3.3. Computer/
package materials based on 3.5. Spatial Reasoning application
the product. 3.6. Elements of design troubleshooting
3.3. Package design functionality is 3.7. Principles of design skills
tested with collaboration and 3.8. Form follows 3.4. Critical thinking
refinement from relevant function 3.5. Analytical skills
personnel. 3.9. Basic
3.4. Final mockup selected and drafting/Technical
approved by client and/or drawing
supervisor is submitted for 3.10. Computer
approval. knowledge
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
policies.
3.17. Trends
_________________________________________________________________________________ 71
Range of Variables
4. Finalize 4.1. Modifications and amendments 4.1. Verbal 4.1. Artistic and
design for are applied to the final product communication creative skills
specific package design. 4.2. Written 4.2. Computer
product 4.2. Accurate measurements and communication application
packaging die line are developed to 4.3. Intellectual property skills computer/
support product packaging 4.4. Behavioral Science application
design 4.5. Spatial Reasoning troubleshooting
4.3. Final design, mockup, die line 4.6. Elements of design skills
template and documentation 4.7. Principles of design 4.3. Critical thinking
are presented for approval to 4.8. Form follows 4.4. Analytical skills
relevant personnel. function
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.
4.16. Trends
_________________________________________________________________________________ 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 & specifications 1.1. Verbal 1.1. Communication
interpret the to develop the booth & communication skills
booth & product window /display 1.2. Written 1.2. Computer
product design is read & analyzed communication application skills
window / based on the design brief. 1.3. Intellectual property 1.3. Computer/
display 1.2. Proposed booth & product 1.4. Anthropometrics application
design brief window/display design is 1.5. Ergonomics troubleshooting
established and clarified 1.6. Principles of design skills
from the relevant personnel 1.7. Elements of design 1.4. Critical thinking
to inform design decisions. 1.8. Drafting/Technical 1.5. Analytical skills
1.3. Specifications, parameters or drawing
constraints are identified 1.9. Crafting
based on the design brief. 1.10. Practicing 3Rs –
1.4. Information are sourced and Reduce, Re-use,
evaluated pertinent to design Recycle/recover
brief. and environmental
1.5. Required design ideas and policies.
solutions are assessed for 1.11. Trends
implications on budget,
timeline, technical feasibility
and suitability.
1.6. All relevant questions
essential to develop the
specific booth & product
window / display design is
discussed and liaised with
relevant personnel.
2. Develop 2.1. References to support the 2.1. Verbal 2.1. Artistic and
design design process are identified communication creative skills
concepts for appropriate to the design 2.2. Written 2.1.1. Drawing
specific booth brief. communication and
and product 2.2. Design ideas are explored 2.3. Intellectual property sketching
window / using isometric and 2.4. Elements of design 2.1.2. 3D design
display orthographic methods. 2.5. Principles of design techniques
2.3. Ideas for design concepts 2.6. Anthropometrics 2.2. Computer
are generated through 2.7. Ergonomics application skills
research and observation of 2.8. Form follows 2.3. Computer/
structures and window function application
displays. 2.9. Computer troubleshooting
2.4. Different design style options knowledge skills
are explored and sketched 2.10. Familiarity in 2.4. Critical thinking
based on the design different graphic 2.5. Analytical skills
parameters. applications 2.6. Holistic skills
2.5. Brand guidelines specified 2.11. Architecture and
in the design brief are Interior Design
_________________________________________________________________________________ 75
applied to the rough design 2.12. Basic Carpentry
outputs. and Electrical
2.6. Location or space Installation
guidelines of the product 2.13. Trends
window / display is noted 2.14. Geometry
and measured to the design 2.15. Algebra
specifications. 2.16. Trigonometry
2.7. Final rough designs in the
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 supervisor communication creative skills
design using are collected & analyzed to 3.2. Written 3.2. Computer
precise revise and edit the chosen communication application
specifications design concept. 3.3. Intellectual skills
provided 3.2. Multi-view Orthographic property 3.3. Computer
drawings of the selected 3.4. Elements of application
design are provided for design troubleshooting
arrangement & construction 3.5. Principles of skills
reference. design 3.4. Critical thinking
3.3. Booth or product window/ 3.6. Anthropometrics 3.5. Analytical skills
display size and dimensions 3.7. Ergonomics 3.6. Holistic skills
are accurately indicated on 3.8. Form follows
the final design. function
3.4. Materials & specifications 3.9. Computer
and construction items to be knowledge
used on the final output are 3.10. Familiarity in
identified and indicated over different graphic
the design parts. applications
3.5. Brand guidelines should be 3.11. Architecture and
clearly seen on the final Interior Design
booth design, as required in 3.12. Basic Carpentry
the design brief. and Electrical
3.6. A plan of the utilities Installation
location and installation 3.13. Geometry
should be clearly indicated in 3.14. Algebra
the final booth & product 3.15. Trigonometry
window/ display design, in
coordination with relevant
personnel.
3.7. Final design with proper
documentation of the design
details are prepared and
submitted to client and/or
supervisor for final approval.
_________________________________________________________________________________ 76
4. Produce 3D 4.1. Approved final booth design 4.1. Verbal 4.1. Artistic and
Model is created into a precise communication creative skills
images/ view colored 3D model images 4.2. Written 4.2. Computer
of the based on the multi-view communication application skills
approved orthographic drawings. 4.3. Intellectual property 4.3. Computer/
booth or 4.2. Brand, logo, color of overall 4.4. Elements of design application
product/ 3D model images are fully 4.5. Principles of design troubleshooting
window seen and reflected based on 4.6. Anthropometrics skills
display the approved final design & 4.7. Ergonomics 4.4. Critical thinking
design requirements. 4.8. Form follows 4.5. Analytical skills
4.3. Structure and functionality function 4.6. Holistic skills
are indicated with 4.9. Computer
collaboration and refinement knowledge
with relevant personnel. 4.10. Familiarity in
4.4. Required materials needed different graphic
for the design are applications
researched and indicated 4.11. Architecture and
based on approved design Interior Design
documentation & structure 4.12. Basic Carpentry
plan. and Electrical
4.5. Any electrical, lighting and Installation
other important utilities are 4.13. Geometry
indicated, and/or consulted 4.14. Algebra
with relevant personnel 4.15. Trigonometry
4.6. Final design, colored 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:
_________________________________________________________________________________ 81
BASIC COMPETENCIES
(68 hrs)
Unit of Learning Assessment Nominal
Learning Activities Methodology
Competency Outcomes Approach Duration
1. Lead workplace 1.1. Communicate  Lecture and discussion on:  Lecture  Written Test 2 Hours
communication information o Effective verbal communication methods  Demonstration  Observation
about workplace o Sources of information  Practical
processes  Practice organizing information exercises
 Identify organization requirements for written and  Demonstration
electronic communication methods  Role Play
 Follow organization requirements for the use of
written and electronic communication methods
 Perform exercises on understanding and conveying
intended meaning scenario
1.2. Lead workplace  Lecture and discussion on:  Group  Oral 2 Hours
discussions o Organizational policy on production, quality and discussion evaluation
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 and discussion evaluation
issues arising in problems  Lecture  Written Test
the workplace  Read effective verbal communication methods  Demonstration  Observation
 Practice organizing information  Role Play
 Perform exercises on understanding and conveying
intended meaning scenario
2. Lead small 2.1. Provide team  Lecture and discussion on:  Group  Oral 2 Hours
team leadership o Company policies and procedures discussion evaluation
 Identify client expectations  Lecture  Written
 Practice team building skills  Demonstration examination
 Perform exercises on communication skills required  Role Play  Observation
for leading teams
_________________________________________________________________________________ 82
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
 Practice negotiating skills  Demonstration examination
 Perform group exercises showing the skills and  Role Play  Observation
techniques in promoting team building
2.3. Set performance  Lecture and discussion on:  Group  Oral 2 Hours
expectations for o Team member’s duties and responsibilities discussion evaluation
team members o How performance expectations are set  Lecture  Observation
 Identify client expectations  Demonstration  Written
 Perform group exercises in setting individual target/  Role Play examination
expectation
 Read instruction and requirements in up to date
dissemination to members
2.4. Supervise team  Discuss listening and treating individual team  Group  Oral 2 Hours
performance members concern discussion evaluation
 Identify methods of Monitoring Performance  Lecture  Written
 Perform group exercises showing the skills in  Demonstration examination
monitoring team performance  Observation
3. Develop and 3.1. Plan  Lecture and discussion on:  Group  Oral 4 hours
practice negotiations o codes of practice and guidelines for the Discussion evaluation
negotiation 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
_________________________________________________________________________________ 83
3.2. Participate in  Discuss/Describe the following strategies during  Group  Oral 4 Hours
negotiations negotiation: Discussion evaluation
o Decision making and conflict resolution strategies  Case studies  Observation
procedures  Demonstration
o Problem solving strategies on how to deal with  Simulation/
unexpected questions and attitudes during Role play
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 workplace 4.1. Identify the  Discussion on Normal operating parameters &  Group  Oral 2 Hours
problems problem product quality discussion evaluation
related to work  Identify & clarify the nature of problem  Lecture  Written
activities  Read:  Demonstration examination
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 workplace
_________________________________________________________________________________ 84
4.2. Determine  Discussion on Teamwork and work allocation problem  Group  Oral 2 Hour
fundamental  Read: discussion evaluation
cause of the o Using range of formal problem solving techniques  Lecture  Written
problem o Enterprise goals, targets and measures  Demonstration examination
o Enterprise quality, OHS and environmental  Role Play  Observation
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
4.3. Determine  Discussion on principles of decision making strategies  Group  Oral 2 Hour
correct / and techniques Discussion evaluation
preventive  Read:  Lecture  Written
action o Evaluating the solution  Demonstration examination
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 data Discussion evaluation
to manager collation  Demonstration  Observation
 Prepare recommendation letter
5. Use 5.1. Identify  Discussion on the four fundamental operation  Group  Oral 2 Hour
mathematical mathematical (addition, subtraction, division, multiplication) Discussion evaluation
concepts and tools and  Read:  Lecture  Written
techniques techniques to o Measurement system  Demonstration examination
solve problems o Precision and accuracy  Observation
o Basic measuring tools/devices
 Apply mathematical computations
 Demonstrate activities on:
o Use of calculator
o Use of different measuring tools
_________________________________________________________________________________ 85
5.2. Apply  Lecture and discussion on:  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 mathematical tools and standard formulas
5.3. Analyze results  Discussion on the four fundamental operation  Group  Oral 2 Hours
(addition, subtraction, division, multiplication) Discussion evaluation
 Read:  Lecture  Written
o Measurement system  Demonstration examination
o Precision and accuracy  Observation
o Basic measuring tools/devices
o Use of calculator
6. Use relevant 6.1. Identify  Discussion on company policy in relation to relevant  Group  Oral 2 Hour
technologies appropriate technology Discussion evaluation
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
_________________________________________________________________________________ 86
6.2. Apply relevant  Discussion on different management concepts  Group  Oral 4 Hours
technology  Read: Discussion evaluation
o Relevant technology application/ implementation  Lecture  Written
o Technology adaptability  Demonstration examination
o Different management concepts
 Simulation/  Observation
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 the  Lecture and discussion on  Lecture  Oral 2 Hours
thinking and problem o Processes, normal operating parameters, and  Group evaluation
problem solving product quality to recognize nonstandard situations Discussion  Written
techniques in o Enterprise goals, targets and measures Examination
the workplace o Analytical techniques
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 the o Problem solving tools Discussion  Written
problem  Exercise on cause and effect Examination
_________________________________________________________________________________ 87
7.3. Determine  Lecture and discussion on  Lecture  Oral 2 Hours
corrective action o Identification and analysis of possible options for  Group evaluation
problem resolution Discussion  Written
o Corrective actions Examination
o Principles of decision making strategies and  Observation
techniques
Layouting of action plans
7.4. Provide  Using range of formal problem solving techniques  Lecture  Oral 2 Hours
recommendatio  Preparation and presentation of sample  Group evaluation
n/s to manager recommendation report Discussion  Written
Examination
 Presentation
8. Use information 8.1. Use technical Lecture and discussion on:  Lecture  Oral 4 Hours
creatively and information o Application in collating information  Group evaluation
critically systems and o Procedures for inputting, maintaining and archiving Discussion  Written
information information  Hands on Examination
technology o Guidance to people who need to find and use  Demonstration  Presentation
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
_________________________________________________________________________________ 88
8.2. Apply Lecture and discussion on:  Lecture  Oral 2 Hours
information o Attributes and limitations of available software tool  Group evaluation
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/ module  Presentation
o Security systems and measures that can be used  Hands on
o Methods of entering and processing information  Demonstration
Use procedures and work instructions for the use of IT
Extract data and format reports
Use WWW applications
8.3. Edit, format and Lecture and discussion on:  Lecture  Oral 2 Hours
check o Basic file-handling techniques  Group evaluation
information o Techniques in checking documents Discussion  Written
o Techniques in editing and formatting  Self-paced Examination
o Proof reading techniques handout/  Presentation
Use different techniques in checking documents module
Edit and format information applying different  Hands on
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 world Discussion  Written
awareness and geography Examination
sensitivity o Different methods of verbal and non-verbal  Presentation
communication in a multicultural setting
o Workplace Diversity Policy
_________________________________________________________________________________ 89
9.2. Work effectively  Lecture and discussion on:  Lecture  Oral 2 Hours
in an o The value of diversity in the economy and society  Group evaluation
environment 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
common issues o Diversity-related conflicts within the workplace  Group evaluation
in a multicultural o Change management policies Discussion  Written
and diverse o Advance strategies for customer service excellence Examination
environment  Identifying and addressing workplace harassment  Presentation
 Applying advance strategies for customer service
excellence
Note: Basic competencies may be embedded in the core competencies.
_________________________________________________________________________________ 90
COMMON COMPETENCIES
28 hrs
Unit of Assessment Nominal

Learning Outcomes Learning Activities Methodology
Competency Approach Duration
1. Apply Quality 1.1. Assess quality of Identify relevant production processes, Lecture Written test 3 hours
Standards received materials materials and products Field trip Demonstration &
Study and interpret characteristics of materials, Symposium questioning
software and hardware used in production Video clips Observation &
processes Simulation/ Role questioning
Perform quality checking procedures 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 documenting Field trip Demonstration & 3 hours
completed work Symposium questioning
Perform fault identification and reporting Simulation Observation &
Observe safety and environmental aspects of On the job training questioning
production processes
Utilize workplace quality indicators
Document and report deviations from specified
quality standards
1.3. Engage in quality Participate in quality improvement processes Field trip Demonstration & 2 hours
improvement a. IEC/ISO standards Symposium questioning
b. Environmental and safety standards Simulation Observation &
Carry out work as per process improvement On the job training questioning
procedures
Monitor operation performance
Implement continuous improvement
_________________________________________________________________________________ 91
2. Perform 2.1. Plan and prepare Plan and prepare computer operation activity Lecture Written/Oral 4 hours
Computer for task to be Determine task requirements based on required Modular examination
Operations undertaken output Computer based Practical
Determine appropriate hardware and software training (e-learning) demonstration
Identify/Select types of computers and basic Project method
features of different operating systems On the job training
Interpret and follow client-specific guidelines &
procedures
Plan task as per data security guidelines
2.2. Input data into Apply basic ergonomics of keyboard and Lecture Written/Oral 4 hour
computer computer user Modular examination
Enter/Encode data using appropriate computer Group discussion Practical
programs/applications Project method demonstration
Check accuracy of encoded data/information On the job training
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 information Select correct program/ application based on Lecture Written/Oral 5 hours
using computer job requirements Computer based examination
Access computer data/files training (e-learning) Practical
Interpret general security, privacy legislation & On the job training demonstration
copyright
Use Productivity Application
o Microsoft office applications
Learn Business Application
o Introduction to Basic
Programming software
Apply basic ergonomics of keyboard and
computer user
_________________________________________________________________________________ 92
2.4. Produce/output Identify types and function of computer Lecture Written/Oral 5 hour
data using peripheral devices Group discussion examination
computer system Print and scan office documents and materials Modular Practical
Send office/ business documents through On the job training demonstration
facsimile
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 computer Perform computer equipment/ system basic Demonstration Written/Oral 2 hours
equipment and maintenance procedures Simulation examination
systems o Perform basic file maintenance Modular Practical
procedures Video clips demonstration
o Perform cleaning of PC parts/ Computer based
hardware components training (e-learning)
o Scan/Debug computer software
and applications
o Perform cleaning and
defragmentation of computer files
o Perform backup of computer files
Enumerate and define different types of
computer viruses
_________________________________________________________________________________ 93
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 a interpret the  Interpret and determine the project  Discussion  Interviews /
logo logo design brief requirements based on the design brief  Viewing  Questioning
 Conduct research on client/company Multimedia
56 hrs
culture, people, target audience and trends  Actual
 Discuss working against the mood demonstration
 Plan tasks following design brief
specifications
1.2. Select materials  Identify/Select appropriate hardware and  Lecture/  Written exam 4 hours
& equipment to software needed to accomplish the tasks Discussion  Practical Exam
develop logo  Discuss the different industry standard  Actual  Interviews /
design vector software demonstration  Questioning
 Discuss different types of media
applications
1.3. Develop logo  Discuss:  Lecture/  Observation 16 hours
design concepts o Elements of design Discussion  Practical
o Principles of design  Practical exercises demonstration
 Perform initial drawings/sketches for the  Simulation  Oral
logo  Demonstration questioning
 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 industry  Simulation  Practical
standard vector software  Demonstration demonstration
o Difference between Vector and Raster  Oral
images questioning
 Revise logo design based on the logo
concepts and client feedback
_________________________________________________________________________________ 94
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
media applications questioning
2. Develop 2.1. Interpret and  Discuss:  Lecture  Written exam 8 hours
designs for analyze the o Different types of print media  Discussion  Interviews /
print media print media o Relevance of schedule and milestones  Viewing  Questioning
design brief o Different type of print formats Multimedia
 Conduct research appropriate to design  Actual
72 hrs specifications of the brief demonstration
2.2. Prepare  Discuss:  Lecture/  Written exam 16 hours

equipment & o Different Industry standard Raster Discussion  Practical Exam
materials for software  Actual  Interviews /
print media o Monitor calibration demonstration  Questioning
design o Different color palettes
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
_________________________________________________________________________________ 95
2.3. Develop designs  Conduct planning and research  Lecture/  Observation 16 hours
for the specific  Apply appropriate page set up based on Discussion  Practical
print media brief requirements  Practical exercises demonstration
output  Discuss:  Simulation  Oral
o Graphic design styles  Demonstration questioning
o Importing and exporting from other
software
o RGB and CMYK
 Perform design concepts by arranging
elements using software
2.4. Finalize print  Discuss and perform:  Lecture/  Observation 16 hours
media design o Producing a print mockup Discussion  Practical
layout o Bleeding  Practical exercises demonstration
o Printing settings and techniques  Simulation  Oral
 Apply final revisions based on client  Demonstration questioning
feedback
2.5. Prepare final  Discuss and perform:  Lecture/  Observation 8 hours

print output & o Color processing Discussion  Practical
documentation o Different file formats  Practical exercises demonstration
o Compression options  Simulation  Oral
o Different print effects and filters  Demonstration questioning
 Save and export final design for
presentation
2.6. Color separate  Discuss and perform:  Lecture/  Observation 8 hours
artwork file for o Color separation Discussion  Practical
final printing o Process and spot colors  Practical exercises demonstration
o Screen frequency  Simulation  Oral
o Spread and choke traps  Demonstration questioning
o Overprints
 Create proof of final approved design
_________________________________________________________________________________ 96
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 interface client brief specifications and references with relevant  Viewing  Questioning
personnel. Multimedia
 Identify and prepare all necessary  Actual
60 hrs equipment and required peripherals to be demonstration
used according to task to be undertaken.
3.2. Select tools,  Discuss:  Lecture/  Written exam 16 hours

delivery platform o Types of User Interface Discussion  Practical Exam
and appropriate o Different Software for User Interface  Actual  Interviews /
software design demonstration  Questioning
 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/  Observation 24 hours

develop o Brand guidelines Discussion  Practical
designs for user o Target audience  Practical exercises demonstration
interface o Trends  Simulation  Oral
o Grid specifications  Demonstration questioning
 Design user interface thru sketches
3.4. Finalize user  Discuss:  Lecture/  Observation 16 hours

interface design o External Links to Web-based locations Discussion  Practical
o Different media and file sizes  Practical exercises demonstration
o Web-safe colors  Simulation  Oral
o Standard web fonts  Demonstration questioning
_________________________________________________________________________________ 97
user client brief specifications and references with relevant  Viewing  Questioning
experience personnel. Multimedia
4.2. Select media/  Discuss:  Lecture/  Written exam 16 hours
materials for o Importance of User behavior, goals, Discussion  Practical Exam
user experience motivation and needs  Actual  Interviews /
design o Difference of UI and UX design demonstration Questioning
o Different software for UX design
4.3. Produce  Discuss:  Lecture/  Observation 15 hours
mockup of o Design flow Discussion  Practical
screen flow o Clickable links  Practical exercises demonstration
o Testing interactivity  Simulation  Oral
 Demonstration questioning
4.4. Create Page  Discuss:  Lecture/  Observation 16 hours
template o Grid specifications Discussion  Practical
(wireframing) o Wireframing techniques  Practical exercises demonstration
o Media testing  Simulation  Oral
 Demonstration questioning
4.5. Create page  Discuss:  Lecture/  Observation 20 hours
template/ user o Presenting UX with motion graphic Discussion  Practical
experience software  Practical exercises demonstration
wireframing o Presenting UX using code  Simulation  Oral
 Refine the interactive and presentation  Demonstration questioning
media based on client feedback.
 Identify clearly and store securely all
designs and applications in accordance with
company procedures.
_________________________________________________________________________________ 98
4.6. Finalize  Discuss:  Lecture/  Observation 8hours
wireframe and o Using After Effects for presenting Discussion  Practical
design flow of animation  Practical exercises demonstration
the selected o Simple coding for web and apps  Simulation  Oral
user experience  Submit final design flow  Demonstration questioning
media
product brief specifications and references with relevant  Viewing  Questioning
packaging personnel. Multimedia
equipment and required peripherals to be demonstration
68 hrs used according to task to be undertaken.
5.2. Develop design  Identify client’s/company’s logo brand  Lecture/  Observation 24 hours
concepts for specifications Discussion  Practical
specific product  Identify  Practical exercises demonstration
packaging o Discuss:  Simulation  Oral
o Form follows function  Demonstration questioning
o Spatial Reasoning
o Types of packaging
o Drafting techniques
o Safety standards
_________________________________________________________________________________ 99
5.3. Create specific  Identify and select appropriate industry  Lecture/  Observation 24 hours
product standard vector or raster software including Discussion  Practical
packaging computer-assisted techniques for  Practical exercises demonstration
mockup sustainability.  Simulation  Oral
 Discuss:  Demonstration questioning
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.
5.4. Finalize design  Identify and select appropriate industry  Lecture/  Observation 16 hours
for specific standard 3Dsoftware including computer- Discussion  Practical
product assisted techniques for sustainability.  Practical exercises demonstration
packaging  Discuss:  Simulation  Oral
o 3D software tools and techniques  Demonstration questioning
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.
_________________________________________________________________________________ 100
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 display brief specifications and references with relevant  Viewing  Questioning
personnel. Multimedia
6.2. Develop design  Discuss:  Lecture/  Observation 24 hours

concepts for  Anthrometrics and Ergonomics Discussion  Practical
specific booth  Design styles  Practical exercises demonstration
and product  Space guidelines  Simulation  Oral
window / display  Form follows functions  Demonstration questioning
 Architecture
 Interior design
6.3. Finalize selected  Discuss:  Lecture/  Observation 24 hours
design using o Drafting Discussion  Practical
precise o Materials  Practical exercises demonstration
specifications o Utilities for booths  Simulation  Oral
provided  Identify range of materials needed in the  Demonstration questioning
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.
_________________________________________________________________________________ 101
6.4. Produce colored  Discuss:  Lecture/  Observation 18 hours
3D model o Scale modelling Discussion  Practical
images & views  Identify and select appropriate industry  Practical exercises demonstration
of the approved standard software including computer-  Simulation  Oral
booth or assisted techniques for sustainability.  Demonstration questioning
product/ window  Create a precise colored 3D model
display 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 images
created.
_________________________________________________________________________________ 102
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.
_________________________________________________________________________________ 103
TR-ICT (Visual Graphic Design NC III) Amended Month 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.
_________________________________________________________________________________ 104
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 the 21 Computer (software 10 Reference Book
following OS: dependent specifications)
- Windows with at least 18” monitor
- Mac 21 Ergonomic computer tables 21 Adobe PDF documents
- Linux and chairs
- ubuntu 1 LCD Projector 21 Hand-outs
1 Printer, color (DeskJet or 50 CD’s
laser) CD ROMs DVDs
21 Internet Browsers (Google 1 Scanner 10 Practice materials
Chrome, Internet Explorer, 1 Digital Camera 10 Print media
Mozilla Firefox) 1 Monitor calibrator (optional) 1 Internet
21 Must have any of the 1 Electronic media 10 Various printing media
following graphic software  Web/online (e.g. photo-paper,
applications* such as:  CD- or DVD- tarpaulin, etc.)
- Adobe Photoshop based As Printed materials
- Adobe Illustrator  Mobile or hand- req’ Books and magazines
- Adobe In-design held Apps d Newspapers
- Adobe Premiere  Smart phones qty. Brochures and flyers
- Adobe After Effects  Tablets Billboards and
 Smart TV tarpaulins
- Adobe Acrobat
- CorelDraw - Prototype materials
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.
_________________________________________________________________________________ 105
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
● For non-industry practitioner, must have at least 3-years related teaching
experience and must be a graduate of any Visual Arts/Multimedia related
courses
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.
_________________________________________________________________________________ 106
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 Web Development 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.
_________________________________________________________________________________ 107
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 Graphics 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.
_________________________________________________________________________________ 108
ANNEX A. ICT COMPETENCY MAP – VISUAL GRAPHICS 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
Work in a Team Practice career Lead Workplace
health and safety Lead Small Team
Environment professionalism Communication
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 in environmental
Individuals organize information Work
the Workplace protection
COMMON COMPETENCIES
Apply Quality Operate a Personal

Standards Computer
CORE COMPETENCIES
Communicate Provide specialized

Render quality Utilize enterprise/ Conduct contact
effectively in a customer support and assistance
customer service company technology center campaign
contact center to customers
Manage the activities Use medical
Lead a contact center Use business Produce text from audio
of a contact center technology to carry
work team technology transcription
work team out task
Lead a team in Apply traditional
Produce traditional Produce traditional in-
Review/edit documents delivering quality drawing techniques
cleaned-up drawings between drawings
service for animation
Produce Traditional key
Create 2D digital Export Animation into Produce digital Produce digital in-
poses/drawings for
animation Video file format cleaned-up drawings between drawings
animation
Produce background Composite and edit Create 3D digital Produce storyboard Coordinate the
designs animation sequence animation for animation production of animation
Produce over-all Produce key drawings Create 3D models Apply 3D texture and
Set character rigging
designs for animation for animation for animation lighting to 3D models
Produce cleaned-up Use an authoring
Create 2D digital Composite and render
and in-betweened tool to create an Animate character
animation animation sequence
drawings interactive sequence
Produce key drawings Utilize Software Develop Responsive Create Interactive Develop Website
for animation Methodologies Web Design Websites (Using JavaScript) Backend 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
_________________________________________________________________________________ 109
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-
_________________________________________________________________________________ 110
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.
_________________________________________________________________________________ 111
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.
_________________________________________________________________________________ 112
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
_________________________________________________________________________________ 113
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.
_________________________________________________________________________________ 114
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 Types* Resolution No./ Date) Resolution No./ Circular
Date)
00 Document Created – Not Applicable TB No. 2007-58/ Not Applicable
Visual Graphic Design December 19, 2007
NC III
01 Document Amended – TB No. 2007-58/ TB No. 2018-04/ TESDA Circular No.

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

- Document Created
- Document Amended
_________________________________________________________________________________ 115
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 Institute of Animation & Design
Accredited Assessor and Trainer for Visual Graphics Design NCIII,
Illustration NCII and 2D Animation NCIII
 THE PARTICIPANTS IN THE VALIDATION OF THIS TRAINING REGULATION
o Junnar Orioque ( Artist/Graphics Designer )

o Joseph De Vera ( Graphics Designer/ Instructor)
o Kristinne Claudio ( Graphic artist/Instructor)
o May Laxamana ( Animator/ graphic artist )
o Jeffrey Sarmiento ( Graphics designer )
 THE ANIMATION COUNCIL OF THE PHILIPPINES, INC. (ACPI)
 THE TESDA BOARD - STANDARDS SETTING AND SYSTEMS DEVELOPMENT

COMMITTEE
 THE MANAGEMENT AND STAFF OF THE TESDA SECRETARIAT
 Qualifications and Standards Office (QSO)
Name Company/industry Email Address

Imelda B. Taganas TESDA ibtaganas@tesda.gov.ph
Julford C. Abasolo TESDA jcabasolo@tesda.gov.ph
Samuel E. Calado Jr. TESDA secaladojr@tesda.gov.ph
Venzel Y. Concoles TESDA vyconcoles@tesda.gov.ph
o
_________________________________________________________________________________ 116

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TR - Visual Graphic Design NC III

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TRAINING REGULATIONS

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

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:

Code BASIC COMPETENCIES

 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