Skills for Employment

Investment Program (SEIP)

COMPETENCY-BASED LEARNING
MATERIAL
(FACULTY GUIDE)
FOR

GRAPHIC DESIGN
(IT SECTOR)

Finance Division, Ministry of Finance

Government of the People’s Republic of Bangladesh
 Table of Contents

Copyright 3
Approval Sheet 4
How to Use this Competency-based Learning Material 6
Introduction to Teaching Adult Learners 7
List of Icons 9
Modules 10
Module 1: Apply graphic design concepts and guidelines 10
Learning Outcome 1.1 - Apply graphic design concepts 11
Learning Outcome 1.2 - Follow basic design 12
Learning Outcome 1.3 - Develop conceptual skills and ideas 14
Learning Outcome 1.4 - Seek strategies for personal development 15
Module 2: Generate shapes and text 16
Learning Outcome 2.1 - Prepare equipment and related software 17
Learning Outcome 2.2 - Create shapes and text 18
Learning Outcome 2.3 - Check work quality 19
Module 3: Generate design using graphics applications 20
Learning Outcome 3.1 - Prepare the work environment 22
Learning Outcome 3.2 - Produce objects with/without typing 23
Learning Outcome 3.3 - Set up layers and appearance attributes 25
Learning Outcome 3.4 - Finalise document 27
Module 4: Generate clipping path, logo and mock-up 28
Learning Outcome 4.1 - Prepare the work environment 30
Learning Outcome 4.2 - Create clipping path 31
Learning Outcome 4.3 - Create logo 32
Learning Outcome 4.4 - Create mock-up 34
Module 5: Review final output and print 35
Learning Outcome 5.1 - Check image quality and file size 37
Learning Outcome 5.2 - Manipulate objects and text 39
Learning Outcome 5.3 - Import images 40
Learning Outcome 5.4 - Set colour separation 41
Learning Outcome 5.5 - Finalise media and print 42

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 2

Skills for Employment Investment Programme (SEIP)
Copyright

The Competency-based Learning Material (Faculty Guide) for Graphic Design is a document, aligned to its
applicable competency standard, for providing training consistent with the requirements of industry in order
for individuals who graduated through the established standard via competency-based assessment to be
suitably qualified for a relevant job.

This document is owned by the Finance Division of the Ministry of Finance of the People’s Republic of
Bangladesh, developed under the Skills for Employment Investment Program (SEIP).

Public and private institutions may use the information contained in this competency-based learning
material for activities benefitting Bangladesh.

Other interested parties must obtain permission from the owner of this document for reproduction of
information in any manner, in whole or in part, of this Competency-based Learning Material, in English or
other language.

This document is available from:

Skills for Employment Investment Program (SEIP) Project

Finance Division
Ministry of Finance
Probashi Kallyan Bhaban (Level – 16)
71-72 Old Elephant Road
Eskaton Garden, Dhaka 1000
Telephone: +8802 551 38598-9 (PABX), +8802 551 38753-5
Facsimile: +8802 551 38752
Website: www.seip-fd.gov.bd

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 3

Skills for Employment Investment Programme (SEIP)
Approval Sheet

Identification and validation of modules and content for this occupation were made by experts within this
sector. A series of consultations were held to accurately capture industry and employer needs and
expectations and develop the learning material that would help to enhance the employability of the youth
trained. This process started on 14 May 2017 and concluded with a validation workshop with a sectoral
working group on 27 August 2017.

Experts Involved

Industry and subject-matter experts who provided their valuable inputs to develop this competency-based
learning material [May 2017 – August 2017]:

Name Organisation Designation

Md. Zayed Uddin BITM Trainer

Sabyasachi Mistry BITM Assessor

Mian Zadid Rusdid BITM Trainer

Md. Golam Mostafa Transparent Chief Executive Officer

Khondoker Asgor Pavel Bitbiods Solutions Chief Executive Officer

A.B.M Owal Ikramul Islam BITM Trainer

Md. Tarique Quader BASIS Coordinator - M & E

Talukder Md. Shabbir BASIS Chief Coordinator

Rashmi Meha British Council - SD03 International Expert - CBLM

David King British Council - SD03 Team Leader

Mahbub Ul Huda British Council - SD03 National Subject Matter Consultant -

IT Sector

Validation Workshop

Competency-based learning material validation workshop participants [held on 27 August 2017]:

Name Organisation Designation

Md. Golam Mostafa Transparent Chief Executive Officer

Khondoker Asgor Pavel Bitbiods Solutions Chief Executive Officer

A.B.M. Owal Islam BITM Trainer

Md. Tarique Quader BASIS Coordinator - M & E

Talukder Md. Shabbir BASIS Chief Coordinator

Md. Shah Alam Majumder BTEB Deputy Director (Course

Accreditation)

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 4

Skills for Employment Investment Programme (SEIP)
 Name Organisation Designation

Md. Abdur Razzaque SEIP-BTEB Specialist-1 (Competency Standards)

Syed Nasir Ershad SEIP AEPD (Public1)

Md. Ahsan Habib SEIP TVET Specialist

Mr Mohiuzzaman SEIP Course Specialist

Saifuzzaman Mia SEIP Quality Assurance Observe

Rashmi Meha British Council - SD03 Acting Team Leader

Mahbub Ul Huda British Council - SD03 National Subject Matter Consultant -

IT Sector

Committee Workshop

The National competency-based learning material for National Skills Certificate in Graphic Design, NTVQF
Level [INSERT LEVEL] qualification is a document developed by the Skill for Employment Investment
Programme (SEIP), Finance Division, Ministry of Finance. This competency-based learning material has
been developed by an industry expert group under guidance of SEIP. The competency-based learning
material was approved by the SCDC [BTEB to insert date] at NTVQF Cell, BTEB.
Respectable members of the SCDC:

Graphic Design - Level [INSERT LEVEL]

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 5

Skills for Employment Investment Programme (SEIP)
How to Use this Competency-based Learning Material

Welcome to the competency-based learning material for Graphic Design to use in IT. These modules
contain training materials and activities for learners to complete in order to become competent and qualified
as a skilled worker.
There are five (5) modules that make up this course which comprises the skills, knowledge and attitudes
required to become a skilled worker including:
1. Apply graphic design concepts and guidelines
2. Generate shapes and text
3. Generate design using graphics application
4. Generate clipping path, logo and mock-up
5. Review final output and print
As a trainer, you are required to guide the learners through a series of activities in order to complete each
learning outcome of the module. These activities may be completed as part of structured classroom
activities or they may be required to work at their own pace.
These activities will require the learners to complete associated learning and practice activities in order to
gain knowledge and skills they need to achieve the learning outcomes. Refer to Learning Activity Page
of each module to know the sequence of learning tasks and the appropriate resources to use for each
task.
This page will serve as the road map towards the achievement of competence. If you read the Information
Sheets, these will give you an understanding of the work, and why things are done the way they are. Once
the learners have finished reading the Information Sheets, they are required to complete the questions in
the Self-Check Sheets.
The self-check process follows the Information Sheets in the learning guide. Completing self-checks will
help the learners know how they are progressing. To know how they fared with self-checks, they can
review the Answer Key.
The learners are required to complete all activities as directed in the Job Sheet. This is where they will
apply their newly acquired knowledge while developing new skills. When working, high emphasis should
be laid on safety requirements. The learners should be encouraged to raise relevant queries or ask the
facilitator for assistance as required.
When the learners have completed all the tasks required in the learning guide, an assessment event will
be scheduled to evaluate if they have achieved competency of the specified learning outcomes and are
ready for the next task.

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Skills for Employment Investment Programme (SEIP)
Introduction to Teaching Adult Learners

Since you will be dealing with adult learners, it is important to understand the basic principles of adult
learning and methodologies. Adults learn best through associations, experiences and application. A few
facts to consider while teaching adult learners:
Discussion: Adult learning is best managed through mutual dialogue
and discussion. Discussion needs to be encouraged and used in the
classroom to maximise learning.
Associations: Adults have experiences which can be related to any
learning objectives to create associations which enhance conceptual
comprehension. Associations can be used to create user interest and
gain attention. Adults learn new attitudes or skills best in relation to
previous life experiences.
This strategy also ensures knowledge retention.
Create an environment conducive to learning and sharing: Make people feel comfortable talking to you
and each other. They should feel at ease asking questions, sharing views even if they are not very sure of
the efficacy of their suggestions or views.
Physical surroundings: Temperature, light, space and furniture should be optimal. There should be no
distractions.
Inculcate respect: Encourage learners’ contributions and experiences. People are more encouraged to
learn and share when their experiences are acknowledged - new information builds easily on past
knowledge and experience.
Reward and recognition: Acknowledging the efforts of people, even small attempts, can reap great
benefits. Learners like to receive praise and positive encouragement, which motivates them to deliver their
best.
Learners also like to be reassured that they are correctly recalling or using information they have absorbed
in the classroom.
Structured teaching: Learners study faster when information or skills are presented in a structured way:
▪ Concepts to be taught in small, bite sized portions for easy assimilation
▪ Put forth the easiest ideas or skills first and then gradually build on them
▪ Bring in the important ideas first
▪ Reinforce key ideas at regular intervals
▪ Reinforce high order concepts at regular intervals
Move learner from generic to specific flow of information: Introduce the generic concepts first and then
move to specific more complex information to ease understanding and comprehension.
Application of concepts/ideas taught: Help students put into practice the concepts taught in the class
through exercises and work-based projects. Application ensures knowledge retention and skill building.
Relevance building: Build up relevance of the concepts being taught in class by relating them to day-to-
day life and workplace experiences.
Learners should know to use and apply what they have learned in the classroom as they learn faster when
they recognise that what they are learning will be useful in the future.
Sharing: Encourage learners to learn from each other and solve problems collectively. This makes learning
easier and improves team spirit and the interpersonal skills of the learners.
Participation: Involve learners in the class - adults favour to be active participants in learning rather than
passive receivers of knowledge. People learn faster when they actively process information, solve
problems and practice skills.
Motivate: Inspire the class so that teaching does not become a one-way process of knowledge download.
Learners will learn faster when they feel an inner urge to learn and be an active participant in the class.

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Skills for Employment Investment Programme (SEIP)
Create a learning environment in which the learners feel free and able to shed their inhibitions and develop
receptivity towards new ideas and concepts.
Students will have different motivation levels - some will be more eager to learn than others as each leaner
is different from the other and therefore need to be treated differently.
And remember - adapt your communication style to suit the needs of the audience.
Communicate effectively: Communicate in a manner that is understood by the class. The language and
sentence structuring should be clear and succinct.
Technical concepts should be explained in a manner that de-mystifies the concept - make things simple
and easy to understand.
Avoid using too much technical jargon - if it is part of the curriculum, ensure the class is first made familiar
with the words or jargon used.
Assessments: Conduct skill and knowledge checks regularly:
▪ Reinforce high order concepts at regular intervals.
▪ Conduct formative and summative assessments.
▪ Strengthen areas which appear to be weak.
Regular feedback:
▪ Provide regular feedback to learners
▪ Help them identify their strengths and areas of improvement
▪ Feedback should always be constructive
▪ Timely and specific feedback is easier to accept and act on

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 8

Skills for Employment Investment Programme (SEIP)
List of Icons

Icon Name Icon

Module content

Learning outcomes

Performance criteria

Contents

Assessment criteria

Resources required

Information sheet

Self-check Quiz

Answer key

Activity

Video reference

Learner job sheet

Assessment plan

Review of competency

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 9

Skills for Employment Investment Programme (SEIP)
Module 1: Apply graphic design concepts

Module Descriptor: This module covers the skills, knowledge and attitudes to apply graphic
design concepts and guidelines. It specifically includes applying graphic
design concepts, following basic design guidelines using graphic design
tools, developing conceptual skills and ideas, and seeking strategies for
personal development.
Nominal Duration: 42 hours
Learning Outcomes: 1.1. Apply graphic design concepts
1.2. Follow basic design concepts
1.3. Develop conceptual skills and ideas
1.4. Seek strategies for personal development
Performance Criteria: 1.1. Brief history of graphic design is discussed.
1.2. Analog design and basic drawing is identified.
1.3. Global trend in graphic designing is recognised.
1.4. Portfolio of trainees is acknowledged.
1.5. Guidelines on basic design for graphic designing are identified.
1.6. Technical skills to achieve basic design are identified.
1.7. Opportunities to continuously improve technical skills in basic
design are demonstrated through identification, practice,
feedback, discussion and evaluation.
1.8. Capabilities to develop technical skills in basic design are
demonstrated.
1.9. Relevant journals, magazines, catalogues and other media are
Identified and used to stimulate technical and professional
development in basic design guidelines.
1.10. Working with others to develop basic design ideas is exhibited.
1.11. Ability to gain experience in a range of genres and interpretation
of basic design guideline is demonstrated.
1.12. Work of others is studied to stimulate conceptual idea and
development.
1.13. A range of opportunities to develop own practice and keep
informed about current design practices are identified and used
as guidelines for basic designing.
1.14. Ability to explore and experiment with new ideas in making
and/or interpreting work is demonstrated.
1.15. Exploration and use of technology where appropriate to expand
own practice is demonstrated.
1.16. Strategies for personal development as a designer is sought.

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 1.1 - Apply Graphic Design Concept

Contents: ▪ Discuss history of graphic design in brief

▪ Identify analog design and basic drawing
▪ Recognize global trend in graphic designing
▪ Develop portfolio by trainees
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Analog design tools
▪ Graphic design applications
▪ Pen
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource Guide
Page

1.1.1 ▪ Information Sheet 1.1.1 9

▪ Self-Check 1.1.1 9
▪ Answer Key 1.1.1 36
http://www.unahealydesign.com/elements-of-
good-graphic-design/
https://www.slideshare.net/smoros/history-of-
graphic-design-6092452

1.1.2 ▪ Information Sheet 1.1.2 9

▪ Self-Check Quiz 1.1.2 12
▪ Answer Key 1.1.2 36
http://vanseodesign.com/web-design/design-
concept-thoughts/4/27

1.1.3 ▪ Information Sheet 1.1.3 12

▪ Self-Check Quiz 1.1.3 13
▪ Answer Key 1.1.3 36
http://www.howdesign.com/design-
business/2017-design-trends/
https://www.youtube.com/watch?v=dcc1VyGvaYk

1.1.4 ▪ Information Sheet 1.1.4 13

▪ Self-Check Quiz 1.1.4 15
▪ Answer Key 1.1.4 36
http://blog.agencyaccess.com/11-components-of-
a-successful-portfolio/
http://www.creativebloq.com/inspiration/8-great-
examples-of-graphic-design-portfolios

Assessment Criteria: ▪ Brief history of graphic design is discussed

▪ Analog design and basic drawing are identified
▪ Global trend in graphic designing is recognised
▪ Portfolio of trainees is acknowledged

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 1.2 - Follow Basic Design Guidelines

Contents: ▪ Identify guidelines on basic design for graphic designing

▪ Identify technical skills to achieve basic design
▪ Demonstrate opportunities to continuously improve technical skills in
basic design through identification, practice, feedback, discussion and
evaluation
▪ Demonstrate capabilities to develop technical skills in basic design
▪ Identify and use relevant journals, magazines, catalogues and other
media to stimulate technical and professional development in basic
design guidelines
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Internet
▪ Pens
▪ Papers
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

1.2.1 ▪ Information Sheet 1.2.1 17

▪ Self-Check Quiz 1.2.1 17
▪ Answer Key 1.2.1 36
https://99designs.com/blog/tips/types-of-graphic-
design/

1.2.2 ▪ Information Sheet 1.2.2 18

▪ Self-Check Quiz 1.2.2 18
▪ Answer Key 1.2.2 36
http://fashion2apparel.blogspot.com/2017/07/cla
ssification-loom.html

1.2.3 ▪ Information Sheet 1.2.3 18

▪ Self-Check Quiz 1.2.3 19
▪ Answer Key 1.2.3 36

1.2.4 ▪ Information Sheet 1.2.4 19

▪ Self-Check Quiz 1.2.4 21
▪ Answer Key 1.2.4 37
http://ccea.org.uk/sites/default/files/docs/curricul
um/skills_
and.capabilities/tspc/SEN_TSPC_Framework_G
uidance_Booklet.pdf

1.2.5 ▪ Information Sheet 1.2.5 21

▪ Self-Check Quiz 1.2.5 21
▪ Answer Key 1.2.5 37

Assessment Criteria: ▪ Guidelines on basic design for graphic designing is identified

▪ Technical skills to achieve basic design are identified
▪ Opportunities to continuously improve technical skills in basic design
are demonstrated through identification, practice, feedback,
discussion and evaluation
▪ Capabilities to develop technical skills in basic design are
demonstrated

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 12

Skills for Employment Investment Programme (SEIP)
 ▪ Relevant journals, magazines, catalogues and other media are
identified and used to stimulate technical and professional
development in basic design guidelines

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 1.3 - Develop Conceptual Skills and Ideas

Contents: ▪ Exhibit working with others to develop basic design ideas

▪ Demonstrate ability to gain experience in a range of genres and
interpretation of basic design guideline
▪ Study work of others to stimulate conceptual idea and development
▪ Identify a range of opportunities to develop own practice and keep
informed about current design practices and use as guidelines for basic
designing
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Analog design tools
▪ Graphics design application
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

1.3.1 ▪ Information Sheet 1.3.1 22

▪ Self-Check Quiz 1.3.1 24
▪ Answer Key 1.3.1 38

1.3.2 ▪ Information Sheet 1.3.2 25

▪ Self-Check Quiz 1.3.2 27
▪ Answer Key 1.3.2 38
https://www.business.vic.gov.au/__data/assets/
word.../Design-brief-template.doc

1.3.3 ▪ Information Sheet 1.3.3 27

▪ Self-Check Quiz 1.3.3 28
▪ Answer Key 1.3.3 38
http://www.thedieline.com/blog/2011/1/27/10-
rules-to-properly-judge-commercial-design.html

1.3.4 ▪ Information Sheet 1.3.4 29

▪ Self-Check Quiz 1.3.4 30
▪ Answer Key 1.3.4 38

Assessment Criteria: ▪ Working with others to develop basic design ideas is exhibited
▪ Ability to gain experience in a range of genres and interpretation of basic
design guideline is demonstrated
▪ Work of others is studied to stimulate conceptual idea and development
▪ A range of opportunities to develop own practice and keep informed
about current design practices are identified and used as guidelines for
basic designing

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 14

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 1.4 - Seek Strategies for Personal Development

Contents: ▪ Demonstrate ability to explore and experiment with new ideas in

making and/or interpreting work
▪ Demonstrate exploration and use of technology where appropriate to
expand own practice
▪ Sight strategies for personal development as a designer
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Analog design tools
▪ Graphics design application
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

1.4.1 ▪ Information Sheet 1.4.1 31

▪ Self-Check Quiz 1.4.1 32
▪ Answer Key 1.4.1 39

1.4.2 ▪ Information Sheet 1.4.2 33

▪ Self-Check Quiz 1.4.2 34
▪ Answer Key 1.4.2 39
https://www.business.vic.gov.au/__data/assets/
word.../Design-brief-template.doc

1.4.3 ▪ Information Sheet 1.4.3 35

▪ Self-Check Quiz 1.4.3 35
▪ Answer Key 1.4.3 39
http://www.thedieline.com/blog/2011/1/27/10-
rules-to-properly-judge-commercial-design.html

Assessment Criteria: ▪ Ability to explore and experiment with new ideas in making and/or
interpreting work is demonstrated
▪ Exploration and use of technology where appropriate to expand own
practice is demonstrated
▪ Strategies for personal development as a designer is sought

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 15

Skills for Employment Investment Programme (SEIP)
Module 2: Generating shapes and text

Module Descriptor: This module covers the skills, knowledge and attitudes to generate shapes
and text. It specifically includes installing local web server, working with
the tools of web server and installing FTP clients.
Nominal Duration: 10 hours
Learning Outcomes: 2.1. Prepare equipment and related software
2.2. Create shapes and text
2.3. Check work quality
Performance Criteria: 2.1. Equipment and software are prepared as per workplace
requirement.
2.2. Equipment and software are checked for conformity and
usability.
2.3. Output to be generated is determined in accordance with job
requirements/specifications.
2.4. Page layout application is identified in accordance with job
requirements/specification.
2.5. Shapes and text are created and applied in accordance with job
requirements/specifications.
2.6. Quality of work is checked according to workplace
requirements/specifications.
2.7. Constructive criticism from others is obtained.
2.8. Work is adjusted where necessary to improve technical,
conceptual and commercial value.

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 2.1 - Prepare Equipment and Related Software

Contents: ▪ Preparation of equipment and software

▪ Check equipment and software for conformity and usability
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource Guide
Page

2.1.1 ▪ Information Sheet 2.1.1 41

▪ Self-Check Quiz 2.1.1 43
▪ Answer Key 2.1.1 57
https://99designs.com/blog/tips/types-of-graphic-
design/

2.1.2 ▪ Information Sheet 2.1.2 43

▪ Self-Check Quiz 2.1.2 44
▪ Answer Key 2.1.2 57

Assessment Criteria: ▪ Equipment and software are prepared as per workplace requirement
▪ Equipment and software are checked for conformity and usability

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 2.2 - Create Shapes and Text

Contents: • Determine output to be generated in accordance with job

requirements/specifications
• Identify page layout application in accordance with job
requirements/specification
• Create and apply shapes and text in accordance with job
requirements/specifications
Resources ▪ Workplace (simulated or actual)
Required: ▪ Personal computer/laptop
▪ Graphics design application
▪ Pens
▪ Paper
▪ Journals, magazines, catalogues
▪ Instruction sheet/manual
Learning Student
Activities: Activity Resource Guide
Page

2.2.1 ▪ Information Sheet 2.2.1 46

▪ Self-Check Quiz 2.2.1 48
▪ Answer Key 2.2.1 57
https://99designs.com/blog/tips/types-of-graphic-design/

2.2.2 ▪ Information Sheet 2.2.2 48

▪ Self-Check Quiz 2.2.2 49
▪ Answer Key 2.2.2 57
http://www.toptenreviews.com/software/multimedia/best-
page-layout-software/

2.2.3 ▪ Information Sheet 2.2.3 49

▪ Self-Check Quiz 2.2.3 50
▪ Answer Key 2.2.3 57
https://helpx.adobe.com/photoshop/how-to/adding-text-
shapes-basics.html

Assessment ▪ Output to be generated is determined in accordance with job

Criteria: requirements/specifications
▪ Page layout application is identified in accordance with job
requirements/specification
▪ Shapes and text are created and applied in accordance with job
requirements/specifications

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 2.3 - Check Work Quality

Contents: ▪ Check quality of work according to workplace

requirements/specifications
▪ Obtain constructive criticism from others
▪ Adjust work where necessary to improve technical, conceptual and
commercial value
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

2.3.1 ▪ Information Sheet 2.3.1 51

▪ Job Sheet 1 52
▪ Self-Check Quiz 2.3.1 53
▪ Answer Key 2.3.1 57

2.3.2 ▪ Information Sheet 2.3.2 54

▪ Self-Check Quiz 2.3.2 55
▪ Answer Key 2.3.2 57

2.3.3 ▪ Information Sheet 2.3.3 55

▪ Self-Check Quiz 2.3.3 56
▪ Answer Key 2.3.3 58

Assessment Criteria: ▪ Quality of work is checked according to workplace

requirements/specifications
▪ Constructive criticism from others is obtained
▪ Work is adjusted where necessary to improve technical, conceptual and
commercial value

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 19

Skills for Employment Investment Programme (SEIP)
Module 3: Generate design using graphics application

Module Descriptor: This module covers the skills, knowledge and attitudes to generate design
using graphics application. It specifically includes preparing the work
environment, producing objects with/without typing, setting up layers and
appearance attributes and finalising document.
Nominal Duration: 42 hours
Learning Outcomes: 3.1. Prepare the work environment
3.2. Produce objects with/without typing
3.3. Set up layers and appearance attributes
3.4. Finalise document
Performance Criteria: 3.1. Details of the brief are reviewed to identify preference setting
requirements.
3.2. Monitor is calibrated using an ICC profile to ensure closest
possible colour match.
3.3. Palettes are arranged to suit job and personal preferences.
3.4. View magnification is set for ease of working with the graphics
application.
3.5. Ruler units are set, and grid is displayed to ensure artwork meets
design specifications.
3.6. Tools are used to produce objects, required attributes are
entered and shapes manipulation is made until graphic
framework is finalised.
3.7. Lines and curves are adjusted and edited to fit design
specifications.
3.8. Objects are painted, transposed and strokes and effects are
scaled according to the design brief.
3.9. Colours are created, edited and saved to the colour palette and
saturation of colour is adjusted.
3.10. Colour and appearance attributes are selected and copied as
required.
3.11. Gradients fill, mesh and patterns are used to paint, and blend as
required by the layout and design brief.
3.12. Objects are grouped or individually selected, moved, scaled or
rotated using a variety of methods according to workplace
standard.
3.13. Required type is added and formatting are set to reflect the
design brief.
3.14. Graphic properties are set and meet the design brief.
3.15. Effects are added to a graphic and edited to make the
appearance more suitable according to the design brief.
3.16. Appearances required for further use are saved as styles.
3.17. Objects are organized in layers and stacking order is controlled.
3.18. Layers are locked and/or nested and grouped in accordance with
the design brief.

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Skills for Employment Investment Programme (SEIP)
 3.19. Styles are added or removed from layers when layer consistency
is or is not required.
3.20. The appropriate format for saving the graphic is identified given
the various elements in the graphic.
3.21. The resolution for effects and any filters is set based on image
quality.
3.22. Document is checked to ensure correct layout file and that there
are no non-printable elements.
3.23. PDF or other export options are fixed to the best settings for the
final media and the file is then exported and saved.

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 21

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 3.1 - Prepare the Work Environment

Contents: ▪ Review details of the brief to identify preference setting requirements

▪ Calibrate monitor using an ICC profile to ensure closest possible colour
match
▪ Arrange palettes to suit job and personal preferences
▪ Set view magnification for ease of working with the graphics application
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Design tools
▪ Graphics design application
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

3.1.1 ▪ Information Sheet 3.1.1 60

▪ Job Sheet 2 62
▪ Self-Check Quiz 3.1.1 62
▪ Answer Key 3.1.1 96
https://www.cleardesignuk.com/design-brief.html

3.1.2 ▪ Information Sheet 3.1.2 63

▪ Self-Check Quiz 3.1.2 63
▪ Answer Key 3.1.2 96
https://www.youtube.com/watch?v=f1PCG5hXUm
E

3.1.3 ▪ Information Sheet 3.1.3 64

▪ Self-Check Quiz 3.1.3 64
▪ Answer Key 3.1.3 96
https://www.youtube.com/watch?v=ADhLgTqL-6o

3.1.4 ▪ Information Sheet 3.1.4 65

▪ Self-Check Quiz 3.1.4 65
▪ Answer Key 3.1.4 96
https://www.youtube.com/watch?v=8D10-q68FY8

Assessment Criteria: ▪ Details of the brief are reviewed to identify preference setting
requirements
▪ Monitor is calibrated using an ICC profile to ensure closest possible color
match
▪ Palettes are arranged to suit job and personal preferences
▪ View magnification is set for ease of working with the graphics
application

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 22

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 3.2 - Produce Objects with/without Typing

Contents: ▪ Set ruler units and display grid to ensure artwork meets design
specifications
▪ Use tools to produce objects, enter required attributes and make
shapes manipulation until graphic framework is finalized
▪ Adjust and edit lines and curves to fit design specifications
▪ Paint, transpose objects and scale strokes and effects according to the
design brief
▪ Create, edit and save colours to the colour palette and adjust
saturation of colour
▪ Select and copy colour and appearance attributes as required
▪ Use gradients fill, mesh and patterns to paint and blend as required by
the layout and design brief
▪ Group objects or individually select, move, scale or rotate using a
variety of methods according to workplace standard
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Graphics application software
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

3.2.1 ▪ Information Sheet 3.2.1 67

▪ Self-Check Quiz 3.2.1 68
▪ Answer Key 3.2.1 96
http://www.informit.com/articles/article.aspx?p
=1915790&seqNum=8

3.2.2 ▪ Information Sheet 3.2.2 69

▪ Job Sheet 3 70
▪ Self-Check Quiz 3.2.2 70
▪ Answer Key 3.2.2 96
https://helpx.adobe.com/photoshop/using/tools
.html

3.2.3 ▪ Information Sheet 3.2.3 70

▪ Job Sheet 4 71
▪ Self-Check Quiz 3.2.3 71
▪ Answer Key 3.2.3 96
https://www.guru99.com/how-to-use-pen-tool-
photoshop-cc-tutorial.html
https://simplephotoshop.com/elementsplus/en
_US/mask-from-path.htm

3.2.4 ▪ Information Sheet 3.2.4 72

▪ Job Sheet 5 72
▪ Self-Check Quiz 3.2.4 73
▪ Answer Key 3.2.4 96
https://helpx.adobe.com/photoshop/using/pai
nting-tools.html
https://forums.adobe.com/thread/712718
http://blogs.adobe.com/jkost/2013/01/scaling-
effectstyles-in-photoshop-cs6.html

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Skills for Employment Investment Programme (SEIP)
 3.2.5 ▪ Information Sheet 3.2.5 73
▪ Self-Check Quiz 3.2.5 75
▪ Answer Key 3.2.5 96
https://helpx.adobe.com/photoshop/using/colo
r-modes.html
http://planetphotoshop.com/working-with-
spot-color-channels.html
http://photoshop911.typepad.com/help/2004/0
4/saving_and_load.html

3.2.6 ▪ Information Sheet 3.2.6 75

▪ Self-Check Quiz 3.2.6 76
▪ Answer Key 3.2.6 97
https://forums.adobe.com/thread/822201

3.2.7 ▪ Information Sheet 3.2.7 76

▪ Self-Check Quiz 3.2.7 77
▪ Answer Key 3.2.7 97
https://www.youtube.com/watch?v=pgAJdyqrz
p4

3.2.8 ▪ Information Sheet 3.2.8 77

▪ Self-Check Quiz 3.2.8 77
▪ Answer Key 3.2.8 97
https://www.youtube.com/watch?v=VTHudF4f
o2I

Assessment Criteria: ▪ Ruler units are set, and grid is displayed to ensure artwork meets
design specifications
▪ Tools are used to produce objects, required attributes are entered and
shapes manipulation is made until graphic framework is finalised
▪ Lines and curves are adjusted and edited to fit design specifications
▪ Objects are painted, transposed and strokes and effects are scaled
according to the design brief
▪ Colors are created, edited and saved to the color palette and
saturation of color is adjusted
▪ Color and appearance attributes are selected and copied as required
▪ Gradients fill, mesh and patterns are used to paint and blend as
required by the layout and design brief
▪ Objects are grouped or individually selected, moved, scaled or rotated
using a variety of methods according to workplace standard

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 3.3 - Set Up Layers and Appearance Attributes

Contents: ▪ Add required type and set formatting to reflect the design brief
▪ Set graphics properties and meet the design brief
▪ Add effects to a graphic and edit to make the appearance more suitable
according to the design brief
▪ Save appearances required for further use as styles
▪ Recognize objects in layers and control stacking order
▪ Lock and/or nest and group Layers in accordance with the design brief
▪ Add or remove styles from layers when layer consistency is or is not required
Resources ▪ Workplace (simulated or actual)
Required: ▪ Personal computer/laptop
▪ Graphics design application
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Student
Activity Resource
Activities: Guide Page

3.3.1 ▪ Information Sheet 3.3.1 79

▪ Self-Check Quiz 3.3.1 79
▪ Answer Key 3.3.1 97
https://smallbusiness.chron.com/format-text-photoshop-
45850.html

3.3.2 ▪ Information Sheet 3.3.2 80

▪ Self-Check Quiz 3.3.2 81
▪ Answer Key 3.3.2 97
http://www.dummies.com/software/adobe/photoshop/how-
to-work-with-the-properties-panel-in-photoshop-cs6/

3.3.3 ▪ Information Sheet 3.3.3 81

▪ Self-Check Quiz 3.3.3 82
▪ Answer Key 3.3.3 97
https://www.youtube.com/watch?v=fx_YR5-k1Ko

3.3.4 ▪ Information Sheet 3.3.4 82

▪ Self-Check Quiz 3.3.4 83
▪ Answer Key 3.3.4 97

3.3.5 ▪ Information Sheet 3.3.5 83

▪ Self-Check Quiz 3.3.5 84
▪ Answer Key 3.3.5 97
https://www.youtube.com/watch?v=muCKSmECJCw

3.3.6 ▪ Information Sheet 3.3.6 84

▪ Self-Check Quiz 3.3.6 85
▪ Answer Key 3.3.6 97
http://blogs.adobe.com/jkost/2014/10/locking-and-
unlocking-layers-in-photoshop-cc-2014.html
http://blogs.adobe.com/jkost/page/1?s=nesting+layers

3.3.7 ▪ Information Sheet 3.3.7 86

▪ Self-Check Quiz 3.3.7 87
▪ Answer Key 3.3.7 97

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 25

Skills for Employment Investment Programme (SEIP)
 https://helpx.adobe.com/photoshop/using/layer-effects-
styles.html

Assessment ▪ Required type is added and formatting are set to reflect the design brief
Criteria: ▪ Graphic properties are set and meet the design brief
▪ Effects are added to a graphic and edited to make the appearance more suitable
according to the design brief
▪ Appearances required for further use are saved as styles
▪ Objects are organised in layers and stacking order is controlled
▪ Layers are locked and/or nested and grouped in accordance with the design
brief
▪ Styles are added or removed from layers when layer consistency is or is not
required

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Skills for Employment Investment Programme (SEIP)
 Learning Outcome 3.4 - Finalise Document

Contents: ▪ Identify the appropriate format for saving the graphic given the various elements in the
graphic
▪ Set the resolution for effects and any filters based on image quality
▪ Check document to ensure correct layout file and that there are no non-printable
elements
▪ Fix PDF or other export options to the best settings for the final media and then export
and save the file
Resources ▪ Workplace (simulated or actual)
Required: ▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Student
Activity Resource
Activities: Guide Page

3.4.1 ▪ Information Sheet 3.4.1 89

▪ Self-Check Quiz 3.4.1 89
▪ Answer Key 3.4.1 98
https://helpx.adobe.com/photoshop/using/file-formats.html

3.4.2 ▪ Information Sheet 3.4.2 90

▪ Self-Check Quiz 3.4.2 91
▪ Answer Key 3.4.2 98
http://www.adobepress.com/articles/article.asp?p=1950630&seqNu
m=2

3.4.3 ▪ Information Sheet 3.4.3 91

▪ Self-Check Quiz 3.4.3 93
▪ Answer Key 3.4.3 98
https://www.printingforless.com/layout.html

3.4.4 ▪ Information Sheet 3.4.4 93

▪ Self-Check Quiz 3.4.4 94
▪ Answer Key 3.4.4 98
https://helpx.adobe.com/photoshop/using/saving-pdf-files.html

Assessment ▪ The appropriate format for saving the graphic is identified given the various elements in
Criteria: the graphic
▪ The resolution for effects and any filters is set based on image quality
▪ Document is checked to ensure correct layout file and that there are no non-printable
elements
▪ PDF or other export options are fixed to the best settings for the final media and the
file is then exported and saved

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Skills for Employment Investment Programme (SEIP)
Module 4: Generating clipping path, logo and mock-up

Module Descriptor: This module covers the skills, knowledge and attitudes to generate
clipping path, logo and mock up working with cascading style sheets
(CSS). It specifically includes preparing the work environment, creating
clipping path, creating logo and creating mock-up.
Nominal Duration: 50 hours
Learning Outcomes: 4.1. Prepare the work environment
4.2. Create clipping path
4.3. Create logo
4.4. Create mock-up

Performance Criteria: 4.1. Details of the graphic design project are reviewed to identify
preference setting requirements.
4.2. View magnification is set for ease of working with the graphics
application.
4.3. Graphic design application is opened and used.
4.4. Application pen tool is used and manipulated.
4.5. Desired pencil tool option is chosen.
4.6. Usage of pencil tools are understood.
4.7. Desired graphics application is opened and used.
4.8. Path is created using pen tool around the image area.
4.9. Path is named and saved in the paths panel menu.
4.10. Clipping path is chosen from the same panel menu.
4.11. Path drop-down list is chosen from the clipping paths dialog box.
4.12. Clipping path is saved in the chosen file.
4.13. Desired graphics application is opened and used.
4.14. New document is created.
4.15. Basic shape is created using the pen tool of the selected
application.
4.16. Desired colour is selected and applied.
4.17. Desired shadow is selected where applicable.
4.18. Text is added in accordance with project design requirement.
4.19. Background gradient is added where desirable.
4.20. Logo is completed and saved.
4.21. Desired graphics application is opened and used.
4.22. New document is created.
4.23. Steps in preparing mock-up is executed in accordance with
conceptualized design.
4.24. Steps in setting up smart object is executed.
4.25. Steps in editing smart object is accomplished.

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 28

Skills for Employment Investment Programme (SEIP)
 4.26. Mock-up is completed and saved.

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 29

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 4.1 - Prepare the Work Environment

Contents: ▪ Review details of the graphic design project to identify preference

setting requirements
▪ Set view magnification for ease of working with the graphics
application
▪ Open and use graphic design application
▪ Use and manipulate application pen tool
▪ Choose desired pencil tool option
▪ Understand the usage of pencil tools
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

4.1.1 ▪ Information Sheet 4.1.1 101

▪ Job Sheet 6 101
▪ Self-Check Quiz 4.1.1 102
▪ Answer Key 4.1.1 142

4.1.2 ▪ Information Sheet 4.1.2 102

4.1.3 ▪ Information Sheet 4.1.3 102

▪ Self-Check Quiz 4.1.3 103
▪ Answer Key 4.1.3 142

4.1.4 ▪ Information Sheet 4.1.4 103

4.1.5 ▪ Information Sheet 4.1.4 104

▪ Self-Check Quiz 4.1.4 105
▪ Answer Key 4.1.4 142
https://helpx.adobe.com/illustrator/using/drawin
g-pen-curvature-or-pencil.html
https://www.vectordiary.com/illustrator/drawing-
with-pencil-tool/

4.1.6 ▪ Information Sheet 4.1.6 106

▪ Self-Check Quiz 4.1.6 106
▪ Answer Key 4.1.6 142
https://helpx.adobe.com/illustrator/using/drawing
-pen-curvature-or-pencil.html

Assessment Criteria: ▪ Details of the graphic design project are reviewed to identify
preference setting requirements
▪ View magnification is set for ease of working with the graphics
application
▪ Graphic design application is opened and used
▪ Application pen tool is used and manipulate
▪ Desired pencil tool option is chosen
▪ Usage of pencil tools are understood

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 30

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 4.2 - Create Clipping Path

Contents: ▪ Open and use desired graphics application

▪ Create path using pen tool around the image area
▪ Name and save path in the paths panel menu
▪ Choose clipping path from the same panel menu
▪ Choose path drop-down list from the clipping paths dialog box
▪ Save clipping path in the chosen file
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ HTML Editor/software/tools
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

4.2.1 ▪ Information Sheet 4.2.1 108

▪ Self-Check Quiz 4.2.1 108
▪ Answer Key 4.2.1 142

4.2.2 ▪ Information Sheet 4.2.2 108

▪ Job Sheet 7 109
▪ Self-Check Quiz 4.2.2 109
▪ Answer Key 4.2.2 142
https://en.wikipedia.org/wiki/Clipping_path

4.2.3 ▪ Information Sheet 4.2.3 110

▪ Self-Check Quiz 4.2.3 110
▪ Answer Key 4.2.3 142
https://helpx.adobe.com/photoshop/using/paths
.html

4.2.4 ▪ Information Sheet 4.2.4 111

▪ Self-Check Quiz 4.2.4 111
▪ Answer Key 4.2.4 142
https://helpx.adobe.com/photoshop/using/paths
.html

4.2.5 ▪ Information Sheet 4.2.5 112

▪ Self-Check Quiz 4.2.5 113
▪ Answer Key 4.2.5 143

4.2.6 ▪ Information Sheet 4.2.6 113

▪ Self-Check Quiz 4.2.6 114
▪ Answer Key 4.2.6 143

Assessment Criteria: ▪ Desired graphics application is opened and used

▪ Path is created using pen tool around the image area
▪ Path is named and saved in the paths panel menu
▪ Clipping path is chosen from the same panel menu
▪ Path drop-down list is chosen from the clipping paths dialog box
▪ Clipping path is saved in the chosen file

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 31

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 4.3 - Create Logo

Contents: ▪ Open and use desired graphics application

▪ Create new document
▪ Create basic shape using the pen tool of the selected application
▪ Select and apply desired colour
▪ Select desired shadow where applicable
▪ Add text in accordance with project design requirement
▪ Add background gradient where desirable
▪ Complete and save logo
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ HTML Editor/software/tools
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student Guide
Activity Resource
Page

4.3.1 ▪ Information Sheet 4.3.1 116

▪ Self-Check Quiz 4.3.1 116
▪ Answer Key 4.3.1 143
https://www.youtube.com/watch?v=auEd6gD
gjvM

4.3.2 ▪ Information Sheet 4.3.2 116

▪ Self-Check Quiz 4.3.2 117
▪ Answer Key 4.3.2 143

4.3.3 ▪ Information Sheet 4.3.3 117

https://www.youtube.com/watch?v=_bMABS
FCq-o
https://www.youtube.com/watch?v=HUw2A2
pjdWY

4.3.4 ▪ Information Sheet 4.3.4 118

▪ Self-Check Quiz 4.3.4 119
▪ Answer Key 4.3.4 143

4.3.5 ▪ Information Sheet 4.3.5 120

▪ Self-Check Quiz 4.3.5 120
▪ Answer Key 4.3.5 143

4.3.6 ▪ Information Sheet 4.3.6 120

▪ Self-Check Quiz 4.3.6 123
▪ Answer Key 4.3.6 143
https://en.wikipedia.org/wiki/Kerning

4.3.7 ▪ Information Sheet 4.3.7 124

▪ Self-Check Quiz 4.3.7 124
▪ Answer Key 4.3.7 143

4.3.8 ▪ Information Sheet 4.3.8 125

▪ Self-Check Quiz 4.3.8 125
▪ Answer Key 4.3.8 143
https://en.wikipedia.org/wiki/Media_queries

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 32

Skills for Employment Investment Programme (SEIP)
 https://gist.github.com/gokulkrishh/242e68d1
ee94ad05f488

Assessment Criteria: ▪ Desired graphics application is opened and used

▪ New document is created
▪ Basic shape is created using the pen tool of the selected application
▪ Desired colour is selected and applied
▪ Desired shadow is selected where applicable
▪ Text is added in accordance with project design requirement
▪ Background gradient is added where desirable
▪ Logo is completed and saved

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 33

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 4.4 - Create Mock-up

Contents: ▪ Open and use desired graphics application

▪ Create new document
▪ Execute steps in preparing mock up in accordance with conceptualized
design
▪ Executed steps in setting up smart object
▪ Accomplish steps in editing smart object
▪ Complete and save mock-up
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

4.4.1 ▪ Information Sheet 4.4.1 127

▪ Self-Check Quiz 4.4.1 127
▪ Answer Key 4.4.1 143

4.4.2 ▪ Information Sheet 4.4.2 127

4.4.3 ▪ Information Sheet 4.4.3 128

▪ Self-Check Quiz 4.4.3 133
▪ Answer Key 4.4.3 144

4.4.4 ▪ Information Sheet 4.4.4 134

▪ Self-Check Quiz 4.4.4 138
▪ Answer Key 4.4.4 144

4.4.5 ▪ Information Sheet 4.4.5 138

▪ Self-Check Quiz 4.4.5 140
▪ Answer Key 4.4.5 144

4.4.6 ▪ Information Sheet 4.4.6 140

Assessment Criteria: ▪ Desired graphics application is opened and used

▪ New document is created
▪ Steps in preparing mock-up is executed in accordance with
conceptualized design
▪ Steps in setting up smart object is executed
▪ Steps in editing smart object is accomplished
▪ Mock-up is completed and saved

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 34

Skills for Employment Investment Programme (SEIP)
Module 5: Review final output and print

Module Descriptor: This module covers the skills, knowledge and attitudes to review final
output and print graphic designs. It specifically includes checking image
quality and file size, manipulating objects and text, importing images,
setting colour separation and finalizing media and printing.
Nominal Duration: 50 hours
Learning Outcomes: 5.1. Check image quality and file size
5.2. Manipulate objects and text
5.3. Import images

5.4. Set colour separation

5.5. Finalise media and print

Performance Criteria: 5.1. Graphics application and files are opened, and design brief
requirements are confirmed.
5.2. Graphics are repeated efficiently using a symbol or stamp to
reduce file size.
5.3. Slices are created from objects, layers or groups and updated as
required.
5.4. Image quality is checked and adjusted where necessary.
5.5. File size is checked and adjusted where necessary.
5.6. Tasks are automated and where necessary scripts are used for
automation.
5.7. Manipulation and editing of objects and text are made according
to design brief.
5.8. Repetition tools are identified and used to create duplicates and
manipulated as a group.
5.9. Complex shapes are created and edited.
5.10. Bitmap images are embedded and/or linked in the file.
5.11. Placed Bitmaps are modified and/or duplicated according to
design requirements.
5.12. Bitmaps are masked, and/or an opacity mask is added.
5.13. Layered file is exported to image editing program and edited.
5.14. The correct format for the color separation is determined by the
requirements of the pre-press workflow system.
5.15. Command is set to correct preferences for print quality and
process.
5.16. Based on printer feedback, the color separation options are set
according to print requirements of the design brief.
5.17. Process and spot colors are combined as require.
5.18. A screen frequency value appropriate for the print quality is
selected and color separation preferences are saved.
5.19. Spreads and chokes traps are created to avoid mis-registration.

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Skills for Employment Investment Programme (SEIP)
 5.20. The overlapping and overprint of objects are defined.
5.21. A proof is created, and the separations checked.
5.22. Any required editing is completed, and the file is saved.
5.23. Metadata tags are embedded to catalogue, organized and
retrieved artwork.
5.24. For cross-media publishing purposes, web-safe colors are
selected.
5.25. File formats are chosen to best represent artwork.
5.26. Objects are linked to create an image map that meets design
requirements.
5.27. Objects are layered to create animation frames and exported for
animation set up.
5.28. Compression options are selected that keep the image quality
high and the file size low.
5.29. Export options are set to the best settings for the final media and
the file is saved and exported.
5.30. Final media is printed.

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 36

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 5.1 - Check Image Quality and File Size

Contents: ▪ Open graphics application and files and confirm design brief
requirements
▪ Repeat graphics efficiently using a symbol or stamp to reduce file size
▪ Create slices from objects, layers or groups and update as required
▪ Check and adjust image quality where necessary
▪ Check and adjust file size where necessary
▪ Automate tasks and where necessary use scripts for automation
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Different operating software, local web server
▪ Adobe Photoshop CC 2018 19.1.6 (64-bit)
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

5.1.1 ▪ Information Sheet 5.1.1 148

▪ Self-Check Quiz 5.1.1 148
▪ Answer Key 5.1.1 188

5.1.2 ▪ Information Sheet 5.1.2 148

▪ Self-Check Quiz 5.1.2 149
▪ Answer Key 5.1.2 188
https://www.mediacollege.com/adobe/photoshop/t
ool/clone.html

5.1.3 ▪ Information Sheet 5.1.3 150

▪ Self-Check Quiz 5.1.3 151
▪ Answer Key 5.1.3 188
https://helpx.adobe.com/illustrator/using/slices-
image-maps.html

5.1.4 ▪ Information Sheet 5.1.4 151

▪ Self-Check Quiz 5.1.4 153
▪ Answer Key 5.1.4 188
http://www.stillcreekpress.com/how-to-prepare-
your-files-for-output-to-a-large-format-printer/

5.1.5 ▪ Information Sheet 5.1.5 153

▪ Self-Check Quiz 5.1.5 154
▪ Answer Key 5.1.5 188

5.1.6 ▪ Information Sheet 5.1.6 155

▪ Self-Check Quiz 5.1.6 155
▪ Answer Key 5.1.6 188
https://helpx.adobe.com/illustrator/using/automatio
n-scripts.html

Assessment Criteria: ▪ Graphics application and files are opened, and design brief requirements
are confirmed
▪ Graphics are repeated efficiently using a symbol or stamp to reduce file
size
▪ Slices are created from objects, layers or groups and updated as
required
▪ Image quality is checked and adjusted where necessary

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 37

Skills for Employment Investment Programme (SEIP)
 ▪ File size is checked and adjusted where necessary
▪ Tasks are automated and where necessary scripts are used for
automation

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 38

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 5.2 - Manipulate Objects and Text

Contents: ▪ Make manipulation and editing of objects and text according to design
brief
▪ Identify and use repetition tools to create duplicates and manipulated as
a group
▪ Create and edit complex shapes
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Pens
▪ paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

5.2.1 ▪ Information Sheet 5.2.1 156

▪ Job Sheet 8 157

5.2.2 ▪ Information Sheet 5.2.2 157

▪ Self-Check Quiz 5.2.2 157
▪ Answer Key 5.2.2 188

5.2.3 ▪ Information Sheet 5.2.3 158

▪ Self-Check Quiz 5.2.3 158
▪ Answer Key 5.2.3 188
https://www.chegg.com/homework-
help/definitions/complex-shapes-63

Assessment Criteria: ▪ Manipulation and editing of objects and text are made according to
design brief
▪ Repetition tools are identified and used to create duplicates and
manipulated as a group
▪ Complex shapes are created and edited

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 39

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 5.3 - Import Images

Contents: ▪ Embed and/or link bitmap images in the file

▪ Modify and/or duplicate placed bitmaps according to design
requirements
▪ Mask bitmaps and/or add an opacity mask
▪ Export layered file to image editing program and edit
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Photoshop CC
▪ HTML Editor/software/tools
▪ Internet
▪ Stationery
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

5.3.1 ▪ Information Sheet 5.3.1 160

▪ Self-Check Quiz 5.3.1 160
▪ Answer Key 5.3.1 188
https://www.youtube.com/watch?v=UZZygHOVq7
8

5.3.2 ▪ Information Sheet 5.3.2 161

5.3.3 ▪ Information Sheet 5.3.3 161

5.3.4 ▪ Information Sheet 5.3.4 162

▪ Self-Check Quiz 5.3.4 162
▪ Answer Key 5.3.4 189
https://helpx.adobe.com/illustrator/using/exporting
-artwork.html

Assessment Criteria: ▪ The correct format for the colour separation is determined by the
requirements of the pre-press workflow system
▪ Command is set to correct preferences for print quality and process
▪ Based on printer feedback, the colour separation options are set
according to print requirements of the design brief
▪ Process and spot colours are combined as require

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 40

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 5.4 - Set Colour Separation

Contents: ▪ Determine the correct format for the colour separation by the
requirements of the pre-press workflow system
▪ Set command to correct preferences for print quality and process
▪ Based on printer feedback, set the colour separation options according
to print requirements of the design brief
▪ Combine process and spot colours as required
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer and peripherals
▪ Software (system and applications)
▪ Photoshop CC
▪ HTML Editor/software/tools
▪ Internet
▪ Stationery
▪ Instruction sheet
Learning Activities: Student
Activity Resource
Guide Page

5.4.1 ▪ Information Sheet 5.4.1 164

5.4.2 ▪ Information Sheet 5.4.2 164

5.4.3 ▪ Information Sheet 5.4.3 165

5.4.4 ▪ Information Sheet 5.4.4 165

Assessment Criteria: ▪ The correct format for the colour separation is determined by the
requirements of the pre-press workflow system
▪ Command is set to correct preferences for print quality and process
▪ Based on printer feedback, the colour separation options are set
according to print requirements of the design brief
▪ Process and spot colours are combined as required

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 41

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 5.5 - Finalise Media and Print

Contents: ▪ Select a screen frequency value appropriate for the print quality and
save colour separation preferences
▪ Create spreads and chokes traps to avoid mis-registration
▪ Define the overlapping and overprint of objects
▪ Create a proof and check the separations
▪ Complete any required editing and save the file
▪ Embed metadata tags to catalogue, organized and retrieved artwork
▪ Select web-safe colours for cross-media publishing purposes
▪ Choose file formats to best represent artwork
▪ Link objects to create an image map that meets design requirements
▪ Layer objects to create animation frames and exported for animation set
up
▪ Select compression options that keep the image quality high and the file
size low
▪ Set export options to the best settings for the final media and save and
export the file
▪ Print final media
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal computer/laptop
▪ Pens
▪ Paper
▪ Instruction sheet/manual
Learning Activities: Student
Activity Resource
Guide Page

5.5.1 ▪ Information Sheet 5.5.1 167

▪ Self-Check Quiz 168
▪ Answer Key 189
https://helpx.adobe.com/indesign/using/inks-
separations-screen-frequency.html

5.5.2 ▪ Information Sheet 5.5.2 168

▪ Self-Check Quiz 5.5.2 169
▪ Answer Key 5.5.2 189
http://profesorazii.blogspot.com/2009/09/illustrat
or-what-is-trapping-how-to-do.html

5.5.3 ▪ Information Sheet 5.5.3 170

▪ Self-Check Quiz 5.5.3 171
▪ Answer Key 5.5.3 189

5.5.4 ▪ Information Sheet 5.5.4 171

5.5.5 ▪ Information Sheet 5.5.5 172

5.5.6 ▪ Information Sheet 5.5.6 172

▪ Self-Check Quiz 5.5.6 173
▪ Answer Key 5.5.6 189
https://www.youtube.com/watch?v=HoeB1O4o4s
E

5.5.7 ▪ Information Sheet 5.5.7 173

▪ Self-Check Quiz 5.5.7 174
▪ Answer Key 5.5.7 189

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 42

Skills for Employment Investment Programme (SEIP)
 https://www.w3schools.com/colors/colors_names.
asp

5.5.8 ▪ Information Sheet 5.5.8 175

5.5.9 ▪ Information Sheet 5.5.9 175

▪ Self-Check Quiz 5.5.9 176
▪ Answer Key 5.5.9 189
https://www.image-map.net/
https://helpx.adobe.com/illustrator/using/slices-
image-maps.html

5.5.10 ▪ Information Sheet 5.5.10 176

▪ Self-Check Quiz 5.5.10 177
▪ Answer Key 5.5.10 189
https://blog.hubspot.com/marketing/how-to-
create-animated-gif-quick-tip-ht

5.5.11 ▪ Information Sheet 5.5.11 177

▪ Self-Check Quiz 5.5.11 178
▪ Answer Key 5.5.11 189

5.5.12 ▪ Information Sheet 5.5.12 179

▪ Self-Check Quiz 5.5.12 179
▪ Answer Key 5.5.12 190
photoshop/?doing_wp_cron=1535349890.36340
90423583984375000

5.5.13 ▪ Information Sheet 5.5.13 180

▪ Self-Check Quiz 5.5.13 184
▪ Answer Key 5.5.13 190
▪ http://vectips.com/tips/export-illustrator-files-
to-photoshop/

Assessment Criteria: ▪ A screen frequency value appropriate for the print quality is selected and
colour separation preferences are saved
▪ Spreads and chokes traps are created to avoid mis-registration
▪ The overlapping and overprint of objects are defined
▪ A proof is created, and the separations checked
▪ Any required editing is completed, and the file is saved
▪ Metadata tags are embedded to catalogue, organised and retrieved
artwork
▪ For cross-media publishing purposes, web-safe colours are selected
▪ File formats are chosen to best represent artwork
▪ Objects are linked to create an image map that meets design
requirements
▪ Objects are layered to create animation frames and exported for
animation set up
▪ Compression options are selected that keep the image quality high and
the file size low
▪ Export options are set to the best settings for the final media and the file
is saved and exported
▪ Final media is printed

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 43

Skills for Employment Investment Programme (SEIP)
Module 6: Identify weaving accessories and fabric faults

Module Descriptor: This module covers the skills, knowledge and attitudes to identify
weaving accessories and fabric faults, which includes the tasks of
identifying weaving accessories, identifying fabric faults and testing the
quality of the fabric.
Nominal Duration: 32 hours
Learning Outcomes: 6.1. Identify weaving accessories

6.2. Identify fabric faults

6.3. Test the quality of the fabric
Performance Criteria: 6.1. Weaving accessories are identified and selected as per job
requirement.
6.2. Selected weaving accessories are implemented.
6.3. Fabric faults are identified and categorised according to severity
levels and possible causes are determined.
6.4. Identified faults are reported to appropriate authority.
6.5. Fabric quality is identified and established.
6.6. Fibre and yarn properties are tested.
6.7. Test results are reported to appropriate authority.

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 44

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 6.1 - Identify Weaving Accessories

Contents: Weaving accessories:

▪ shuttle
▪ shuttle box
▪ picker
▪ beam (cloth, warp)
▪ front rest
▪ lease rod
▪ sley
▪ reed
▪ temple
▪ back rest
▪ dropper
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal protective equipment (PPE): gloves, mask, apron and ear
plug
▪ Tools and equipment: weaving machine
Learning Activities: Student
Activity Resource
Guide Page

6.1.1 ▪ Information Sheet 6.1.1 86

▪ Self-Check Quiz 6.1.1 89
▪ Answer Key 6.1.1 99

Assessment Criteria: ▪ Weaving accessories are identified and selected as per job requirement
▪ Weaving accessories are used as required

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 45

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 6.2 - Identify Fabric Faults

Contents: ▪ Types of fabric faults

▪ Causes of fabric faults
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal protective equipment (PPE): hand gloves, dust mask, safety
shoes, goggles, apron
▪ Tools and equipment: fabric inspection table
▪ Materials: fabric
Learning Activities: Student
Activity Resource
Guide Page

6.2.1 ▪ Information Sheet 6.2.1 90

▪ Self-Check Quiz 6.2.1 93
▪ Answer Key 6.2.1 99
https://www.youtube.com/watch?v=iNPsPyTT
Nl4

Assessment Criteria: ▪ Fabric faults are identified and categorised according to standard
system
▪ Causes of fabric faults are dete

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 46

Skills for Employment Investment Programme (SEIP)
 Learning Outcome 6.3 - Test the Quality of the Fabric

Contents: ▪ Fabric quality

▪ Yarn property
Resources Required: ▪ Workplace (simulated or actual)
▪ Personal protective equipment (PPE): hand gloves, mask, apron
▪ Tools and equipment: fabric inspection table
▪ Materials: yarns and fabric
Learning Activities: Student
Activity Resource
Guide Page

6.3.1 ▪ Information Sheet 6.3.1 94

▪ Job Sheet 6 97
▪ Self-Check Quiz 6.3.1 98
▪ Answer Key 6.3.1 99
http://www-
db.deis.unibo.it/courses/TW/DOCS/w3schools/js/j
s_whereto.asp.html
https://www.quackit.com/javascript/examples/
https://www.w3schools.com/js/js_debugging.asp

Assessment Criteria: ▪ Fabric quality is checked and identified

▪ Yarn properties are tested as required

CBLM – Graphic Design (Faculty Guide) v.1 Dec 2018 47

Skills for Employment Investment Programme (SEIP)