The document provides information on a competency-based curriculum for Illustration NC II. It includes:
1. An overview of the course design, structure, entry requirements and delivery methods.
2. Details of the modules covering basic competencies such as communication, teamwork and safety procedures.
3. Modules covering common competencies such as developing industry knowledge and computer skills.
4. Modules focused on core competencies for illustration such as drawing techniques, concept development and preparing illustrations.
5. Resources, assessment methods and trainer qualifications required to deliver the curriculum.
Here are the key steps to communicate information about workplace processes:
1. Select the appropriate communication method based on the topic, audience, and purpose of communication. Consider verbal, written, electronic, etc.
2. Organize information from multiple topics clearly and logically for effective communication.
3. Use questions to gather additional details and ensure understanding as needed.
4. Identify the correct sources of information using organizational requirements and protocols.
5. Maintain effective communication skills, whether verbal, non-verbal or in writing, in all situations.
This document outlines a competency-based curriculum for the Food and Beverage Service NC III qualification in Tourism sector. The 124-hour course covers basic, common and core competencies required at the NCIII level, including providing specialist advice on food or wine and preparing espresso coffee. The curriculum is divided into modules addressing topics such as leading workplace communication, controlling stock, and advising customers. Upon completing the modules and assessments, trainees will be competent in all areas required for the Food and Beverage Service NC III qualification.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It covers basic competencies like communication, teamwork, and safety, as well as common competencies such as quality standards, computer operations, and electrical wiring. The core competencies focus on installing, diagnosing, configuring, and maintaining computer systems and networks. The curriculum is designed to develop the knowledge, skills, and attitudes of computer service technicians according to industry standards over 392 hours of training.
This document provides information on the competency-based curriculum for the qualification of 2D Game Art Development NC III. It outlines the course structure, modules of instruction, resources needed and assessment methods. The course is designed to develop and enhance the knowledge, skills, and attitudes of 2D game artists according to industry standards. It covers basic, common and core competencies, with a nominal duration of 1,134 hours including 934 hours of training and 200 hours of on-the-job training.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
Here are the key steps to communicate information about workplace processes:
1. Select the appropriate communication method based on the topic, audience, and purpose of communication. Consider verbal, written, electronic, etc.
2. Organize information from multiple topics clearly and logically for effective communication.
3. Use questions to gather additional details and ensure understanding as needed.
4. Identify the correct sources of information using organizational requirements and protocols.
5. Maintain effective communication skills, whether verbal, non-verbal or in writing, in all situations.
This document outlines a competency-based curriculum for the Food and Beverage Service NC III qualification in Tourism sector. The 124-hour course covers basic, common and core competencies required at the NCIII level, including providing specialist advice on food or wine and preparing espresso coffee. The curriculum is divided into modules addressing topics such as leading workplace communication, controlling stock, and advising customers. Upon completing the modules and assessments, trainees will be competent in all areas required for the Food and Beverage Service NC III qualification.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It covers basic competencies like communication, teamwork, and safety, as well as common competencies such as quality standards, computer operations, and electrical wiring. The core competencies focus on installing, diagnosing, configuring, and maintaining computer systems and networks. The curriculum is designed to develop the knowledge, skills, and attitudes of computer service technicians according to industry standards over 392 hours of training.
This document provides information on the competency-based curriculum for the qualification of 2D Game Art Development NC III. It outlines the course structure, modules of instruction, resources needed and assessment methods. The course is designed to develop and enhance the knowledge, skills, and attitudes of 2D game artists according to industry standards. It covers basic, common and core competencies, with a nominal duration of 1,134 hours including 934 hours of training and 200 hours of on-the-job training.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
Here are 10 drafting materials and tools/drawing instruments I found in the puzzle:
1. Pencil
2. Eraser
3. Ruler
4. Compass
5. Protractor
6. T-square
7. Triangle
8. Divider
9. Scale
10. Paper
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing cultures in different creative workplaces, challenging behaviors, and the role of key people to inform. They must also show knowledge of effective time management, specifying timescales and resources, constructing project plans, and using version control.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing cultures in different creative workplaces, challenging behaviors, and the role of key people to inform. They must also show knowledge of effective time management, specifying timescales and resources, constructing project plans, and using version control.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing workplace cultures, challenging behaviors, and the impact of conduct. They must also demonstrate knowledge of planning work, specifying timescales and budgets, constructing project plans, and importance of version control. Finally, learners must explain continuous professional development and create a justified personal development plan describing relevant training opportunities.
This document provides a competency-based curriculum for automotive servicing at the NC II level. It outlines the basic, common, and core competencies covered by the 524-hour course, including servicing starting, charging, cooling, lubricating, fuel and other systems. The core competencies section details learning outcomes for servicing the clutch, differential, steering, manual transmission, and brake systems. It also includes overhauling manual transmission, diagnosing power steering failures, and conducting wheel alignment.
This document provides information about drafting materials and tools/drawing instruments that are used in mechanical drafting. It contains 4 lessons that cover identifying drafting materials and tools for specific jobs, performing basic mensuration and calculations, interpreting working plans and sketches, and applying safety practices.
The first lesson defines terms related to mechanical drafting and identifies common drafting materials like drawing paper, pencils, erasers, and tools like the T-square, triangles, compass, and protractor. It provides illustrations and descriptions of each item and their functions. Students learn to identify the appropriate materials and tools needed for specific drafting jobs.
This document provides information about drafting materials and tools/drawing instruments that are covered in Lesson 1 of the Mechanical Drafting module. It includes definitions of key terms and illustrations of common drafting materials like drawing paper, masking tape, pencils, erasers, and common drawing tools like the T-square, triangles, compass, protractor, and divider. The document aims to teach students to identify drafting materials and tools applicable for specific jobs, as well as how to request, receive, and inspect these materials and tools according to performance standards.
K to 12 mechanical drafting learning moduleNoel Tan
This document provides information about drafting materials and tools/drawing instruments that are used in mechanical drafting. It contains 4 lessons that cover identifying drafting materials and tools for specific jobs, performing basic mensuration and calculations, interpreting working plans and sketches, and applying safety practices. The first lesson focuses on drafting materials like drawing paper, masking tape, pencils, and tools like T-squares, triangles, and protractors. It provides descriptions of each tool and its functions. Students are expected to learn to identify the appropriate materials and tools for different drafting jobs.
K to 12_mechanical_drafting_learning_moduleLance Ranara
This document provides an exploratory course module on mechanical drafting for grades 7 and 8. It covers 4 lessons:
1. Identifying drafting materials and tools.
2. Performing basic measurements and calculations.
3. Interpreting working plans and sketches.
4. Applying safety practices.
Each lesson aims to teach students specific competencies and is comprised of learning activities, self-checks, demonstrations, and assessments to help students master the material. The overall goal is to introduce students to the field of mechanical drafting and prepare them for further certification.
Here are 10 drafting materials and tools/drawing instruments I found in the puzzle:
1. T-square
2. Protractor
3. Compass
4. Divider
5. Triangle
6. Eraser
7. Pencil
8. Ruler
9. Scale
10. Drawing paper
MECHANICAL DRAFTING
K to 12 – Technology and Livelihood Education
13
How Do You Apply What You Learned?
Activity 1.1
Directions: Identify the drafting materials and tools/drawing instruments shown in the
pictures below. Write your answers on a separate sheet of paper.
1.
2.
3.
The document outlines the scheme and syllabus for a Bachelor of Business Administration program following the Choice Based Credit System and NEP-2020 guidelines. It includes the program educational objectives, program outcomes, course structure over 8 semesters, course details, assessment schemes and course mapping. The key goals of the program are to provide students with modern business knowledge, develop their technical and soft skills, promote entrepreneurship, and instill professional ethics. The syllabus covers core subjects in management, accounting, finance, and electives in related functional areas over 25 credits per semester. Continuous internal assessment and end-semester exams are used to evaluate student performance.
The document outlines a curriculum for a Home Economics - Home Management Business II course. It covers topics such as personal entrepreneurial competencies, analyzing the local environment and market, and performing simple house repairs. The course aims to teach students to understand the concepts, principles, and processes involved in entrepreneurship focused on home repairs and maintenance. It will assess students' abilities to formulate business ideas, perform basic repair tasks correctly, and develop plans to market their repair services. The goal is for students to gain skills applicable to starting their own home repair business.
This document provides information and guidance for assigning digital badges to existing professional development courses at Madison College. It discusses the benefits of digital badges for students and employers. A process is outlined for reviewing course curriculum and assigning the appropriate badge title, criteria, and metadata. Several example courses are then analyzed, with proposed badge names and assessments identified. The document aims to better align non-credit training with workforce demands through the use of digital badges.
1.1 Define the computer
1.2 Describe the development of
computers, in particular abacas,
Pascal, Babbage, Hollerith and ENIAC.
1.3 Classify computers according to
generations from 1st - 5th generation
(any subsequent generation)
Demonstrate the
development of
computers through
generations using
power point
presentation.
White Board.
PC loaded with
Power point and
internet facility
General Objective 2 (COM 101): Know the concept of computer hardware
2
2.1 Define computer hardware
2.2 Identify the major components of a
computer system and their functions
2.3 Describe the functions
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
Here are 10 drafting materials and tools/drawing instruments I found in the puzzle:
1. Pencil
2. Eraser
3. Ruler
4. Compass
5. Protractor
6. T-square
7. Triangle
8. Divider
9. Scale
10. Paper
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing cultures in different creative workplaces, challenging behaviors, and the role of key people to inform. They must also show knowledge of effective time management, specifying timescales and resources, constructing project plans, and using version control.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing cultures in different creative workplaces, challenging behaviors, and the role of key people to inform. They must also show knowledge of effective time management, specifying timescales and resources, constructing project plans, and using version control.
This document outlines the learning outcomes and assessment criteria for a unit on professional behavior in the creative media sector. The unit aims to prepare learners to understand appropriate workplace conduct and behaviors, and how to effectively plan and manage workloads. It also assesses understanding of the importance of continuous professional development. Learners must demonstrate understanding of comparing workplace cultures, challenging behaviors, and the impact of conduct. They must also demonstrate knowledge of planning work, specifying timescales and budgets, constructing project plans, and importance of version control. Finally, learners must explain continuous professional development and create a justified personal development plan describing relevant training opportunities.
This document provides a competency-based curriculum for automotive servicing at the NC II level. It outlines the basic, common, and core competencies covered by the 524-hour course, including servicing starting, charging, cooling, lubricating, fuel and other systems. The core competencies section details learning outcomes for servicing the clutch, differential, steering, manual transmission, and brake systems. It also includes overhauling manual transmission, diagnosing power steering failures, and conducting wheel alignment.
This document provides information about drafting materials and tools/drawing instruments that are used in mechanical drafting. It contains 4 lessons that cover identifying drafting materials and tools for specific jobs, performing basic mensuration and calculations, interpreting working plans and sketches, and applying safety practices.
The first lesson defines terms related to mechanical drafting and identifies common drafting materials like drawing paper, pencils, erasers, and tools like the T-square, triangles, compass, and protractor. It provides illustrations and descriptions of each item and their functions. Students learn to identify the appropriate materials and tools needed for specific drafting jobs.
This document provides information about drafting materials and tools/drawing instruments that are covered in Lesson 1 of the Mechanical Drafting module. It includes definitions of key terms and illustrations of common drafting materials like drawing paper, masking tape, pencils, erasers, and common drawing tools like the T-square, triangles, compass, protractor, and divider. The document aims to teach students to identify drafting materials and tools applicable for specific jobs, as well as how to request, receive, and inspect these materials and tools according to performance standards.
K to 12 mechanical drafting learning moduleNoel Tan
This document provides information about drafting materials and tools/drawing instruments that are used in mechanical drafting. It contains 4 lessons that cover identifying drafting materials and tools for specific jobs, performing basic mensuration and calculations, interpreting working plans and sketches, and applying safety practices. The first lesson focuses on drafting materials like drawing paper, masking tape, pencils, and tools like T-squares, triangles, and protractors. It provides descriptions of each tool and its functions. Students are expected to learn to identify the appropriate materials and tools for different drafting jobs.
K to 12_mechanical_drafting_learning_moduleLance Ranara
This document provides an exploratory course module on mechanical drafting for grades 7 and 8. It covers 4 lessons:
1. Identifying drafting materials and tools.
2. Performing basic measurements and calculations.
3. Interpreting working plans and sketches.
4. Applying safety practices.
Each lesson aims to teach students specific competencies and is comprised of learning activities, self-checks, demonstrations, and assessments to help students master the material. The overall goal is to introduce students to the field of mechanical drafting and prepare them for further certification.
Here are 10 drafting materials and tools/drawing instruments I found in the puzzle:
1. T-square
2. Protractor
3. Compass
4. Divider
5. Triangle
6. Eraser
7. Pencil
8. Ruler
9. Scale
10. Drawing paper
MECHANICAL DRAFTING
K to 12 – Technology and Livelihood Education
13
How Do You Apply What You Learned?
Activity 1.1
Directions: Identify the drafting materials and tools/drawing instruments shown in the
pictures below. Write your answers on a separate sheet of paper.
1.
2.
3.
The document outlines the scheme and syllabus for a Bachelor of Business Administration program following the Choice Based Credit System and NEP-2020 guidelines. It includes the program educational objectives, program outcomes, course structure over 8 semesters, course details, assessment schemes and course mapping. The key goals of the program are to provide students with modern business knowledge, develop their technical and soft skills, promote entrepreneurship, and instill professional ethics. The syllabus covers core subjects in management, accounting, finance, and electives in related functional areas over 25 credits per semester. Continuous internal assessment and end-semester exams are used to evaluate student performance.
The document outlines a curriculum for a Home Economics - Home Management Business II course. It covers topics such as personal entrepreneurial competencies, analyzing the local environment and market, and performing simple house repairs. The course aims to teach students to understand the concepts, principles, and processes involved in entrepreneurship focused on home repairs and maintenance. It will assess students' abilities to formulate business ideas, perform basic repair tasks correctly, and develop plans to market their repair services. The goal is for students to gain skills applicable to starting their own home repair business.
This document provides information and guidance for assigning digital badges to existing professional development courses at Madison College. It discusses the benefits of digital badges for students and employers. A process is outlined for reviewing course curriculum and assigning the appropriate badge title, criteria, and metadata. Several example courses are then analyzed, with proposed badge names and assessments identified. The document aims to better align non-credit training with workforce demands through the use of digital badges.
1.1 Define the computer
1.2 Describe the development of
computers, in particular abacas,
Pascal, Babbage, Hollerith and ENIAC.
1.3 Classify computers according to
generations from 1st - 5th generation
(any subsequent generation)
Demonstrate the
development of
computers through
generations using
power point
presentation.
White Board.
PC loaded with
Power point and
internet facility
General Objective 2 (COM 101): Know the concept of computer hardware
2
2.1 Define computer hardware
2.2 Identify the major components of a
computer system and their functions
2.3 Describe the functions
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. COMPETENCY-BASED
CURRICULUM
SECTOR:
HEALTH, SOCIAL AND OTHER COMMUNITY DEVELOPMENT SERVICES
Qualification:
ILLUSTRATION NC II
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
2. TABLE OF CONTENTS
Page
A..COURSE DESIGN....................................................................................... 1-5
B. MODULES OF INSTRUCTION.................................................................. 6-61
BASIC COMPETENCIES .......................................................................... 6
o Participating in workplace communication....................................... 7-10
o Working in a team environment................................................... 11-13
o Practicing career professionalism.................................................. 14-17
o Practicing occupational health and safety procedures................... 18-22
COMMON COMPETENCIES .................................................................. 23
o Developing and updating industry knowledge ............................... 24-27
o Performing computer operations ................................................... 28-33
o Developing self as an artist ........................................................... 34-37
o Selecting and preparing work for exhibition................................... 38-40
CORE COMPETENCIES......................................................................... 41
o Using lines to produce volumes..................................................... 42-44
o Creating drawings according to proportion.................................... 45-48
o Sourcing concept for own work ..................................................... 49-51
o Developing and articulating concept for own work ........................ 52-54
o Using drawing techniques to represent object or idea................... 55-57
o Preparing, storing and maintaining finished work .......................... 58-61
3. CBC Illustration NC II - 1 -
COURSE DESIGN
COURSE TITLE : Illustration NC II
NOMINAL DURATION : 236 hours
COURSE DESCRIPTION :
The course is designed to develop the knowledge, skills and attitudes for the
ILLUSTRATION NC II qualification. It consists of competencies that a person must achieve
in enhancing drawings by providing a visual representation that corresponds to the content
of the associated text. The illustration may be intended to clarify complicated concepts or
objects that are difficult to describe textually, or the illustration may be used to express
emotion, or perception of things and ideas as in greeting cards, or cover art or interior art
for books and magazines, or for advertisement, as on posters. The illustrator may
specialize in a specific type and/or medium of drawings, e.g. realistic or cartoon drawings,
using poster colors, pencil, etc. using traditional or digital or combination of digital and
traditional methods.
ENTRY REQUIREMENTS:
Trainees or candidates wishing to enroll in this course qualification should possess the
following requirements:
With good moral character;
Able to communicate both orally and in written; and
With arts inclination.
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 delivery this TVET program.
4. CBC Illustration NC II - 2 -
COURSE STRUCTURE:
BASIC COMPETENCIES
18 hours
Units of
Competency
Module Title Learning Outcomes
Nominal
Duration
1. Participate in
workplace
communication
1.1 Participating in
workplace
communication
1.1.1 Obtain and convey
workplace information
1.1.2 Complete relevant work
related documents
1.1.3 Participate in workplace
4 hours
2. Work in a team
environment
2.1 Working in a
team
environment
2.1.1 Describe and identify team
role and responsibility in a
team
2.1.2 Describe work as a team
member
4 hours
3. Practice career
professionalism
3.1 Practicing
career
professionalism
3.1.1 Integrate personal
objectives with
organizational goals
3.1.2 Set and meet work
priorities
3.1.3 Maintain professional
growth and development
6 hours
4. Practice
occupational
health and
safety
4.1 Practicing
occupational
health and
safety
4.1.1 Evaluate hazards and
risks
4.1.2 Control hazards and risks
4.1.3 Maintain occupational
health and safety
awareness
4 hours
COMMON COMPETENCIES
16 hours
Units of
Competency
Module Title Learning Outcomes
Nominal
Duration
1. Develop and
update industry
knowledge
1.1 Developing and
update industry
knowledge
1.1.1 Identify and access key
sources of information on
the industry
1.1.2 Access, apply and share
industry information
1.1.3 Update continuously
relevant industry
knowledge
2 hours
2. Perform
computer
operation
2.1 Performing
computer
operation
2.1.1 Identify and explain the
functions, general features
and capabilities of both
hardware and software
2.1.2 Prepare and use
appropriate hardware and
software according to task
requirements
2.1.3 Use appropriate devices
6 hours
5. CBC Illustration NC II - 3 -
Units of
Competency
Module Title Learning Outcomes
Nominal
Duration
and procedures to transfer
files/ data
2.1.4 Produce accurate and
complete data according to
the requirements
2.1.5 Maintain computer system
3. Develop self as
an artist
3.1 Developing self
as an artist
3.1.1 Identify and apply
strategies to develop
appropriate skills in art
practice
3.1.2 Use discussion and
evaluation opportunities to
develop technical and
conceptual skills
3.1.3 Develop own style through
exploring and
experimenting with new
ideas in making and/ or
interpreting work
4 hours
4. Select and
prepare work
for exhibition
4.1 Selecting and
preparing work
for exhibition
4.1.1 Identify the organizer and
its criteria for selection of
work for exhibition
4.1.2 Select and organize work
to submit for exhibition
4 hours
CORE COMPETENCIES
202 hours
Units of
Competency
Module Title Learning Outcomes
Nominal
Duration
1. Apply
techniques to
produce
drawings
1.1 Using lines to
produce
volumes
1.1.1 Draw basic shapes with
illusion of volume
1.1.2 Draw figures and objects
from basic shapes
24 hours
1.2 Creating
drawings
according to
proportion
1.2.1 Draw basic shapes to
proportion according to job
requirement
1.2.2 Draw figures and objects to
proportion according to job
requirement
1.2.3 Draw human figures
120
hours
2. Source concept
for own work
2.1 Sourcing
concept for
own work
2.1.1 Source drawing concept
2.1.2 Review information for
application to own work
16 hours
3. Develop and
articulate
concept for
own work
3.1 Developing
and
articulating
concept for
own work
3.1.1 Develop the concept
3.1.2 Articulate the concept
16 hours
6. CBC Illustration NC II - 4 -
Units of
Competency
Module Title Learning Outcomes
Nominal
Duration
4. Use drawing
techniques to
represent
object or idea
4.1 Using drawing
techniques to
represent
object or idea
4.1.1 Prepare for drawing
4.1.2 Use basic drawing
techniques
14 hours
5. Prepare, store
and maintain
finished work
5.1 Preparing,
storing and
maintaining
finished work
5.1.1 Assess finished work for
storage
5.1.2 Store finished work
5.1.3 Maintain stored work
12 hours
RESOURCES:
Equipment
- Drawing tables
- Computer with table
and chair
- Scanner
- Tablet
- Printer, laser
Software Applications:
- Photoshop
- Freehand
- Illustrator
Tools/accessories
- Pencil, B
- Pencil, HB
- Brush #3
- UniPin 0.2mm
- Unipin 0.5mm
- Eraser (for ink &
pencil)
- India ink
- Water color
- Acrylic of Oil paint
- Craypas
- Colored pencil
- Triangle 30/60
degrees
- Triangle 45 degrees
- Ruler, 12”
- Compass
- Pentel (Sharpie)
- Pentel (Regular
Pilot)pens
- Felt pen, fine pt.
black
- Small (medicine)
bottle/container for
water used in
painting
Supplies and materials
- Set of Comics
Manuscript
Collection of:
- Poems
- Short story
- Feature articles
- Illustration board 10”
x 15” (inches)
- Vellum paper, A4
white
7. CBC Illustration NC II - 5 -
ASSESSMENT METHODS:
Observation and oral questioning
Observation of performance
Demonstration and oral questioning
Practical examination
Interview
Third party report
Portfolio
Lecturette
COURSE DELIVERY:
Modular: self-paced learning
Lecture/ discussion
Demonstration
Dual training
TRAINER’S QUALIFICATIONS
Must be a holder of ILLUSTRATION NC II or equivalent qualification
Must have undergone training on Training Methodology II (TM II) or equivalent in
training/experience
Must be computer literate
Must be physically and mentally fit
*Must have at least 2 years job/industry experience
Must be a civil service eligible (for government position or appropriate professional
license issued by the Professional Regulatory Commission)
* Optional. Only when required by the hiring institution.
Reference: TESDA Board Resolution No. 2004-03
9. CBC Illustration NC II - 7 -
BASIC COMPETENCY : COMMUNICATIONS
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
MODULE TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to obtain, interpret and convey information in
response to workplace requirements.
SUGGESTED DURATION : 4 hours
QUALIFICATION LEVEL : NC II
PREREQUISITE : Receive and Respond to Workplace Communication. (NC I)
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/ trainees must be able to:
LO1. Obtain and convey workplace information
LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.
10. CBC Illustration NC II - 8 -
LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and
convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified
and followed.
6. Defined workplace procedures for the location and storage of information are
used.
7. Personal interaction is carried out clearly and concisely.
CONTENTS:
Parts of speech
Sentence construction
Effective communication
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
References (books)
Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial
ASSESSMENT METHODS:
Written test
Practical/performance test
Interview
11. CBC Illustration NC II - 9 -
L02. COMPLETE RELEVANT WORK RELATED DOCUMENTS
ASSESSMENT CRTERIA:
1. Ranges of forms relating to conditions of employment are completed accurately
and legibly.
2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical processes are used for routine calculations.
4. Errors in recording information on forms/documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise
guidelines.
CONTENTS:
Basic mathematics
Technical writing
Types of forms
CONDITIONS:
The students/trainees must be provided with the following:
Paper
Pencils/ball pen
Reference books
Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written test
Practical/performance test
Interview
12. CBC Illustration NC II - 10 -
LO3. PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
ASSESSMENT CRITERIA:
1. Team meetings are attended on time.
2. Own opinions are clearly expressed and those of others are listened to without
interruption.
3. Meeting inputs are consistent with the meeting purpose and established
protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.
CONTENTS:
Sentence construction
Technical writing
Recording information
CONDITIONS:
The students/trainees must be provided with the following:
Paper
Pencils/ball pen
References (books)
Manuals
METHODOLOGIES:
Group discussions
Interaction
Lecture
ASSESSMENT METHODS:
Written test
Practical/performance test
Interview
13. CBC Illustration NC II - 11 -
BASIC COMPETENCY : TEAM WORK
UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT
MODULE TITLE : WORKING IN A TEAM ENVIRONMENT
MODULE DESCRIPTOR : This module covers the knowledge, skills, and attitudes
required to relate in a work based environment.
SUGGESTED DURATION : 4 hours
QUALIFICATION LEVEL : NC II
PREREQUISITE : TEAMWORK (NC I)
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/ trainees must be able to:
LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team.
14. CBC Illustration NC II - 12 -
LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM
ASSESSMENT CRITERIA:
1. Role and objective of the team is identified.
2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are identified.
4. Roles and responsibilities of other team members are identified and recognized.
5. Reporting relationships within team and external to team are identified.
CONTENTS:
Team role
Relationship and responsibilities
Role and responsibilities with team environment
Relationship within a team
CONDITIONS:
The students/ trainees must be provided with the following:
Standard operating procedure (SOP) of workplace
Job procedures
Client/supplier instructions
Quality standards
Organizational or external personnel
METHODOLOGIES:
Group discussion/interaction
Case studies
Simulation
ASSESSMENT METHODS:
Written test
Observation
Simulation
Role playing
15. CBC Illustration NC II - 13 -
LO2. DESCRIBE WORK AS A TEAM MEMBER
ASSESSMENT CRITERIA:
1. Appropriate forms of communication and interactions are undertaken.
2. Appropriate contributions to complement team activities and objectives are made.
3. Reporting using standard operating procedures are followed.
4. Development of team work plans based from role team is contributed.
CONTENTS:
Communication process
Team structure/team roles
Group planning and decision making
CONDITIONS:
The students/trainees must be provided with the following:
SOP of workplace
Job procedures
Organization or external personnel
METHODOLOGIES:
Group discussion/interaction
Case studies
Simulation
ASSESSMENT METHODS:
Observation of work activities
Observation through simulation or role play
Case studies and scenarios.
16. CBC Illustration NC II - 14 -
UNIT OF COMPETENCY : PRACTICE CAREER PROFESSIONALISM
MODULE TITLE : PRACTICING CAREER PROFESSIONALISM
MODULE DESCRIPTOR : This module cover the knowledge, skills and attitudes in
promoting career growth and advancement, specifically to
integrate personal objectives with organizational goals set
and meet work priorities and maintain professional growth
and development.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC II
PREREQUISITE : none
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Integrate personal objectives with organizational goals
LO2. Set and meet work priorities
LO3. Maintain professional growth and development
17. CBC Illustration NC II - 15 -
LO1. INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS
ASSESSMENT CRITERIA:
1. Personal growth and work plans towards improving the qualifications set for
professionalism are evident.
2. Intra and interpersonal relationship in the course of managing oneself based on
performance evaluation is maintained.
3. Commitment to the organization and its goal is demonstrated in the performance
of duties.
4. Practice of appropriate personal hygiene is observed.
5. Job targets within key result areas are attained.
CONTENTS:
Personal development-social aspects: intra and interpersonal development
Organizational goals
Personal hygiene and practices
Code of ethics
CONDITIONS:
The students/trainees must be provided with the following:
Workplace
Code of ethics
Organizational goals
Hand outs and Personal development-social aspects
CD’s, VHS tapes, transparencies
METHODOLOGIES:
Interactive -lecture
Simulation
Demonstration
Self paced instruction
ASSESSMENT METHODS:
Role play
Interview
Written examination
18. CBC Illustration NC II - 16 -
LO2. SET AND MEET WORK PRIORITIES
ASSESSMENT CRITERIA:
1. Competing demands to achieve personal, team and organizational goals and
objectives are prioritized.
2. Resources are utilized efficiently and effectively to manage work priorities and
commitments.
3. Practices and economic use and maintenance of equipment and facilities are
followed as per established procedures.
4. Job targets within key result areas are attained.
CONTENTS:
Organizational Key Result Areas (KRA)
Work values and ethical standards
Company policies on the use and maintenance of equipment
CONDITIONS:
The students/trainees must be provided with the following
Hand outs on
- Organizational KRA
- Work values and ethics
- Company policies and standards
- Sample job targets
Learning guides
CD’s, VHS tapes, transparencies
METHODOLOGIES:
Interactive lecture
Group discussion
Structured activity
Demonstration
ASSESSMENT METHODS:
Role play
Interview
Written examination
19. CBC Illustration NC II - 17 -
LO3. MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT
ASSESSMENT CRITERIA:
1. Training and career opportunities relevant to the job requirements are identified
and availed.
2. Licenses and/or certifications according to the requirements of the qualifications
are acquired and maintained
3. Fundamental rights at work including gender sensitivity are manifested/ observed
4. Training and career opportunities based on the requirements of industry are
completed and updated.
CONTENTS:
Qualification standards
Gender and development (GAD) sensitivity
Professionalism in the workplace
List of professional licenses
CONDITIONS:
The students/trainees must be provided with the following
Quality standards
GAD handouts
CD’s, VHS tapes on professionalism in the workplace
Professional licenses samples
METHODOLOGIES:
Interactive lecture
Film viewing
Role play/simulation
Group discussion
ASSESSMENT METHODS:
Demonstration
Interview
Written examination
Portfolio assessment
20. CBC Illustration NC II - 18 -
UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES
MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to comply with the regulatory and organizational
requirements for occupational health and safety such as
identifying, evaluating and maintaining occupational health
and safety (OHS) awareness.
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Identity hazards and risks
LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain occupational health and safety awareness
21. CBC Illustration NC II - 19 -
LO1. IDENTIFY HAZARDS AND RISKS
ASSESSMENT CRITERIA:
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/risks and its corresponding indicators are identified in line with the
company procedures.
3. Contingency measures are recognized and established in accordance with
organizational procedures.
CONTENTS:
Hazards and risks identification and control
Organizational safety and health protocol
Threshold limit value (TLV)
OHS indicators
CONDITIONS:
The students/ trainees must be provided with the following:
Workplace
Personal protective equipment (PPE)
Learning guides
Hand-outs
- Organizational safety and health protocol
- OHS indicators
- Threshold limit value
- Hazards/risk identification and control
CD’s, VHS tapes, transparencies
METHODOLOGIES:
Interactive -lecture
Simulation
Symposium
Group dynamics
ASSESSMENT METHODS:
Situation analysis
Interview
Practical examination
Written examination
22. CBC Illustration NC II - 20 -
LO2. EVALUATE HAZARDS AND RISKS
ASSESSMENT CRITERIA:
1. Terms of maximum tolerable limits are identified based on threshold limit values
(TLV)
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation.
CONTENTS:
TLV table
Philippine OHS standards
Effects of hazards in the workplace
Ergonomics
ECC Regulations
CONDITIONS:
The students/trainees must be provided with the following
Hand outs on
- Philippine OHS standards
- Effects of hazards in the workplace
- Ergonomics
- ECC regulations
TLV table
CD’s, VHS tapes, transparencies
METHODOLOGIES:
Interactive lecture
Situation analysis
Symposium
Film viewing
Group dynamics
ASSESSMENT METHODS:
Interview
Written examination
Simulation
23. CBC Illustration NC II - 21 -
LO3. CONTROL HAZARDS AND RISKS
ASSESSMENT CRITERIA:
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organization’s OHS policies.
3. Personal protective equipment (PPE) is correctly used in accordance with
organization’s OHS procedures and practices.
4. Procedures in providing appropriate assistance in the event of workplace
emergencies are identified in line with the established organizational protocol.
CONTENTS:
Safety regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
Contingency measures and procedures
CONDITIONS:
The students/trainees must be provided with the following:
Hand outs on
- Safety regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
- Contingency measures and procedures
OHS personal records
PPE
CD’s, VHS tapes, transparencies
METHODOLOGIES:
Interactive lecture
Symposium
Film viewing
Group dynamics
Self-paced instruction
ASSESSMENT METHODS:
Written examination
Interview
Case/situation analysis
Simulation
24. CBC Illustration NC II - 22 -
LO4. MAINTAIN OCCUPATIONAL HEALTH AND SAFETY AWARENESS
ASSESSMENT CRITERIA:
1. Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures.
2. OHS personal records are filled up in accordance with workplace requirements.
3. PPE is maintained in line with organization guidelines and procedures.
CONTENTS:
Operational health and safety procedure, practices and regulations
Emergency-related drills and training
CONDITIONS:
The students/trainees must be provided with the following
Workplace
PPE
OHS personal records
CD’s, VHS tapes, transparencies
Health record
METHODOLOGIES:
Interactive lecture
Simulation
Symposium
Film viewing
Group dynamics
ASSESSMENT METHODS:
Demonstration
Interview
Written examination
Portfolio assessment
26. CBC Illustration NC II - 24 -
UNIT OF COMPETENCY : DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
MODULE TITLE : DEVELOPING AND UPDATING INDUSTRY KNOWLEDGE
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to access, increase and update industry knowledge.
NOMINAL DURATION : 2 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainees/students must be able to:
LO1. Identify and access key resources of information on the industry
LO2. Access, apply and share industry information
LO3. Update continuously relevant industry knowledge
27. CBC Illustration NC II - 25 -
LO1. IDENTIFY AND ACCESS KEY RESOURCES OF INFORMATION ON THE
INDUSTRY
ASSESSMENT CRITERIA:
1. Sources of information on the industry are correctly identified and accessed.
2. Specific information on sector of work is accessed and updated.
CONTENTS:
Information sources
- Media
- Reference book
- Libraries
- Union
- Industry association
- Internet
- Personal observation
CONDITIONS:
The students/trainees must be provided with the following
Proper hygiene procedure manuals
Internet
Personal computer
Reference book
Industry journals
METHODOLOGIES:
Self paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS
Written/oral examination
Practical demonstration
28. CBC Illustration NC II - 26 -
LO2. ACCESS, APPLY AND SHARE INDUSTRY INFORMATION
ASSESSMENT CRITERIA:
1. Sources of information on the industry are accessed and applied
2. Industry information is correctly applied to day-to-day activity
3. Information to assist effective work performance is obtained
CONTENTS:
Trade unions environmental issues and requirements
Industrial relations issues and major organization
Career opportunities
Work ethic required to work in the industry
Quality assurance
CONDITIONS:
The students/trainees must be provided with the following
Industry journals/manuals
Internet
Personal computer
Reference book
METHODOLOGIES:
Self paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS
Written/oral examination
Practical demonstration
29. CBC Illustration NC II - 27 -
LO3. UPDATE CONTINUOUSLY RELEVANT INDUSTRY KNOWLEDGE
ASSESSMENT CRITERIA:
1. Updated knowledge is shared with customer and colleagues
2. Formal and informal research is use to update general knowledge of the industry
CONTENTS:
Information sources
- Media
- Libraries/reference book
- Union/industry association
- Internet
Legislation that affects the industry
CONDITIONS:
The students/trainees must be provided with the following
Internet
Personal computer
Reference book
METHODOLOGIES:
Self paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS
Written/oral examination
Practical demonstration
30. CBC Illustration NC II - 28 -
UNIT OF COMPETENCY : PERFORM COMPUTER OPERATIONS
MODULE TITLE : PERFORMING COMPUTER OPERATIONS
MODULE DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to perform computer operations. This includes
inputting, accessing, producing and transferring data using
the appropriate hardware and software.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Identify and explain the functions, general features and capabilities of both hardware
and software
LO2. Prepare and use appropriate hardware and software according to task requirement
LO3. Use appropriate devices and procedures to transfer files/date
LO4. Produce accurate and complete data according to the requirements
LO5. Maintain computer system
31. CBC Illustration NC II - 29 -
LO1. IDENTIFY AND EXPLAIN THE FUNCTIONS, GENERAL FEATURES AND
CAPABILITIES OF BOTH HARDWARE AND SOFTWARE
ASSESSMENT CRITERIA:
1. General features of the computer are explained according to sequence of
operation.
2. Functions of computer hardware and software are identified and explained.
3. Types of peripheral devices are identified.
4. Connections between computer and peripheral devices are explained.
CONTENTS:
Main types of computers and basic features of different operating systems.
Main parts of a computer.
Storage devices and basic categories of memory.
Types of software.
Peripheral devices.
CONDITIONS: Students/trainees must be provided with the following:
Equipment and accessories
- personal computer
- network system
- communication equipment
- printer
- scanner
- mouse
Supplies and materials
- office supplies
- diskettes
- CDs
- Zip disks
Tools
- Set of screw drivers
Learning materials
- Learning elements/activity sheets
- Manufacturer’s manual
METHODOLOGIES:
Self-paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS:
Written/oral examination
Practical demonstration
Interview
32. CBC Illustration NC II - 30 -
LO2. PREPARE AND USE APPROPRIATE HARDWARE AND SOFTWARE
ACCORDING TO TASK REQUIREMENT
ASSESSMENT CRITERIA:
1. Requirement of task are determined.
2. Prepared and used hardware components correctly and according to task.
3. Task is planned to ensure OH & S guidelines and procedures are followed.
CONTENTS:
Basic ergonomics of keyboard and computer use.
Standard operating procedures in entering and saving data into the computer.
Storage media.
Ergonomic guidelines.
CONDITIONS: Students/trainees must be provided with the following:
Equipment and accessories
- personal computer
- network system
- communication equipment
- printer
- scanner
- mouse
Supplies and materials
- office supplies
- diskettes
- CDs
- Zip disks
Tools
- Set of screw drivers
Learning materials
- Learning elements/activity sheets
- Manufacturer’s manual
METHODOLOGIES:
Self-paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS:
Written/oral examination
Practical demonstration
Interview
33. CBC Illustration NC II - 31 -
LO3. USE APPROPRIATE DEVICES AND PROCEDURES TO TRANSFER FILES/DATA
ASSESSMENT CRITERIA:
1. Correct program and application is selected based on the job requirements.
2. Program/ application containing the information required is accessed according to
company procedures.
3. Desktop icons are correctly selected opened and closed for navigation purposes.
4. Keyboard techniques are carried out in line with O H and S requirements for safe
use of computers.
CONTENTS:
Procedures/techniques in accessing information.
Desktop Icons
Keyboard techniques based on OHS requirements.
CONDITIONS: Students/trainees must be provided with the following:
Equipment and accessories
- personal computer
- network system
- communication equipment
- printer
- scanner
- mouse
Supplies and materials
- office supplies
- diskettes
- CDs
- Zip disks
Tools
- Set of screw drivers
Learning materials
- Learning elements/activity sheets
- Manufacturer’s manual
METHODOLOGIES:
Self-paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS:
Written/oral examination
Practical demonstration
Interview
34. CBC Illustration NC II - 32 -
LO4. PRODUCE ACCURATE AND COMPLETE DATA ACCORDING TO THE
REQUIREMENTS
ASSESSMENT CRITERIA:
1. Entered data are processed using appropriate software commands.
2. Data are printed out as required using computer hardware peripheral devices in
accordance with standard operating procedures.
3. Transferred files and data are transferred between compatible systems using
computer systems using computer software, hardware/ peripheral devices in
accordance with standard operating procedures.
CONTENTS:
Software commands
Operation and use of peripheral devices.
Procedures in transferring files/data
OH and S principles and responsibilities.
CONDITIONS: Students/trainees must be provided with the following:
Equipment and accessories
- personal computer
- network system
- communication equipment
- printer
- scanner
- mouse
Supplies and materials
- office supplies
- diskettes
- CDs
- Zip disks
Tools
- Set of screw drivers
Learning materials
- Learning elements/activity sheets
- Manufacturer’s manual
METHODOLOGIES:
Self-paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS:
Written/oral examination
Practical demonstration
Interview
35. CBC Illustration NC II - 33 -
LO5. MAINTAIN COMPUTER SYSTEM
ASSESSMENT CRITERIA:
1. Cleaning, minor maintenance and replacement of consumables are implemented
in accordance with standard operating procedures
2. Procedures for ensuring security of data including regular back-ups and virus
Checks are implemented in accordance with standard operating procedures
3. Basic file maintenance procedures are implemented in line with standard
operating procedures
CONTENTS:
Cleaning, minor maintenance and replacements of consumables
Creating more space in the hard disk.
Reviewing programs
Deleting unwanted files
Checking hard disk for errors
Viruses and up-to-date anti-virus programs
CONDITIONS: Students/trainees must be provided with the following:
Equipment and accessories
- personal computer
- network system
- communication equipment
- printer
- scanner
- mouse
Supplies and materials
- office supplies
- diskettes
- CDs
- Zip disks
Tools
- Set of screw drivers
Learning materials
- Learning elements/activity sheets
- Manufacturer’s manual
METHODOLOGIES:
Self-paced/modular
Demonstration
Small group discussion
Distance education
ASSESSMENT METHODS:
Written/oral examination
Practical demonstration
Interview
36. CBC Illustration NC II - 34 -
UNIT OF COMPETENCY : DEVELOP SELF AS AN ARTIST
MODULE TITLE : DEVELOPING SELF AS AN ARTIST
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to exhibit professional practice that describes
development of technical and conceptual skills required to
work as a practicing artist. It also deals with communicating
effectively and working strategically to achieve planned
outcomes as an artist
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/candidate must be able to:
LO1. Identify and apply strategies to develop appropriate skills in art practice
LO2. Use discussion and evaluation opportunities to develop technical and conceptual
skills
LO3. Develop own style through exploring and experimenting with new ideas in making
and/or interpreting work
37. CBC Illustration NC II - 35 -
LO1. IDENTIFY AND APPLY STRATEGIES TO DEVELOP APPROPRIATE SKILLS IN
ART PRACTICE
ASSESSMENT CRITERIA:
1. Strategies for developing the capacity to conceptualize visual compositions using
available tools and technology.
2. Relevant journals, magazines, catalogues and other media are used to stimulate
technical and professional development.
3. Capabilities of materials, tools and equipment are tested to develop technical
skills.
4. Feedback, discussion and evaluation opportunities to continuously improve
technical skills are identified and used.
CONTENTS:
The study of the principles of design, elements of design, and the creative
process to develop appropriate skills in visual art practice.
Organization of elements in a given frame.
Aesthetics and compositions
CONDITIONS:
The candidates/trainees must be provided with the following:
Hand-out
Film/video clips
Learning guide
Photograph samples
METHODOLOGIES:
Lecture/demonstration
Self-paced instruction
Group discussion
Film showing
ASSESSMENT METHODS:
Hands-on
Direct observation
Practical demonstration
Role-playing/simulation/problem-solving
38. CBC Illustration NC II - 36 -
LO2. USE DISCUSSION AND EVALUATION OPPORTUNITIES TO DEVELOP
TECHNICAL AND CONCEPTUAL SKILLS
ASSESSMENT CRITERIA:
1. Work experiences and ideas are discussed with others to improve own practice.
2. Work of others is studied to stimulate conceptual and technical skills
development.
3. Opportunities to develop visual skills are created.
CONTENTS:
Presentation techniques
Appreciating photographs
CONDITIONS:
The candidates/trainees must be provided with the following:
Computer
LCD Projector
Hand-out
Learning guide
Photograph samples
METHODOLOGIES:
Lecture/demonstration
Self-paced instruction
Group discussion
ASSESSMENT METHODS:
Hands-on
Direct observation
Practical demonstration
Role-playing/simulation/problem-solving
39. CBC Illustration NC II - 37 -
LO3. DEVELOP OWN STYLE THROUGH EXPLORING AND EXPERIMENTING WITH
NEW IDEAS IN MAKING AND/ OR INTERPRETING WORK
ASSESSMENT CRITERIA:
1. New ideas in making and/or interpreting work are explored and experimented
within the framework of visual design principles.
2. Tools and technology, where appropriate to expand and innovate own practice is
explored and used.
CONTENTS:
Framework of visual design principles.
Experimentation based on available technology and materials.
Developing exploratory attitude towards innovation.
CONDITIONS:
The candidates/trainees must be provided with the following:
Computer
Camera
LCD projector
Learning guide/hand-out
Photograph samples
METHODOLOGIES:
Lecture/demonstration
Self-paced instruction
Group discussion
ASSESSMENT METHODS:
Hands-on
Direct observation
Practical demonstration
Role-playing/simulation/problem-solving
40. CBC Illustration NC II - 38 -
UNIT OF COMPETENCY : SELECT AND PREPARE WORK FOR EXHIBITION
MODULE TITLE : SELECTING AND PREPARING WORK FOR EXHIBITION
MODULE DESCRIPTOR : This module describes the skills and knowledge required to
select and prepare work for display or exhibition. The skills
and knowledge are not restricted to a particular
specialization but apply across all specialization depending
on the work context.
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC II
PREREQUISITE : Basic Competencies
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/candidate must be able to:
LO1. Identify the organizer and its criteria for selection of work for exhibition
LO2. Select and organize work to submit for exhibition
41. CBC Illustration NC II - 39 -
LO1. IDENTIFY THE ORGANIZER AND ITS CRITERIA FOR SELECTION OF WORK
FOR EXHIBITION
ASSESSMENT CRITERIA:
1. Relevant information on the criteria is accessed which informs the selection of
work for exhibition
2. Information on criteria for display of work is interpreted
3. Issues surrounding criteria with relevant individuals/organizations is identified and
clarified
4. Work is selected in accordance with established criteria
CONTENTS:
General knowledge of ways in which space is planned for display or exhibition
purposes relevant to area of work.
Curatorial concept of the exhibit
Final selections of images
CONDITIONS:
The candidates/trainees must be provided with the following:
Audio visual presentation
Learning guide/handout
List of galleries
METHODOLOGIES:
Lecture/demonstration
Group discussion
Audio-visual presentation
Ocular inspection
Invite resource speaker
ASSESSMENT METHODS:
Direct observation
Interview
42. CBC Illustration NC II - 40 -
LO2. SELECT AND ORGANIZE WORK TO SUBMIT FOR EXHIBITION
ASSESSMENT CRITERIA:
1. Completeness of work to be displayed is checked.
2. Any specific requirements for display of selected work are determined and action
taken in consultation with concerned individuals or organizations.
3. Relevant steps and processes required to prepare selected work for display is
identified.
4. Work is prepared using appropriate techniques or engages the services of others
as required.
5. Work is submitted to gallery curator within the agreed timeframe and in
accordance with the requirements.
6. Assistance for exhibition is provided with installation or hanging as required and
in accordance with instructions.
CONTENTS:
General knowledge about techniques for display or exhibition relevant to the area
of work, e.g. hanging, dismantling.
General knowledge of the elements and principles of design and their specific
application to the layout of an exhibition or display.
Awareness of copyright, moral rights and intellectual property issues relevant to
exhibitions and display.
CONDITIONS:
The candidates/trainees must be provided with the following:
Audio visual presentation
Learning guide/handout
Checklist
METHODOLOGIES:
Lecture/demonstration
Group discussion
Audio-visual presentation
Invite resource speaker
ASSESSMENT METHODS:
Direct observation
Interview
Portfolio
44. CBC Illustration NC II - 42 -
UNIT OF COMPETENCY : APPLY TECHNIQUES TO PRODUCE DRAWINGS
MODULE TITLE : USING LINES TO PRODUCE VOLUMES
MODULE DESCRIPTOR : This module covers knowledge, skills and attitude required
for producing a drawing through a variation (which includes
thickness, length and curvature) or combination of lines.
NOMINAL DURATION : 24 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Draw basic shapes with illusion of volume
LO2. Draw figures and objects from basic shapes
45. CBC Illustration NC II - 43 -
LO1. DRAW BASIC SHAPES WITH ILLUSION OF VOLUME
ASSESSMENT CRITERIA:
1. Appropriate drawing tools and materials are identified and selected in accordance
to illustration requirements.
2. Functions of lines are explained.
3. Basic shapes with illusion of volume are drawn.
CONTENTS:
Drawing tools and materials
Functions of lines
Drawing basic shapes using lines
Application of lines to produce illusion of volumes
Proper usage and maintenance of drawing tools and materials
CONDITIONS:
The candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
Practical exercises
ASSESSMENT METHODS:
Direct observation of candidate at work
Evaluation of final output
46. CBC Illustration NC II - 44 -
LO2. DRAW FIGURES AND OBJECTS FROM BASIC SHAPES
ASSESSMENT CRITERIA:
1. Appropriate drawing tools and materials are identified and selected in accordance
to illustration requirements.
2. Figures and objects with illusion of volume are drawn.
CONTENTS:
Drawing figures and objects
Elements of design
Proper proportions of figures and objects
CONDITIONS:
The candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
Practical exercises
On-the-spot drawing
ASSESSMENT METHODS:
Direct observation of candidate at work
Evaluation of final output
Actual drawing test
47. CBC Illustration NC II - 45 -
UNIT OF COMPETENCY : APPLY TECHNIQUES TO PRODUCE DRAWINGS
MODULE TITLE : CREATING DRAWINGS ACCORDING TO PROPORTION
MODULE DESCRIPTOR : This module covers knowledge, skills and attitude required in
creating drawings according to proportion. It also includes
drawing of human figures.
NOMINAL DURATION : 120 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Draw basic shapes to proportion according to illustration requirement.
LO2. Draw figures and objects to proportion according to illustration requirement.
LO3. Draw human figures
48. CBC Illustration NC II - 46 -
LO1. DRAW BASIC SHAPES TO PROPORTION ACCORDING TO ILLUSTRATION
REQUIREMENT
ASSESSMENT CRITERIA:
1. Appropriate drawing tools and materials are identified and selected in accordance
to illustration requirement.
2. Basic shapes are drawn to proportion according to illustration requirement.
CONTENTS:
1. Using basic shapes to create figures and objects
2. Importance of proportion in drawing
3. Drawing correct proportion of figures and objects
4. Layout of figures and objects according to requirement
CONDITIONS:
The candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
Practical exercises
ASSESSMENT METHODS:
Direct observation of candidate at work
Evaluation of final output
49. CBC Illustration NC II - 47 -
LO2. DRAW FIGURES AND OBJECTS TO PROPORTION ACCORDING TO
ILLUSTRATION REQUIREMENT
ASSESSMENT CRITERIA:
1. Appropriate drawing tools and materials are identified and selected in accordance
to illustration requirements.
2. Figures and objects are drawn to proportion according to illustration requirement.
3. Figures and objects are drawn in perspective according to illustration
requirement.
CONTENTS:
Proper proportions of figures and objects
Isometric drawing
Enhancing the drawings
- Tonal range
- Linear marks
Illustration clean-up
CONDITIONS:
The candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation of candidate at work
Evaluation of final output
50. CBC Illustration NC II - 48 -
LO3. DRAW HUMAN FIGURES
ASSESSMENT CRITERIA:
1. Appropriate drawing tools and materials are identified and selected in accordance
to illustration requirement.
2. Basic shapes are drawn to proportion according to illustration requirement.
CONTENTS:
Using basic shapes to create human figures
Importance of proportion in drawing
Drawing correct proportion of human figures
Layout of human figures according to requirement
Depiction of facial expression and body parts movement
CONDITIONS:
The candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
Practical exercises
ASSESSMENT METHODS:
Direct observation of candidate at work
Evaluation of final output
51. CBC Illustration NC II - 49 -
UNIT OF COMPETENCY : SOURCE CONCEPT FOR OWN DRAWINGS
MODULE TITLE : SOURCING CONCEPTS FOR OWN DRAWINGS
MODULE DESCRIPTOR : This module describes the skills and knowledge required to
source and organizes information to assist in the
development of the concept for work. The concept
encompasses ideas, form and context for the work. This
module describes the articulation of the creative process. In
practice, this module is always integrated with the actual
production of work, as described in various specialization
units. This work would usually be carried out under
supervision.
NOMINAL DURATION : 16 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Source concept.
LO2. Review information for application to own work.
52. CBC Illustration NC II - 50 -
LO1. SOURCE CONCEPT
ASSESSMENT CRITERIA:
1. Information sources are identified and collected relevant to ideas for the concept.
2. References are collected, organized and evaluated in a way which helps the
development of the concept.
CONTENTS:
Collecting, organizing and reviewing information
Concept interpretation
Copyright, moral rights and intellectual property issues relevant to development
of concept for own work
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Computer with access to internet and printer
Pen and paper
Reference materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation of candidate at work
Interview
53. CBC Illustration NC II - 51 -
LO2. REVIEW INFORMATION FOR APPLICATION TO OWN WORK
ASSESSMENT CRITERIA:
1. Reviewed information is used to clarify ideas for the concept.
2. Final option for the concept based on information is selected.
CONTENTS:
Elements and Principles of Design
Theoretical and Historical Concepts
Designing the Concept
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Computer with access to internet and printer
Drawing tools and materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation
Practical examination
54. CBC Illustration NC II - 52 -
UNIT OF COMPETENCY : DEVELOP AND ARTICULATE CONCEPT FOR OWN
WORK
MODULE TITLE : DEVELOPING AND ARTICULATING CONCEPT FOR OWN
WORK
MODULE DESCRIPTOR : This module describes the skills and knowledge required to
develop and articulate the concept for own work. The
concept encompasses ideas, form and context for the work.
This module describes the articulation of the creative
process and includes the need to review information to
inform concept development and have some communication
with others about the development process. In practice, this
module is always integrated with the actual production of
work, as described in various specialization units. (This
module both encompasses and goes beyond module -
Source concept for own work).
NOMINAL DURATION : 16 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Develop the concept.
LO2. Articulate the concept.
55. CBC Illustration NC II - 53 -
LO1. DEVELOP THE CONCEPT
ASSESSMENT CRITERIA:
1. Relevant information are identified and collected from various sources.
2. Collected information are reviewed and selected to conceptualize work.
3. Final concept is selected.
CONTENTS:
Collecting, organizing and reviewing information
Concept interpretation
Established criteria in selecting the final concept
Copyright, moral rights and intellectual property issues relevant to development
of concept for own work
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Computer with access to internet and printer
Pen and paper
Reference materials
Drawing tools and materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation of candidate at work
Interview
56. CBC Illustration NC II - 54 -
LO2. ARTICULATE THE CONCEPT
ASSESSMENT CRITERIA:
1. A way of presenting the concept is chosen, based on nature of work and context
for communication.
2. Clear information is provided to others about the concept, including information
and ideas used.
3. Feedback on concept is sought and reviewed for possible inclusion in the
concept.
CONTENTS:
Concept Interpretation and Presentation Techniques
Disseminating Information
Validating the Concept
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Computer with access to internet and printer
Pen and paper
Reference materials
Drawing tools and materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation
Practical examination
57. CBC Illustration NC II - 55 -
UNIT OF COMPETENCY : USE DRAWING TECHNIQUES TO REPRESENT OBJECT
OR IDEA
MODULE TITLE : USING DRAWING TECHNIQUES TO REPRESENT
OBJECT OR IDEA
MODULE DESCRIPTOR : This module describes the skills and knowledge required to
visually represent objects or ideas. At this level, drawing
techniques would be basic. It is different from the drawing
specialization units which focus on drawing as an art form.
This work would usually be carried out under supervision
NOMINAL DURATION : 14 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Prepare for drawing
LO2. Use basic drawing techniques.
58. CBC Illustration NC II - 56 -
LO1. PREPARE FOR DRAWING
ASSESSMENT CRITERIA:
1. Tools and materials required are correctly identified for basic drawing techniques.
2. Appropriate tools and materials are selected for basic drawing techniques.
CONTENT:
Drawing tools and materials
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials Pen and paper
Reference materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation of candidate at work
Interview
59. CBC Illustration NC II - 57 -
LO2. USE BASIC DRAWING TECHNIQUES
ASSESSMENT CRITERIA:
1. A limited range of techniques are applied to come up with interpretation of objects
or ideas.
2. Tools and materials are handled and used safely.
CONTENTS:
Basic drawing techniques
Proper usage and maintenance of drawing tools and materials
CONDITIONS:
Candidates/trainees must be provided with the following:
Workplace location (well-ventilated and lighted)
Drawing tools and materials
Reference materials
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation
Practical examination
60. CBC Illustration NC II - 58 -
UNIT OF COMPETENCY : PREPARE, STORE AND MAINTAIN FINISHED WORK
MODULE TITLE : PREPARING, STORING AND MAINTAINING FINISHED
WORK
MODULE DESCRIPTOR : This module describes the skills and knowledge required to
select finished work for storage, to assess its needs for
storage and to protect, store and maintain it.
NOMINAL DURATION : 12 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/candidate must be able to:
LO1. Assess fished work for storage.
LO2. Store finished work.
LO3. Maintain stored work.
61. CBC Illustration NC II - 59 -
LO1. ASSESS FINISHED WORK FOR STORAGE
ASSESSMENT CRITERIA:
1. Criteria for the selection of finished work to be stored and storage requirements
are determined.
2. Finished work is assessed and selected based on the identified criteria for their
storage.
3. Storage requirement for selected finished work is decided based on the criteria.
CONTENTS:
Archival principles and values
Labeling and recording work
Safe storage requirements for the finished work
Copyright, moral rights and intellectual property issues relevant to development
of concept for own work
CONDITIONS:
Candidates/trainees must be provided with the following:
Record-keeping system
Labels
Finished work and description
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation of candidate at work
Interview
62. CBC Illustration NC II - 60 -
LO2. STORE FINISHED WORK
ASSESSMENT CRITERIA:
1. Protective materials and conditions for storage is identified and selected.
2. Finished work for storage is organized and protective materials are applied on
finished work.
3. Finished works are stored in allocated or selected storage space following
company standard operating procedure and criteria.
CONTENTS:
Archival principles and values
Labeling and recording work
Safe storage requirements for the finished work
Copyright, moral rights and intellectual property issues relevant to development
of concept for own work
CONDITIONS:
Candidates/trainees must be provided with the following:
Finished work
Protective materials
Company SOP
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation
Practical examination
63. CBC Illustration NC II - 61 -
LO3. MAINTAIN STORED WORK
ASSESSMENT CRITERIA:
1. Accurate and complete records of stored finished work is prepared and
maintained.
2. Condition of finished work in the storage is monitored and reviewed in
accordance with requirement for different types of work.
CONTENTS:
Archival principles and values
Safe storage requirements for the finished work
Copyright, moral rights and intellectual property issues relevant to development
of concept for own work
CONDITIONS:
Candidates/trainees must be provided with the following:
Inventory listing of finished work
Record of stored work
Description of storage procedure
METHODOLOGIES:
Lecture
Demonstration
ASSESSMENT METHODS:
Direct observation
Practical examination
64. What is Competency-Based Curriculum (CBC)
A competency-based curriculum is a framework or guide for the
subsequent detailed development of competencies, associated
methodologies, training and assessment resources.
The CBC specifies the outcomes which are consistent with the
requirements of the workplace as agreed through the industry or
community consultations.
CBC can be developed immediately when competency standards exist.
When competency standards do not exist, curriculum developers need
to clearly define the learning outcomes to be attained. The standard of
performance required must be appropriate to industry and occupational
needs through the industry/enterprise or specified client group
consultations.
These materials are available in both printed and electronic copies.
For more information please contact:
Technical Education and Skills Development Authority (TESDA)
Telephone Nos.: 893-8281, 817-4076 to 82 loc. 611, 630, 631 and 635 or
visit our website: www.tesda.gov.ph or the TESDA Regional or Provincial
Office nearest you.