SayPro Buy Web design Training Material 73390

Graphic Design professionals work alongside marketing, advertising and media teams, using their skills in visual communication to market products, thereby maximising profit growth for the client’s business.

This Certificate programme focuses on website design, production and interactivity. You will use state-of-the-art multimedia authoring and layout packages to bring your creative ideas to life.
You will learn how to design, edit code, customise and enhance a variety of web design features.

Rationale:

This Exit-Level Qualification is targeted at learners who do not have access to face-to-face tuition (either through lack of mobility, lack of a Further Education and Training college in their area, or full-time work commitments). It will allow unemployed learners to enter the industry, but it also allows those that have worked in the industry for years with no formal Qualification to obtain one; without having to give up their work in order to study.

The Qualification prescribes an internship after the final summative assessments, rather than workplace-based training during the programme. 

• Knowledge, comprehension and application of language at NQF Level 3/Grade 11 or equivalent
• Basic knowledge, comprehension and application of Mathematics or Mathematical Literacy at NQF Level 3/Grade 11 or equivalent.

  Recognition of Prior Learning:

  The Qualification recognises, through the submission of portfolios of evidence, the formal, non-formal and informal learning that learners have achieved that are relevant to this Qualification. Learners can be exempted up to 50% of this Qualification through proof of prior achievements at other institutions.

  Access to the Qualification:

  This Qualification is for all candidates who wish to be employed in the IT sector and/or enter into the world of Computer Graphic Art. Candidates accessing this Qualification should have the following:

• Grade 11. 

Fundamental:

Learning Components; NQF Level; Credit Allocations:

• 1st Language Communication, NQF Level 4, 20 Credits.
• 2nd Language Communication, NQF Level 3, 20 Credits.
• Mathematical Literacy, NQF Level 4, 16 Credits.

  Core:

  Learning Components; NQF Level; Credit Allocations:

  Introduction to Computers and the Web, NQF Level 4, 20 Credits
  Principles of Design, NQF Level 4, 20 Credits

  Elective (Select any 1 stream):

  Learning Components; NQF Level; Credit Allocations:

  Elective Stream 1; Computer Graphic Artist, NQF Level 4, 20 Credits.
  Use Adobe Photoshop as a Design Tool, NQF Level 4, 20 Credits.
  Use CorelDraw as a Design Tool, NQF Level 4, 20 Credits
  Elective Stream 2; Web Design, NQF Level 4, 20 Credits.
  Use Dream weaver as Web Design Tool, NQF Level 4, 20 Credits.
  Use Flash in Website Design , NQF Level 4, 20 Credits.
  Elective Stream 3; Multimedia Design, NQF Level 4, 20 Credits.
  Use Adobe Photoshop for Multimedia Design, NQF Level 4, 20 Credits.
  Use Flash in Multimedia Design, NQF Level 4, 20 Credits.

  Total Credits: 136 Credits. 

• Communicate effectively in a first language.
• Communicate effectively in a second language.
• Use mathematical skills effectively in a workplace.
• Describe computer hardware and software.
• Describe the uses of the internet and web.
• Describe the principles of Design.
• Develop and interpret design briefs.
• Explain the principles of graphic design.
• Perform basic graphic design operations.
• If choosing Computer Graphic Artist:
  > Use Adobe Photoshop effectively in a designing context.
  > Use CorelDraw effectively for designing.
• If choosing Web Design:
  > Describe the basics of web design.
  > Design a useable website.
  > Describe the basics of web graphics.
  > Identify the basic components of Dream weaver.
  > Apply Dream weaver in a web designing context.
  > Describe the tools and features found in Photoshop.
  > Use Flash software programme effectively in multimedia design.
• If choosing Multimedia Design:
  > Describe the uses of multimedia on the worldwide Web and offline.
  > Describe the components of Photoshop used in multimedia design.
  > Use Photoshop as a multimedia design tool.

  Outcome Statements:

  Fundamentals:

• Communicate effectively in a first and second language.
• Competence is evident when a learner can:
  > Engage in effective oral communication in the business environment.
  > Read, analyse and respond to written communication in the business environment.
  > Write effective business texts.
• Use mathematical skills effectively in the workplace.
• Competence is evident when a learner can:
  > Use mathematics to plan and control basic personal and business finances.
  > Describe the main aspects of the national and global economy.
  > Use statistics effectively in the workplace.

  Core:

• Describe and apply basic computer terminologies.
• Competence is evident when a learner can:
  > Explain the importance of computer literacy.
  > Define the term ‘computer’.
  > Identify the components of a computer.
  > Discuss the advantages and disadvantages of using computers.
  > The uses of the Internet and World Wide Web are described.
• Describe and apply the principles of design.
• Competence is evident when a learner can:
  > Describe the principles and elements to a design project.
  > Develop and interpret design briefs.
  > Explain the variety of different design methodologies and methods.
  > Describe brainstorming and conceptualisation skills to originate ideas.

  Electives (select 1 stream):

  Computer Graphic Artist:

• Describe and use Adobe Photoshop.
• Competence is evident when a learner can:
  > Identify components of Photoshop.
  > Import images into Photoshop.
  > Make colour and tonal adjustments.
  > Describe drawing and painting tools.
  > Apply filters for special effects.
  > Design web pages.
• Describe and use CorelDraw.
• Competence is evident when a learner can:
  > Identify components of the CorelDraw interface.
  > Create a new drawing from a template and set page options.
  > Save and print a drawing.
  > Draw basic shapes.
  > Insert, resize and edit text.

  Web Design:

• Explain the basic concepts of Dreamweaver and apply them practically.
• Competence is evident when a learner can:
  > Explain basic Internet and HTML concepts.
  > Identify the components of the Dreamweaver workspace.
  > Describe and use the text function.
  > Identify the HTML code of a Web page.
  > Plan and define a Website.
  > Create a Web page.
• Describe the applications and features of Flash and apply them practically.
• Competence is evident when a learner can:
  > Identify the capabilities of Flash and the files it generates.
  > Identify components of the Flash environment.
  > Publish a Flash file for display on the Web.
  > Create a new file from a template.
  > Create and modify freeform shapes.
  > Describe Flash tools and components.
  > Import a video file into Flash.

  Multimedia Design:

• Describe the fundamentals of Photoshop and apply them in multimedia design.
• Competence is evident when a learner can:
  > Explain the main functions of Photoshop.
  > Use Photoshop Help to find information.
  > Use various tools to select image areas.
  > Arrange and transform layers.
  > Repair mage defects.
• Describe the fundamentals of Flash and apply them in multimedia design.
• Competence is evident when a learner can:
  > Identify the capabilities of Flash and the files it generates with an application.
  > Identify components of the Flash environment.
  > Use the Help window effectively.
  > Create and modify freeform shapes.
  > Apply basic Action Script code.
  > Edit Vector paths. 

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Assessment practices are fair, transparent, valid and reliable. The purpose of assessment is to determine whether a learner has met the outcomes of the Qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all exit level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit-Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.

All subjects include formative assessments, comprising a range of tests, tasks and assignments. A learner’s formative mark counts 40% towards the theory mark of a subject. All subjects have a final examination. The final examination counts 60% towards the theory mark of a subject. In order to achieve the qualification, a learner must:

• Pass all required subjects exams with at least a 40% pass mark, obtain a final mark of at least 40%.
• Pass the internship/practical with at least 50%.

  The theory component (the formative plus examination mark) will count 80% towards the final mark, while the internship/practical will count 20% towards the final mark. 

• HTML Language.
• Photoshop.
• Dreamweaver.
• Flash.
• Javascript.
• Cascading Style Sheets (CSS).
• SQL Language.
• ASP.Net Dabase Programming.

  Because of the difference in levels across the different countries, difficulty was found in making actual direct comparisons, level to level. It was found that this Qualification commences with teaching the learners the basics of Computers, the Web and Design before moving on to more intensive computer programs and languages. This it is argued is far more suited to the South African context, as this Qualification focuses on the learner with no previous experience, as well as the learner with prior drawing experience. 

Learners who are (have been) registered for the same or another related Qualification on NQF Level 4 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant Unit Standards that have been passed at the previous institution and could enroll for a relevant certificate level programme. 

• Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
• Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
• Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 

• Hold a relevant Qualification at least on NQF Level 5.
• Have workplace experience as a business manager.
• Be declared competent in all the Exit Level Outcomes of the Qualification as stipulated by South African Qualifications Authority (SAQA).