Assessor's guide to interpreting the criteria
Bronze 3 is the same as Entry Level 3 in the Qualification Credit Framework. It is mapped to the National curriculum at levels 3 and 4.
•The definition of an entry level qualification is to recognize basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations.
•The criteria are designed to provide opportunities to promote numeracy, literacy and social skills as well as ICT capability and are fully compatible with the UK National Curriculum programmes of study with some strengthening of important contemporary issues related to open systems providing support for PLTS and citizenship.
•Bronze 3 is designed to promote a wider range of participation by providing a progression pathway from Bronze 2 to Level 1 in the QCF and from national curriculum levels 3 and 4 to level 5.
•The specification for the Entry Level 3 certificate provides an outcome framework for assessment and is not intended to dictate any particular context for learning and so can be used with young children or adults.
Requirements
•Standards must be confirmed by a trained Bronze Assessor or higher
•Assessors must at a minimum record assessment judgements as entries in the on-line mark book on the TLM.org.uk certification site
•It is expected that there will be routine evidence of work used for judging assessment outcomes in the candidates' records of their day to day work. Samples should be available at the annual visit and/or by video conference.
•Different approaches to learning will be required in order to match differing needs, for example, the needs of children will be different from the needs of adults with learning disabilities.
•Completing the criteria for this unit entitles the candidate to the Award of the Entry level 3 Unit . In general, the candidate should demonstrate that criteria related to co-operative behaviour can be sustained over time.
•We expect at least 15 hours of guided study to be under-taken before this Unit Award is made to those new to computers but discretion can be used to take account of prior learning where this is sensible in individual cases. In terms of making the award, what matters is outcomes.
•Certificates must be printed on TLM logo template paper for which there is a charge of 50p per template
Assessment Method
Assessors can use the criteria to determine levels of prior learning through dialog with the candidate, direct observation and any other appropriate and relevant evidence. They can score each of the criteria "L", "S", "H". An "N" indicates no evidence and this is the default setting. "L" indicates some capability but some help still required and the candidate is not secure with that particular criterion. "S" indicates secure mastery of the criterion. "H" indicates that the candidate is operating beyond the basic requirements of the criterion. If all criteria are matched with "S" or "H" the unit is passed. All criteria must be at least "S" for a pass.
Expansion of the assessment criteria
The Entry 3 learner will be becoming increasingly capable of making use of skills, knowledge and understanding to carry out simple structured tasks and activities with occasional guidance and intervention. They will start to relate tasks to contexts and be aware of consequences of actions for themselves and others. While support and guidance are still needed they will demonstrate increasing capability of working self-sufficiently with simple structured tasks.
An activity will typically be 'structured' when:
* there are several steps that need to be sequential; and
* the learner has opportunities to practice the sequence or clear guidance is provided.
1. The learner will obtain, insert and combine information for images
1.1 I can identify and briefly explain what images are needed
Candidates should be able to identify what they are going to work on and why.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
This could be a centre set task such as asking for a logo for a newsletter or image for a website page, but could also be the candidates own requirements. Ideally it should be for a client as this will give feedback and be a more realistic representation of the process in a work place. The candidate needs some brief explanation of why they think it might be suitable and may need guidance on this.
1.2 I can obtain, input and prepare images to meet defined needs
Candidates should be able to find the elements they need and get them ready for use.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Candidates might be mixing a number of elements such as text and images into a final piece and in each cases they need to make sure that they are going to work and are the right format, dimensions etc.
1.3 I can explain briefly what generic copyright and other constraints apply to the use of images
Candidates should be able to identify legal issues that apply.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Most materials that are available, either in printed formats or digital, are controlled by various rues and regulations such as copyright or patents. Candidates at this level need to have a basic familiarity with these issues and know when working to check for them before using the protected works. They should be able to articulate, albeit simply, what effect these have on activity.
1.4 I can effectively combine information of different types or from different sources for images
Candidates should be able to demonstrate competence with using different elements in their designs.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Images may not be purely graphic, they might also contain text and other digital pieces and candidates need to show that they are comfortable with mixing and combining these into a final design.
1.5 I can explain which file format to use for saving and exchanging images
Candidates should be able to identify and explain interoperability.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Images created in proprietary file formats are of little use when trying to share designs. In many cases, graphic artists will create images so that other creative staff can use them, for example in publishing or web site design. If the images are not made to work with other system, they are of little real use. Candidates should show an awareness for these issues and make sure that they save and output their work in a format that is usable more widely than in the application it was created with.
2. The learner will use imaging software tools to create images
2.1 I can use suitable tools and techniques to create a range of images
Candidates should be able to show good skills in using graphics software applications.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Each graphics package will vary in the layout, but will have a general set of features and tools that can be used. Some of these will be quite complex and require a great deal of time and effort to master. At this level, candidates should show they can use the tools comfortably and achieve a decent level of effects with the techniques they have mastered and understood. The toolbar blow id from the Gimp program and shows some of the main tools available.
*** image goes here ***
Most of the tools are obvious by their icon as to their purpose, but some are less than clear. 2.2 I can use a range of tools and techniques to create different images
Candidates should be able to use basic tools to achieve an objective.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
It might be useful to have a set task here that will guarantee that candidates use some of the basic editing and manipulation tools to produce a small number of modified images from an original if they are not sure how to generate their own. Otherwise, they can be asked to create 2 different styles of images.
2.3 I can check images meet clear needs, using IT tools and making corrections as necessary
Candidates should be able to make sure an image meets a specific need.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
If working with a client it is easy enough to show a process of correction and adjustment as the designer meets the enduser's needs. If using a centre set assignment, it might be useful to build in some aspect of adjustment, perhaps simulating the client changing their mind on some fundamental aspects of colour or positioning to give candidates the opportunity to change the designs to suit.
3. The learner will use imaging software tools to edit and manipulate images
3.1 I can use a range of tools and techniques to manipulate and edit images
Candidates should be able to use basic tools to achieve an objective.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
It might be useful to have a set task here that will guarantee that candidates use some of the basic editing and manipulation tools to produce a modified image from an original if they are not sure how to generate their own.
3.2 I can explain the best tools to manipulate and edit images
Candidates should be able to explain how the different tools are fit for their purpose
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
They may need some help with the details, but candidates should be able to explain how the tools they use are good at
what they do and how they help with the tasks.
3.3 I can reflect on why the tools I use are good for the tasks
Candidates should be able to use basic tools to achieve an objective.
Evidence: Direct observation, planning and recording documents from day to day activities.
Additional information and guidance
Candidates should be comfortable using some tools for their tasks and should be encourage to think about and discuss why they work, and if they don’t work as well as they hoped, what they might also try.
Moderation/verification
The assessor should keep a record of assessment judgements made for each candidate and make notes of any significant issues for any candidate. They must be prepared to enter into dialog with their Account Manager and provide their assessment records to the Account Manager through the on-line mark book. They should be prepared to provide evidence as a basis for their judgements should it be required by the Principal Assessor or their Account Manager/external moderator. Before authorizing certification, the Account Manager must be satisfied that the assessors judgements are sound.
