2014 /15
TEACHER workbook Registered Charity No. 1155635
Cover & AR Content inspired by Original design by Elie Webster Overall Winner of the 2013/14 programme
Download the POLESTARGO App and Scan this Cover to bring it to life!
WHAT IS PRINTIT ? PrintIT! is a nationwide educational initiative with a Fairtrade theme, aimed at supporting teachers of GCSE and A level Graphic Products, Product Design and Media Studies deliver a curriculum mapped, print focused, rewarding competition to students on these courses. It is also relevant to the Diplomas in Creative Media and Manufacturing and Product Design. This teacher guide includes a series of prepared lesson plans, dowloadable interactive multi-media resources and interactive presentations. • The aim of PrintIT! is to give students the • opportunity to learn more about the many • varied facets of the print and paper industries • and offer them an insight into the range of • career opportunities that exist within • these advanced and high-tech industries.
Table of Contents
What is PrintIT?.........................page 1 Competition Rules.....................page 2 Competition Info.......................page 3 Competition Brief......................page 4 Suggested Work Scheme ..........page 5 Lesson Plans...............................page 7 A-Level extension......................page 13 A GRAPHIC PRODUCTS AND PRODUCT DESIGN TEACHER RESOURCE A MEDIA STUDIES TEACHER RESOURCE A COMPETITION - PRIZES FOR WINNING STUDENTS & SCHOOLS COMPLETELY FREE TO SCHOOLS CURRICULUM MAPPED IMPROVES AWARENESS OF THE FAIRTRADE FOUNDATION
NEW RESOURCES: AVAILABLE AT PROSKILLS.co.uk/printit
PrintIT! will also provide links to local companies that are relevant to the print industry: print works, paper manufacturers, paper mills etc to further assist teachers by providing real practical and technical advice.
Course overview
This course has been designed by teachers for teachers to create a flexible, easy-to-teach course which can last between six to eight weeks, depending upon the time and resources available to the individual teachers. We know that teachers may find it difficult to source basic resources for teaching GCSE and A level Graphic Products and Product Design, so we have incorporated everything you will need to teach students about the modern, high-tech UK printing and paper industries. In this course book there is a scheme of work and a series of lesson plans as well as links to key resources. Students are asked to not only consider all aspects of print but to consider the importance of the role that paper has in our lives. Students are to create a print focused project including promotional materials to promote Fairtrade. You will find useful information on our website www.proskills.co.uk/printit such as downloadable PowerPoints, print and paper fact sheets, environmental information, casestudies, useful industry links, careers advice and a teachers section containing the latest information about the course. We have provided a workbook to give every student hands-on access to the information they need and in which they can record their work. There is a short reference to Fairtrade for every student within their Work Book, outlining Fairtrade’s aims and objectives and bringing an added dimension to the PrintIT! course. Electronic versions of the Work Book can be made available.
on by 31st March 2015 for the titi pe com T! ntI Pri l na tio na rkbooks in to the k/printit Students can submit their wo availble at www.proskills.co.u are s rce ou res re Mo . zes pri chance to win great
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COMPETITION RULES Through a range of support materials, students will learn about the benefits of the various printing, paper manufacturing and graphic communications methods available in order to successfully complete their competition entry. They will also find out about the technological advances in print and paper, their roles as a vital part of the global communications industry and as enabling technologies for other industries, as well as learning about the Fairtrade Foundation. A range of exciting prizes will be awarded to winning schools and students, with shortlisted students and teachers being invited to a prestigious awards ceremony. The competition has been devised to work within the curriculum so that teachers and students can benefit from the knowledge acquired as part of their GCSE, A level and Diploma studies. Students and teachers will find PrintIT! to be exciting, challenging and informative.
Augmented Reality (A.R.) is a great example exciting new trends in Graphic Communications! Download the POLESTARGO App and Scan the front cover to bring it to life!
A downloadable set of teaching aids is also available via the PrintIT! website to provide teachers with the tools necessary to deliver the competition. These can be found here: www.proskills.co.uk/printit
Qualifying conditions
Entry to the competition is free. PrintIT! is open to all students however it has been mapped to the year 9, GCSE and A level curriculum for students studying Graphic Products, Product Design and the Diplomas in Creative and Media and Manufacturing and Product Design. Only students whose school has confirmed their participation in PrintIT! may enter the competition. Participating schools may be requested to take part in media promotion appropriate to the competition in order to maximise the effectiveness of the programme. Teachers may submit entries from individuals or groups of two or three students, however where there is a group, each student must be capable of providing evidence that they have undertaken individual work themselves within the group. Only one entry per student or per group is admissible. Please do not submit more than one book on behalf of a group. Teachers may submit ALL their entries if they deem them to be of sufficient quality for entry into the competition. Incomplete entries may be submitted with an explanatory note if a team has been disadvantaged by unforeseen absence of a team member, or where an individual student, who has been working to a high standard, is unable to complete the course for reasons beyond their control. The judging panel will take such circumstances into account, provided the standard of the completed work is deemed to be of a sufficiently high level. Entrants will be deemed to have accepted these rules and to agree to be bound by them when entering this competition.
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COMPETITION INFO The course is intended to be taught any time between November 2014 and mid-March 2015. Entries must be received no later than 31st March 2015. Judging will take place and shortlisted schools will be notified by post or email in April / May 2015. Please note that due to the volume of schools entering we shall be unable to notify those schools that have been unsuccessful. However a list of shortlisted schools will be available via the PrintIT! Website at www.proskills.co.uk/printit and schools that have not been contacted by end May 2015 may assume that they have not been shortlisted. If you wish the workbooks to be returned to you following judging please enclose the correct size, stamped, addressed envelope. Please do not use a franking machine. We shall then endeavour to return the entries after judging is completed in May. NB We cannot take responsibility for the loss of any materials submitted. You may like to consider taking photocopies of the selected entries before you send them in.
Please send your entries to: PrintIT! Entries Proskills UK, Unit 24 East Central , 127 Olympic Avenue, Milton Park, Abingdon, Oxfordshire, OX14 4SA
judging
An independent panel of judges will select the winning entries. The judges’ decision is final and no correspondence will be entered into.
Prizes
Prizes will be awarded directly to winning students or groups of students and winning schools. No alternatives to the prizes offered will be considered. Prizes are non-transferable and no cash alternative will be considered.
Copyright
All designs and concepts submitted as part of an entry to the competition may be used by the promoters of PrintIT! or their associates. No royalties shall be due to entrants and all copy submitted shall become the intellectual property of Proskills UK.
Promoter
The promoter of this competition is Proskills UK, Unit 24 East Central, 127 Olympic Avenue, Milton Park, Abingdon, Oxfordshire, OX14 4SA. The promoter reserves the right to disqualify any entry which does not meet the criteria as set out in these competition rules. These rules are governed by the laws of England and Wales.
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COMPETITION BRIEF Client Requirements
The Fairtrade Foundation requires students to promote the story of Fairtrade, to increase public awareness and understanding of Fairtrade and to encourage customers to choose Fairtrade products. This should be done by designing a printed item to promote Fairtrade. Students should specify the best printing method and most suitable materials for their campaign as well as making sure that they consider the environmental impact of the products.Students need to make sure that they are using the FAIRTRADE Mark in line with the guidelines provided on PAGE 19 of the student workbook.
entry submission: Teachers should send the entries to PrintIT! at the Proskills address on the back cover of this book, to arrive by 31st March 2015
Understand Fairtrade
It may be that your students already know a lot about Fairtrade, particularly if you happen to be a Fairtrade School (fairtrade.org.uk/schools). If not then there is information that you can download from the PrintIT! website.
Understanding printing processes
Students must demonstrate an understanding of the main printing and paper manufacturing processes in order to improve their chances of producing a winning competition entry. Additional research may be required and there is also a comprehensive overview of printing techniques which can be found at www.proskills.co.uk/ printit. This will help students to appreciate the different printing processes, their main applications and relative benefits.
Materials
A full understanding of the characteristics of the materials to be used for the product is necessary. The unit of measure of each material should be specified i.e. grammage per square metre (gsm), or the micron thickness (bulk) of papers, boards, plastics, cloths or metals, or suitable unit of measure for any other materials chosen. Local paper merchants may be willing to send you a pack of paper samples to help students to assess the correct weight and finish of paper or board required for their products. The judges will be looking for a clear understanding of appropriate materials for the chosen item, which is fundamental to the product design and has implications for both the environmental impact of the product itself and for any post-use or recycling recommendations within the environmental considerations area of the Student Workbook. Students should be able to demonstrate that they have researched a range of material options and selected an appropriate choice of substrate for their item.
Specifications
Entries must state the production methods and the material specifications for each item. We will accept either hand-drawn or computer-generated designs. Students may work on loose paper if required which must then be glued or stapled into the Student Work Book. No responsibility can be accepted by the organiser for lost materials. Please ensure all sheets are clearly labelled with the students name and school. We cannot accept any designs in electronic format although electronic versions of the Work Book are available to download, complete and print off for submission in to the competition. Teachers should send the entries to PrintIT! at the Proskills address on the back cover of this book, to arrive by 31st March 2015
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Suggested
work scheme aims! this course aims to:
Previous Student’s Artwork!
● Make young people aware of the impact of print and paper in our everyday lives. ● Inform students about career opportunities in the printing and paper industries. ● Give students the opportunity to develop a print focused campaign for the Fairtrade Foundation. ● Raise awareness of industrial printing methods. ● Raise awareness of the paper making process and its sustainability. ● Raise awareness of the technological advances in print. ● Raise awareness of materials used in industry. ● Raise awareness of the role of print as part of the global communications industry. ● Raise awareness of the relationship between the designer and the client. ● Give students the opportunity to take part in a ‘live’ project and competition that is relevant to their GCSE and A level Graphic Products or Product Design course.
Objectives! By the end of this project all students will have:
● Worked independently or as part of a small group to develop designs for a promotional product ●Considered the information to be communicated on behalf of Fairtrade. ● Designed a print-related item to support Fairtrade ● Investigated and suggested the best use of industrial printing methods for the production of their design proposals. ● Investigated and suggested the best use of materials for producing the items designed. ● An awareness of sustainable design,the environmental impact of product design and the responsibilities of designers with regards to the environment ● Undertaken an investigation of Fairtrade and presented this information using a presentation method of their choice. ● Become more aware of the career opportunities in the printing and paper industry.
Tasks:
1. Analyse what is required of the situation, design brief and users. 2. Generate design ideas for a promotional printed product for Fairtrade 3. Present the chosen design solution for the item. 4. Investigate and state the best production method for the item that has been designed. 5. State the material specifications for the item.
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Suggested
work scheme This project can be spread over 6-8 weeks of lessons. Students are encouraged to use separate sheets where more writing space is required and include as much detail as possible on the various aspects of this project. Students must make sure that additional sheets are stapled securely into their work book.
METHOD
RESOURCES
• Complete the AnswerIT! part 1 survey. • Introduce the impact that print has on everyday life and the important role it plays for everyone. What would life be like without print? Would the world manage without the printed word on paper? • Complete Task 1 an 2 and Activities 1 and 2 to start thinking about print and paper • Introduce the design brief then discuss the client and the items that are required and analyse the task, considering the customers requirements. • Create a mood board of inspirational images showing a theme for the design. • Begin to investigate how printed materials are manufactured.
• About Print and Paper resources on the website www.proskills.co.uk/printit/resources • Introductory briefing page near the front of the Student Work Books • Overview of printing techniques’ information sheet from the teacher resources page on the PrintIT! website. • Activities 1 and 2 in the student workbook and resources on the website
Casestudies and other factsheets available on the website
• Research a range of printed items • Investigate packaging and its purpose. • Disassembly of packaging and exploration of nets and construction methods.
• Investigating print and paper tasks in student workbook • Investigation of existing packaging – Task 3 in Student Work Book • Activities 1 & 2 in student workbook • Research the brief and investigate related • Specification in Student Work Book. products as necessary. • Environment information (on the resources • Draw up specification lists for the item. page). Paying particular attention to the environmental • REUSEIT! - Environmental task in the Student aspects. Work Book. • Generate ideas for the item. • Design ideas sheet in Student Work Book • Produce a presentation of the final design solution for a printed item of choice. • Model the final design in 2D or 3D using CAD or card modelling. • Introduce career options available in the paper and printing Industry
• Final design presentation sheet in Student Work Book • Paper and graphic media or computers. Card/ modelling media. • Printing Technique on the website • Careers section in student workbook and optional careers design task
Table continues on next page
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LESSON PLANS METHOD
RESOURCES
• Investigate how paper is recycled. • Life cycle analysis – task 4 and 5 in Student Work • Produce a life cycle analyses of the product that Book has been designed. • Careers section on website • Pay particular attention to the re-use/recycling • PrintIT! survey at the back of the Student Work and disposal of this item. Use the research Book conducted for paper recycling if relevant. • Evaluate the final design/product. Justify the choice and state the manufacturing processes involved. • Complete the AnswerIT! part 2 survey.
Lesson Plans - Part One
Importance of Print and Paper and an introduction to the design brief Aims: • Establish how much each student knows about print, paper and related industries by completing part 1 of the Student Survey at the front of the Student Work Book. • To introduce the important role of print and paper and raise awareness. • To introduce the design brief and analyse the task Learning objectives: By the end of this lesson students will have: • Become aware of the impact that print and paper has on everyday life. • Understood the design brief. • Thought about industries and career routes and the value of promoting this in design work • Analysed the task. Learning outcomes: Students will demonstrate success by: • Completing part 1 of the Student Survey. • Discussing the problems of life without print or paper • Identifying the activities undertaken/ products used everyday, where print and paper play an important role. • Analysing the design brief and all related tasks and recording their findings in the Student Work Book or on separate sheets securely attached to the Student Work Book.
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LESSON PLANS Lesson Plans - Part ONE (continued) Tasks: Starter (In small groups) 1. Allow a few minutes for each student to tell us how much they know about print, paper and related industries by completing part 1 of the Student survey at the front of the Student Work Book. 2. Go through the activities that occur as part of a typical day, where paper and printed products are involved. Make a list of the activities and the paper or printed items involved for each. Identify where there is no alternative to paper. 3. List the problems for each situation that would be encountered if there was to be an absence of print or paper. Encourage students to discuss the problems and their impact within their groups. Reflect on the group work and take feedback. Prompt the students to encourage a class discussion. Task 1: 1. Complete task 1 and 2 of the student workbook asking students to think about printed campaigns. 2. Case studies and factsheets available from the website www.proskills.co.uk/printit/resources 3. Complete activities 1 and 2 either in class or for homework. 4. Ask students to highlight and list all the paper and printed products that can be found in the found in the classroom. Explain their purpose and their importance. 5. Look around the classroom and highlight other industries such as furniture, wood, glass and building products. 6. Introduce the design brief, pointing out all key information to the students. Show photographs / images of different industries and different roles (production, customer service, managerial, sales). Discuss the design brief in more detail explaining and stressing the importance of a print focused approach to the project. Task 2: 1. Create a mood board of images to inspire design work. An industry / theme they would like to base their ideas on. Plenary: 1. Read the ‘Overview of printing techniques’ and discuss the types of printed materials produced by each method e.g. utility bills, wallpaper, electrical circuits, packaging. 2. Ask the students to bring an item of packaging that interests them to the next lesson
Lesson Plans - Part two
Selecting an item and investigating ‘nets’. Aims: • Establish how much each student knows about print, paper and related industries by completing part 1 of the Student Survey at the front of the Student Work Book. • To introduce the important role of print and paper and raise awareness. • To introduce the design brief and analyse the task Learning objectives: By the end of this lesson students will have: • Become aware of the impact that print and paper has on everyday life. • Understood the design brief. • Thought about industries and career routes and the value of promoting this in design work • Analysed the task.
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LESSON PLANS Learning outcomes: Students will demonstrate success by: • Completing part 1 of the Student Survey. • Discussing the problems of life without print or paper • Identifying the activities undertaken/ products used everyday, where print and paper play an important role. • Analysing the design brief and all related tasks and recording their findings in the Student Work Book or on separate sheets securely attached to the Student Work Book. Tasks: Starter As a whole class, revisit the industry images and photographs and some career routes that are available. In small groups/individually discuss and agree the product they will research and design for the rest of the project. The item to design should be chosen from the list provided in the Student Work Book. Task 1: 1. Students investigate an existing package. The aim is to understand the nature of printed material and the information that is displayed. 2. Complete task 3 in the student workbook Task 2: Carry out the disassembly task as described in the Student Work Book and evaluate its construction e.g. folding methods, crash -bottom, tabs, and adhesives. Students will draw the outline of the resulting net. Task 3: The students will consider the net provided and make the necessary addition of tabs to ensure that it can be folded into a 3D shape. Task 4: Students will design a triangular box to demonstrate understanding of the concept of nets. Task 5: Research Fairtrade and select a product from the list in the student workbook to design in order to promote Fairtrade. Plenary: 1. Discuss how the understanding of nets can contribute to their design project and how nets are produced by the use of die cutting. 2. Discuss the sustainability of the packaging and how it can be recycled or reused. 3. Use Task 4 and 5 to think about sustainability.
Lesson Plans - Part three
Developing specification and generating ideas Aims: • To reflect upon the analysis and produce a detailed specification list for the chosen item. • To design a promotional printed product • To raise awareness of the impact of design and products on the environment and the responsibilities that designers have with regards to the environment. • To investigate industrial manufacturing processes. • To investigate materials.
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LESSON PLANS Lesson Plans - Part three (continued) Learning objectives: By the end of this lesson students will have: • Used their analysis to aid the development of detailed specification list for the item they will design. • Generated a range of ideas for design task, the printed item of choice • Researched the environmental aspects of design, print production, materials and distribution. • Investigated ways of manufacturing the product in quantity. • Investigated use of appropriate materials and carried out some materials analysis. Learning outcomes: Students will demonstrate success by: • Researching the client and various materials and printing techniques. • Producing a detailed specification list, which reflects their analysis and customer requirements for the printed item of choice. • Completing a design sheet showing a range of ideas for the printed item of choice. Tasks: Starter Refer students to the project brief and to information on the client - Fairtrade and consider findings from previous discussions on customer requirements and analysis of task. Discuss what the criteria for a ‘good’ design are. As the teacher, prompt the students as appropriate and highlight key points to aid the development of the specification list. Task 1: Students are to draw up a detailed specification list for their chosen item (Task 8 and 9) considering the following criteria – function, performance, area of use, target market, aesthetics, ergonomics, materials, cost, safety, durability and environmental issues or ACCESSFM. Pay particular attention to the environmental aspects of design specifications and encourage a sustainable approach to the design. Discussions should include the following: • Environmental aspects of the production (pre-press, printing and finish). • Environmental impact of the materials (process waste, suitability of virgin/recycled substrates, vegetable-based inks). • The distribution (outer packaging, pallets, road miles, carbon emissions). • The environmental impact of the item post-use (landfill, recycling/re-use). Task 2: Using the design sheet to record ideas, generate designs for the product. Annotate as necessary. Evaluate the designs and suggest improvements. Plenary: Investigate the industrial manufacturing processes and materials involved in producing printed products. Paying particular attention to environmental considerations.
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LESSON PLANS Lesson Plans - Part FOUr & five Aims: • • • • •
To select and justify the final design. To produce a fully rendered final design proposal. To produce a 2D or 3D prototype of the final design. To investigate industrial manufacturing processes. To research and select the most appropriate materials for the product.
Learning objectives: By the end of this lesson students will have: • Selected and justify the choice of a final design proposal and presented it. • Produced a 2D or 3D prototype using CAD or card modelling. • Become aware of the industrial methods that could be used for manufacturing the item. • Researched suitable materials for the item and be able to name their chosen materials and provide a brief justification for their choice. Learning outcomes: Students will demonstrate success by: • Choosing a final design and presenting this, giving reasons why it is the best design idea. • Producing a 2D or 3D prototype of their chosen design. • Finding out about industrial manufacturing methods and materials and stating which would be best for producing large quantities of their item. Tasks: Starter Peer assessment of ideas produced so far. Give out the design sheets from the previous lesson, but give the students a sheet that belongs to someone else! Give out ‘post it notes’ – one per student. Instruct the students to select their favourite design from the sheet in front of them. Students are to stick their ‘post it notes’ on top of the design they like the best and write a short statement about why they like it and suggest any improvements that could be made to the idea. Statements made are on their view point of the industry and careers. Students will take on board the advice and comments from their peers to enhance the design of the final product. Pass the design sheets back to the original student for discussion and feedback. Task 1: Consider the views on the ‘post it notes’ and select the best idea as the final design proposal. Record evaluation of ideas and suggestions for improvements on a presentation sheet. Task 2: Complete presentation sheet for the design proposal for final design task – a printed item of choice. Task 3: Model the final design in 2D or 3D using CAD or card modelling. Plenary: Discuss the outcomes of student work and any difficulties reached in prototyping their design. Investigate possible career options in the print and paper industries. View the career section of the workbook and on the website for further advice. An additional careers design task is also an option.
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LESSON PLANS Lesson Plans - Part six Life cycle analysis and evaluation Aims: • Investigate how paper is recycled. • Discuss environmental aspects of the final design/product and its impact on the environment. • Complete and evaluate all project work. Learning objectives: By the end of this lesson students will have: • Gained a sound knowledge of how paper is recycled. • Discussed and investigated the environmental impact of the product they have designed. • Completed all design and modelling work for the product. • Evaluated the final design and demonstrated that they have adhered to the brief and shown research into the industry and career pathways Learning outcomes: Students will demonstrate success by: • Confidently speaking about the environmental impact of their designs. • Completing an evaluation of the product. • Completing both parts of the student survey and handing the completed Work Book to the teacher. Tasks: Starter As a class, discuss the Life Cycle Analysis of paper in the Student Work Book. (Task 4 and 5) With teacher acting as scribe (recording thoughts on the board), produce a mind map of associated/ relevant environmental issues that would need to be considered for a Life Cycle Analysis of the products chosen for final designs. Task 1: Consider the environmental impact of the item designed during this project and complete a Life Cycle Analysis by completing task 4 and 5 in the student workbook. Task 2: Complete a final design evaluation, giving reasons for selecting the design, the most appropriate use of materials, constructional details, the industrial processes that could be used to manufacture the item, and any environmental considerations. Make reference to the initial brief and specification. Task 3: Look at the career section of the student workbook and look at the career option available in the print and paper industries. More information on careers and pathways is available at the proskills website. This can be found at: www.proskills.co.uk/printit/resources An optional careers design task is available here for students. Plenary: Complete part 2 of the student survey and discuss what has been learned about the print and paper industries.
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a level extension Exam Board
Exam Unit
Reference Title
AQA :
Prod 2
Product Design
Prod 4
Learning through Designing and Making Design and Make practice
Edexcel :
Unit 1
Portfolio of Creative Skills
Product Design –Graphic Products Unit 4
Commercial Design
OCR :
F522
Product Study
Product Design WJEC :
F523 DT2
Design, Make and Evaluate Design & Make Tasks
Design & Technology
DT4
Major Project
The booklet provides links for the students following GCSE Graphic Products and Product Design courses. However, there are opportunities to expand the programme and to provide the basis for students following courses at AS/A2 in Design and Technology and Product Design. The table above indicates exam boards and the units to which this activity could be shaped to meet criteria. Each examination board has different assessment criteria and staff are advised to read their chosen specification carefully. The following series of lesson plans indicate how the resources could be used – this scheme of work is based upon the three concepts of: • Investigate • Design • Manufacture Students are asked to carry out the following: Product Design Design promotional products that could be used to market the Fairtrade product. Product Manufacture Manufacture one or more promotional products to support Fairtrade that satisfies the design brief using a range of materials. Product Investigation Investigate the use of graphics in promotional materials used to market industries. Through the use of photographs and models analyse your chosen promotional product. Further details of the assignments are included within the Student Work Books. All work must be submitted in the Student Work Book by 31st March 2014. Additional sheets must be attached securely to the Work Book.
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PrintIT! UK, Proskills UK, Unit 24 East Central, 127 Olympic Avenue, Milton Park, Abingdon, Oxfordshire, OX14 4SA e: printit@proskills.co.uk w: www.printit.org.uk t: 01235 432030 Š Copyright Proskills UK Group 2014. All rights reserved. Registered Charity no: 1155635