SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Interpret and respond to brief 
SAQA US ID UNIT STANDARD TITLE
117509  Interpret and respond to brief 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Visual Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit describes the competency required to interpret and respond to a brief through the production of work.

Learners credited with this unit standard are capable of:
  • Interpreting a brief
  • Liaising with clients
  • Sourcing and reviewing information for application in concept
  • Applying information on ethical and legal work practices

    As such the unit is holistic in nature and focuses on the overall work process to meet the requirements of a brief. This unit standard is required wherever work is prescribed by a commissioning agent/client. The work would usually be carried out independently, although guidance would be available if required. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication, NQF level 3
  • Mathematical Literacy, NQF level 3
  • A relevant field of design, NQF level 2 

  • UNIT STANDARD RANGE 
  • The brief describes and specifies the work to be completed and is usually prepared by a commissioning body or organisation, for example supervisor, client, or community-based organisation; or may be written, diagrammatic, visual, or verbal.
  • Specifications may refer to scope of work, mediums, size, site, location, cost, target group, quantity, and time frames.
  • Parameters or constraints may refer to cost of production; outlets; number of items; time frames; budgeting and financing arrangements.
  • Information pertinent to the brief include industry standards; design standards; material characteristics and capabilities; stylistic considerations; legal, contractual, ethical and copyright considerations; health and safety; current trends in the application of materials, techniques, tools and equipment; new technology and innovation.
  • The concept for work would usually be in written format and may include: text; diagrams; photographs or slides; drawings; computer generated text or diagrams, for example Power Point presentation; video.
  • Workflow may be documented with data sheets and notes; diagrams/charts; sketches; storyboard and text.
  • Agreeing on the concept may involve negotiation; formal contract for the work; development of an artist's statement; discussion with the client.
  • Components are the mediums, materials, equipment and tools, which would be required to comply with the brief.
  • Support services may involve: agencies; other specialists, for example make-up, stylists; digital services; fabricators, for example for models, props, sets; hire studios and/or equipment; work assistants.
  • Documentation may involve drawings; illustrations; photographs; material samples; specifications for fabricators; written rational or description; video; slides; CD; charts/diagrams; data sheets with notes. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interpret the client's brief. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The specifications of the brief are correctly interpreted. 

    ASSESSMENT CRITERION 2 
    The user or client for the proposed product/service are established and clarified to inform design decisions. 

    ASSESSMENT CRITERION 3 
    Specifications, parameters or constraints of the brief are identified and clarified in consultation with relevant colleagues. 

    ASSESSMENT CRITERION 4 
    Information pertinent to the brief is sourced and realistically evaluated. 

    SPECIFIC OUTCOME 2 
    Liaise with client. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The communication process and the frequency of communication with the client are agreed on. 

    ASSESSMENT CRITERION 2 
    Concepts for work are presented at appropriate stages during the design process, as required. 

    ASSESSMENT CRITERION 3 
    Feedback from the client is sought and pro-actively acted upon. 

    ASSESSMENT CRITERION 4 
    Concepts for further work comply with the brief and are agreed upon. 

    SPECIFIC OUTCOME 3 
    Source and review information for application in concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information for the concept is identified and collected that is relevant to the ideas. 

    ASSESSMENT CRITERION 2 
    Collected information is organised in a way that helps the development of the concept. 

    ASSESSMENT CRITERION 3 
    Information is reviewed to clarify ideas for the concept. 

    ASSESSMENT CRITERION 4 
    Final options for the concept are selected, based on the obtained information. 

    SPECIFIC OUTCOME 4 
    Apply information on ethical and legal work practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information regarding ethical work practices and cultural relevance is obtained from appropriate sources. 

    ASSESSMENT CRITERION 2 
    Information is obtained regarding legal requirements; permits; contracts; copyright, intellectual rights; property from appropriate sources. 

    ASSESSMENT CRITERION 3 
    Updated information on ethical work practices and cultural relevance in day-to-day work activities is shared at regular intervals. 

    ASSESSMENT CRITERION 4 
    Information on ethical and legal work practices is applied in a manner consistent with the intention of the legislation and appropriate for the organisation and the industry. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Terminology used in a brief.
  • The format of a brief typically used in the relevant sector.
  • A range of documentation methods relevant to the sector of work.
  • A range of communication techniques in relation to the client liaison process.
  • Copyright, cultural relevance and intellectual property issues and legislation and their relevance to the design industry 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when information relevant to ideas for the concept are identified and collected. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when the communication process and the frequency of communication with the client are agreed on. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when information pertinent to the brief is sourced and evaluated. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when collected information is organised in a way that helps the development of the concept. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when the communication process and the frequency of communication with the client are agreed on. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when specifications, parameters or constraints of the brief are identified and clarified in consultation with relevant colleagues. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when information is sourced on ethical and legal work practices. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49127   Further Education and Training Certificate: Design Foundation  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 
    Core  73298   Further Education and Training Certificate: Photography  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 
    Core  78003   Further Education and Training Certificate: Visual Arts  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Artshub Institute (Pty) Ltd 
    2. CTU Training Solutions 
    3. Jeppe College of Commerce and Computer Studies 
    4. NEMISA 
    5. Oakfields College 
    6. Oakfields College (Head Office) 
    7. South African Film Institute 
    8. Visual Skills School (Pty) Ltd 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.