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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Realise and review a design 
SAQA US ID UNIT STANDARD TITLE
117512  Realise and review a design 
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  15 
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 
The purpose of the learning is to enable a learner to be able to realise and review a design.

This unit standard contributes to the competence of those learners who want to pursue a career in the Art, Craft and Design sector, and contribute to greater levels of production and quality in this sector. The unit encompasses the development and evaluation of ideas, plus the communication of the development process to others.

Learners credited with this unit standard are capable of:
  • Assessing design concepts.
  • Realising the design concept.
  • Communicating the design concept.
  • Reviewing and refining the design concept. 

  • 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
  • Culture and Arts, NQF Level 1 

  • UNIT STANDARD RANGE 
  • Organising information may include written and/or visual diary, scrapbook of images, annotated sketches, charts, diagrams, and files, including digital.
  • A communication method may be oral, visual and oral, written and visual, and or written.
  • Feedback on concept may be, oral, written, including digital, visual annotations, and written, notes in diary, discussion. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess design concepts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Material for design realisation is identified and sourced according to context of brief. 

    ASSESSMENT CRITERION 2 
    Key information to inform design realisation is identified from credible sources. 

    ASSESSMENT CRITERION 3 
    Information is extracted in a format that allows for the efficient usage thereof. 

    ASSESSMENT CRITERION 4 
    Information and ideas are evaluated to develop possible approaches to work. 

    SPECIFIC OUTCOME 2 
    Realise the design concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Final option for the concept is selected based on evaluation and refinement of approaches. 

    ASSESSMENT CRITERION 2 
    Final option for the concept is selected based on the desired outcome for the work. 

    ASSESSMENT CRITERION 3 
    Collected information is organised in a manner that assists in the realisation of the concept. 

    ASSESSMENT CRITERION 4 
    Final option for the concept is selected based on practicability. 

    SPECIFIC OUTCOME 3 
    Communicate the design concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Aspects of the concept and concept development are identified and communicated based on nature and purpose of work. 

    ASSESSMENT CRITERION 2 
    Those to whom concept for work should be communicated are identified for specific nature and purpose of work. 

    ASSESSMENT CRITERION 3 
    A range of communication methods is assessed and the most appropriate method is selected based on nature and purpose of work. 

    ASSESSMENT CRITERION 4 
    The concept and its development are communicated clearly for specified audiences. 

    ASSESSMENT CRITERION 5 
    Feedback and clarification on the concept are sought when required. 

    SPECIFIC OUTCOME 4 
    Review and refine the design concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Analysis of concept, ideas and approaches is undertaken and challenged in a systematic manner. 

    ASSESSMENT CRITERION 2 
    Input and comments from other sources about the concept are addressed and/or incorporated to refine the concept. 

    ASSESSMENT CRITERION 3 
    The initial design concept is analysed and revisited for consistency with the parameters in the brief. 

    ASSESSMENT CRITERION 4 
    Options for the concept are re-evaluated and refined, based on own analysis and critical discourse with others. 

    ASSESSMENT CRITERION 5 
    Options are refined and the approach is selected that best meets the requirements of the brief. 

    ASSESSMENT CRITERION 6 
    Refined design concept is stored and documented in a manner that allows for efficient future reference. 


    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 
  • A range of information sources to assist in the development of the concept for own work.
  • Suitable communication methods to communicate the concept for own work.
  • The elements and principles of design to assist in the development of the concept for own work.
  • Various artists and concept development of their work.
  • Theoretical and historical contexts to assist in the development of the concept for own work.
  • Copyright, cultural relevance and intellectual property pertaining to sourced, organised and evaluated information for the development of the concept for own work. 

  • 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 and ideas are evaluated to develop possible approaches to work. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when options for the concept based on own analysis and critical discourse with others are re-evaluated and refined. 

    UNIT STANDARD CCFO ORGANISING 
    Organise, manage oneself and one's activities responsibly, and effectively when own analysis of concept is undertaken and ideas and approaches taken are challenged. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when collected information is organised in a manner that assists in the realisation 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 those to whom concept for work should be communicated are identified, based on nature and purpose of work. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when a range of communication methods are assessed and the most appropriate method is selected based on nature and purpose of work. 

    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 relevant input and comments from other sources about the concept are identified and incorporated in refining of concept. 

    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 
    Elective  50479   Further Education and Training Certificate: Advertising  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 


    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. Footprint Media academy Pty ltd 
    4. Jeppe College of Commerce and Computer Studies 
    5. NEMISA 
    6. Oakfields College 
    7. Oakfields College (Head Office) 
    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.