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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Use knowledge of self to make a life decision in the creative world 
SAQA US ID UNIT STANDARD TITLE
117513  Use knowledge of self to make a life decision in the creative world 
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 
The purpose of the learning is to enable the learner to use knowledge of self to make a life decision in the creative world.

This unit standard requires learners to reflect on their interests and abilities in order to empower them to make informed life decisions to enter the creative world. It is intended for the unemployed, out of school youth and employees faced with a change in employment status.

Learners credited with this unit standard are capable of:
  • Reflecting on self as a unique creative individual.
  • Identifying own role and contribution in the creative world.
  • Using a variety of strategies to deal with life situations.
  • Making an informed life decision based on self-knowledge to enter the creative world. 

  • 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 

  • UNIT STANDARD RANGE 
  • Personal issues include, but are not limited to, issues relating to the learners own situation.
  • Strategies to cope with life situations include, but are not limited to, being assertive, negotiation techniques, dealing with success or failure and dealing with positive or negative criticism.
  • Creative fields include, but are not limited to, fields relating to the learner's own situation. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Reflect on self as a unique creative individual. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own strengths and weaknesses are identified, based on appropriate self-reflection. 

    ASSESSMENT CRITERION 2 
    Own strengths and weaknesses are recorded in a personal profile. 

    ASSESSMENT CRITERION 3 
    Personal aspirations, interests, abilities, likes and dislikes are identified and included in the personal profile. 

    ASSESSMENT CRITERION 4 
    Own identification of unique creative qualities is appropriately documented. 

    SPECIFIC OUTCOME 2 
    Identify own role and contribution in the creative world. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The concept of the creative world is explained in terms of the learner's own life situation in a way that shows appropriate insight. 

    ASSESSMENT CRITERION 2 
    The difference between individual's creative role and that of the creative industry is explained with reference to the learner's own situation. 

    ASSESSMENT CRITERION 3 
    The values and attitudes of a particular creative field are explored in terms of how those values and attitudes influence the learner's role in that field. 

    ASSESSMENT CRITERION 4 
    The learner's role in the greater South African society is identified with reference to basic human rights enshrined in the South African Constitution. 

    SPECIFIC OUTCOME 3 
    Use a variety of strategies to deal with life situations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Strategies to deal with personal issues and crises are identified in a manner that shows a wide repertoire of responses. 

    ASSESSMENT CRITERION 2 
    Strategies selected for dealing with personal crises are most appropriate to the specific situation. 

    ASSESSMENT CRITERION 3 
    Support systems available to the learner are identified and an indication is given of the learner's own role in being supportive and using a support system. 

    ASSESSMENT CRITERION 4 
    Support systems are mobilised in an appropriate manner. 

    SPECIFIC OUTCOME 4 
    Make an informed life decision based on self-knowledge to enter the creative world. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Goals are set in order to guide a life decision, which are appropriate to the learner's life situation. 

    ASSESSMENT CRITERION 2 
    A practicable and timed plan of action is developed to enable the learner to achieve personal goals. 

    ASSESSMENT CRITERION 3 
    Decision-making strategies are used to make decisions that show a wide repertoire of behaviours. 

    ASSESSMENT CRITERION 4 
    Decision-making strategies used to make a life decision are most appropriate to the situation. 


    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 
  • Fundamentals of psychology.
  • Decision making techniques. 

  • 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 the values and attitudes of a particular creative field are explored in terms of how that values and attitudes influence the learner's role in that field. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when the difference between individuals' creative role and that of the creative industry is explained with reference to the learner's own situation. 

    UNIT STANDARD CCFO ORGANISING 
    Organise, manage oneself and one's activities responsibly, and effectively when own strengths and weaknesses are identified, based on self-reflection, and recorded in a personal profile. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when goals appropriate to the learner's life situation are set in order to guide a life decision. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when strategies for dealing with personal crises are discussed using case studies. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 the learner's role in the greater South African society is identified with reference to the basic human rights enshrined in the South African Constitution. 

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


    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. South African Film Institute 
    9. 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.