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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Plan and organise the design process 
SAQA US ID UNIT STANDARD TITLE
115120  Plan and organise the design process 
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 6  Level TBA: Pre-2009 was L6  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 credited in this unit standard is to enable learners to plan the entire design process, from conceptualisation to finished product, and to organise the implementation of this process.
The fundamental unit standards will enable learners to plan, implement and monitor design projects and to produce designs using appropriate computer technologies. These standards are thus most relevant to all learners who will be pursuing careers as practising designers in any number of design fields and disciplines or people practising within the design sectors. People who pursue careers in these sectors contribute directly to the economic development of the country and to the social development of communities, region and the nation as a whole.

Credited learners are capable of:
1. Identifying the key components of the design process.
2. Applying relevant research findings to the planning of the design process.
3. Developing and structuring a plan for the design process within specific resource and time restraints.
4. Organising the design process. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The depth, scope and context of this unit standard are based on generic organisation and management skills applied within specific design disciplines.
    2. Key components of the design process can include the finding and assessment of problems, conceptualising ideas, choosing appropriate media and elements, developing and refining designs, evaluating solutions, etc.
    3. Resources can include human resources, materials, media, technological resources, costs, etc.
    4. These competencies will enable the learner to successfully organise the implementation of their own design projects and the projects of others.
    5. Organisational skills include the ability to impose efficient working methods effectively and the ability to coordinate the various elements of the design process and design projects. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the key components of the design process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification is accurate and comprehensive. 

    ASSESSMENT CRITERION 2 
    Identified components are substantiated and contextualised. 

    ASSESSMENT CRITERION 3 
    Identified components are appropriate and relevant. 

    SPECIFIC OUTCOME 2 
    Apply relevant research findings to the planning of the design process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Extracted research is relevant and appropriate to the context and to the brief. 

    ASSESSMENT CRITERION 2 
    Plan reflects relevant research findings. 

    ASSESSMENT CRITERION 3 
    Plan is appropriate to the context. 

    SPECIFIC OUTCOME 3 
    Develop and structure a plan for the design process within specific resource and time restraints. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Plan is structured around valid deadlines. 

    ASSESSMENT CRITERION 2 
    Plan utilises valid and appropriate resources. 

    ASSESSMENT CRITERION 3 
    Plan prepares for cost effective and efficient production. 

    SPECIFIC OUTCOME 4 
    Organise the design process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Design process runs smoothly and logically. 

    ASSESSMENT CRITERION 2 
    All elements of the design process are organised appropriately. 

    ASSESSMENT CRITERION 3 
    Design process is coordinated effectively. 

    ASSESSMENT CRITERION 4 
    Design process runs according to time and resource constraints. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. The analyses, assessment, evaluation and monitoring inherent in the management and organisation of design projects is a generic skill, but needs to be evaluated in the context of a specific design discipline.
    3. Credited learners need to demonstrate the ability to organise of a variety design projects.
    4. Design projects are varied and particular to a design discipline. These may include theoretical and practical based design projects, and the learner should demonstrate the ability to implement their own design projects as well as design projects developed by others. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. All aspects of a design project.
    2. Planning and organisation inherent in the design process.
    3. The process of planning and structuring.
    4. Terminology used within the particular discipline of design and relevant to the different components of design projects.
    5. Environmentally sustainable criteria.
    6. Costing of design projects.
    7. Deadlines and time management.
    8. Human and material resources pertinent to the discipline of design. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Plan the design process using relevant information. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community
  • Organise others in the design process. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Organise the design process effectively. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Plan the design process using analyses and research. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Organise the design process according to a plan. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Plan and organise the various components of the design process including the technological processes. 
    		•

    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.
  • Plan and organise individual elements of the process in the process of organising the entire process. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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  90721   Certificate: Design Techniques  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  79809   Bachelor of Design  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Richfield Graduate Institute of Technology Pty Ltd 
    2. VSS College (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.