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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Locate design problems within collected design research 
SAQA US ID UNIT STANDARD TITLE
115141  Locate design problems within collected design research 
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 5  Level TBA: Pre-2009 was L5  10 
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 credited in this unit standard is to enable learners to interpret the implications of research findings within defined contexts. Learners are able to determine and define the problems that need to be solved within given projects, and find historical and contemporary research that contextualises and offers alternative solutions to practical projects.
Design research is especially relevant to learners who will be pursuing careers as design researchers and/or as practising designers. The outcomes achieved in this unit standard contribute to the competence of those learners who want to develop a career path in the design sector and will, therefore, be an important contributor to the economic and social development of the design community.

Credited learners are capable of:
1. Identifying design problems within given briefs.
2. Finding relevant contexts for problems within collected design research.
3. Interpreting design problems using collected research.
4. Finding historical/contemporary examples that contribute to possible solutions to given projects. 

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 scope of this unit standard is relevant to the design discipline and to a given brief.
    2. Learners should be able to locate and use research to inform solutions to design problems within a specific context.
    3. Design problems can include theoretical argument and debate as well as problems that are embedded within practical design briefs.
    4. It is important to differentiate between the two different types of research: research about design; and research for designing. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify design problems within given briefs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The interpretation of the brief is accurate and relevant. 

    ASSESSMENT CRITERION 2 
    Extracted problems are relevant and appropriate and show insight into briefs. 

    ASSESSMENT CRITERION 3 
    Identified problems will contribute constructively to design solutions. 

    SPECIFIC OUTCOME 2 
    Find relevant contexts for problems within collected design research. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A variety of contexts have been identified within collected research. 

    ASSESSMENT CRITERION 2 
    Identified contexts are appropriate and relevant to problems posed briefs. 

    ASSESSMENT CRITERION 3 
    Identified contexts are historically and theoretically valid and substantiated. 

    SPECIFIC OUTCOME 3 
    Interpret design problems using collected research. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Problems have been applied to a variety of contexts. 

    ASSESSMENT CRITERION 2 
    Interpretation of the problems has been aptly supported by design research. 

    ASSESSMENT CRITERION 3 
    Interpretations are substantiated and contextualised, show insight and have a degree of originality. 

    SPECIFIC OUTCOME 4 
    Find historical/contemporary examples that contribute to solutions to given problems. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various historical and contemporary solutions have been accurately identified. 

    ASSESSMENT CRITERION 2 
    Relevant examples have been extrapolated. 

    ASSESSMENT CRITERION 3 
    Examples contribute to the design solution. 


    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. Credited learners should show their ability to determine the relationship between design theory and practice. Assessors should be able to determine whether the learner has used historical and contemporary precedent and examples to help inform the design problems and therefore the solutions to the problems.
    3. Design research encompasses learners who will be pursuing careers as design researchers, design historians and/or as practising designers. Assessors need to accommodate both these fields in the assessment of this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Theoretical aspects of design.
    2. Historical design periods.
    3. Historical precedent of the specific design discipline.
    4. The different types and modes of analysis and evaluation.
    5. Current trends and practices of design.
    6. Specific design discourses.
    7. Terminology of the relevant disciplines.
    8. Interpretation of a design brief.
    9. Subjective and objective viewpoints and the relevance of both.
    10. Problem solving processes.
    11. The planning and organization inherent in the research process. 

    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
  • Locate design problems in historical research. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Locate design problems as part of a design process. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Critically analyse research data in order to locate design problems. 

  • UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Conduct research using technological tools. 

  • 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.
  • Find historic design solutions to support their own design solutions. 

  • 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  79809   Bachelor of Design  Level 6  NQF Level 07  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.
     
    NONE 



    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.