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: 

Assess and analyse the interaction between people and design 
SAQA US ID UNIT STANDARD TITLE
115151  Assess and analyse the interaction between people and 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 6  Level TBA: Pre-2009 was L6  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 assess and analyse the interaction between people and design, in terms of ergonomic, cognitive, social and cultural dimensions.
This unit standard contributes to the competence of those learners who want to develop a career path in the design sector and therefore will be an important contributor to the economic and social development of the design community.

Credited learners are capable of:
1. Identifying and locating the points of interaction between designs and people.
2. Assessing and evaluating the contexts of interaction.
3. Interpreting the implications of and for interactions within specific and broad contexts.
4. Analysing the contexts of interaction. 

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 broad related to specific contexts.
    2. Learners should be able to use the competencies gained in this unit standard to produce sustainable, ergonomic and stimulating design solutions that are directly relevant to the contexts within which designers operate.
    3. The scope and context of this unit standard includes cultural, social, ergonomic, theoretical, environmental and individual perspectives. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and locate the points of interaction between designs and people. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The points of interaction have been located and identified accurately within appropriate and relevant contexts. 

    ASSESSMENT CRITERION 2 
    The identified points of interaction include ergonomic, cognitive, social and cultural dimensions. 

    ASSESSMENT CRITERION 3 
    The designer's role in society has been identified and located within specific and broad contexts of systems, societies and cultures. 

    SPECIFIC OUTCOME 2 
    Analyse the contexts of interaction. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interactions have been assessed and evaluated in regards to the impact of design on the individual, on society and on national and international levels. 

    ASSESSMENT CRITERION 2 
    Interactions between people and design and the appropriateness and relevance of ergonomics and physiology have been identified accurately and substantially within specified contexts. 

    ASSESSMENT CRITERION 3 
    Evaluations are contextualised and substantiated. 

    SPECIFIC OUTCOME 3 
    Interpret the implications of and for interactions within specific and broad contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interpretations are contextualised appropriately within broad social, cultural and ethnographic dimensions. 

    ASSESSMENT CRITERION 2 
    Interpretations are informed by regional and national factors influencing society and design within society. 

    ASSESSMENT CRITERION 3 
    The impact of HIV/AIDS on society and the influences thereof on design have been accurately identified and assessed in relation to the context and environment. 

    SPECIFIC OUTCOME 4 
    Utilise assessments and analyses of interaction to inform design processes, arguments and projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Design processes, arguments and projects have been informed by relevant social, cultural, ethnographic and individual factors and perspectives. 

    ASSESSMENT CRITERION 2 
    The use of the principles and practices of ergonomics in design processes, arguments and projects and contextualised and substantiated. 

    ASSESSMENT CRITERION 3 
    Design processes, arguments and projects are environmentally and intellectually sustainable. 


    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. Assessors should be able to determine the learner's understanding and development of contextual knowledge through the research and design processes.
    3. Although the assessment and analyses of the interaction between people and design is core to many of the unit standards, it is imperative that accredited learners are able to differentiate between contexts and various interactions. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. A variety of cultural contexts.
    2. A variety of social and individual contexts.
    3. Ergonomics and its impact on the development and utilisation of design.
    4. The different types and modes of analysis and evaluation.
    5. Various points of interaction between people and design.
    6. The impact and influence of ethnicity and race in contemporary South Africa.
    7. The historical and contemporary impact of HIV/AIDS on society and individuals.
    8. Subjective and objective viewpoints and the relevance of both. 

    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
  • Use analyses and assessments of contexts to produce relevant design. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Understand and apply the knowledge of social and cultural groups to their working environment. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively.
  • Evaluate the interaction between groups of people, individuals and designs. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information.
  • Analyse and critically evaluate the interaction between people and design. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively.
  • Communicate within cultural and social contexts. 

  • 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.
  • Relate people and their environments to the development and consumption of design. 

  • 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.