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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Conceptualise and plan a design 
SAQA US ID UNIT STANDARD TITLE
117508  Conceptualise and plan 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 learners to conceptualise and plan a design.

The unit standard encompasses the conceptualisation and evaluation of ideas and the communication of the development process to others. In practice, this unit standard is always integrated with the actual production of work, as described in various specialisation unit standards. Through this unit standard the spectrum of designs and planning of designs will increase in various design sectors, enhancing productivity and earning capacity in the sector.

Learners credited with this unit standard are capable of:
  • Researching concept ideas
  • Generating a concept
  • Conducting critical discussions
  • Planning the production of work
  • Refining concepts 

  • 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 
    Design is a practice based on problem solving, aesthetics, materials and processes. It refers to professional design of work involving two dimensions and forms in space, which respond to brief. Design sectors include: digital and multimedia, graphic, illustrative work, industrial, event/exhibit, fashion, jewellery, fashion accessories, furniture, furnishings, and interior, urban design.

    The context for communication may relate to: the people to whom the concept is being presented, how the concept is being presented, why the concept is being presented, for example in response to brief, cultural issues surrounding presentation, physical limitations.

    Organising information may include: written and/or visual diary; scrapbook of images, annotated sketches, charts, diagrams, file and including digital.

    A communication method may be: oral, visual and oral, written and visual, written. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Research concept ideas. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    References that may inform concept development are accurately identified and efficiently sourced. 

    ASSESSMENT CRITERION 2 
    Sources and references in the context of current work are critically analysed. 

    ASSESSMENT CRITERION 3 
    References to inform concept development are effectively collected, collated and analysed. 

    ASSESSMENT CRITERION 4 
    Sources and references are categorised and stored for future reference in a manner that facilitates easy retrieval. 

    SPECIFIC OUTCOME 2 
    Generate concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A range of different, innovative and creative approaches for the concept is developed based on the nature of own artistic practice. 

    ASSESSMENT CRITERION 2 
    Ideas generated from research are reflected on and integrated where appropriate. 

    ASSESSMENT CRITERION 3 
    Possible constraints considered for the concept based on nature and purpose of work, are realistic within specified contexts. 

    ASSESSMENT CRITERION 4 
    Ideas for the concept are reflected on and appraised in a continuous manner. 

    ASSESSMENT CRITERION 5 
    Concept based on research is reflected on and constraints are synthesised and refined where relevant. 

    SPECIFIC OUTCOME 3 
    Conduct critical discussion. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant individuals to participate in critical discussion about work concepts are accurately identified. 

    ASSESSMENT CRITERION 2 
    Potential ways in which discussion may be undertaken are identified, and the most appropriate selected. 

    ASSESSMENT CRITERION 3 
    Key information on work concepts and concept development are provided in a clear way - including influences, evaluation of options and problem-solving strategies. 

    ASSESSMENT CRITERION 4 
    Techniques to generate debate and critical analysis of the concept are effectively communicated. 

    SPECIFIC OUTCOME 4 
    Plan the production of the work. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Components identified as required to produce the work are comprehensive. 

    ASSESSMENT CRITERION 2 
    Technical requirements associated with production are assessed according to specified guidelines. 

    ASSESSMENT CRITERION 3 
    Support services required for the production of the work are identified and consulted with. 

    ASSESSMENT CRITERION 4 
    Workflows are documented which are consistent with the concept of the brief. 

    SPECIFIC OUTCOME 5 
    Refine the concept. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own review of the concept and the challenge of ideas and approaches is realistic for specified contexts. 

    ASSESSMENT CRITERION 2 
    Input and comments from others about the concept are searched for in an appropriate manner. 

    ASSESSMENT CRITERION 3 
    Options for the concept are re-evaluated based on own review and feedback, and refined accordingly. 

    ASSESSMENT CRITERION 4 
    Concept are recorded and organised for production in a way that optimises efficiency. 


    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
  • 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 possible constraints are considered for the concept, based on nature and purpose of work. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when relevant individuals to participate in critical discussion about work concepts are identified. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when a range of different, innovative and creative approaches for the concept is developed based on the nature of own artistic practice. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when Sources and references are categorised and stored for future references 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when techniques to generate debate and critical analysis of the concept are effectively communicated 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when planning the production of the 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 input and comments from others about the concept are searched for. 

    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 
    Core  78003   Further Education and Training Certificate: Visual Arts  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 


    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. Jeppe College of Commerce and Computer Studies 
    4. 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.