SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Use elements and principles of 2D and 3D design

SAQA US ID	UNIT STANDARD TITLE
117510	Use elements and principles of 2D and 3D 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	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

A person credited with this unit standard will be able to use the elements and principles of two-dimensional and three-dimensional design.

Learners credited with this unit standard are capable of:

Examining information on two-dimensional design

Applying design processes to produce samples of two-dimensional design work

Examining information on three-dimensional design

Applying design processes to produce samples of three-dimensional design work

This is a unit standard in design fundamentals and as such underpins many other specialisation units. People working in many industries require the skills and knowledge in this unit standard and the unit standard allows for contextualisation to a particular industry context.

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

The brief describes and specifies the work to be completed, is usually prepared by a commissioning body or organisation, for example supervisor, client, community organisation, may be written, diagrammatic, visual, verbal.

Sources of information on design processes specifically relating to 2D & 3D applications may include books and magazines, art and design work, scientific texts, anecdotal sources, personal observation, natural and architectural forms, manufactured structures, optics, including single and multiple vanishing points.

Elements and principles of two-dimensional design may be exercises in response to a brief and involve considerations of: direction, shape, size, tone, texture, pattern, positive and negative shape, harmony, contrast, proportion, and rhythm.

Elements and principles of three-dimensional design may be exercises in response to a brief and may involve consideration of: mass, size, proportion, shape, tone, relationships of form to form and form to space, symmetry, asymmetry, balance, rhythm, positive and negative forms and space.

Producing samples may also involve the application of design processes to a work in progress.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Examine information on two-dimensional design.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sources of information regarding design processes specifically relating to two-dimensional applications are identified and appropriately accessed.

ASSESSMENT CRITERION 2

Elements are correctly identified.

ASSESSMENT CRITERION 3

Principles are correctly identified.

ASSESSMENT CRITERION 4

Relevant design elements and principles are efficiently processed to inform work.

SPECIFIC OUTCOME 2

Apply design processes to produce samples of two-dimensional design work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Materials, tools and equipment required for the production of design samples are selected in accordance with brief.

ASSESSMENT CRITERION 2

Procedures to apply instances of design processes are followed in a way that is appropriate and safe.

ASSESSMENT CRITERION 3

Outcomes in relation to processes used are reflected on regarding suitability for the brief.

ASSESSMENT CRITERION 4

Different approaches to satisfy the requirements of the brief are systematically explored.

ASSESSMENT CRITERION 5

Ranges of samples are produced that demonstrate the application of design processes to two-dimensional work.

ASSESSMENT CRITERION 6

Work is presented and stored in a format that takes account of the need for professional presentation and potential need for the samples in future work.

SPECIFIC OUTCOME 3

Examine information on three-dimensional design.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Relevant sources of information are identified and accessed relevant to design processes for three-dimensional applications.

ASSESSMENT CRITERION 2

Elements are correctly identified.

ASSESSMENT CRITERION 3

Principles are correctly identified.

ASSESSMENT CRITERION 4

Design elements are processed to inform work.

ASSESSMENT CRITERION 5

Principles are processed to inform work.

SPECIFIC OUTCOME 4

Apply design processes to produce samples of three-dimensional design work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Materials, tools and equipment required for the production of design samples are selected in accordance with brief.

ASSESSMENT CRITERION 2

Procedures to apply instances of design processes are followed in a way that is appropriate and safe.

ASSESSMENT CRITERION 3

Outcomes in relation to processes used are reflected on regarding suitability for the brief.

ASSESSMENT CRITERION 4

Different approaches to satisfy the requirements of the brief are systematically explored.

ASSESSMENT CRITERION 5

Ranges of samples are produced that demonstrate the application of design processes to three-dimensional work.

ASSESSMENT CRITERION 6

Work is presented and stored in a format that takes account of the need for professional presentation and potential need for the samples in future work.

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

The role and nature of specifications within the design process, including different types of specifications and how designers use them.

Individual interpretation and choice within the design process.

Materials, tools and equipment required to apply design processes to two- and three-dimensional applications.

Workspace organization and maintenance including environmental and safety issues

Production of work in two and three dimensions by renowned artists and designers

Design processes and philosophies in the context of two dimensional applications

The relationship between form and space

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 different approaches to satisfy the requirements of the brief are explored.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when appropriate and safe procedures to apply instances of design processes are followed.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when relevant sources of information on design processes specifically relating to three-dimensional applications are identified and access.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when work is presented and stored in a format that takes account of the need for professional presentation and potential need for the samples in future work.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when work is presented and stored in a format that takes account of the need for professional presentation.

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 work is presented and stored in a format that takes account of the need for professional presentation and potential need for the samples in future work.

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	Passed the End Date - Status was "Reregistered"	2023-06-30	MICTS
Elective	78003	Further Education and Training Certificate: Visual Arts	Level 4	NQF Level 04	Passed the End Date - Status was "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.	CTU Training Solutions
2.	Jeppe College of Commerce and
3.	Richfield Graduate Institute of Technology Pty Ltd
4.	VSS College (Pty) LTD
5.	VUTHLARI MARKETING CONSULTING