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

Use visual communication techniques to represent a concept 
SAQA US ID UNIT STANDARD TITLE
117511  Use visual communication techniques to represent a concept 
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 
The purpose of the learning is to enable learners to use visual communication techniques to represent a concept.

The unit standard contributes to the competence of those learners who want to pursue a career in the Art, Craft and Design sector, and contribute to greater levels of production and quality in this sector. The unit standard underpins many other specialisation unit standards, in that it culminates in the competencies required to develop visual communication techniques that represent and communicate a concept.

Learners credited with this unit standard are capable of:
  • Exploring visual communication techniques and producing presentations
  • Researching visual communication techniques for representing concepts
  • Determining purpose for presentation
  • Presenting a concept 
    		•

    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 following statements provide a general guide to the scope and complexity of the competence expected of the learner:
  • Visual communication and presentations may refer to drawings, technical drawings, reproduction of a prototype, and other markmaking to communicate using various tools and materials.
  • Visual communication tools and materials can refer to manual, hand held, power, and electronic tools and equipment.
  • Drawing materials will include a range of markmaking materials and tools.
  • Housekeeping refers to optimising the use of resources, record keeping, hygiene, health and safety.
  • Environment refers to national, social, political, legal and economical resources. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explore visual communication techniques and produce presentations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Materials and tools selected are appropriate for the visual communication of a concept. 

    ASSESSMENT CRITERION 2 
    Ranges of techniques are applied to explore ways to represent a concept. 

    ASSESSMENT CRITERION 3 
    The concept is visually communicated using the range of selected techniques. 

    ASSESSMENT CRITERION 4 
    Suitability of each technique is evaluated in terms of its success in communicating the concept within the presentation context. 

    ASSESSMENT CRITERION 5 
    The visual communication/s that best communicate/s the concept is selected within the presentation context. 

    ASSESSMENT CRITERION 6 
    Visual communication/s is prepared for the identified presentation context. 

    SPECIFIC OUTCOME 2 
    Research visual communication techniques for representing concepts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sources of information relating to a range of techniques and materials and their application to the communication of a concept are identified to be appropriate. 

    ASSESSMENT CRITERION 2 
    Information is systematically gathered and organised. 

    ASSESSMENT CRITERION 3 
    Information is evaluated in terms of the application of techniques and materials to the concept. 

    ASSESSMENT CRITERION 4 
    Ranges of possible techniques are selected taking into account communication of the concept and the presentation context. 

    ASSESSMENT CRITERION 5 
    Visual communication techniques researched are organised and stored for easy reference. 

    SPECIFIC OUTCOME 3 
    Determine purpose for presentation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Purpose, scope and presentation context of concept requirements are accurately identified. 

    ASSESSMENT CRITERION 2 
    Techniques to represent the concept that are suitable are accurately identified. 

    ASSESSMENT CRITERION 3 
    Correct tools and materials required for the identified techniques are selected. 

    ASSESSMENT CRITERION 4 
    Techniques, tools and materials selected are appropriate for the presentation context for the visual communications 

    SPECIFIC OUTCOME 4 
    Present concept. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Presentation is delivered in a clear manner 

    ASSESSMENT CRITERION 2 
    Communication of the concept and the presentation context are taken into account during the selection of possible techniques. 

    ASSESSMENT CRITERION 3 
    The concept is presented in the selected technique and material, in a manner which best delivers the message. 

    ASSESSMENT CRITERION 4 
    Concepts are communicated according to the client's specification and instructions. 


    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 materials and tools used during the visual communication process.
  • Various visual communication skills and techniques.
  • Information gathering techniques.
  • Elements, principles and procedures of Visual 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 where responses to problems show that such critical and creative thinking has been used to make responsible decisions when exploring visual communication techniques and produce presentations 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when determining the purpose for presentation and present concept 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when exploring visual communication techniques and producing presentations 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when researching visual communication techniques for representing concepts 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when presenting a concept 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when determining the purpose for a presentation and presenting the concept 

    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 determining the purpose for a presentation and presenting the concept 

    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  50479   Further Education and Training Certificate: Advertising  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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. College Africa Group (Pty) Ltd 
    2. HILLCROSS BUSINESS SCHOOL (PTY 
    3. Ikusasalethu Youth Development Project NPC 
    4. Jeppe College of Commerce and 
    5. MBOWA COLLEGE PTY LTD 
    6. Metanoia Ratings PTY LTD 
    7. Musengavhadzimu Media 
    8. Nyathela Business College 
    9. OPELONG BUSINESS INSTITUTE (PT 
    10. Peo Entle HIV Wellness Management and Youth Skills Development NPO 
    11. QUALITATIVE INNOVATIVE SOLUTIONS 
    12. Richfield Graduate Institute of Technology Pty Ltd 
    13. Varsity Institute of Science & Technology (Pty)Ltd 
    14. Visionary Skill Academy 
    15. VSS College (Pty) LTD 
    16. VUTHLARI MARKETING CONSULTING 
    17. Whitestone College 


    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.