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 THAT HAS PASSED THE END DATE: 

Design documents 
SAQA US ID UNIT STANDARD TITLE
117945  Design documents 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  20 
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
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 this unit standard is for learners to be able to create or lay out text according to own or designer's specifications. Credited learners can ensure that typographic and design principles are used correctly to depict information in documents, and can improve or ensure the readability of documents by applying document design principles and using document design elements effectively. This competence can also be applied to improve writing and presentation of information in general - it requires the learner to create documents that are organised, coherent, easy to understand, and visually appealing.

Document design plays an important role in publishing materials such as books, pamphlets, posters, brochures, curricula, technical user guides, advertisements, catalogues, etc. Good document design meets reader needs and improves readability, thereby ensuring that readers process information efficiently, retain information, and can find information quickly and easily. Improved access to information improves quality of life by increasing knowledge. Improved document design will also improve the quality of published information, which in turn will improve the professional image of editing.

Document design is considered core to the field of language editing in light of the generic application of such competence, and the technological advances that place pressure on the way in which information is presented, for example, on the Internet.

Credited learners are capable of:
  • Organising information presented in documents.
  • Selecting visual elements for documents.
  • Arranging text to meet specific requirements.
  • Evaluating document design against given specifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Analyse, evaluate and reformat a wide range of information.
  • Formulate appropriate responses to resolve both concrete and abstract problems.
  • Analyse text for editing purposes. 
    		•

    UNIT STANDARD RANGE 
    Document design includes all typographic and graphic principles used to depict information in a document, including paper, spacing, colour, images, print, type, margins, indentations, headers, itemisation, white space, illustrations, graphics, etc. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Organise information presented in documents. 
    OUTCOME RANGE 
    Organisation of information focuses on content more than on form. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Organisation of information is based on identified hierarchies of ideas. 

    ASSESSMENT CRITERION 2 
    Hierarchies of ideas are justified in terms of identified importance of ideas. 

    ASSESSMENT CRITERION 3 
    Visual-graphic structures used to organise ideas meet given requirements. 

    ASSESSMENT CRITERION 4 
    Hierarchies of ideas include connections between ideas. 
    ASSESSMENT CRITERION RANGE 
    Connections include subordinate, superordinate, and coordinate ideas.
     

    ASSESSMENT CRITERION 5 
    Structuring of elements and their relative positions in hierarchies are justified in terms of analysis of the attributes of the elements and the way they interact. 

    ASSESSMENT CRITERION 6 
    Information in the hierarchy is structured from the most general to the most specific and detailed. 

    ASSESSMENT CRITERION 7 
    Hierarchy is indicated effectively and consistently. 
    ASSESSMENT CRITERION RANGE 
    Effective indication includes using size, shape, space and colour to indicate positions in hierarchies.
     

    SPECIFIC OUTCOME 2 
    Select visual elements for documents. 
    OUTCOME RANGE 
    Selecting visual elements focuses on form more than on content; visual elements include type, paper, spacing, white space, colour, images. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected design strategies are appropriate for specific audiences, purpose and contexts. 

    ASSESSMENT CRITERION 2 
    Text elements that are required for specific documents are identified and described accurately. 
    ASSESSMENT CRITERION RANGE 
    Description can include compiling inventories.
     

    ASSESSMENT CRITERION 3 
    Organisation of visual elements into units are justified in terms of the specific function of such units. 

    ASSESSMENT CRITERION 4 
    Type of images selected is appropriate for specific audiences, purpose and contexts. 
    ASSESSMENT CRITERION RANGE 
    Images include charts, illustrations, photograph, clip art, graphs, scanned images, etc.
     

    ASSESSMENT CRITERION 5 
    Arrangement of visual elements is balanced. 
    ASSESSMENT CRITERION RANGE 
    Balanced means without excessive amounts of white space, type, graphics, etc. grouped together.
     

    ASSESSMENT CRITERION 6 
    Balance of elements is justified in terms of audience needs, information processing and reading principles, and the way that memory works. 

    ASSESSMENT CRITERION 7 
    All legal statement requirements are adhered to. 

    SPECIFIC OUTCOME 3 
    Arrange text to meet specific requirements. 
    OUTCOME RANGE 
    Specific requirements can include legal requirements, as well as requirements of media, readers/audiences, designers, typography, editorial style, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Contrasted elements are differentiated effectively. 

    ASSESSMENT CRITERION 2 
    Repetition of visual elements contributes to consistency. 
    ASSESSMENT CRITERION RANGE 
    Repetition can include using the same shapes, colours, textures, line thickness, fonts, sizes graphics, etc.
     

    ASSESSMENT CRITERION 3 
    Elements connect visually with each other where relevant. 

    ASSESSMENT CRITERION 4 
    Related items are grouped closely together. 

    ASSESSMENT CRITERION 5 
    Similar items are presented in similar formats. 

    ASSESSMENT CRITERION 6 
    Information groups are not split. 

    ASSESSMENT CRITERION 7 
    Arrangement of text is justified in terms of the specific context, needs of readers/audiences, and purpose. 

    ASSESSMENT CRITERION 8 
    Selection, structuring and emphasis of content meet specific context, needs of readers/audiences, and purpose requirements. 

    ASSESSMENT CRITERION 9 
    Grids used to organise horizontal and vertical space specify where elements are placed. 

    ASSESSMENT CRITERION 10 
    Spatial arrangement is justified in terms of leading audiences to perceive text in specific ways, and to follow the order and importance of the information presented. 

    SPECIFIC OUTCOME 4 
    Evaluate document design against given specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Recommendations made are justified in terms of improving appearance and functionality of documents. 

    ASSESSMENT CRITERION 2 
    Content, structure and purpose evaluation is justified in terms of specified requirements. 

    ASSESSMENT CRITERION 3 
    Evaluation takes account of the purpose of specific publications, audience characteristics, printing or production limitations, and publication placement. 


    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 
    Credited learners understand and can explain:
  • Legal requirements (e.g. copyright).
  • Basic design elements (e.g. ragged right).
  • Production processes and stages.
  • Trends and developments in document design.
  • Requirements for specific elements such as the title page, index, etc.
  • Computer hardware and software used for document design.
  • Storage media.
  • Principles underlying effective document design.
  • Hierarchies and importance of ideas.
  • Visual-graphic structures used to organise ideas.
  • Connections between ideas.
  • Structuring of elements and their relative positions in hierarchies.
  • Design strategies appropriate for specific audiences, purpose and contexts.
  • Text elements required by specific documents.
  • Organisation of visual elements into units and function of such units.
  • Type of images appropriate for specific audiences, purpose and contexts.
  • Arrangement and balance of visual elements.
  • Audience needs, information processing and reading principles, and the way that memory works.
  • Requirements of media, readers/audiences, designers, typography, editorial style, etc.
  • Differentiating contrasted elements.
  • Principles of contrast, repetition, consistency, proximity, similarity, etc.
  • Selection, structuring and emphasis of content.
  • Grids used to organise horizontal and vertical space, and spatial arrangement.
  • Appearance and functionality of documents.
  • Purpose of specific publications, audience characteristics, printing or production limitations, and publication placement. 
    		•

    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 recommendations made are justified in terms of improving appearance and functionality of documents. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when visual-graphic structures used to organise ideas meet given requirements and arranging text to meet specific requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to arrange text to meet specific requirements such as legal requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to organise information presented in documents, select visual elements for documents, arrange text to meet specific requirements and evaluate document design against given specifications. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when visual-graphic structures used to organise ideas meet given requirements and to arrange text to meet specific requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others for repetition of visual elements that contributes to consistency. 

    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 type of images selected is appropriate for specific audiences, purpose and contexts. 

    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, assessment should focus on 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  49316   National Certificate: Text Editing and Document Design  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Elective  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2007-10-18  Was MICTS until Last Date for Achievement 


    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.