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 an event 
SAQA US ID UNIT STANDARD TITLE
14806  Design an event 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 learner achieving this unit standard in combination with context expertise standard(s) will be able to design an event. They will demonstrate an understanding of all the elements of the event and the inter-relatedness of the elements, events, context and external factors which might influence the event and the impact there-of. They will demonstrate an ability to supply appropriate alternatives to problems and risks. Learners competent in event support will design a professional and creative event.

In addition they will be well positioned to extend their learning and practice into other areas of hospitality or tourism industry, or to strive towards professional standards and practices at higher levels.

Complexity: Under guidance of an event manager.
Scope: limited to context such as hospitality, corporate meetings and workshops, social life cycle events, sport events, national conferences. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learner has workplace communication and workplace numeracy either at NQF 5, or is currently obtaining these standards. The learner should be competent in, or concurrently complete the unit standard "Understand the inter-relatedness of Event Elements". 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Decide on an appropriate theme by using techniques to stimulate creative and innovative ideas. 
OUTCOME RANGE 
Match ideas with needs and expectations of clients. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.


    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A professional and creative event is designed which reflect an understanding of all the elements, events, context and external factors which might influence the event.
    2. Techniques to stimulate creative and innovative ideas are used in choosing an appropriate theme.
    3. An element plan, reflecting appropriate theme elements is developed.
    4. Issues such as site limitations, sound scaping and visual appeal are decided on in developing a plan.
    5. A plan to identify and involve key event stakeholders is designed.
    6. Volunteers are recruited and trained and effectively coordinated and rewarded.
    7. The site set-up plan is designed according to the entrance and reception areas as well as function areas.
    8. Easy access and exit is ensured in the set-up of the site.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 2 
    Consider elements appropriate to theme and develop an element plan. 
    OUTCOME RANGE 
    Taking into account issues such as:
  • Site limitations.
  • Sound scaping.
  • Visual appeal. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.


    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A professional and creative event is designed which reflect an understanding of all the elements, events, context and external factors which might influence the event.
    2. Techniques to stimulate creative and innovative ideas are used in choosing an appropriate theme.
    3. An element plan, reflecting appropriate theme elements is developed.
    4. Issues such as site limitations, sound scaping and visual appeal are decided on in developing a plan.
    5. A plan to identify and involve key event stakeholders is designed.
    6. Volunteers are recruited and trained and effectively coordinated and rewarded.
    7. The site set-up plan is designed according to the entrance and reception areas as well as function areas.
    8. Easy access and exit is ensured in the set-up of the site.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 3 
    Identify key event stakeholders and design a plan to involve them. 
    OUTCOME RANGE 
  • Sponsors.
  • Media partners.
  • Participants: athletes, speakers, presenters.
  • Spectators/audience. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.


    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A professional and creative event is designed which reflect an understanding of all the elements, events, context and external factors which might influence the event.
    2. Techniques to stimulate creative and innovative ideas are used in choosing an appropriate theme.
    3. An element plan, reflecting appropriate theme elements is developed.
    4. Issues such as site limitations, sound scaping and visual appeal are decided on in developing a plan.
    5. A plan to identify and involve key event stakeholders is designed.
    6. Volunteers are recruited and trained and effectively coordinated and rewarded.
    7. The site set-up plan is designed according to the entrance and reception areas as well as function areas.
    8. Easy access and exit is ensured in the set-up of the site.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 4 
    Design strategies to manage volunteers. 
    OUTCOME RANGE 
    Recruiting, training, recognising. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.


    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A professional and creative event is designed which reflect an understanding of all the elements, events, context and external factors which might influence the event.
    2. Techniques to stimulate creative and innovative ideas are used in choosing an appropriate theme.
    3. An element plan, reflecting appropriate theme elements is developed.
    4. Issues such as site limitations, sound scaping and visual appeal are decided on in developing a plan.
    5. A plan to identify and involve key event stakeholders is designed.
    6. Volunteers are recruited and trained and effectively coordinated and rewarded.
    7. The site set-up plan is designed according to the entrance and reception areas as well as function areas.
    8. Easy access and exit is ensured in the set-up of the site.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 5 
    Design the site set-up. 
    OUTCOME RANGE 
  • Entrance and reception areas.
  • Access and exit.
  • Function areas, etc. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.


    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A professional and creative event is designed which reflect an understanding of all the elements, events, context and external factors which might influence the event.
    2. Techniques to stimulate creative and innovative ideas are used in choosing an appropriate theme.
    3. An element plan, reflecting appropriate theme elements is developed.
    4. Issues such as site limitations, sound scaping and visual appeal are decided on in developing a plan.
    5. A plan to identify and involve key event stakeholders is designed.
    6. Volunteers are recruited and trained and effectively coordinated and rewarded.
    7. The site set-up plan is designed according to the entrance and reception areas as well as function areas.
    8. Easy access and exit is ensured in the set-up of the site.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•


    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Legislation and regulations appropriate to:
  • Occupational health and safety.
  • Emergency requirements.
  • Liquor liability safeguards.
  • Permits.
    2. Programme formulation.
    3. Sequencing of activities.
    4. Techniques to stimulate creative ideas, e.g. brainstorming.
    5. Techniques to interpret research.
    6. Stakeholder processes.
    7. Consultative processes and techniques.
    8. Instil enthusiasm and confidence with client and team members.
    9. Client expectations and needs.
    10. Understand the inter-relatedness of:
  • Co-ordination.
  • Event elements.
  • Client expectations.
    11. Event sub-field (i.e. meetings and conferences, retail events, hallmark events, etc.) 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self organisation and management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to the following specific outcomes:
  • Identify key event stakeholders and design a plan to involve them.
  • Design strategies to manage volunteers.
  • Design the site set-up. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture.

    Supplementary Information:

    As a general indication, the knowledge and insight expected at this level are unlikely to be obtained without at least one year of active participation in the field. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  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. ATTI Nelspruit Pty Ltd 
    2. College Africa Group (Pty) Ltd 
    3. Digital School of Marketing (Pty) Ltd 
    4. Eshybrand Pty Ltd 
    5. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    6. Metanoia Ratings PTY LTD 
    7. Mufuka Business and Technical 
    8. Richfield Graduate Institute of Technology Pty Ltd 
    9. The Finishing College (Pty) Lt 
    10. Training B2B CC 


    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.