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

Compile and present portfolios of work 
SAQA US ID UNIT STANDARD TITLE
242546  Compile and present portfolios of work 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
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 purpose of the learning is to be able to compile a representative portfolio of work completed, in order to market oneself to potential employers or clients. Portfolios illustrate the credited learner's technical and technological competence, and greatly enhance employability. Credited learners can determine the contextual requirements for developing a portfolio, and can tailor the portfolio and its presentation and delivery to meet these requirements, thereby improving their chances of success.

Credited learners are capable of:
  • Ascertaining characteristics and requirements of defined contexts.
  • Selecting relevant work for defined contexts.
  • Selecting appropriate media, format, scale and mode of presentation for portfolios within defined contexts.
  • Presenting final portfolios for specific purposes. 
    		•

    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:
  • Animate 3D characters and objects.
  • Describe, represent, analyse and explain changes in shape and motion in 2- and 3-dimensional space with justification (NLRD ID 7484).
  • Communication and language (NQF Level 4). 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is the compilation of a sample of work completed, that illustrates capability for the purpose of marketing oneself to potential clients or employers. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Ascertain characteristics and requirements of defined contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Characteristics of contexts are verified. 

    ASSESSMENT CRITERION 2 
    Volume and depth of information gathered are ensured that they sufficiently describe the contexts for compiling portfolios. 

    ASSESSMENT CRITERION 3 
    Information gathered is checked for appropriateness to defined contexts. 

    ASSESSMENT CRITERION 4 
    Adherence to legal requirements is checked. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include legislation regarding copyright, intellectual property, etc.
     

    SPECIFIC OUTCOME 2 
    Select relevant work for defined contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Variety of work in selection is ensured that it accurately represents capability relating to defined contexts. 

    ASSESSMENT CRITERION 2 
    Quality of work selected is checked for compliance with agreed industry standards. 

    ASSESSMENT CRITERION 3 
    Work selected is original and legal requirements are adhered to. 

    ASSESSMENT CRITERION 4 
    Quality and range of technical and technological competence reflected in selection is analysed for appropriateness for specific contexts. 

    ASSESSMENT CRITERION 5 
    Selected work is checked for compliance with legal requirements. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include legislation regarding copyright, intellectual property, etc.
     

    SPECIFIC OUTCOME 3 
    Select appropriate media, format, scale and mode of presentation for portfolios within defined contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Format and scale are checked for compliance with requirements of defined contexts. 

    ASSESSMENT CRITERION 2 
    Selected media are assessed for compliance with requirements of and are relevant to defined contexts. 

    ASSESSMENT CRITERION 3 
    Mode of presentation is ensured that it meets requirements of and is relevant to defined contexts. 

    ASSESSMENT CRITERION 4 
    Final portfolios are evaluated against the requirements of defined contexts. 

    SPECIFIC OUTCOME 4 
    Present final portfolios for specific purposes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Presentation communicates the essence of specific portfolios. 

    ASSESSMENT CRITERION 2 
    Presentation communicates the strengths of work. 

    ASSESSMENT CRITERION 3 
    Presentation meets specific target group requirements. 

    ASSESSMENT CRITERION 4 
    Presentation is fit for purpose. 

    ASSESSMENT CRITERION 5 
    Legal requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include legislation regarding copyright, intellectual property, etc.
     


    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:
  • Volume and depth of information required to describe the contexts for compiling portfolios.
  • Variety of work, technical and technological competence and representing capability.
  • Quality of work technical and technological competence and agreed industry standards.
  • Relevant legal requirements.
  • Media, format, scale and modes of presentation.
  • Presentation and target group requirements.
  • Principles of animation. 
    		•

    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 quality of work selected is consistent and meets agreed industry standards. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when legal requirements are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to ascertain characteristics and requirements of defined contexts and select relevant work for defined contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to present final portfolios for specific purposes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to select appropriate media, format, scale and mode of presentation for portfolios within defined contexts. 

    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 presentation meets specific target group requirements. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to assessors:

    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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Core  57607   National Certificate: 3D Animation and Visual Effects  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. Mpande Technologies cc 
    2. QUARPHIX (PTY) LTD 
    3. VUTHLARI MARKETING CONSULTING 


    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.