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: 

Realise design concepts 
SAQA US ID UNIT STANDARD TITLE
255555  Realise design concepts 
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 5  Level TBA: Pre-2009 was L5  16 
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 credited in this unit standard is for learners to realise a range of design concepts. Learners are able to interpret design concepts into finished design projects. The unit standard is most relevant to all learners who are pursuing careers as design technicians, operators or design assistants. People who pursue careers in these sectors contribute directly to the economic development of the country and to the social development of communities, the region and the nation as a whole.

Credited learners are capable of:
  • Developing concept sketches and working drawings into finished artwork.
  • Producing technically proficient design projects.
  • Working within given time restraints and manage time accordingly.
  • Assessing realised design against the aims and objectives of the brief. 
    		•

    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:
  • Communication at NQF Level 4.
  • Basic computing, for example Word processing, Spreadsheets (NQF Level 3).
  • Project Management (NQF Level 4).
  • International and local Arts and Culture trends.
  • Regulatory bodies legalities and processes.
  • Research extrapolation and implementation.
  • Writing a business report.
  • Time management. 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
  • The depth, scope and context of this unit standard are based on the realisation of design into finished artwork, and into finished project where appropriate.
  • Concept sketches and working drawings are specific to the design discipline, for example, sketched for a poster design are specific to graphic design whilst drawings for an interior space are specific to interior design.
  • Learners are expected to demonstrate their competencies in regards to produce final working artworks or drawings, and not necessary their ability to produce a finish product.
  • Technology is specific to the discipline and learners are expected to demonstrate their competencies in their field of specialisation.
  • The troubleshooting of the process should involve the accurate identification of problems that can occur with technology, implementation or finishing. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Develop concept sketches and working drawings into finished artwork. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Planning and organisation is effective in terms of available resources. 

    ASSESSMENT CRITERION 2 
    Interpretation of concept sketches and working drawings remains consistent until finished artwork is produced. 

    ASSESSMENT CRITERION 3 
    Requirements contained in the brief, concept sketches and working drawings are adhered to. 

    ASSESSMENT CRITERION 4 
    Finishing of artwork is professional and meets specified industry and organisational standards. 

    ASSESSMENT CRITERION 5 
    The development process is managed according to organisational procedures. 

    SPECIFIC OUTCOME 2 
    Produce technically proficient design projects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Technology is identified and selected based on requirements of and relevance for specific designs. 

    ASSESSMENT CRITERION 2 
    Technology is used according to manufacturer and organisational specifications. 

    ASSESSMENT CRITERION 3 
    Resources are identified and selected based on requirements of and relevance for specific designs. 

    ASSESSMENT CRITERION 4 
    Resources are applied according to organisational procedures. 

    ASSESSMENT CRITERION 5 
    Production is professional and meets specified industry and organisational standards. 

    ASSESSMENT CRITERION 6 
    The production process is managed according to organisational procedures. 
    ASSESSMENT CRITERION RANGE 
    Management of the production process can be the responsibility of the learner, or a group that the learner forms part of.
     

    SPECIFIC OUTCOME 3 
    Work within given time restraints and manage time accordingly. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Time required to realise design concepts is identified based on relevant examples of previous projects. 

    ASSESSMENT CRITERION 2 
    Time allocated to realisation of design is adequate to adhere to given time frames (deadlines). 

    ASSESSMENT CRITERION 3 
    All relevant aspects of the process are planned for. 
    ASSESSMENT CRITERION RANGE 
    Aspects include developing finished artwork, producing technically proficient projects, solving potential problems and assessing realised design.
     

    ASSESSMENT CRITERION 4 
    Problems are identified timeously to ensure adherence to deadlines. 
    ASSESSMENT CRITERION RANGE 
    Problems can include process (e.g. time wasting) or design problems.
     

    ASSESSMENT CRITERION 5 
    Solutions are identified and corrective action within own scope of responsibility improves design output. 

    ASSESSMENT CRITERION 6 
    Deadlines are adhered to. 

    SPECIFIC OUTCOME 4 
    Assess realised design against the aims and objectives of the brief. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All aims and objectives are identified as contained in the brief. 

    ASSESSMENT CRITERION 2 
    Assessment criteria are developed based on the aims and objectives of the brief and all relevant organisational requirements. 

    ASSESSMENT CRITERION 3 
    Design quality is described using identified assessment criteria, and all relevant aspects of realised design are assessed. 

    ASSESSMENT CRITERION 4 
    Recommendations for improvements and adjustments/changes to realised design improve quality and takes into account the limitations of specific contexts. 


    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:
  • Concept sketches and working drawing pertinent to a discipline.
  • Relevant technologies used in the production of finished artworks, prototypes, models or drawings.
  • Terminology used within a particular discipline of design and relevant to the different components of design projects.
  • The processes involved in troubleshooting.
  • Time management and deadline management.
  • Industry expectations and standards in regards to design within specific disciplines. 
    		•

    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 when problems have been identified accurately and timeously in the process of realising design concepts, solutions to problems are valid and appropriate and plans to organise solutions are effective and appropriate. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when production is managed effectively within a group. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when development of concept sketches and working drawings into finished artwork is planned and organised effectively, and when working within given time restraints and managing time accordingly. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to realise design concepts. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to produce technically proficient design projects. 

    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 to assess realised design against the aims and objectives of the brief. 

    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, then 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  90721   Certificate: Design Techniques  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Richfield Graduate Institute of Technology Pty Ltd 
    2. VSS College (Pty) LTD 


    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.