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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Film Production 
SAQA QUAL ID QUALIFICATION TITLE
100725  Diploma in Film Production 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Film, Television and Video 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78630  National Diploma: Film and Video Technology  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification provides learners with an industry entry-level proficiency in film-making, enabling them to obtain work in the field of film and television production. The qualification provides learners with intellectual, practical and life skills to enter the film industry at a basic level and to be able to engage the industry with a working knowledge of the various ways of thinking, practice and professionalism required for a career in film-making.

In order to enable this, the qualification is structured to provide a scaffolded development of knowledge, skills and attributes whereby graduates will be able to begin working in a self-directed way in entry-level discipline-specific positions in the film and television industry. This equates to graduates being able to understand the industry's terms of reference, the roles played and skills exercised by the various professional disciplines, and the 'soft' skills required by film-makers. It also equates to graduates having a basic foundation for further education and, after a few years of experience, to proactively develop new ways of working so as to grow the industry creatively and entrepreneurially.

Rationale:
The Qualification is intended to fill a niche within the local and international landscape of film schools, and, with a particular focus on widening access to higher education, to serve as an entry point to the local film industry for a broad range of young people from diverse backgrounds. The film industry is constantly growing and developing. The kinds and styles of content, the technology used to create moving images, and the local and global distribution markets are in constant flux. The qualification seeks to stay abreast of these developments as they unfold and to add value to the national and regional growth patterns of the film industry, which in 2012 contributed R3.5 billion to gross domestic product (National Film and Video Foundation, South African Film Industry Economic Baseline Study, April 2013). The governmental focus on the film industry as a key economic driver provides the qualification with further impetus to address the skills shortage of people from disadvantaged communities in the knowledge economy and to provide the film industry with graduates who have technical, creative and entrepreneurial skills. This is in order to assist the industry develop a local, homegrown film and television industry, as well as to serve the existing corporate, advertising and film-making service industries which drive the local film economy.

Other film institutions both regionally and nationally provide specialist training in specific filmic disciplines such as directing, producing, cinematography, sound design, production design etc. The research into industry opinion indicates that such specialisation at diploma level is counterproductive since many employers in the industry are looking for entry-level employees with broad-based skills, rather than specialised knowledge. Yet at an Advanced Diploma level, more emphasis will be placed in future on deepening of existing knowledge and broadening of the knowledge base including possible areas of specialisation. In addition, other film institutions also often provide training in both digital and traditional, or in only pre-digital film technologies, which, again, according to industry input, is not optimal.

This qualification seeks to provide basic, industry-entry level knowledge and skills in high-definition digital film only, which has been identified through the industry-evaluation and benchmarking process as the future of film-making. The qualification seeks to cover the core conceptual and practical areas of film-making, and at the same time allow learners to prepare themselves for shifts in practice, by providing them with an holistic education at levels of cognitive complexity and experiential learning appropriate to a vocational diploma level, thereby preparing them with the appropriate knowledge, skills and graduate attributes to make strategic decisions and change their practices as appropriate in an ever-changing world.

The qualification aims to provide a more comprehensible and comprehensive subject categories and with better articulation between the year groups, and at levels of skill and knowledge appropriate to a vocational diploma as aligned with Bloom's taxonomy and the SAQA level descriptors. It further aims to create space to remain flexible for educational and vocational changes as they develop over time, and to provide graduates with the tools to obtain both social and epistemic access to the working world, access which is currently often lacking from outcomes-based education due to the lack of appropriately contextualised theory within qualifications. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate (Vocational) (NCV), NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5 and 6 totalling 360 Credits.

    Compulsory Modules, Level 5, totalling 120 Credits:
  • Mass Communication and Culture 1, 20 Credits.
  • Media Criticism 1, 20 Credits.
  • Screenwriting 1, 20 Credits.
  • Directing 1, 10 Credits.
  • Producing 1, 10 Credits.
  • Film Technology and Design 1, 20 Credits
  • Post-Production 1, 20 Credits.

    Compulsory Modules, Level 6, totalling 240 Credits:
  • Mass Communication and Culture 2, 10 Credits.
  • Media Criticism 2, 10 Credits.
  • Screenwriting 2, 20 Credits.
  • Directing 2, 20 Credits.
  • Producing 2, 20 Credits.
  • Film Technology and Design 2, 20 Credits.
  • Post-Production 2, 20 Credits.
  • Screenwriting 3, 20 Credits.
  • Directing 3, 20 Credits.
  • Producing 3, 20 Credits.
  • Film Technology and Design 3, 20 Credits.
  • Post-Production 3, 20 Credits.
  • Professional Practice for Film-Makers 3, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a working understanding of the theory and practice of film-making as exercised in the local and international film, television and video industry.
    2. Generate engaging, relevant and entertaining film content in various narrative types at a basic industry-entry-level standard.
    3. Demonstrate, at industry level standards, the ability to write basic screenplays in a variety of types and genres, produce short films, direct short film, capture motion picture on a range of digital camera equipment, capture sound for motion picture on a range of sound capture equipment, set up scenes, locations and sets, and dress characters and edit motion picture using a range of digital editing equipment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe and explain the characteristics of the most common forms of media available within the local and international film, television and video industry.
  • Discuss the main elements of communication theory as applied to mainstream mass media within the local and international film, television and video industry.
  • Discuss the main schools of film genre and style as applied to mainstream mass media within the local and international film, television and video industry.
  • Describe and explain the main theories of audience reception as applied to mainstream mass media within the local and international film, television and video industry.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and describe both verbally and in writing successful films in mainstream mass media within the local and international film, television and video industry.
  • Conceptualise basic themes, characters and plots for documentaries, fiction films, advertising and music videos that might be successful in a local and international context.
  • Describe and explain both verbally and in writing basic themes, characters and plots for documentaries, fiction films, advertising and music videos that might be successful in a local and international context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan, produce and deliver documentaries, fiction films, advertising and music videos that might be successful in a local and international context.
  • Identify three-act film narratives of the most common types and genres of story in documentary, fiction, advertising within the medium of film, television and video.
  • Describe and explain verbally and in writing three-act film narratives of the most common types and genres of story in documentary, fiction, advertising within the medium of film, television and video.
  • Generate in the correct written format basic screenplays for the most common types and genres of story in documentary, fiction, advertising within the medium of film, television and video.
  • Identify the standard management and administrative techniques utilised by producers in the film, television and video industry to be able to produce short documentary, fiction and advertising films.
  • Describe and explain the standard management and administrative techniques utilised by producers in the film, television and video industry to be able to produce short documentary.
  • Plan short documentary, fiction and advertising films Using standard management and administrative techniques utilised by producers in the film, television and video industry.
  • Describe and explain plans for effective production of a short documentary, fiction and advertising films using standard management and administrative techniques utilised by producers in the film, television and video industry.
  • Implement standard management and administrative techniques utilised by producers in the film, television and video industry to produce short documentary, fiction and advertising films.
  • Identify the standard creative influences and procedural techniques utilised by directors in the film, television and video industry to be able to produce short documentary, fiction and advertising films.
  • Describe and explain the standard creative influences and procedural techniques utilised by directors in the film, television and video industry to produce short documentary, fiction and advertising films.
  • Plan short documentary, fiction and advertising films using standard creative influences and procedural techniques utilised by directors in the film, television and video industry.
  • Describe and explain plans for effective production of a short documentary, fiction and advertising films using standard creative influences and procedural techniques utilised by directors in the film, television and video industry.
  • Implement standard creative influences and procedural techniques utilised by directors in the film, television and video industry to produce short documentary, fiction and advertising films.
  • Identify the standard digital camera equipment mostly used in the film, television and video industry to capture motion picture for short documentary, fiction and advertising films.
  • Describe and explain the standard digital camera equipment mostly used in the film, television and video industry to capture motion picture for short documentary, fiction and advertising films.
  • Plan the appropriate use of standard digital camera equipment utilised in the film, television and video industry in order to capture motion picture in short documentary, fiction and advertising films.
  • Describe and explain plans for the appropriate use of standard digital camera equipment utilised in the film, television and video industry in order to capture motion picture in short documentary, fiction and advertising films.
  • Implement the appropriate use of standard digital camera equipment utilised in the film, television and video industry in order to capture motion picture in short documentary, fiction and advertising films.
  • Identify the standard digital sound equipment mostly used in the film, television and video industry to capture sound for short documentary, fiction and advertising films.
  • Describe and explain the standard digital sound equipment mostly used in the film, television and video industry to capture sound for short documentary, fiction and advertising films.
  • Plan the appropriate use of standard digital sound equipment utilised in the film, television and video industry in order to capture sound in short documentary, fiction and advertising films.
  • Describe and explain plans for the appropriate use of standard digital sound equipment utilised in the film, television and video industry in order to capture sound in short documentary, fiction and advertising films.
  • Implement the appropriate use of standard digital sound equipment utilised in the film, television and video industry in order to capture sound in short documentary, fiction and advertising films.
  • Identify the standard creative and organisational techniques most often used by production designers/art department staff in the film, television and video industry to set up scenes, locations and sets for short documentary, fiction and advertising films.
  • Describe and explain creative and organisational techniques most often used by production designers/art department staff in the film, television and video industry to set up scenes, locations and sets for short documentary, fiction and advertising films.
  • Plan the appropriate creative and organisational techniques utilised by production designers/art department staff in the film, television and video industry to set up scenes, locations and sets for short documentary, fiction and advertising films.
  • Describe and explain plans for the appropriate use of creative and organisational techniques used by production designers/art department staff in the film, television and video industry to set up scenes, locations and sets for short documentary, fiction and advertising films.
  • Implement plans for the appropriate use of creative and organisational techniques used by production designers/art department staff in the film, television and video industry to set up scenes, locations and sets for short documentary, fiction and advertising films.
  • Identify the standard creative and organisational techniques most often used by wardrobe designers/costume department staff in the film, television and video industry to dress characters for short documentary, fiction and advertising films.
  • Describe and explain creative and organisational techniques most often used by wardrobe designers/costume department staff in the film, television and video industry to dress characters for short documentary, fiction and advertising films.
  • Plan the appropriate creative and organisational techniques utilised by wardrobe designers/costume department staff in the film, television and video industry to dress characters for short documentary, fiction and advertising films.
  • Describe and explain plans for the appropriate use of creative and organisational techniques used by wardrobe designers/costume department staff in the film, television and video industry to dress characters for short documentary, fiction and advertising films.
  • Implement plans for the appropriate use of creative and organisational techniques used by wardrobe designers/costume department staff in the film, television and video industry to dress characters for short documentary, fiction and advertising films.
  • Identify the standard creative and organisational techniques most often used by location scouts/managers in the film, television and video industry to find locations and sets for short documentary, fiction and advertising films.
  • Describe and explain creative and organisational techniques most often used by location scouts/managers in the film, television and video industry to find locations and sets for short documentary, fiction and advertising films.
  • Plan the appropriate creative and organisational techniques utilised by location scouts/managers in the film, television and video industry to find locations and sets for short documentary, fiction and advertising films.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement.

    Formative assessment is aimed at enhancing learner learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes and field trip reports.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

    Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of learners and contributes to learners ' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically by means of by means of capstone projects and the use of work-directed theoretical learning, project-based learning and problem-based learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    International benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following:
  • Determining the scope of the benchmarking exercise.
  • The selection of a variety of reputable Higher Education (HE) institutions internationally.
  • The selection of comparable qualifications and aspects from these qualifications, analysis and evaluation of programme design of the selected qualifications.
  • Conclusions and recommendations for curriculum renewal at the institution.

    The revised curriculum is benchmarked against comparable international film schools, in particular:
  • New York Filmmaking Academy (USA).
  • Whistling Woods International, Mumbai (India).
  • University of Alaska (USA).
  • Columbia University School of Arts Film (USA).
  • University of Hong Kong (China).
  • Unitech University (New Zealand).
  • University College Dublin (Ireland).
  • Australian Film Television and Radio School (AFTRS), Sydney Film School (Australia).
  • Edinburgh University (Scotland).
  • San Francisco State University, California (USA).

    The benchmarking process has taken account of international pedagogical influences as appropriate to local circumstances and histories. 
    		•

    ARTICULATION OPTIONS 
    This qualification enables the following articulation opportunities:

    Horizontal Articulation:
  • Diploma in Journalism, NQF Level 6.
  • Diploma in Photography, NQF Level 6.
  • Diploma in Public Relations, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Journalism, NQF Level 7.
  • Advanced Diploma in Photography, NQF Level 7.
  • Diploma in Public Relations, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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. Cape Peninsula University of Technology 


    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.