SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Spatial Design

SAQA QUAL ID	QUALIFICATION TITLE
119490	Higher Certificate in Spatial Design
ORIGINATOR
Stadio (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 02 - Culture and Arts		Cultural Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Higher Certificate in Spatial Design is to prepare learners to enter further studies in various spatial design professions including architecture, interior design, spatial design, and furniture design, and to enter the workplace at the level of an interior decorator, as linked to the competencies of the African Institute of the Interior Design Professions (IID).

The qualification is aimed at school leavers interested in the spatial design professions, who want to pursue an interior design career, who are not necessarily sure of which spatial design direction they want to pursue, and those who do not qualify to enter a diploma or bachelor's degree, as well as mid-career interior enthusiasts who have limited or no theoretical background, as well as mid-career persons who are considering a career change. Learners will have an informed understanding of the various aspects of interior design and decoration, including the theory of spatial design, basic documentation standards and requirements, awareness of how a building works, and the objects, such as furniture and fittings, that form part of the interior design process.

Upon completion of this qualification, qualifying learners will be able to:

Appreciate the theories and conventions of spatial design practices and the application thereof in the design process for the creation of sustainable and user-orientated environments.

Demonstrate an informed understanding of the technologies and methods used in spatial design practices for sustainable development and production.

Produce basic documentation to effectively communicate spatial design projects at different stages of the design process and for various role players.

Employ graphic, digital, mathematical, verbal, and written literacy skills related to spatial design practices.

Identify the role and scope of spatial design professionals and associated ethical conduct, social and environmental obligations, entrepreneurial potential, and operational responsibilities.

Demonstrate awareness of creative and innovative approaches for spatial design practices as an individual or as part of a team.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate (NSC) NQF Level 4, granting access to higher certificate studies.
Or

National Certificate (Vocational) NQF Level 4, granting access to higher certificate studies.
Or

Senior Certificate (SC) without endorsement NQF Level 4.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5,120 Credits:

Interior Design Studio, 20 Credits.

Architectural Design Studio, 20 Credit.

Furniture Design Studio, 20 Credits.

Literacies for Spatial Design, 20 Credits

Professional Development for Spatial Design, 20 Credits.

Creativity for Spatial Design, 20 Credits.

EXIT LEVEL OUTCOMES

1. Appreciate the theories and conventions of spatial design practices and the application thereof in the design process for the creation of sustainable and user-orientated environments.
2. Demonstrate an informed understanding of the technologies and methods used in spatial design practices, methods and procedures for sustainable development and production.
3. Produce basic documentation to effectively communicate spatial design projects at different stages of the design process and for various role players.
4. Employ graphic, digital, mathematical, verbal, and written literacy skills related to spatial design practices.
5. Identify the role and scope of spatial design professionals and associated ethical conduct, social and environmental obligations, entrepreneurial potential, and operational responsibilities.
6. Demonstrate awareness of creative and innovative approaches for spatial design practices as an individual or as part of a team and take appropriate action where necessary.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and apply basic spatial design theories in the design process for the creation of sustainable and user-orientated environments.

Identify fundamental spatial design and organisation principles and user requirements.

Complete a design process for sustainable spatial objects and environments.

Present spatial design solutions to well-defined spatial design problems.

Apply basic precedent analysis skills.

Associated Assessment Criteria for Exit Level Outcome 2:

Discuss spatial objects and environments as integral to a system of sustainability and regeneration.

Examine and apply a variety of basic spatial design construction methods, materials, and services to solve simple technological challenges.

Identify passive environmental and technological principles for the design of sustainable spatial objects and environments.

Associated Assessment Criteria for Exit Level Outcome 3:

Produce basic spatial design representations that effectively communicate the design process and design ideas.

Develop basic contract and production documentation for simple-built structures, interiors, and furniture under supervision and as part of a professional team.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify and employ appropriate graphic techniques and media for a variety of applications, including the recording of information and various forms of communication and documentation.

Apply software programs for spatial design modeling, presentation, documentation, and administration.

Execute basic mathematical calculations related to spatial design and documentation practices.

Apply appropriate vocabulary in communication-related to spatial design practice at a basic level draughtsperson level.

Compile a basic but comprehensive academic research project.

Associated Assessment Criteria for Exit Level Outcome 5:

Define the spatial design professional's position in the broader built environment and different types of spatial design practices.

Recognise the impact of the spatial design profession and the role of spatial designers in South Africa.

Explain the operational systems of a spatial design office.

Develop a career plan and course of action for the future.

Describe the attributes and skills of an entrepreneur in spatial design.

Participate in an organised community engagement and/or simulated office project.

Associated Assessment Criteria for Exit Level Outcome 6:

Explain creativity in spatial design practice.

Employ innovation and abstract reasoning in relation to solving simple spatial design problems.

Participate in design processes through the innovative exploration of simple design problems.

Contribute to individual and collaborative design conversations with lecturers and peers.

INTEGRATED ASSESSMENT
In the Higher Certificate in Spatial Design assessment is continuous and forms an integral part of the teaching and learning strategy. The project-based, studio-learning methodology requires the submission of projects in all modules and the building of a portfolio as a representation of the body of work completed. Tests are set to facilitate learning of theoretical work, for formative rather than summative assessment.

Formative Assessment
Formative assessments count towards 60% of the final mark in all modules. Projects, and the process of completing the projects, form the primary assessment instrument for all modules. A project may contain multiple milestones that represent different assessment tasks (writing, drawing, quiz, discussion, etc.) to be successfully completed towards the final project outcome. Each milestone provides an opportunity for feedback and formative assessment, but not all milestones are graded. Feedback can be verbal, written, synchronous, or asynchronous. In the studio formative assessment (feedback) is provided by means of the design critique or "crit", a learning conversation through which learning is facilitated. In all cases, rubrics are provided to guide learning and facilitate grading.

Summative Assessment
The summative assessment counts toward 40% of the final mark in all modules. A portfolio review is used as the summative assessment instrument for each module. In spatial design education and the spatial design profession, a portfolio refers to a coherent and curated body of work. The portfolio may contain assignments, drawings, reflections, essays, and any other assessment outcome generated by the learners. A portfolio review is an accepted assessment instrument. In the portfolio review learners individually present their work to a panel of examiners. Learners can improve their work for their final portfolio review, and they are required to curate the portfolio to best represent their work. The portfolio can also be presented as part of a job application or towards applying for further studies. In all cases, rubrics are provided to guide learners learning and facilitate grading.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Institution: Architectural Association (AA) School of Architecture.
Qualification: AA Foundation Award in Architecture.
Duration One year in full-time mode only.
Credits: 120 credits.
NQF Level: Framework for Higher Education Qualifications (FHEQ) Level 4).

Purpose:

To visit various architectural projects and exhibitions with the designers that authored them, to understand the precedents that influenced the design and how that helped articulate design decisions.

Identify a series of inspirational precedents that begin to help articulate how individual work might develop to act as an introduction to interests - this is intended to act as a methodology that a student will continue throughout their studies and beyond.

Exit Level Outcome

Knowledge and understanding of scale with reference to form, the development of visual awareness, and an ability to develop experiments and evaluations through the development of the portfolio.

An ability to present, evaluate and interpret qualitative and quantitative data, to articulate research and design reasoning and relationship to design development.

Using a series of investigations to evaluate the appropriateness of different approaches to solving problems in relation to the brief.

An ability to discuss and debate, visually and verbally, their research and design reasoning accurately and reliably, and with structured and coherent arguments to challenge preconceptions and open dialogues.

Knowledge of the underlying concepts and principles associated with design research, and how referenced precedents inform design research.

An ability to present, evaluate and interpret research material gathered to develop lines of argument and make sound judgements for their design brief.

Ability to evaluate the appropriateness of different approaches to solving problems through precedent and its relation to design development.

Communicate the results of their research accurately and reliably, and with structured and coherent arguments that define the context of their design decisions.

Ability to identify personal interests and observations and use those interests to motivate and develop design work.

Qualification structure:
The ASSA qualification consists of the following compulsory modules.

Compulsory Modules:

Foundation studio practice, 70 Credits.

Develop free-hand and measured drawings - analogue and digital.

Develop sketch and final models.

Colour, volumetric and material studies - light and pigment, tone, texture, material qualities.

Site survey and mapping.

Moving image - articulation and animation of observation and ideas.

Writing - outline observations and intentions.

Portfolio design.

Exhibition building.

Foundation contextual: Studio Practice brief, 30 Credits.

Introduction to architectural history and theory.

Introduction to art and design precedents.

Introduction to the AA archives.

Introduction to the history of drawing - analogue/digital.

Introduction to collecting and maintaining an archive.

Introduction to photographic history - composition of the image - see like a photographer.

Introduction to film history.

Introduction to the history of timber construction - Hooke Park.

Foundation technique: Communication and Media Studies (CMS), 20 Credits.

Integrated Assessment.
The assessment regulations are set out in the AA School Academic Regulations. The criteria for assessment are set out in the module descriptions. Learners are given oral feedback at all assessment points and written feedback following formative assessments and end-of-year summative assessments.

Formative Assessment:
Formative assessment is provided weekly at tutorials, periodic studio pin-ups and juries. More formal formative assessment is provided in the Studio Practice module through the Progress Reviews after which written feedback is provided to assist students in the preparation for their subsequent work.

Summative Assessment:
Summative assessment of Foundation Contextual takes place at the end of each term; and Foundation Technique at the end of the first and second terms. Summative assessment of Foundation Studio Practice includes portfolios of drawings, images, models, films, and animations presented either physically or digitally.

Similarities:
The Architectural Association School of Architecture (AASA) and the South African qualifications are exploratory and foundational qualifications which that introduce learners to creative design and thinking. An experimental, hands-on approach prepares learners for further studies in architecture, spatial design, or arts-related qualifications.

The AASA and SA qualifications are offered over a period of one-year full-time study.

Both qualifications have the same total number of 120 credits.

Both qualifications are assessed through Integrated Assessment which includes both formative and summative assessment methods.

The content of the AASA qualification compares well with the South African qualification as they have a similar exit level outcome.

Differences:
The AASA is registered at the FHEQ Level 4 whereas the SA qualification is registered at NQF Level 5.

Conclusion.
The International qualification provides a broad overview of the design, making and thinking skills required for enrolling in any of the degree qualifications, including interior design, interior architecture, architecture, furniture design and building product design. 'The qualification believes in an intersectional approach which encourages learners to learn across discipline boundaries, evolving an understanding of the interconnected nature of their future professional lives.

Country: Ireland
Institution: University of California, (UC) Berkely Extension
Qualification: Certificate in Interior Design and Interior Architecture
Duration: Two years full time
Entry Requirements.
A bachelor's degree (in any field) is required to register for the Certificate Program in Interior Design and Interior Architecture. If you do not have a bachelor's degree, you may still be eligible based on previous course work, work experience and portfolio review.

Qualification structure:
The curriculum includes the following compulsory and elective modules.

Compulsory Modules:

Design Principles and Elements, 3 Units.

Design Communication I, 2 Units.

Colour Theory and Application for Interiors, 3 Units.

Design Communication II, 2 Units.

Design Communication III, 2 Units.

Digital Presentation Techniques, 2 Units.

Design Studio I, 3 Units.

Interior Finishes and Materials, 3 Units.

Autodesk Revit Architecture, 3 Units.

Design Studio II, 3 Units.

Design Studio III, 3 Units.

Construction Documents, 2 Units.

Internship in Interior Design, 2 Units.

Elective Modules (Select two modules from the following options):

Lighting Design Studio, 1 Unit.

Fundamentals of Interior Design, 1 Unit.

Principles of Sustainability, 1 Unit.

Similarities:
Both the University of California, (UC) Berkely Extension and the South African (SA) qualifications offer a comprehensive education that combines studio courses with the study of design theory and history. Careers in interior design and interior architecture are premised on building a portfolio. Each course in the certificate facilitates producing work for the portfolio.

Differences:
The University of California, (UC) Berkely Extension qualification can be completed in as little as 8 semesters with full-time study or in 11 semesters with part-time study whereas the South African (SA) qualification takes one year of full-time study to complete.
The UC Berkely Extension qualification requires candidates who have completed a bachelor's degree in any field whereas the SA qualification requires candidates who have completed the secondary school qualification.
The UC Berkely Extension qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Higher Certificate in Graphic Design, NQF Level 5.

Higher Certificate in Project Design, NQF Level 5.

Higher Certificate in Interior Decorating, NQF Level 5.

Vertical Articulation:

Diploma in Design and Studio Art, NQF Level 6.

Bachelor of Design, NQF Level 7.

Bachelor of Architectural Studies in Interior Design, NQF Level 7.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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