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 QUALIFICATION THAT HAS PASSED THE END DATE:

Diploma in Interior Design

SAQA QUAL ID	QUALIFICATION TITLE
83966	Diploma in Interior Design
ORIGINATOR
Style Design College (Pty) Ltd
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		Design Studies
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
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		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 qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The learner will be equipped with knowledge of cutting-edge technology, incorporating the latest Computer Aided Design (CAD) software programmes used by architects and exclusive interior designers. Learners will also develop business skills, with the focus on employability.

Learners will also be provided with the knowledge and opportunity to be practically involved in community upliftment projects, local and international competitions and exhibitions.

The learners will be given exposure to stakeholders and possible employers through projects and exhibitions as well as through an on-line portfolio development.

Once learners of this programme graduate they will be able to use this knowledge to find employment or start their own businesses.

Rationale:

Currently the marketplace is flooded with individuals who are practicing as Interior Decorators and Designers without formal tertiary education as the profession is relatively new. Formalising training requirements will ensure that professional standards are maintained and that potential designers are well equipped with the necessary practical and theoretical knowledge they require for the industry.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the applicant:

Is competent in communication and life-skills (Life Orientation) at NQF Level 4.

Has the required technical and aesthetic knowledge and expertise at NQF Level 4.

Is able to comprehend technical concepts.

Has problem solving abilities and personal discipline.

Shows creativity or originality.

Recognition of Prior Learning:

Recognition of Prior Learning is the process of assessing and accrediting the acquired knowledge and/or capabilities of a person, gained in formal, informal or non-formal learning, against a set of outcomes in a formal course of study or against a set of workplace or social competencies.

Style Design College acknowledges the following important objectives of Recognition of Prior Learning:

Learner Placement:

To determine, by means of assessment, an appropriate level of access to a learning or teaching programme for an individual.

Accelerated stance:

To award credits for a part of a learning programme for which an individual is registered on the basis of Recognition of Prior Learning.

Access to the Qualification:

A National Senior Certificate or recognised equivalent with a pass in the language medium for learning.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Total credits for the qualification: 360

The qualification is made up of the following compulsory modules:

Modules at NQF L 5:

Design Fundamentals I, 30 Credits

Computing I, 15 Credits

Decorating I, 15 Credits

History of Design I, 15 Credits

Drawing for design I, 30 Credits

Building Technology I, 15 Credits

Total Credits at Level 5: 120

Modules at NQF L 6:

Business Studies II, 15 Credits

Building Technology II, 25 Credits

Interior Design practice II, 25 Credits

Presentation Methods II, 40 Credits

Design Fundamentals II, 15 Credits

Business Studies III, 15 Credits

Integrated Learning (Internship) III, 20 Credits

Total Credits at Level 6: 155

Modules ay NQF L 7:

Design Fundamentals III, 15 Credits

Building Technology III, 20 Credits

Presentation Methods III, 30 Credits

Interior Design Practice III, 20 Credits

Total Credits at Level 7: 85

EXIT LEVEL OUTCOMES

1. Demonstrate and practically apply a systematic and coherent body of Interior Design knowledge.

2. Undertake design research, comprehending and evaluating new information, concepts and evidence from a range of sources.

3. Review, consolidate and extend interior design related information, knowledge and techniques, in terms of business application.

4. Generate innovative and original interior design concepts using drawings.

5. Identify and explore the spatial, structural and material elements of interior environments.

6. Develop an understanding of the interaction between people and spaces utilising computer based software to communicate visually.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1:

Clearly communicate interior design scheme through the use of drawings, and written documentation.

Understand terminologies relevant to the Interior Design field.

Apply theoretical concepts to practical design projects.

Verbally present a design concept.

Associated Assessment Criteria for Exit Level Outcomes 2:

Understand terminologies associated with design research.

Apply researched information to new practical design solutions.

Display an ability to think laterally or 'outside the box'.

Apply concepts to Interior Spaces.

Apply visualisation skills to develop creative concepts.

Understand the process of concept development.

Brand interior spaces within the design project.

Associated Assessment Criteria for Exit Level Outcomes 3:

Demonstrate an understanding of the role of the professional designer within industry.

Demonstrate an understanding of business related concepts.

Create a Business Plan.

Demonstrate an understanding of contracts relating to Interior Designers.

Demonstrate a clear understanding of project management theories.

Demonstrate a clear understanding of marketing and branding.

Associated Assessment Criteria for Exit Level Outcomes 4:

Demonstrate an understanding of design trends.

Demonstrate an understanding of local and international designers.

Demonstrate an understanding of conceptualisation and visualisation.

Apply concept development and implementation in practical design projects.

Demonstrate an understanding and application of hand drafting principles.

Demonstrate an understanding of text and dimensions on a drawing.

Demonstrate an understanding of scale and measurement on a drawing.

Associated Assessment Criteria for Exit Level Outcomes 5:

Demonstrate an understanding of spacial relationships.

Demonstrate an understanding of the materials associated with the Interior Design industry.

Demonstrate an understanding of the building principles associated with the Interior Design industry.

Develop an understanding of environmental concerns which will affect the Interior Design Industry.

Demonstrate an understanding of the services such as plumbing, electricity which is relevant to the Interior Design Industry.

Demonstrate an ability to draw Construction drawing based on Interior environments.

Associated Assessment Criteria for Exit Level Outcomes 6:

Demonstrate an understanding of ergonomics.

Practically apply theoretical concepts relative to the design of spaces for human practicality.

Demonstrate an understanding of the application of computer software within the design industry.

Demonstrate an understanding of the terminologies associated with computer software.

Demonstrate knowledge of a wide variety of software programmes within the industry.

Perform two-dimensional drafting.

Do three Dimensional modelling.

Integrated Assessment:

Formative Assessment:

The college employs continuous assessment as this is a useful developmental tool for students in the creative industries. Progress marking of projects (marking student work at key stages of its development) also assists the student with time management: implementing an effective preparation and planning regime.

Assessment tools should include group critique and verbal feedback. A moderator may present to provide an additional perspective. Group critiques are usually more beneficial. Results and comments are communicated to the students there and then to facilitate the learning process.

Marks are assigned to the appropriate Specific Outcomes categories: practical skills, theoretical knowledge, creativity and values, allowing the student to evaluate their own achievement in relation to the expected outcomes and associated assessment criteria specified in the brief.

Summative Assessment:

Summative assessment of projects captures the holistic appreciation of an assignment by evaluating an inter-related body of work.

Internal moderation is crucial during the course of the year. There are two lecturers assigned to every design brief, one acts as the assessor and the other acts as the internal moderator. Both lecturers mark the projects, critique the students and give feedback to each student.

At the end of the year the college invites two impartial, external moderators from the industry to evaluate the student's portfolio. This mark is then included in calculating the final year end mark in order to ensure that the mark given is a fair and impartial reflection on the student.

INTERNATIONAL COMPARABILITY

TAFE in Sydney, Australia offers a 3 year full time Bachelor of Design (Majoring in Interior Design). The expected attendance per week is 16 hours, with an additional 24 hours per week of independent study, which is precisely the same as our prescribed timing.

The programme has been designed as follows:

Year One:

Design: Visual Thinking.

Introducing Design Processes.

Materials and Technology.

Interior Environments.

Design and Culture.

Interior Design: Visual Communication.

Design: Visual Communication.

Interior Design: Materials, finishes and colour.

Year Two:

Interior Environments.

Interior Design Modelling.

Interior Design: Digital Visualisations.

Design Professional Practice.

Design and ideas.

Interior Design: Construction and Detailing.

Year Three:

Interior Environments.

Design: Global Studies.

Interior Design: Building Systems and Technology.

Design Management.

Design proposal: Major Project.

Interior Design: Digital Environments.

Design Industry Internship.

The nature of the subjects is very much in line with this qualification. They are both full time courses, students need to pass all subjects to be awarded a diploma and an internship is compulsory. The major difference is that the course is a degree as opposed to a diploma and it is a design orientated degree majoring in Interior Design whereas this qualification is offering an Interior Design specific diploma.

The Interior Design School in the United Kingdom offers a 1 year full time Diploma in Interior Design. No experience in a creative field is necessary. The course introduces the design process and uses a residential project to concentrate on learning drawing skills and visual vocabulary required to design and present project work. The next phase develops these skills by examining new design issues relevant to commercial projects and introduces basic professional practice and computer aided drawing. The last phase focuses on the area of the profession the learner wishes to work in and integrates the skills you have learnt into a final design project of your choice. This project develops in conjunction with careers advice and professional practice workshops. There is a final assessment that examines the year's work followed by an end of year exhibition. This qualification does not compare favourably to our offered Interior Design Course as the duration is much shorter and the subjects are not covered as deeply. It would compare better to a 1 year Interior Design Certificate locally.

ARTICULATION OPTIONS

This qualification articulates horizontally with any other cognate qualification at NQF Level 06.

This qualification articulates vertically with any other cognate qualification at NQF Level 07.

MODERATION OPTIONS

Moderation is a valuable source of input into the continued relevance of programme content and direction. Assessment of student work is also moderated both internally and externally to ensure its consistency and reliability.

Internal moderation procedure:

Internal moderation takes place, evaluating and moderating lecturer's accuracy and reliability. This is done by a panel of lecturers assessing a group of students together. The process is conducted at least twice a year: once through the presentation of a practical assignment in the Design subject as a formative assessment moderation and once at the end of the year for the final project and portfolio submission as a summative assessment moderation.

External moderation procedure:

External moderators evaluate final year Portfolio and Final Project submissions. At least two competent and impartial external moderators, one of whom is a respected academic and the other a recognised practitioner in the relevant industry, are appointed to assess the submissions (summative assessment for exit qualifications).

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

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

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS 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.

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