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

Develop and construct research based design arguments 
SAQA US ID UNIT STANDARD TITLE
115137  Develop and construct research based design arguments 
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 6  Level TBA: Pre-2009 was L6  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
2024-06-30   2027-06-30  

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 to enable learners to develop and construct arguments within the specific fields of design, visually, verbally and in writing, drawing on historical precedent at the same time as producing original argument and debate. Thereby learners contribute to the growing theoretical disciplines of design.
Design research is especially relevant to learners who will be pursuing careers as design researchers and/or as practising designers. The outcomes achieved in this unit standard contribute to the competence of those learners who want to develop a career path in the design sector and will, therefore, be an important contributor to the economic and social development of the design community.

Credited learners are capable of:
1. Locating current trends and practices accurately within broad historical frameworks of design.
2. Creating valid arguments about design using academic conventions.
3. Creating original design arguments that are relevant to the specific design discipline.
4. Developing and structuring coherent and logical arguments visually, verbally and in writing. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The scope of this unit standard includes arguments that are created in essays, rationales, visual presentations, oral presentations and for design that uses argument in its content.
    2. The context is relevant to the particular field of design in which credited learners are able to create valid research based arguments.
    3. These developmental and structural skills will assist learners in the workplace, in the presentation of work to client, and in further academic research and study. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Locate current trends and practices of design within broad historical frameworks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Historical frameworks are accurate and substantiated. 

    ASSESSMENT CRITERION 2 
    Arguments locate current trends accurately within historical movements/theories/practices. 

    ASSESSMENT CRITERION 3 
    Arguments recognise and take cognisance of the historical development and evolution of design theory and practice and are fully supported by key concepts underpinning design history/theory. 

    SPECIFIC OUTCOME 2 
    Create valid arguments about design using academic conventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Arguments are substantiated and contextualised. 

    ASSESSMENT CRITERION 2 
    Arguments contribute to the field of design theory and practice in a meaningful and substantive way. 

    ASSESSMENT CRITERION 3 
    Arguments employ relevant theoretical/historical/practical conventions. 

    SPECIFIC OUTCOME 3 
    Create original design arguments that are relevant to the design discipline. 
    OUTCOME NOTES 
    Create original design arguments that are relevant to the design discipline, within given timeframes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Arguments are original and created in a specified timeframe. 

    ASSESSMENT CRITERION 2 
    Arguments are relevant to current design practice/theory/discourse. 

    ASSESSMENT CRITERION 3 
    Arguments are of substantial relevance to the topic and of an appropriate quality. 

    SPECIFIC OUTCOME 4 
    Develop and structure coherent and logical arguments visually, verbally and in writing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Arguments are structured logically and coherently. 

    ASSESSMENT CRITERION 2 
    Arguments are built and developed appropriately during the course of their presentation. 

    ASSESSMENT CRITERION 3 
    Correct and appropriate bibliographical methods are used. 

    ASSESSMENT CRITERION 4 
    Arguments are formatted in an appropriate manner. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. Assessors need to gauge the quality and validity of the argument and weigh it against the originality of thought as well as the engagement with debate in the particular field.
    3. Assessors should recognise the qualitative nature of such arguments and assess them according to the contextualisation and substantiation.
    4. Credited learners need to display adequate structuring and academic writing skills appropriate to this level of study. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Historical design movements and periods and how they influenced contemporary theory and practice.
    2. Current theories, debates and discourse.
    3. Historical precedent of the specific design discipline.
    4. Terminology used in the specific area of design.
    5. Structuring information for essays, rationales, visual presentations and oral presentations.
    6. Cultural bias in historical writings and recording of design.
    7. Subjective and objective viewpoints and the relevance of both.
    8. Bibliographical methods.
    9. Contemporary philosophical and design based debate.
    10. Effective and creative writing on a range of topics.
    11. Basic research and the formulation and presentation of arguments.
    12. Design as an integrated discipline. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Provide critical and creative arguments. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Develop and construct arguments within given timeframes. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Create relevant research arguments. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Develop and construct logical research arguments. 
    		•

    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.
  • Create and construct arguments within specific contexts using historical precedent. 
    		•

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  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.
     
    NONE 


    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.