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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Find and assess design problems 
SAQA US ID UNIT STANDARD TITLE
115153  Find and assess design problems 
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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 identify problems that are inherent in design briefs and to assess the problems according to their weighting, validity and context.
Through this assessment, learners will first learn the first competencies involved in the bigger design process, and will be able to contribute towards valid design solutions.
The unit standards that are centred on the design process, identify the relevant steps and methods that contribute towards successful design. Therefore, these standards are relevant to learners who will be pursuing careers as practising designers or people practising within the design sectors. People who pursue careers in these sectors contribute directly to the economic development of the country and to the social development of communities, region and the nation as a whole.

Credited learners are capable of:
1. Defining the problems in design briefs.
2 Finding and defining the problems within design processes.
3. Assessing problems within design briefs.
4. Assessing problems within design processes. 

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 and context of this unit standard encompasses a range and variety of design problems.
    2. Credited learners are capable of defining and identifying obvious problems and problems that are more deeply contained within briefs and design processes.
    3. Whilst the identification of problems underpins all the competencies, the problems within the design process are inherently different from those that need to be identified in briefs.
    4. Design problems can include communication problems, problems surrounding design principles and elements, problems with ideas and conceptual processes, problems encountered with media and mediums, manufacturing problems, and problems relating target audience and consumers of design.
    5. These competencies will enable the learner to successfully develop a design towards a solution. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Define the problems in design briefs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identification of problems is accurate and substantiated 

    ASSESSMENT CRITERION 2 
    Identification of problems includes an appropriate variety of problems 

    ASSESSMENT CRITERION 3 
    Identified problems have been grouped according to contexts and quality 

    ASSESSMENT CRITERION 4 
    Definition of problems is accurate in terms of their content and context. 

    SPECIFIC OUTCOME 2 
    Find and define the problems within design processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Problems located and identified within design processes are relevant to the brief. 

    ASSESSMENT CRITERION 2 
    Analysis of the design process is ongoing. 

    ASSESSMENT CRITERION 3 
    Identified problems reflect contextualised results of the analysis of the process. 

    ASSESSMENT CRITERION 4 
    Defined problems are relevant to the context and content. 

    SPECIFIC OUTCOME 3 
    Assess problems within design briefs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Given weightings of problems are appropriate to the context of specific briefs. 

    ASSESSMENT CRITERION 2 
    Weightings of problems within a given brief are justifiable. 

    ASSESSMENT CRITERION 3 
    Assessments and reviews of problems are substantiated and validated. 

    ASSESSMENT CRITERION 4 
    Analysis of problems found within design briefs are appropriate, substantiated and contextualised. 

    SPECIFIC OUTCOME 4 
    Assess problems within design processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation and measurement of design process problems are accurate and appropriate to the context and point towards the most appropriate solution. 

    ASSESSMENT CRITERION 2 
    Weighting of problems within design processes are justifiable and substantiated. 

    ASSESSMENT CRITERION 3 
    Analysis of problems found in design processes is appropriate and contextually substantive. 


    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 be aware of the inter-relationship between unit standards that assess the design process, and credited learners should demonstrate the link between these. As this unit standard is part of a design and learning process, it should be evaluated as such.
    3. Credited learners need to show appropriate levels of intuition and perception. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Critical evaluation of texts and images.
    2. Design briefs and the interpretation of them.
    3. Design processes.
    4. Terminology used within the specific design discipline.
    5. Methods and modes of analysis and evaluation.
    6. Design principles and design elements.
    7. Communication processes.
    8. Design methodologies and methods. 

    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
  • Identify problems found in briefs and within design processes. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community
  • Work in groups on certain projects. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Complete these outcomes within the framework of the larger design process. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Assess the identified design problems. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Assess the communication problems within design briefs and processes. 

  • 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. 

    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. 

    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  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. Jeppe College of Commerce and Computer Studies 



    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.