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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Identify elements and principles of a design message 
SAQA US ID UNIT STANDARD TITLE
115161  Identify elements and principles of a design message 
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  8 
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 be able to identify and interpret a variety of design principles and elements that are used in the communication of specific and existing messages.
The communication processes inherent in the various fields of design are directly relevant to all designers, as communication forms the basis for user interaction. The standards that deal with communication also assist learners who may operate in much broader fields that include communication, media, human resources and audience and consumer behavior. The outcomes achieved in this unit standard contribute to the competence of learners who want to develop a career path in any of the design fields as well as the careers mentioned above, and will, therefore, contribute to a broader understanding of culture and social context within the local South African environment.

Credited learners are capable of:
1. Identifying communication methods and methodologies.
2. Identifying a variety of messages in a variety of designed forms.
3. Identifying different elements and principles of design messages.
4. Interpreting design messages (regarding use and success of applied design principles and elements.) 

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 the identification and interpretation of design messages relates directly to the specific discipline of study. Learners in a particular area, for example product design, should be able to apply these competencies to their area of focus.
    2. The emphasis on communication and the identification and interpretation thereof varies according to the discipline. For example the products of jewelry design would have different communication needs and contexts to the products of information design.
    3. Communication can refer to visual, tactile, aural, verbal, oral and any other form of communication.
    4. It is important to distinguish between methods and methodologies. A method is a way of doing something whilst a methodology is the comparative study of method.
    5. Communication is based on key elements that include message, sender and receiver. The importance of the audience and end user is thus inherent in the communication process, and should be emphasized at all times. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify communication methods and methodologies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification of communication methods is valid and contextualised appropriately. 

    ASSESSMENT CRITERION 2 
    Contextualisation of communication methodologies within recognised theoretical frameworks is appropriate. 

    ASSESSMENT CRITERION 3 
    Contextualisation of communication methodologies within social and environmental frameworks is appropriate. 

    ASSESSMENT CRITERION 4 
    Identification of the communicative parts of design elements and principles is contextualised and appropriate. 

    SPECIFIC OUTCOME 2 
    Identify a variety of messages in a variety of designed forms. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification of messages is valid and appropriate. 

    ASSESSMENT CRITERION 2 
    Identification of messages is contextualised appropriately within the design form and its environment. 

    ASSESSMENT CRITERION 3 
    Identification of the communication of the message is valid according to its purpose. 

    ASSESSMENT CRITERION 4 
    Identification of multiple messages is coherent at the same time as being successfully differentiated from each other. 

    SPECIFIC OUTCOME 3 
    Identify different elements and principles of design messages. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification of design elements and principles is accurate and contextualised within the communication of the message. 

    ASSESSMENT CRITERION 2 
    Identification of design principles and elements ranges across a diverse variety of messages, within a variety of design forms. 

    ASSESSMENT CRITERION 3 
    Identification of a range of design principles and elements is located within recognised theoretical frameworks. 

    SPECIFIC OUTCOME 4 
    Interpret design messages. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interpretation of design messages is contextualised appropriately within the particular historical and contemporary design field. 

    ASSESSMENT CRITERION 2 
    Interpretation of design messages uses contemporary theories of semiotics. 

    ASSESSMENT CRITERION 3 
    Interpretation of design messages is individual, insightful and sensitive to visual and communication theory. 


    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. Communication and communication theories are situated within particular design disciplines and may vary across disciplines. Credited learners should demonstrate appropriate communication skills within the interpretation of messages, the making and reading of messages, the communication of messages and the conceptualization of messages.
    3. As this unit standard is part of a design, communication and learning process, it should be evaluated as such.
    4. Although the fields and theories surrounding communication are broad, the learner should demonstrate strong communication abilities. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Communication methods and methodologies.
    2. Target audiences and end users.
    3. Cultural bias and contextual understanding in the interpretation of messages.
    4. Various different forms of design messages and communication media.
    5. Contemporary and historical theoretical frameworks and theories relevant to the specific discipline of design.
    6. Critical evaluation and subjective and objective interpretation of messages.
    7. The research process and how it informs the sending and receiving of messages. 

    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 and interpret design messages and communication. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Participate as an audience in the reception and interpretation of messages 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively.
  • Identify and interpret design principles and elements within given timeframes. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information.
  • Interpret communication aspects of design elements and principles. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively.
  • Identify and interpret communications methods and methodologies. 
    		•

    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.
  • Identify parts of a whole message and distinguish the communicative elements. 
    		•

    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 
    Design Elements and Principles:
  • Design elements can include: line, tone, texture, colour, form, shape and type.
  • Design principles can include: harmony, balance, variety, movement, emphasis/hierarchy, simplicity, proportion, space and rhythm. 
    		•

    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 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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. ATTI (Advanced Technonogy Training Institute) 
    2. ATTI Nelspruit Pty Ltd 
    3. College Africa Group (Pty) Ltd 
    4. Digital School of Marketing (Pty) Ltd 
    5. Eshybrand Pty Ltd 
    6. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    7. Metanoia Ratings PTY LTD 
    8. Mufuka Business and Technical 
    9. Richfield Graduate Institute of Technology Pty Ltd 
    10. The Finishing College (Pty) Lt 
    11. Training B2B CC 


    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.