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

Create a variety of design solutions 
SAQA US ID UNIT STANDARD TITLE
115162  Create a variety of design solutions 
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  14 
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 create a range of design solutions for projects, using a variety of different media. Learners are also able to create a number of finished designs for given briefs within specified timeframes and specified media constraints.
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. Creating a variety of functional design solutions within given timeframes.
2. Creating a variety of design solutions that communicate to end-users.
3. Creating a variety of creative and original design solutions.
4. Creating a variety of design solutions using effective methods of execution, within given media constraints. 

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 lies in the variety of design solutions and credited learners should demonstrate the ability to create a variety of solutions to a given design project.
    2. Variety refers directly to the quality of being varied or diversified, and to a collection of varied things.
    3. Credited learners need to demonstrate an appropriate degree of originality and the ability to think creatively.
    4. Credited learners are able to express their individuality in design processes and design solutions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Create a variety of functional design solutions within given timeframes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The variety and number of design solutions are appropriate and substantive. 

    ASSESSMENT CRITERION 2 
    Design solutions are functional and ergonomic to the end user. 

    ASSESSMENT CRITERION 3 
    Design problems are solved within specific time constraints. 

    ASSESSMENT CRITERION 4 
    Design solutions consider their impact on the environment. 

    SPECIFIC OUTCOME 2 
    Create a variety of design solutions that communicate to end-users. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Target markets/end users have been clearly identified and are appropriate to the brief. 

    ASSESSMENT CRITERION 2 
    Target markets/end users have been contextualised and profiled appropriately. 

    ASSESSMENT CRITERION 3 
    Communication in the design solutions is clear to the specified target market/end user. 

    ASSESSMENT CRITERION 4 
    Communication in the design solutions is contextualised appropriately within historical precedent, contemporary and historical theory, and/or contemporary and historical practice. 

    SPECIFIC OUTCOME 3 
    Create a variety of creative and original design solutions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Original concepts and methods are appropriate in their variety and context. 

    ASSESSMENT CRITERION 2 
    Creativity within design solutions reflects a variety of methods and techniques of self-expression. 

    ASSESSMENT CRITERION 3 
    Creativity within design solutions is developed through the use of appropriate metaphors, lateral thinking, and creative use of design elements and principles. 

    SPECIFIC OUTCOME 4 
    Create a variety of design solutions using effective methods of execution. 
    OUTCOME NOTES 
    Create a variety of design solutions using effective methods of execution, within given media constraints. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Effective and appropriate methods of execution have been identified and selected. 

    ASSESSMENT CRITERION 2 
    Methods of execution of design projects are appropriate and of professional standards. 

    ASSESSMENT CRITERION 3 
    A variety of appropriate media and the constraints of the media have been accurately identified. 

    ASSESSMENT CRITERION 4 
    Design solutions utilise creative thinking and techniques to stretch and work within the constraints of the design media. 


    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. Theoretical aspects of design.
    2. Ethics surrounding design practice.
    3. Methods of execution.
    4. Target markets and end users.
    5. Conceptualisation of creative ideas for given briefs
    6. A variety of design media.
    7. Constraints and limitations of design media.
    8. Design elements and principles 

    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
  • Produce a variety of creative design solution. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Identify and profile target markets and end users 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Produce creative design solutions in given time constraints. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Critically evaluate a variety of media. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Communicate clearly to specific target groups. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Produce a variety of designs using various methods of execution. 
    		•

    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.
  • Produce a variety of design solutions. 
    		•

    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.