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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Assess resources for interactive media production 
SAQA US ID UNIT STANDARD TITLE
117553  Assess resources for interactive media production 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 
This unit standard requires learners to be able to evaluate technical requirements, determine best use of available technology and outsource where necessary, against given specifications, usually in the form of a brief from a client. Learners generally work in the Interactive Media industry as digital designers. Competence in assessing resources for interactive media production is desired in the media field, thereby meeting the needs of industry whilst simultaneously empowering the learner.

Credited learners are capable of:
  • Identifying resources required for planned interactive media production.
  • Assessing resources in terms of specific context requirements.
  • Evaluating resources to meet production requirements.
  • Negotiating resource plan approval. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Language and communication at NQF Level 4.
  • Mathematic literacy at NQF Level 4.
  • Scientific measurements and description of, - colours, resolution, and light.
  • Produce a presentation using basic functions at NQF Level 2.
  • Produce computer spreadsheets using basic functions at NQF Level 2.
  • Produce word processing documents using basic functions at NQF Level 2.
  • Operate a personal computer system, at NQF Level 2.
  • Operate personal computer peripherals, at NQF Level 2.
  • Use personal computer operating system, at NQF Level 2. 

  • UNIT STANDARD RANGE 
    The range of this Unit Standard is evident from the Specific Outcomes and Assessment Criteria above. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify resources required for planned interactive media productions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resource requirements are identified, accurately. 

    ASSESSMENT CRITERION 2 
    Specifications for planned productions are compiled, accurately. 

    ASSESSMENT CRITERION 3 
    Fitness of specification for production is reviewed and confirmed to be according to specific requirements, accurately. 

    ASSESSMENT CRITERION 4 
    Specifications of resources required are recorded in a form appropriate for specified contexts. 

    SPECIFIC OUTCOME 2 
    Assess resources in terms of specific context requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Specific production processes are identified for context requirements, accurately. 

    ASSESSMENT CRITERION 2 
    Suitability of software and hardware is assessed against specific context requirements. 

    ASSESSMENT CRITERION 3 
    Solutions are recommended to address short falls of resources accurately. 

    ASSESSMENT CRITERION 4 
    Assessment is recorded in a manner appropriate to the context. 

    SPECIFIC OUTCOME 3 
    Evaluate resources against production requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resource requirements are evaluated against production plans, accurately. 

    ASSESSMENT CRITERION 2 
    Resources are assessed for their capacity to meet requirements within budgets and timeframes, accurately. 

    ASSESSMENT CRITERION 3 
    Sources of supply are evaluated where necessary, accurately. 

    ASSESSMENT CRITERION 4 
    Newly developed technology is recommended if required with accurate appropriate documentation. 

    ASSESSMENT CRITERION 5 
    Evaluations are recorded in an appropriate manner. 

    SPECIFIC OUTCOME 4 
    Negotiate resource plan approval. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources are selected which are most likely to provide solutions that meet production requirements. 

    ASSESSMENT CRITERION 2 
    Specifications of resource requirements are prepared in an appropriate manner. 

    ASSESSMENT CRITERION 3 
    Decision makers are presented to in an appropriate manner. 

    ASSESSMENT CRITERION 4 
    Specifications of approved resources are recorded accurately and stored in appropriate manner. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Requirements of given specifications.
  • Effective communication techniques, including presentation skills, active listening, questioning and non-verbal communication.
  • Requirements for working in a team.
  • Planning processes, including mapping, assessing required resources and planning for contingencies.
  • Quality control criteria.
  • Technical feasibility processes.
  • The computer industry and new available software and hardware.
  • Work related/industry specific trends and developments. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions in assessing resources for interactive media production. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community in assessing resources for interactive media production. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when assessing resources for interactive media production. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information in assessing resources for interactive media production. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when presenting assessments of resources required for interactive media production. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others in assessing resources for interactive media production. 

    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 in assessing resources for interactive media production. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • 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  49121   National Certificate: Interactive Media  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. Artshub Institute (Pty) Ltd 
    2. Institute for the Advancement of Journalism 



    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.