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: 

Propose interactive media solutions 
SAQA US ID UNIT STANDARD TITLE
117554  Propose interactive media solutions 
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  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 
This unit standard requires learners to be able to select strategies for presenting interactive media, determine cost implications and time frames for solutions, assess proposed solutions against given specifications, usually in the form of a brief from client, recommend best solutions and negotiate approval of proposed solutions. Learners generally work in the Interactive Media industry as digital designers. Competence to propose interactive media solutions is desired in the media field, thereby meeting the needs of industry whilst simultaneously empowering the learner.

Credited learners are capable of:
  • Selecting strategies for interactive media presenting solutions.
  • Presenting financial plans and time frames for solutions.
  • Assessing proposals against given specifications.
  • Recommending best solutions for specific context.
  • Negotiating approval of proposed solutions with relevant decision makers. 

  • 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 
    Select strategies for interactive media presenting solutions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Material and resource requirements Identified for production, accurately. 
    ASSESSMENT CRITERION RANGE 
    Includes storage devices, computers and peripheral devices such as VCRs, CD-Writers, DVD-Writers, Scanners, Servers, Networking equipment, Software.
     

    ASSESSMENT CRITERION 2 
    New technology solutions are researched to determine fitness for purpose appropriate to the given specifications. 

    ASSESSMENT CRITERION 3 
    In-house availability of materials and resources are determined accurately. 

    ASSESSMENT CRITERION 4 
    Materials and resources which need to be purchased or hired to perform to the given specifications are identified accurately. 

    ASSESSMENT CRITERION 5 
    Documentation to support the selected strategy is compiled in an appropriate manner and stored securely. 

    SPECIFIC OUTCOME 2 
    Present financial plans and time frames for solutions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Cost of material and resource requirements are identified for given specifications, accurately. 

    ASSESSMENT CRITERION 2 
    Time frame of production is determined for given specifications, accurately. 

    ASSESSMENT CRITERION 3 
    Proposed financial plans and time frames are discussed with co-workers for feedback, in a manner which encourages constructive criticism. 

    ASSESSMENT CRITERION 4 
    Financial plans and time frames are presented for solutions to decision makers in an appropriate manner. 

    ASSESSMENT CRITERION 5 
    Documentation is compiled according to agreed upon financial plans and time frames, in appropriate manner and stored securely. 

    SPECIFIC OUTCOME 3 
    Assess proposals against given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Criteria of evaluating the materials and resources against the production's requirements are identified, clearly. 

    ASSESSMENT CRITERION 2 
    Criteria of evaluating the materials and resources against the production's requirements are discussed and agreed with decision makers. 

    ASSESSMENT CRITERION 3 
    Amendments to meet the agreed criteria without compromising the production process, are accurately identified. 

    ASSESSMENT CRITERION 4 
    Materials and resources that do not meet agreed criteria are identified. 

    ASSESSMENT CRITERION 5 
    Valid and reliable evidence in support of alternate materials and resources is compiled, in an appropriate manner and stored securely. 

    SPECIFIC OUTCOME 4 
    Recommend best solutions for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All information gathered is evaluated to determine best solutions for given specifications accurately. 

    ASSESSMENT CRITERION 2 
    Recommendations for presentation are prepared in appropriate manner. 

    ASSESSMENT CRITERION 3 
    Recommended solutions are presented to co-workers for feedback, in a manner which encourages constructive criticism. 

    ASSESSMENT CRITERION 4 
    Opinions from external expert sources are requested, if required, in appropriate manner. 

    ASSESSMENT CRITERION 5 
    Documentation detailing the best recommended solutions are compiled in an appropriate manner and stored securely. 

    SPECIFIC OUTCOME 5 
    Negotiate approval of proposed solutions with relevant decision-makers. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A schedule of applicable materials and resources are presented to decision makers for discussion and agreed on in an appropriate manner. 

    ASSESSMENT CRITERION 2 
    Decision makers are consulted regarding where new supplies need to be sourced, the service, pricing and quality issues of materials and resources, in an appropriate manner. 

    ASSESSMENT CRITERION 3 
    Agreement that the materials and resources meet the requirements of the production is obtained from all relevant decision makers in the appropriate manner. 

    ASSESSMENT CRITERION 4 
    Records of materials and resources required for the production are stored securely. 


    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 strategies, including financial plans and time frames for solutions, controlling 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 when proposing interactive media solutions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when evaluating interactive media solutions. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when developing strategies for interactive media presenting solutions. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when developing and evaluating strategies for interactive media presenting solutions. 

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

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when proposing strategies for interactive media presenting solutions. 

    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 when proposing strategies for interactive media presenting solutions. 

    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 



    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.