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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Gather interactive media content from existing sources 
SAQA US ID UNIT STANDARD TITLE
117555  Gather interactive media content from existing sources 
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 
The purpose of this unit standard is for learners to be able to gather interactive media elements for inclusion in designs or stand alone elements inline with given specification usually in the form of a brief. Learners generally work in the Interactive Media industry as digital designers either for companies or establishing their own business. Competence to design for Interactive Media is desired in the media field, thereby meeting the needs of industry whilst simultaneously empowering the learner. The Interactive Media industry is a growing field of the communication environment both locally as well as internationally. As a new industry, determining standards is important and will assist the industry in employing people with standardised qualifications.
  • Credited learners are capable of:
  • Specifying content requirements based on given specifications
  • Identifying sources relevant for content requirements
  • Assembling media elements
  • Ensuring the quality of media elements for specific contexts 

  • 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 
    Specify content requirements based on given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Production information is analysed to determine requirements 

    ASSESSMENT CRITERION 2 
    Range of media elements required are identified, accurately 
    ASSESSMENT CRITERION RANGE 
    Sound, still images, moving images, animation, graphics, text
     

    ASSESSMENT CRITERION 3 
    Media elements which may be produced in-house are identified accurately 

    ASSESSMENT CRITERION 4 
    Media elements which need to be outsourced are identified accurately 

    ASSESSMENT CRITERION 5 
    Implications of using outsourced media elements are explored fully 
    ASSESSMENT CRITERION RANGE 
    Legal, contractual and financial
     

    ASSESSMENT CRITERION 6 
    Content requirements are recorded and stored in an appropriate manner 

    SPECIFIC OUTCOME 2 
    Identify sources relevant for content requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate sources of interactive media components are researched accurately 

    ASSESSMENT CRITERION 2 
    Media elements are selected which best meet production requirements 
    ASSESSMENT CRITERION RANGE 
    Sound, still images, moving images, animation, graphics, text
     

    ASSESSMENT CRITERION 3 
    Suitable alternative media elements are identified when problems with preferred media elements cannot be resolved accurately 

    ASSESSMENT CRITERION 4 
    Contractual implications of selected media elements are identified accurately 
    ASSESSMENT CRITERION RANGE 
    Financial, legal, contractual, etc.
     

    ASSESSMENT CRITERION 5 
    Information on ownership and the costs of obtaining copyright for the media elements are obtained, which is reliable 

    ASSESSMENT CRITERION 6 
    Requirements of sourced media elements are confirmed and recorded accurately 

    SPECIFIC OUTCOME 3 
    Assemble media elements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identified media elements are assembled accurately 

    ASSESSMENT CRITERION 2 
    Media elements are assembled according to time frames of the production accurately 

    ASSESSMENT CRITERION 3 
    Contractual requirements complied with in an appropriate manner 
    ASSESSMENT CRITERION RANGE 
    Financial, legal, contractual
     

    ASSESSMENT CRITERION 4 
    Assembled media elements are checked against given specifications in an appropriate manner 

    ASSESSMENT CRITERION 5 
    Assembled media elements are documented and stored securely and in an appropriate manner 

    SPECIFIC OUTCOME 4 
    Ensure the quality of media elements for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessment methods are selected which are capable of measuring the quality of media elements accurately 

    ASSESSMENT CRITERION 2 
    Assessment criteria are clarified and agreed with decision makers in an appropriate manner 

    ASSESSMENT CRITERION 3 
    Gathered media elements are assessed against assessment methods in an appropriate manner 

    ASSESSMENT CRITERION 4 
    Quality of media elements are improved where required with relevant digital tools to comply with given specification in an appropriate manner 

    ASSESSMENT CRITERION 5 
    Media elements are stored and documented securely and accurately 


    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 and sequencing of events, 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 gathering interactive media elements. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community in order to effectively gather interactive media elements. 

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

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when gathering interactive media elements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when gathering interactive media elements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when gathering interactive media elements. 

    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 determining the appropriateness of gathered interactive media elements. 

    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.