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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Present and communicate design work 
SAQA US ID UNIT STANDARD TITLE
255554  Present and communicate design work 
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 
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 the learning credited in this unit standard is to enable learners to present their design projects and communicate design concepts and solutions. Learners are able to present their own work to other people, explain and rationalise design solutions, and present and communicate design concepts.

This unit standard is most relevant to all learners who will be pursuing careers as design technicians, operators or design assistants. 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:
  • Presenting and communicating design concepts.
  • Communicating project strengths and weaknesses.
  • Developing the rationale for design solutions.
  • Presenting own design projects. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication at NQF Level 4. 

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
  • Presentations need to reflect the ability to communicate a wide range of projects to a range of different audiences.
  • Presentations should be assessed according to the specific and defined contexts.
  • Presentations should include concepts, development, design elements and principles and final solutions. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Present and communicate design concepts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Target audience requirements are established using given organisational procedures. 

    ASSESSMENT CRITERION 2 
    Target audience requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Target audience requirements include clarity and logic, rationality and flow.
     

    ASSESSMENT CRITERION 3 
    Communication accurately reflects specific design concepts. 

    ASSESSMENT CRITERION 4 
    Presentations encompass relevant concepts and conceptual development appropriate for specific design concepts. 

    ASSESSMENT CRITERION 5 
    Final decisions about concepts for further development are obtained from all relevant persons. 

    SPECIFIC OUTCOME 2 
    Communicate project strengths and weaknesses. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Project strengths and weaknesses are accurately identified and are substantive within specific contexts. 

    ASSESSMENT CRITERION 2 
    Strengths and weaknesses are contextualised for specific briefs and their requirements. 

    ASSESSMENT CRITERION 3 
    Target audience requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Target audience requirements include cohesion and logic.
     

    SPECIFIC OUTCOME 3 
    Develop the rationale for design solutions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The rationale includes accurate information that is relevant for specific design solutions. 

    ASSESSMENT CRITERION 2 
    The rationale is valid and includes all relevant information for specific design solutions and contexts. 

    ASSESSMENT CRITERION 3 
    The components of the rationale are consistent with an overall argument and all choices made for specific design solutions are justified. 

    SPECIFIC OUTCOME 4 
    Present own design projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Target audience requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Target audience requirements include clarity and logic, coherence, and logical sequence and structure.
     

    ASSESSMENT CRITERION 2 
    Presentations clearly articulate for specific contexts, purposes and audiences, and are checked against the purpose to verify that it has been achieved. 

    ASSESSMENT CRITERION 3 
    Points in arguments are logically and deliberately sequenced to build up to a convincing conclusion. 

    ASSESSMENT CRITERION 4 
    Stylistic devices are used effectively to enhance meaning. 

    ASSESSMENT CRITERION 5 
    Weaknesses and/or errors in presentation are identified and adjustments improve weaknesses and corrects errors. 

    ASSESSMENT CRITERION 6 
    Information is arranged in ways that promote interest in, and impact of, the presentation for the defined target audience. 


    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 programs 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:
  • A variety of communication methods and techniques.
  • A variety of presentation methods and techniques.
  • Design elements and design principles.
  • Design concepts and conceptual development.
  • The process of design from concept origination to final presentation.
  • Target audiences and end users.
  • Relevant communication and design terminology. 

  • 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. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when explanation of various components is cohesive and all encompassing in terms of specific design solutions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to present and communicate design concepts and to present own projects. 

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

    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 identification of project strengths and weaknesses is accurate and substantive within specific contexts and strengths and weaknesses are contextualised within context of specific briefs. 

    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 
    Notes to Assessors:

    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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  90721   Certificate: Design Techniques  Level 5  NQF Level 05  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.
     
    1. Artshub Institute 
    2. Bopang Consulting Services (PT 
    3. CREATIVE ARTS COLLEGE 
    4. CTU Training Solutions 
    5. Digital Media Arts College 
    6. iStudent Academy 
    7. Pracical Audio Solution 
    8. Richfield Graduate Institute of Technology Pty Ltd 
    9. TAG 443 
    10. The Open Window (Pty) Ltd 
    11. VSS College (Pty) LTD 
    12. WW.IT-IQ Training & Solutions 



    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.