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: 

Produce designs according to specifications 
SAQA US ID UNIT STANDARD TITLE
255556  Produce designs according to specifications 
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  14 
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 understand, interpret and analyse specifications for a design project. Learners are able to produce design against given specifications within their field of design. Credited learners are able to understand and analyse given specifications for design projects, and produce design projects from given specifications.

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:
  • Analysing and assessing design specifications.
  • Producing design according to given specifications.
  • Finding, assessing and solving problems in producing design against given specifications.
  • Evaluating design projects against given specifications. 

  • 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:
  • The depth, scope and context of this unit standard are based on the ability to produce design against given specifications, within the context of a specific discipline.
  • As this unit standard encompasses specifications for a number of design disciplines, it is generic in its form, and needs to be appropriately interpreted within each discipline.
  • Specifications are wide ranging and particular to a specific design discipline.
  • Within the range of this unit standard, learners are expected to work with given specifications and are not required to produce original specifications. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse and assess design specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All aspects of design specifications and content thereof are (accurately) read. 

    ASSESSMENT CRITERION 2 
    All technical requirements are identified for given design specifications. 

    ASSESSMENT CRITERION 3 
    Design specifications are contextualised within the design industry environment, and current developments, trends and characteristics. 

    ASSESSMENT CRITERION 4 
    All aspects of given design specifications are analysed. 

    ASSESSMENT CRITERION 5 
    Design specifications are assessed in terms of all requirements for production, and all identified requirements are relevant for specific production contexts. 

    ASSESSMENT CRITERION 6 
    Relevant sources of design specifications from a particular discipline are identified. 

    ASSESSMENT CRITERION 7 
    A range of different specifications are used to compare specifications and their production requirements. 

    SPECIFIC OUTCOME 2 
    Produce design according to given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interpretation of given specifications is consistent with the requirements contained in such specifications. 

    ASSESSMENT CRITERION 2 
    All relevant specifications are taken into account and all requirements of specifications are adhered to. 

    ASSESSMENT CRITERION 3 
    Designs are functional in terms of purpose contained in specifications. 

    ASSESSMENT CRITERION 4 
    Limitations in specifications are identified and designs address all such limitations. 

    ASSESSMENT CRITERION 5 
    Use of methods and processes to produce designs adheres to organisational procedures. 

    ASSESSMENT CRITERION 6 
    Designs meet all requirements of health and safety regulations. 

    ASSESSMENT CRITERION 7 
    Designs are produced within given timeframes. 

    SPECIFIC OUTCOME 3 
    Find, assess and solve problems in producing design against given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Problems are identified accurately in terms of specific production contexts. 

    ASSESSMENT CRITERION 2 
    Problems are assessed in terms of potential impact on production and in relation to given specifications and their requirements. 

    ASSESSMENT CRITERION 3 
    Solutions are identified that are technically functional for specific organisational contexts and given specifications. 

    ASSESSMENT CRITERION 4 
    Solutions are comprehensive/address all identified problems and are feasible for specific contexts and specifications. 

    SPECIFIC OUTCOME 4 
    Evaluate design projects against given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation criteria are developed based on all given specifications and organisational requirements. 

    ASSESSMENT CRITERION 2 
    Project strengths and weaknesses are identified using identified evaluation criteria, and all relevant aspects of project performance are evaluated. 

    ASSESSMENT CRITERION 3 
    Recommendations are made for future improvements. 

    ASSESSMENT CRITERION 4 
    Adjustments/changes made to projects improve performance, taking into account the limitations of specific contexts. 


    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 range of specifications within design disciplines.
  • The reading of design specifications and their role in the design process.
  • Methods and means of analyses and evaluations.
  • Terminology used within a particular discipline of design and relevant to the different components of design projects.
  • The technical aspects of producing design against given specifications.
  • Time management and deadline management.
  • Relevant health and safety regulations pertinent to a specific discipline of design. 

  • 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 find, assess and solve problems in producing design against given specifications, and when designs appropriately accommodate the limitations within the specifications. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to produce design according to given specifications. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when designs meet all requirements of health and safety regulations, and are produced within given timeframes. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to interpret design specifications, and to analyse and assess design specifications. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when reading is thorough and accurate in terms of specific design specifications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when designs meet all requirements of health and safety regulations. 

    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 analyses are thorough and accurate for given design specifications, assessments are valid and substantive for given design specifications, and assessments are contextualised and relevant for given design specifications. 

    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.