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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Create original design messages, forms and arguments 
SAQA US ID UNIT STANDARD TITLE
115116  Create original design messages, forms and arguments 
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  16 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 create a variety of original design messages, forms and arguments using appropriate design elements and principles, communication methods and media, and using a variety of materials.
The communication processes inherent in the various fields of design are directly relevant to all designers, as communication forms the basis for user interaction. The standards that deal with communication also assist learners who may operate in much broader fields that include communication, media, human resources and audience and consumer behavior. The outcomes achieved in this unit standard contribute to the competence of learners who want to develop a career path in any of the design fields as well as the careers mentioned above, and will, therefore, contribute to a broader understanding of culture and social context within the local South African environment.

Credited learners are capable of:

1. Identifying and selecting appropriate design elements and principles.
2. Creating a variety of design messages within different contexts.
3. Creating a variety of forms that communicate to specific audiences.
4. Creating original visual, written and oral design arguments. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:

    1. The scope and context of research relates directly to the specific discipline of study. Learners in a particular area, for example jewelry design, should be able to apply these competencies to their area of focus.
    2. At this stage learners are expected to create their own design messages for given briefs, with the skills and knowledge that they have learned thus far.
    3. Visual, written and oral design arguments can include 2 dimensional, 3 dimensional or 4 dimensional design products.
    4. Communication is based on key elements that include message, sender and receiver. The importance of the audience and end user is thus inherent in the communication process, and should be emphasized at all times.
    5. Design products and design projects need to meet the requirements of the brief, need to be substantiated by research findings and to communicate a variety of messages to a variety of audiences. Within this, learners need to demonstrate an appropriate degree of creativity and originality in their design solutions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and select appropriate design elements and principles. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification of design principles and elements is relevant to the context. 

    ASSESSMENT CRITERION 2 
    Selection of design principles and media is appropriate to the communication solution. 

    ASSESSMENT CRITERION 3 
    Selection of design principles and media are substantiated by appropriate research and conceptual development. 

    SPECIFIC OUTCOME 2 
    Create a variety of design messages within different contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Design messages reflect creative and conceptual variety in their communicative application. 

    ASSESSMENT CRITERION 2 
    Design messages are appropriate to their context. 

    ASSESSMENT CRITERION 3 
    Communication of design is effective and relevant to the context. 

    SPECIFIC OUTCOME 3 
    Create a variety of forms that communicate to specific audiences. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Communication of forms is substantiated by relevant and contextual research. 

    ASSESSMENT CRITERION 2 
    Communication of design forms meets the requirements of the brief and is specific to a given audience. 

    ASSESSMENT CRITERION 3 
    Design forms are creative and reflect an appropriate level of self-expression. 

    ASSESSMENT CRITERION 4 
    Design forms use 2d and 3d principles effectively. 

    SPECIFIC OUTCOME 4 
    Create original visual, written and oral design arguments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Visual, written and oral design arguments are situated within appropriate historical theoretical and practical frameworks. 

    ASSESSMENT CRITERION 2 
    Visual, written and oral design arguments are relevant to contemporary theory and debate within a specific context. 

    ASSESSMENT CRITERION 3 
    Visual, written and oral design arguments are original and draw on personal research and individual perspective. 

    ASSESSMENT CRITERION 4 
    Visual, written and oral design arguments are clear and well structured. 

    ASSESSMENT CRITERION 5 
    Visual, written and oral design arguments take cognizance of environmental contexts and sustainability. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
  • Communication and communication theories are situated within particular design disciplines and may vary across disciplines. Credited learners should demonstrate appropriate communication skills within the interpretation of messages, the making and reading of messages, the communication of messages and the conceptualization of messages.
  • As this unit standard is part of a design, communication and learning process, it should be evaluated as such.
  • Although the fields and theories surrounding communication are broad, the learner should demonstrate strong communication abilities. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:

    1. Communication methods and methodologies.
    2. Target audiences and end users.
    3. Historical theoretical frameworks pertinent to the specific design discipline.
    4. Contemporary theoretical frameworks pertinent to the specific design discipline.
    5. Creating visual, written and oral arguments.
    6. Relevant communication and design terminology.
    7. A range of cultural and social contexts.
    8. Understanding, interpreting and analyzing briefs. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking.
  • Identify appropriate design elements and principles to solve design problems. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Create design messages that communicate effectively to a variety of audiences. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively.
  • Manage the process of creating design solutions. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information.
  • Analyse design contexts and end users. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively.
  • Create designs that communicate effectively. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence.
  • Create designs using technological tools. 
    		•

    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.
  • Solve communication problems with design solution 
    		•

    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. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  90721   Certificate: Design Techniques  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  61349   National Certificate: Heritage Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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. ATTI Nelspruit Pty Ltd 
    2. College Africa Group (Pty) Ltd 
    3. CTU Training Solutions 
    4. Digital School of Marketing (Pty) Ltd 
    5. Eshybrand Pty Ltd 
    6. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    7. Metanoia Ratings PTY LTD 
    8. Mufuka Business and Technical 
    9. Richfield Graduate Institute of Technology Pty Ltd 
    10. The Finishing College (Pty) Lt 
    11. Training B2B CC 
    12. VSS College (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.