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

Plan processes for interaction with multiple media 
SAQA US ID UNIT STANDARD TITLE
117550  Plan processes for interaction with multiple media 
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
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 
This unit standard requires learners to be able to evaluate requirements, map processes, evaluate the processes and assess the technical feasibility of mapped processes in line with given specifications, usually in the form of a brief from a client. Learners generally work in the Interactive Media industry as digital designers. Competence to plan processes for Interactive Media is desired in the media field, thereby meeting the needs of industry whilst simultaneously empowering the learner.

Credited learners are capable of:
  • Evaluating requirements contained in given specifications.
  • Mapping processes required to fulfil given specifications.
  • Evaluating process maps against given specifications.
  • Assessing technical feasibility of mapped processes. 
    		•

    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 
    Evaluate requirements contained in given specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Required storyboard elements are determined against given specifications. 

    ASSESSMENT CRITERION 2 
    All resources required are identified for planning processes. 

    ASSESSMENT CRITERION 3 
    The sequence and duration of production activities are identified accurately. 

    ASSESSMENT CRITERION 4 
    Evaluated planned processes are presented accurately to decision makers. 

    ASSESSMENT CRITERION 5 
    Agreed on planned processes are recorded accurately. 

    SPECIFIC OUTCOME 2 
    Map processes required to fulfil given specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Process maps are developed to reflect production plans against given specifications. 
    ASSESSMENT CRITERION RANGE 
    Includes: process maps can be hand drawn, or computer generated, or using specialised software.
     

    ASSESSMENT CRITERION 2 
    Time allowed for production activities is allocated, efficiently and accurately. 

    ASSESSMENT CRITERION 3 
    Factors that are likely to cause delays to the process are identified and noted accurately. 
    ASSESSMENT CRITERION RANGE 
    Factors can include logistics, contract agreements and compliances, legal requirements and holidays.
     

    ASSESSMENT CRITERION 4 
    Contingency plans are developed that accommodate potential delays. 

    ASSESSMENT CRITERION 5 
    Required resources are allocated effectively and accurately against planned processes. 

    ASSESSMENT CRITERION 6 
    Quality control criteria are determined which are suitable for given specifications, accurately. 

    SPECIFIC OUTCOME 3 
    Evaluate process maps against given specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Process maps are evaluated against given specifications for relevance. 

    ASSESSMENT CRITERION 2 
    Resources are allocated appropriately and accurately in accordance with the requirements of specific process maps. 
    ASSESSMENT CRITERION RANGE 
    Resources can include people, equipment, materials.
     

    ASSESSMENT CRITERION 3 
    Sequenced events are clearly identified against production specifications. 

    ASSESSMENT CRITERION 4 
    Production plans and schedules are evaluated accurately against process maps and comply with the given specifications. 

    ASSESSMENT CRITERION 5 
    Process maps are accurately defined against quality control requirements. 

    ASSESSMENT CRITERION 6 
    Process maps are presented to decision makers for sign-off according to specified requirements. 

    SPECIFIC OUTCOME 4 
    Assess technical feasibility of mapped processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Technical feasibility of the production determined against process plans, accurately. 

    ASSESSMENT CRITERION 2 
    Interpretations of technical feasibility is accurately justified against the aims of specific productions and information available. 

    ASSESSMENT CRITERION 3 
    Information regarding technical feasibility is collated and compiled, accurately. 

    ASSESSMENT CRITERION 4 
    Technical feasibility assessments are presented to decision makers according, to specified requirements. 

    ASSESSMENT CRITERION 5 
    Agreed technical feasibility assessments are recorded and stored accurately and according to specified requirements. 


    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 in designing digital photographic images. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when selecting photographic images for design purposes. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when designing digital photographic images. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when selecting photographic images for design purposes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in modes of oral and/or written presentation when presenting designs to decision makers. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others when designing digital photographic images. 

    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 working in the digital design environment. 

    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  Passed the End Date -
    Status was "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. Clean Heat Academy 
    2. Frayintermedia Cc 
    3. Richfield Graduate Institute of Technology Pty Ltd 
    4. Rostec Technical FET 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.