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 THAT HAS PASSED THE END DATE:

Deliver interactive media content

SAQA US ID	UNIT STANDARD TITLE
117551	Deliver interactive media content
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	4
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 deliver interactive media content in line with given specifications, usually in the form of a brief from a client or accordance to best practices determined by the interactive media industry. Learners generally work in the Interactive Media industry as digital designers. Competence to deliver interactive media content 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:

Identifying requirements for delivery

Ensuring quality of content for delivery

Delivering content according to specified requirements

Creating copies of content according to specified requirements

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

Delivery refers to submission of interactive media content (product) that meets the required level of quality, in the required form/format etc.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify requirements for delivery.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Options for delivery are assessed against requirements of given specification.

ASSESSMENT CRITERION 2

Appropriate option for delivery against requirements of given specifications are determined accurately.

ASSESSMENT CRITERION 3

Appropriate option is presented to decision makers for approval.

ASSESSMENT CRITERION 4

Approved delivery format is documented and filed securely in appropriate manner.

SPECIFIC OUTCOME 2

Ensure quality of content for delivery.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Assessment criteria are determined accurately.

ASSESSMENT CRITERION 2

Quality of content is assessed against chosen assessment criteria.

ASSESSMENT CRITERION 3

Improvements to quality of content are recommended where assessment criteria necessitate this, in an appropriate manner.

ASSESSMENT CRITERION 4

Presentation of recommended improvements to quality to decision makers for feedback meets specified requirements.

ASSESSMENT CRITERION 5

Quality of content is amended where necessary and approved by decision makers accurately.

ASSESSMENT CRITERION 6

Recommendations and amendments are documented and filed securely in appropriate manner.

SPECIFIC OUTCOME 3

Deliver content according to specified requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Specified requirements are determined, accurately.

ASSESSMENT CRITERION 2

Content is delivered according to specified requirements.

ASSESSMENT CRITERION 3

Delivered content is presented to decision makers for approval in appropriate manner.

ASSESSMENT CRITERION 4

Delivered content is filed and documented in appropriate manner.

SPECIFIC OUTCOME 4

Create copies of content according to specified requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Specified requirements are determined to given specifications accurately.

ASSESSMENT CRITERION 2

Copies are created according to specified requirements accurately.

ASSESSMENT CRITERION 3

Copies of content are presented to decision makers in appropriate form.

ASSESSMENT CRITERION 4

Copies of content are created according to budgets and time frames accurately.

ASSESSMENT CRITERION 5

Back up copy is stored and documented in appropriate manner.

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 communications 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 delivering interactive media content.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when determining best solutions for delivering interactive media content.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when delivering interactive media content in line with budgets and time frames.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when determining solutions for interactive media content delivery.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when presenting solutions for the delivery of interactive media content.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when working with interactive media content for delivery.

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 within the context of interactive media delivery.

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