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: 

Develop visual elements for animation 
SAQA US ID UNIT STANDARD TITLE
242651  Develop visual elements for animation 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media 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
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 
This unit standard requires the development of visual elements, including line, form and colour that meet specified output requirements, such as available production technology, budget, time, language of medium, brief/specifications (i.e. given concepts and structures, including narrative), etc. Credited learners can research and use appropriate references, access the history of conventions and set design conventions for animation by varying use of design principles within given concepts and structures (including narrative). They consider and select design options, media, materials, available production technology, and output formats that are appropriate for specific contexts. Visual elements are developed in line with identified style requirements, and composition reflects this.

The development of visual elements for animation impacts significantly on the quality of animation output and competent development of visual elements facilitates quality products, and contributes significantly to the field of visual arts. In addition, competence to gather and interpret reference material is generic in other fields, such as social studies, and enhances the learner's ability to learn by ensuring that they can gather relevant information and interpret it within its context and for a specific purpose.

Credited learners are capable of:
  • Identifying requirements for visual elements for specific animations.
  • Establishing line usage and form in visual elements according to specific requirements.
  • Establishing the role of colour in visual elements according to specific requirements.
  • Establishing the role of spatial arrangement in visual elements according to specific requirements.
  • Compiling visual treatments for specific animations. 
    		•

    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 the learner has already achieved the following competencies:
  • Language and communication at NQF Level 4 in one language.
  • Art, drawing and design (visual literacy) at NQF Level 4.
  • Understanding relevant physics concepts such as Newtonian laws of mass in motion (NQF Level 4).
  • Photography at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    Range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify requirements for visual elements for specific animations. 
    OUTCOME RANGE 
    Requirements include production process and output requirements, including aesthetic and technical requirements such as function, viewership, given concepts and structures (including narrative), etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sources of requirements and information gathered regarding requirements are correct. 

    ASSESSMENT CRITERION 2 
    Animation types are accurately identified. 

    ASSESSMENT CRITERION 3 
    Requirements accurately represent the type of animation. 

    ASSESSMENT CRITERION 4 
    Requirements are contextualised within the history of animation and processes of innovation. 

    ASSESSMENT CRITERION 5 
    Requirements are feasible for what is available in specific contexts. 

    ASSESSMENT CRITERION 6 
    Output formats are accurately identified and implications for design are accurately described. 

    ASSESSMENT CRITERION 7 
    Production processes are described in terms of implications for design. 

    SPECIFIC OUTCOME 2 
    Establish line usage and form in visual elements according to specific requirements. 
    OUTCOME RANGE 
    Form includes shapes and combinations of shapes in 2 and 3 dimensional space. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Usage of line meets consistency criteria. 

    ASSESSMENT CRITERION 2 
    Usage of line justified in terms of style requirements. 
    ASSESSMENT CRITERION RANGE 
    Style is the application of design and animation principles according to a specific cultural formula.
     

    ASSESSMENT CRITERION 3 
    Usage of line adheres to characteristics of specific styles. 

    ASSESSMENT CRITERION 4 
    Usage of line and form is suitable for specific output formats. 

    ASSESSMENT CRITERION 5 
    Usage of line and form meets requirements of given specifications. 

    ASSESSMENT CRITERION 6 
    Usage of line and form is appropriate for specific materials. 

    ASSESSMENT CRITERION 7 
    Variation in usage of form is appropriate for specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Specific contexts include storyboarding, individual shots, development sketches, production still, final work, etc.
     

    SPECIFIC OUTCOME 3 
    Establish the role of colour in visual elements according to specific requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Colour is appropriate for specific materials. 

    ASSESSMENT CRITERION 2 
    Colour meets requirements of given specifications. 

    ASSESSMENT CRITERION 3 
    Colour is suitable for specific output formats. 

    ASSESSMENT CRITERION 4 
    Variation in usage of colour is appropriate for specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Specific contexts include storyboarding, individual shots, development sketches, production still, every single frame of final work, etc.
     

    ASSESSMENT CRITERION 5 
    Colour palettes are compiled for specific visual elements. 

    ASSESSMENT CRITERION 6 
    Animation makes use of compiled colour palettes only. 

    ASSESSMENT CRITERION 7 
    Colour serves given concepts and structures (including narrative). 

    ASSESSMENT CRITERION 8 
    Shot/key points are contextualised in terms of given concepts and structures (including narrative). 

    SPECIFIC OUTCOME 4 
    Establish the role of spatial arrangement in visual elements according to specific requirements. 
    OUTCOME RANGE 
    Spatial arrangement includes surface and depth arrangement. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Visual elements are located on surface planes and in depth according to specification. 

    ASSESSMENT CRITERION 2 
    Spatial arrangement is appropriate for specific materials. 

    ASSESSMENT CRITERION 3 
    Spatial arrangement is suitable for specific output formats. 

    ASSESSMENT CRITERION 4 
    Spatial arrangement meets requirements of given scripts or storyboards. 

    SPECIFIC OUTCOME 5 
    Compile visual treatments for specific animations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Materials meet motion requirements of given scripts or storyboards. 

    ASSESSMENT CRITERION 2 
    Materials are suitable for specific output formats. 

    ASSESSMENT CRITERION 3 
    Materials are suitable for visual style. 
    ASSESSMENT CRITERION RANGE 
    Style is the application of design and animation principles according to a specific cultural formula.
     

    ASSESSMENT CRITERION 4 
    Materials selection is justified in terms of audience requirements. 

    ASSESSMENT CRITERION 5 
    Appropriate formats are used for visual treatments. 

    ASSESSMENT CRITERION 6 
    Visual treatments are collected in presentable, understandable ways for specific viewership requirements. 

    ASSESSMENT CRITERION 7 
    Visual treatments are structured and organised in a way that is easily accessible. 

    ASSESSMENT CRITERION 8 
    Visual treatments thoroughly reflect all decisions made regarding motion. 

    ASSESSMENT CRITERION 9 
    Given deadlines are adhered to. 


    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.
  • Recommended ETQA: MAPPP-SETA ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Line, shape/form and size/scale relationships, colour, composition/spatial arrangement on surface planes and in depth, and choice of flatness or depth.
  • Production processes and requirements, materials and requirements, output formats and requirements, and implications for design (e.g. colour and material suitability, and line thickness for specific broadcast output formats).
  • Framing (4x3).
  • Animation types.
  • The role of spatial arrangement, colour (including symbolic/representational value of colour), line and form usage in visual elements, and consistency and variation criteria.
  • Style, style characteristics and the application of design and animation principles according to a specific cultural formula.
  • Illusionism vs. stylisation and degrees of these.
  • Shot/key points.
  • Visual treatments, materials, formats, organisation and structure.
  • Audience requirements.
  • Visual rhythm (i.e. a series of elements with affinity).
  • Value relationships (advancing and receding/positive and negative space).
  • Relationships (contract/affinity).
  • Time factors and the impact on change within frames and in shots, proceeding and subsequent shots (images), and in entire piece.
  • Textures and patterns.
  • Static vs. dynamic output, order vs. chaos and mechanical vs. organic.
  • Symbolic communication, and creating meaning out of a drawing, including iconography, cultural relevance, and mood.
  • Local art, including contemporary art and culture influence on aesthetics of animation.
  • History of animation and processes of innovation.
  • Legal requirements, including copyright, and intellectual property. 
    		•

    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 variation in usage of form is appropriate for specific contexts, shot/key points are contextualised in terms of given concept and structure and materials meet motion requirements of given scripts or storyboards. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when visual treatments are structured and organised in a way that is easily accessible. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when given deadlines are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify requirements for visual elements for specific animations. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when materials selection is justified in terms of audience requirements, and to establish line usage and form, and the role of colour and spatial arrangement in visual elements according to specific requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when colour and materials are suitable for specific output formats. 

    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 output format implications for design are accurately described, production processes are described in terms of implications for design, and requirements are feasible for what is available in specific contexts. 

    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, 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
    Fundamental  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58820   National Certificate: Advertising  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. ATTI (Advanced Technonogy Training Institute) 
    2. ATTI Nelspruit Pty Ltd 
    3. College Africa Group (Pty) Ltd 
    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. QUARPHIX (PTY) LTD 
    10. Richfield Graduate Institute of Technology Pty Ltd 
    11. The Finishing College (Pty) Lt 
    12. Training B2B CC 
    13. VUTHLARI MARKETING CONSULTING 


    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.