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

Develop designs according to brief 
SAQA US ID UNIT STANDARD TITLE
255534  Develop designs according to brief 
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  8 
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 develop a range of designs against given concepts. Learners are able to identify and develop concepts as well as evaluate and assess the development. Credited learners are able to identify and understand given concepts and limitations within a brief, and to develop a range of designs according to a concept.

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, the region and the nation as a whole.

Credited learners are capable of:
  • Developing a range of ideas from a given concept.
  • Assessing limitations and opportunities within concept briefs.
  • Selecting appropriate ideas and designs.
  • Assessing and evaluating the development of design against given briefs. 
    		•

    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:
  • Communication at NQF Level 4.
  • Basic computing, for example Word processing, Spreadsheets (NQF Level 3).
  • Project Management (NQF Level 4).
  • International and local Arts and Culture trends.
  • Regulatory bodies legalities and processes.
  • Research extrapolation and implementation.
  • Writing a business report.
  • Time management. 
    		•

    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 development of ideas within specific design disciplines.
  • Ideas should be developed from given concepts and they need not include the generation of these original concepts. The learner is thus expected to develop given concepts to a more resolved solution.
  • Learners should demonstrate competence at selecting the most appropriate ideas for a given brief and concept. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Develop a range of ideas from a given concept. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant implications of the concept for design ideas are identified. 

    ASSESSMENT CRITERION 2 
    Idea development is documented according to given organisational procedures. 

    ASSESSMENT CRITERION 3 
    Communication of developed ideas meets the requirements of specific target audiences. 

    ASSESSMENT CRITERION 4 
    All implications of the concept are accounted for during development. 

    ASSESSMENT CRITERION 5 
    Ideas are relevant for the specific concept and the number of ideas adheres to given specifications. 

    SPECIFIC OUTCOME 2 
    Assess limitations and opportunities within concept briefs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different concept briefs are compared to identify examples of potential limitations and opportunities. 

    ASSESSMENT CRITERION 2 
    All relevant limitations and opportunities within specific concept briefs are identified. 

    ASSESSMENT CRITERION 3 
    Assessment of the limitations and opportunities contained in concept briefs are valid and relevant for such concept briefs. 

    ASSESSMENT CRITERION 4 
    Assessments are contextualised within the limitations set by given design concepts and briefs. 

    SPECIFIC OUTCOME 3 
    Select appropriate ideas and designs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The direction of ideas is determined based on specifications contained in concept briefs. 

    ASSESSMENT CRITERION 2 
    Ideas reflect the identified direction and is relevant for specific concept briefs. 

    ASSESSMENT CRITERION 3 
    The number of ideas and designs selected meet specified requirements. 

    ASSESSMENT CRITERION 4 
    Selections are justified in terms of specific concept briefs. 

    SPECIFIC OUTCOME 4 
    Assess and evaluate the development of design against given briefs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All requirements contained in briefs are identified. 

    ASSESSMENT CRITERION 2 
    Assessment and evaluation criteria are developed based on the requirements of the brief and all relevant organisational requirements. 

    ASSESSMENT CRITERION 3 
    Development of design is described using identified assessment and evaluation criteria. 

    ASSESSMENT CRITERION 4 
    Recommendations for improvements and adjustments/changes to design development improve the development process and takes 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:
  • Brainstorming techniques and idea generation.
  • Design briefs and the limitations and opportunities therein.
  • Design concepts and their relevance to a brief.
  • Terminology used within a particular discipline of design and relevant to the different components of design projects.
  • Evaluation and assessment of ideas.
  • A wide variety of design projects pertinent to a discipline.
  • The development of ideas in a logical or appropriate manner. 
    		•

    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 assess limitations and opportunities within concept briefs. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when assessments are valid and appropriate for given briefs, assessments are contextualised according to briefs and evaluations are fair and substantive for specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when development is documented accurately according to given procedure, communication of developed ideas is clear for specific target audience. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 development of ideas encompasses an appropriate range for specified contexts, development of ideas is relevant to and appropriate for specific concepts, and identification of ideas reflects appropriate direction and is relevant to specific briefs. 

    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
    Fundamental  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 


    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. CTU Training Solutions 
    2. Richfield Graduate Institute of Technology Pty Ltd 
    3. 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.