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: 

Produce specifications for design 
SAQA US ID UNIT STANDARD TITLE
255535  Produce specifications for design 
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  14 
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 produce functional specifications for a design project. Credited learners are able to Plan and organise the production of specifications, and produce accurate and functional specifications for a design project.

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, region and the nation as a whole.

Credited learners are capable of:
  • Assessing the needs and requirements of design concepts.
  • Planning and organising the production of design specifications.
  • Producing specifications for design briefs.
  • Evaluating the functionality of originated design specifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication at NQF Level 4. 

    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 ability to produce design specifications, within the context of a specific design discipline.
  • As this unit standard encompasses specifications for a number of design disciplines, it is generic in its form, and needs to be appropriately interpreted within each discipline. Specifications for buildings and products differ vastly from those for printing and reproduction.
  • Specifications are wide ranging and particular to a specific design discipline.
  • The production of specifications is core to any designer, design technician or design assistant. Specifications need to be entirely accurate as the design product relies heavily on the functionality of the specifications.
  • The production of specifications includes an array of technical competencies relevant to the design discipline. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess the needs and requirements of design concepts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Needs are accurately identified for specified design concepts. 
    ASSESSMENT CRITERION RANGE 
    Specified design concepts refer to own specific design field.
     

    ASSESSMENT CRITERION 2 
    Assessment of the requirements of design concepts are valid and relevant for specified design concepts. 

    ASSESSMENT CRITERION 3 
    An extensive ('wide' is seen as to open) range of requirements of design concepts are recognized within own field of design. 

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

    SPECIFIC OUTCOME 2 
    Plan and organise the production of design specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Production processes are planned within the limitations of specific briefs. 

    ASSESSMENT CRITERION 2 
    Production research adheres to specific organisational contexts and procedures. 

    ASSESSMENT CRITERION 3 
    Productions are organised within given time and deadline requirements. 

    ASSESSMENT CRITERION 4 
    Productions are organised using all relevant resources and technical processes in specific contexts. 

    SPECIFIC OUTCOME 3 
    Produce specifications for design briefs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Research about the brief is conducted to inform the specifications. 

    ASSESSMENT CRITERION 2 
    Specifications are accurate and functional within specific organisational contexts. 

    ASSESSMENT CRITERION 3 
    Specifications are relevant and comprehensive in terms of requirements contained in specific briefs. 

    ASSESSMENT CRITERION 4 
    Specifications are produced within specific time and media constraints and according to organisational procedures. 

    ASSESSMENT CRITERION 5 
    Production is methodical and logical according to specific organisational procedures. 

    ASSESSMENT CRITERION 6 
    Production of specifications adheres to health and safety regulations. 

    ASSESSMENT CRITERION 7 
    Specifications communicate clearly to specific target groups and meet user requirements. 

    SPECIFIC OUTCOME 4 
    Evaluate the functionality of originated design specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Design specification functionality is evaluated accurately in terms of all specified requirements. 

    ASSESSMENT CRITERION 2 
    Adjustments/changes made to design specifications improve functionality in terms of given requirements. 

    ASSESSMENT CRITERION 3 
    Evaluations are valid and justified in terms of given organisational 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 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:
  • A range of specifications within design disciplines.
  • The reading of design specifications and their role in the design process.
  • A range of technologies necessary for producing design specifications within a particular discipline.
  • Terminology used within a particular discipline of design and relevant to the different components of design projects.
  • Planning and organisation processes.
  • The design process.
  • Necessary research involved in producing specifications. 
    		•

    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 when design specifications are produced within media constraints. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when organisation encompasses appropriate resources and technical processes for specific contexts. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when organisation meets given effective time and deadline management requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when research around the brief has been conducted appropriately and informs the specifications, and research of production is appropriate and relevant 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 specifications are user friendly and communicate clearly to specific target groups. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when specifications adhere to health and safety regulations. 

    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 to assess the needs and requirements of design concepts and this identification is contextualised within given concepts and 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.