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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Support the development of existing arts and culture products 
SAQA US ID UNIT STANDARD TITLE
261285  Support the development of existing arts and culture products 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Cultural Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
The purpose of this unit standard is to equip the learner to be able to support the development of existing Arts and Culture products to address the market relevancy. This unit standard enables learners with the competencies to support a more qualified and/or experienced Arts and Culture practitioner to develop, implement, adapt and adjust Arts and Culture products. This also allows learners the opportunity to reach their potential and allows for their advancement within formal education, as well as allowing for the recognition of prior learning.

Learners obtaining this qualification are able to provide professional support directly to individuals and communities and will be empowering such individuals and communities to achieve specific outcomes.

Credited learners are capable of:
  • Analysing the factors influencing the suitability of Arts and Culture products to target markets.
  • Supporting the developing interventions to adjust and adapt Arts and Culture products.
  • Co-ordinating and supporting the implementations of developing interventions.
  • Reviewing and documenting developing interventions of adapting and adjusting Arts and Culture products. 

  • 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 3.
  • Interpretation of Arts and Culture elements and principles at NQF Level 4.
  • Producing and creating Arts and Culture products at NQF Level 4 or equivalent. 

  • UNIT STANDARD RANGE 
    Stated with Specific Outcomes/Assessment Criteria to which they apply. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the factors influencing the suitability of Arts and Culture products. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate methods are selected to analyse the suitability of Arts and Culture products. 

    ASSESSMENT CRITERION 2 
    Selected methods are correctly applied to interpret the influences of market readiness of the Arts and Culture product. 
    ASSESSMENT CRITERION RANGE 
    Market may includes customer, consumer, audience and/or facilitator/assessor in a simulated situation.
     

    ASSESSMENT CRITERION 3 
    Root causes that influences the Arts and Culture product are identified and classified as either controllable or not by the candidate. 

    ASSESSMENT CRITERION 4 
    Outcomes of the analysis are documented and organised for future reference. 

    SPECIFIC OUTCOME 2 
    Support developing interventions to adjust and adapt Arts and Culture products. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Root causes within the control of the candidate are referred to the appropriate person(s) for action. 

    ASSESSMENT CRITERION 2 
    Appropriate interventions to adjust and adapt Arts and Culture products are identified and plans are developed to address the problems inline with the product specifications. 

    ASSESSMENT CRITERION 3 
    Linkages with other providers and/or producers are identified to optimise the impact of Arts and Culture projects. 

    ASSESSMENT CRITERION 4 
    Support processes are identified and developed that can be used during adjusting and adapting Arts and Culture products that are in line with relevant industry standards and regulations. 

    SPECIFIC OUTCOME 3 
    Co-ordinate and support the implementation of developing interventions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Objectives and standards to improve Arts and Culture products are communicated to facilitators and learners in order to gain support. 

    ASSESSMENT CRITERION 2 
    Specific responsibilities, objectives and milestones to improve the Arts and Culture product are allocated according to the plan. 

    ASSESSMENT CRITERION 3 
    Achievement of objectives is monitored according to the given Arts and Culture elements and principles. 

    ASSESSMENT CRITERION 4 
    Actions to maintain and motivate improved performance are taken on an on-going basis. 

    SPECIFIC OUTCOME 4 
    Review and document developing of Arts and Culture products. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Actual performance for each objective is evaluated against the set standards and appropriate changes. 

    ASSESSMENT CRITERION 2 
    Developing interventions are reviewed against Arts and Culture industry standards. 

    ASSESSMENT CRITERION 3 
    Review evaluation results and recommendations are documented and organised for future reference. 


    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:
  • Health and Safety regulations within the selected Arts and Culture field in order to ensure good practises.
  • Relevant learning materials, tools, equipment and resources in order to assist the learning intervention.
  • Communication and language in order to be able to deal with diverse communities.
  • Relevant Arts and Culture field in order to support the learning interventions.
  • Elements, principles and application of Arts and Culture elements and principles.
  • Styles, trends and techniques of relevant Arts and Culture field to ensure optimal sustainability of product. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses to problems show that such critical and creative thinking has been used to analyse factors that will influence the products and make responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community during the support of learners on learning interventions. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage all supporting activities of the learning intervention responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate the information regarding the adjusting and adapting of the Arts and Culture product. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively objectives and standards to improve the product in the modes of oral and/or written presentation of a learning intervention. 

    UNIT STANDARD CCFO SCIENCE 
    Developing the product and using relevant tools, materials 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 building linkages with other providers and/or producers and recognising that problem-solving contexts do not exist in isolation. 

    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
    Core  65051   Further Education and Training Certificate: Arts and Culture Development Support  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 


    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.
     
    NONE 



    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.