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

Identify and select the technological skills, methodologies and technological processes needed to produce a final design product 
SAQA US ID UNIT STANDARD TITLE
115150  Identify and select the technological skills, methodologies and technological processes needed to produce a final design product 
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 6  Level TBA: Pre-2009 was L6  16 
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 
The purpose of the learning credited in this unit standard is to enable learners to identify a wide variety of technological skills, methodologies and processes that are needed to produce a final design product, and to make appropriate selections there from.
The unit standards that are centred on the technological and implementation process of executing final designs will enable learners to produce and execute valid design solutions. These standards are thus relevant to all learners who will be pursuing careers as practising designers in any number of design fields and disciplines or people practising within the design sectors. 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:
1. Analysing the brief to determine the need and appropriateness for technological skills and processes.
2. Identifying a variety of technological methods and methodologies.
3. Selecting a variety of potential technological skills, methods and processes.
4. Identifying the steps in the technological process and planning actions appropriately.
5. Assessing and evaluating the effectiveness of the selected technological skills, methods and processes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The scope and context of this unit standard encompasses a range and variety of technologies, technological skills and technological processes that are relevant to the specific field of design study.
    2. At this level, credited learners should show industry level competence in the identification and selection of the most appropriate technologies with which to execute final design projects.
    3. It is important to distinguish between methods and methodologies. In this context, a technological method is a way of doing something using technology whilst a technological methodology is the comparative study of methods.
    4. Technological skills refer to the skills and abilities that credited learners need to demonstrate in order to execute finished design products.
    5. Technological processes refer to the processes of production that involve a variety of different technologies. These might include computer technology, manufacturing technology, building technology, etc.
    6. These competencies will enable the learner to successfully execute a design. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the brief to determine the need and appropriateness for technological skills and processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Technological skills and processes are relevant to the specific brief. 

    ASSESSMENT CRITERION 2 
    Technological skills and processes are contextualised within the parameters set by the brief in relation to end users, communication of message, etc 

    ASSESSMENT CRITERION 3 
    Technological skills and processes are relevant to the identified materials and media of the given project. 

    SPECIFIC OUTCOME 2 
    Identify a variety of technological methods and methodologies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identification of technological methods and methodologies are contextualised within historical frameworks. 

    ASSESSMENT CRITERION 2 
    Identification of technological methods and methodologies is relevant to contemporary theory and practice. 

    ASSESSMENT CRITERION 3 
    Identification of technological methods and methodologies is appropriate to industry level manufacturing and production processes. 

    SPECIFIC OUTCOME 3 
    Select a variety of potential technological skills, methods and processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Technological skills and processes are the most efficient in terms of energy, time, costs and other resources. 

    ASSESSMENT CRITERION 2 
    Selection of technological skills and processes take into account environmentally sustainable criteria. 

    ASSESSMENT CRITERION 3 
    Selection of technological skills and processes take into account health and safety rules and regulations. 

    ASSESSMENT CRITERION 4 
    Selection of technological skills, methods and processes are relevant to and appropriate for the end user. 

    SPECIFIC OUTCOME 4 
    Identify the steps in the technological process and plan actions appropriate. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Work is submitted on time. 

    ASSESSMENT CRITERION 2 
    Implementation of the different stages of design is professional. 

    ASSESSMENT CRITERION 3 
    Final results match the intended design. 

    ASSESSMENT CRITERION 4 
    Relationship between the different stages in the design process have been respected and planned for. 

    SPECIFIC OUTCOME 5 
    Assess and evaluate the effectiveness of the selected technological skills, methods and processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assessment of the effectiveness of the technological skills, methods and processes is accurate and substantiated within the context of the brief. 

    ASSESSMENT CRITERION 2 
    Assessment of the effectiveness of the technological skills, methods and processes is contextualised in the use/consumption of the final design product by the end user. 

    ASSESSMENT CRITERION 3 
    Evaluation of the effectiveness of the technological skills, methods and processes is contextualised within historical precedent and contemporary based design solutions. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. The technological processes and the execution of design products are specific to the design discipline. Credited learners need to demonstrate that they are competent at handling and managing the whole design process, from analysis and research, through to technological knowledge and execution.
    3. Credited learners need to show appropriate levels of technological competence, skills and abilities.
    4. The set of unit standards that deal with technology and execution are primarily concerned with skills, knowledge and abilities. However, it is important that assessors do not omit any elements of creativity, and this should be demonstrated in the selection and execution stages. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:

    1. A variety of different technological methods and methodologies.
    2. Design briefs and the interpretation of them.
    3. Design processes.
    4. Terminology used within the specific design discipline.
    5. Methods and modes of analysis and evaluation.
    6. Technological processes pertinent to the specific discipline.
    7. A variety of technological skills needed to perform complex tasks using relevant technology.
    8. End users, consumers of design and target markets. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Identify technological solutions to given problems. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community
  • Work in groups on certain projects. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Organise and manage the identification and selection of relevant technologies. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Analyse briefs according to technological specifications and evaluate the use of technological skills, methods and processes. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Contextualise technologies within the contexts of end users. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Identify and select relevant technologies. 
    		•

    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.
  • Relate and contextualise problems. 
    		•

    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 
    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  79809   Bachelor of Design  Level 6  NQF Level 07  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.
     
    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.