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

Choose appropriate design elements and principles 
SAQA US ID UNIT STANDARD TITLE
115156  Choose appropriate design elements and principles 
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  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 
The purpose of the learning credited in this unit standard is to enable learners to make the appropriate selection of design principles and elements when producing a design (for 2d, 3d and 4d, in regards to shape, colour, form, line, tone, composition etc,) and to be able to use of the principles successfully.
The unit standards that are centred on the design process, identify the relevant steps and methods that contribute towards successful design. Therefore, these standards are relevant to learners who will be pursuing careers as practising designers 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. Identifying the various design elements and principles accurately.
2. Choosing appropriate design elements and principles that will be used to solve design problems effectively.
3. Applying a variety of elements and principles to designs within the design process.
4. Choosing elements and principles of design that will aid in the communication and function of design objects. 

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 the research relates directly to the specific discipline of study.
    2. Whilst design principles and elements are inherent to all the disciplines of design, their application varies according to these contexts.
    3. Learners are able to successfully choose appropriate design principles in solutions to 2 dimensional, 3 dimensional or 4 dimensional design projects. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the various design elements and principles accurately. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identified design elements and principles are recognised and substantive. 

    ASSESSMENT CRITERION 2 
    Design process work reflects comprehensive understanding of design principles and elements. 

    SPECIFIC OUTCOME 2 
    Choose design elements and principles that will be used to solve design problems effectively. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected design elements and principles are appropriate to the design messages, target audiences, and end users. 

    ASSESSMENT CRITERION 2 
    Design elements and principles are used effectively and appropriately in the final design piece. 

    ASSESSMENT CRITERION 3 
    Selected design elements and principles are relevant to contexts. 

    ASSESSMENT CRITERION 4 
    Selected design elements and principles are used effectively in 2d/3d/4d design projects. 

    SPECIFIC OUTCOME 3 
    Apply a variety of elements and principles to designs within the design process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selection of design elements and principles are appropriate to the design. 

    ASSESSMENT CRITERION 2 
    Evaluation of selected design elements and principles is ongoing. 

    ASSESSMENT CRITERION 3 
    An appropriate variety of design principles and elements have been used in the design. 

    ASSESSMENT CRITERION 4 
    Design principles and elements are applied to solutions within a variety of contexts. 

    SPECIFIC OUTCOME 4 
    Choose elements and principles of design. 
    OUTCOME NOTES 
    Choose elements and principles of design that will aid in the communication and function of design objects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Final design pieces effectively communicate to the target audiences and end users. 

    ASSESSMENT CRITERION 2 
    Final design pieces function within contexts. 

    ASSESSMENT CRITERION 3 
    Selected design elements and principles support the communication of given messages. 


    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. Assessors need to be aware of the holistic nature of the design process and how the selection of design elements and principles are intrinsic to the process.
    3. Credited learners should demonstrate a thorough understanding of design principles and elements. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Design principles and elements.
    2. The design process.
    3. Target markets and end users.
    4. Communication methods and media.
    5. Conceptualisation and conceptual development.
    6. Brainstorming techniques.
    7. Function of designs.
    8. Design briefs.
    9. Lateral thinking and ideation methods. 

    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
  • Solve problems by selecting and applying appropriate design elements and principles. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Manage the selection and application of design principles and elements in design projects. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Evaluate the appropriateness and effectiveness of design principles and elements. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Apply design elements and principles to communicate effectively. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Apply design principles and elements within design processes that include technological processes. 
    		•

    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
  • Apply design principles and elements to solutions within a variety of 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 
    Design Elements, Principles and the Design Process:
  • Design elements can include: line, tone, texture, colour, form, shape and type.
  • Design principles can include: harmony, balance, variety, movement, emphasis/hierarchy, simplicity, proportion, space and rhythm.
  • The design process involves: conceptual development; perceptual development; lateral thinking; identifying problems and working towards appropriate solutions; the development of multiple ideas; experimentation with a variety of media, exposure to visual environment and development of critical and analytical skills. 
    		•

    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.