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

Compile and present a design portfolio 
SAQA US ID UNIT STANDARD TITLE
115170  Compile and present a design portfolio 
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 select and present a body of design appropriate to specific and defined contexts. Learners who demonstrate competence in compiling a present portfolios maximise their employment opportunities.
The unit standards that centre on the industry and business components of design are aimed at learners who want to enter the workplace upon completing their qualification. These standards are thus most 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. Ascertaining characteristics and requirements of defined contexts.
2. Selecting relevant works for defined contexts.
3. Selecting appropriate media, format, scale and mode of presentation for the portfolio within the defined context.
4. Evaluating final portfolios against the requirements of the defined context.
5. Presenting final portfolios. 

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 depth, scope and context of this unit standard are based on the particular projects and portfolio requirements within the different design disciplines.
    2. Credited learners are capable of compiling a presenting a portfolio to a potential employee.
    3. Presentations can and should include practical, written and oral presentations. Learners should demonstrate the ability to present in a variety of formats.
    4. Portfolios can take a variety of formats, scale, media etc. Learners should compile and present portfolios that are most appropriate to the defined context. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Ascertain characteristics and requirements of defined contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The characteristics of the contexts are verifiable. 

    ASSESSMENT CRITERION 2 
    The volume and depth of information gathered sufficiently describes the context for compiling the portfolio. 

    ASSESSMENT CRITERION 3 
    The information gathered is appropriate the defined context. 

    SPECIFIC OUTCOME 2 
    Select relevant works for defined contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The selection reflects an appropriate variety of work. 

    ASSESSMENT CRITERION 2 
    The selection reflects a consistent quality of work in line with industry standards. 

    ASSESSMENT CRITERION 3 
    The selection reflects appropriate and original solutions to design problems. 

    ASSESSMENT CRITERION 4 
    The selection reflects appropriate quality and range of technical and technological skills. 

    SPECIFIC OUTCOME 3 
    Select appropriate media, format, scale and mode of presentation for the portfolio. 
    OUTCOME NOTES 
    Select appropriate media, format, scale and mode of presentation for the portfolio within the defined context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Format and scale is appropriate for the defined context. 

    ASSESSMENT CRITERION 2 
    Selected media are appropriate for and relevant to the defined context. 

    ASSESSMENT CRITERION 3 
    The mode of presentation is appropriate for and relevant to the defined contexts. 

    SPECIFIC OUTCOME 4 
    Evaluate final portfolios against the requirements of the defined context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Final portfolios reflect the requirements of the context. 

    ASSESSMENT CRITERION 2 
    Evaluation is appropriate and relevant. 

    ASSESSMENT CRITERION 3 
    Evaluation is specific to the defined context. 

    SPECIFIC OUTCOME 5 
    Present a final portfolio. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Presentation is logical and concise. 

    ASSESSMENT CRITERION 2 
    Presentation communicates the essence of the portfolio, and the strengths of the work and of the learner. 

    ASSESSMENT CRITERION 3 
    Presentation is fluid and clear. 

    ASSESSMENT CRITERION 4 
    Presentation is appropriate to the defined context. 


    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. Design portfolios need to reflect the scope and depth of the learner's competencies. Portfolios are specific to the discipline of study and should be contextualised therein.
    3. Portfolios should be moderated in at least two contexts, one within the context of compiling a portfolio, and the other as a complete record of the learner's competencies. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Conventions of portfolio compilation and structuring.
    2. A variety of portfolio formats and formatting.
    3. A variety of presentation techniques and methods.
    4. Terminology used within the industry related to the specific design discipline.
    5. Methods and evaluation and selection.
    6. Creating work for defined contexts and target markets.
    7. Industry requirements in regards to portfolio presentation. 

    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
  • Compile a portfolio using critical thinking. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community
  • Communicate to others in a portfolio presentation. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Manage the activity of compiling a portfolio. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Evaluate and select work for a portfolio. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Communicate clearly in portfolio presentations. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate scientific and technological competence
  • Compile a portfolio that demonstrates appropriate technological skills and abilities. 
    		•

    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.