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: 

Accumulate ideas for design of craft product 
SAQA US ID UNIT STANDARD TITLE
115122  Accumulate ideas for design of craft 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 2  NQF Level 02 
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 
A learner credited with this unit standard will be able to accumulate ideas for the process of designing craft product.

Learners credited with this unit standard are capable of:
  • Searching for ideas through creativity
  • Identifying sources of ideas for creative processes
  • Identifying markets and possible markets for craft production
  • Organising collections of sources for creative processes
  • Collecting, documenting and interpreting objects and/or ideas through drawing 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is recommended that the learner has completed ABET level 3 or equivalent with competencies in reading and writing. 

    UNIT STANDARD RANGE 
    Range statements are included in the unit standard where relevant. Range statements are included in the unit standard where relevant. Learners are required to demonstrate that they can perform the specific outcomes with understanding. However, at this level they will be consciously following a set of 'rules' or principles, which inform what they do, rather than performing 'internalised rules'. At this level, learners are not expected to draw on or integrate insights from beyond their specific craft or field of competency. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Search for ideas through creativity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Collections of ideas for inspiration was collated. 

    ASSESSMENT CRITERION 2 
    Housekeeping and safety procedures in the context of accumulating ideas were adhered to. 
    ASSESSMENT CRITERION RANGE 
    Housekeeping refers to optimising the use of resources, record keeping, hygiene, health and safety.
     

    ASSESSMENT CRITERION 3 
    Environmental sustainable criteria were considered during the accumulation of ideas. 
    ASSESSMENT CRITERION RANGE 
    Environment refers to national, social, political, legal and economical resources.
     

    SPECIFIC OUTCOME 2 
    Identify sources of ideas for the creative process. 
    OUTCOME RANGE 
    Sources of inspiration can include visual material, natural organic objects, manufactured objects, sources from around the learners living region. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Collections of ideas for inspiration was collated. 

    ASSESSMENT CRITERION 2 
    Tangible and intangible sources for ideas were accurately identified. 

    ASSESSMENT CRITERION 3 
    Own and other cultures were accurately identified. 
    ASSESSMENT CRITERION RANGE 
    Culture refers to own and others from own experience.
     

    ASSESSMENT CRITERION 4 
    Collections of sources are categorised for easy access and use. 

    ASSESSMENT CRITERION 5 
    Housekeeping and safety procedures in the context of accumulating ideas were adhered to. 
    ASSESSMENT CRITERION RANGE 
    Housekeeping refers to optimising the use of resources, record keeping, hygiene, health and safety.
     

    ASSESSMENT CRITERION 6 
    Environmental sustainable criteria were considered during the accumulation of ideas. 
    ASSESSMENT CRITERION RANGE 
    Environment refers to national, social, political, legal and economical resources.
     

    SPECIFIC OUTCOME 3 
    Identify markets and possible markets for craft production. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own and other cultures were accurately identified. 

    ASSESSMENT CRITERION 2 
    Markets and the concepts of different markets were accurately described. 
    ASSESSMENT CRITERION RANGE 
    Markets: List possible markets for relevant craft or field of interest.
     

    ASSESSMENT CRITERION 3 
    Certain ideas were matched with relevant markets. 

    ASSESSMENT CRITERION 4 
    Housekeeping and safety procedures in the context of accumulating ideas were adhered to. 
    ASSESSMENT CRITERION RANGE 
    Housekeeping refers to optimising the use of resources, record keeping, hygiene, health and safety.
     

    ASSESSMENT CRITERION 5 
    Environmental sustainable criteria were considered during the accumulation of ideas. 
    ASSESSMENT CRITERION RANGE 
    Environment refers to national, social, political, legal and economical resources.
     

    SPECIFIC OUTCOME 4 
    Organise collections of sources for creative process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Collections of sources are categorised for easy access and use. 

    ASSESSMENT CRITERION 2 
    Housekeeping and safety procedures in the context of accumulating ideas were adhered to. 
    ASSESSMENT CRITERION RANGE 
    Housekeeping refers to optimising the use of resources, record keeping, hygiene, health and safety.
     

    ASSESSMENT CRITERION 3 
    Environmental sustainable criteria were considered during the accumulation of ideas. 
    ASSESSMENT CRITERION RANGE 
    Environment refers to national, social, political, legal and economical resources.
     

    SPECIFIC OUTCOME 5 
    Collect, document and interpret object and/or ideas through drawing. 
    OUTCOME RANGE 
    Drawing includes mark making, rendering, sketching, drafting and illustrating. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Drawing materials were identified, selected and maintained. 
    ASSESSMENT CRITERION RANGE 
    Drawing materials will include a range of mark making materials and tools.
     

    ASSESSMENT CRITERION 2 
    Various drawing techniques were identified and experimented with to interpret objects or ideas. 

    ASSESSMENT CRITERION 3 
    Drawings were organised and presented to communicate objects or ideas. 

    ASSESSMENT CRITERION 4 
    Housekeeping and safety procedures in the context of drawing were adhered to. 

    ASSESSMENT CRITERION 5 
    Environmental sustainable criteria were considered during the development of the drawing techniques. 


    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 
    The following embedded knowledge is addressed in an integrated way in the unit standard:

    Credited learners understand and can explain:
  • Relevant markets and concepts of markets related to the relevant craft, sector and field
  • The structure and functioning of an identified craft, sector and field
  • Search techniques for collecting relevant ideas and sources
  • Elements, Principles and Procedures of Visual literacy
  • Drawing tools and materials 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking through the process of collecting and identify relevant sources and markets for given craft or field of interest. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Learners demonstrate competence to collect, analyse, organise and critically evaluate information by categorising a collection of sources for easy access and use, and identifying sources of inspiration that are appropriate and relevant to the purpose of the inspiration. 

    UNIT STANDARD CCFO COMMUNICATING 
    Credited learners are able to communicate different markets and the concepts of different markets which refer to relevant sources of inspiration, and the aesthetic values underlying sources of inspiration are accurately explained. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners demonstrate competence to collect, analyse, organise and critically evaluate information by categorising a collection of sources for easy access and use, and identifying sources of inspiration that are appropriate and relevant to the purpose of the inspiration. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learners demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts of their craft and the relevant markets do not exist in isolation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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. 

  • 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  48806   National Certificate: Craft Production  Level 2  NQF Level 02  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.