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

Conceptualise a range of ideas to solve design problems 
SAQA US ID UNIT STANDARD TITLE
115154  Conceptualise a range of ideas to solve design problems 
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 5  Level TBA: Pre-2009 was L5  12 
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
2026-06-30   2029-06-30  

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 conceptualise and generate a range of ideas in the process of solving design problems and producing designs. At this stage, all the learner's ideas might not be suitable or appropriate, but learners are competent at brainstorming and ideation in written, verbal and visual formats. The conceptualisation process is core to the design process and 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. Generating multiple ideas around design problems.
2. Generating original ideas around design problems.
3. Generating ideas that are relevant to design problems.
4. Generating a variety of concepts. 

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 to the creative input and ideation within design projects and within the process of developing and implementing projects.
    2. The generation of ideas should extend to concepts, messages, communication methods and techniques, design elements and principles, manufacturing, media, mediums and materials, target markets and consumers of the end product.
    3. Credited learners are able to generate creative ideas individually and in group situations. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Generate multiple ideas around design problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Generated ideas are numerous and appropriate in number to the brief. 

    ASSESSMENT CRITERION 2 
    Ideas reflect appropriate ideation skills and techniques, including brainstorming and lateral thinking. 

    ASSESSMENT CRITERION 3 
    Ideas reflect multiple perspectives and viewpoints. 

    SPECIFIC OUTCOME 2 
    Generate original ideas around design problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ideas are original and reflect the individual's originality of thought. 

    ASSESSMENT CRITERION 2 
    Ideas are creative and imaginative. 

    ASSESSMENT CRITERION 3 
    Ideas reflect appropriate resourcefulness and have been recorded visually or in writing. 

    SPECIFIC OUTCOME 3 
    Generate ideas that are relevant to design problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ideas are relevant to design problems and their contexts. 

    ASSESSMENT CRITERION 2 
    Ideas show appropriate focus on design problems. 

    ASSESSMENT CRITERION 3 
    Ideas have been informed by the evaluation of the research data. 

    ASSESSMENT CRITERION 4 
    Ideas have been informed by the target audiences and potential consumers of the end product. 

    SPECIFIC OUTCOME 4 
    Generate a variety of concepts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ideas are conceptualised around a variety of media and mediums. 

    ASSESSMENT CRITERION 2 
    Concepts reflect a variety of tone in their communication. 

    ASSESSMENT CRITERION 3 
    Concepts can be realised and developed into concrete solutions. 

    ASSESSMENT CRITERION 4 
    Concepts reflect variety in communication methods and techniques. 


    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 role of conceptualisation within design process and credited learners should demonstrate the link between these. As this unit standard is part of a design process, it should be evaluated as such.
    3. The assessment of creativity is one of topical discussion, and the challenge for assessors is to assess creativity within the design process, as not as separate from the design process. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Creative thinking and conceptualisation.
    2. Lateral thinking.
    3. Idea generation.
    4. Brainstorming skills.
    5. Translating ideas into visual, verbal or written formats.
    6. Communication methods and techniques.
    7. A variety of media, mediums and materials.
    8. Target audiences and end users. 

    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
  • Apply creative thought in the generation of ideas and concepts. 
    		•

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

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Conceptualise a range of ideas and manage the conceptual process. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Analyse and assess their ideas. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Conceptualise ideas that communicate to given audiences. 
    		•

    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.
  • Conceptualise ideas that can be used to solve design 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. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    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 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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.
     
    1. College Africa Group (Pty) Ltd 
    2. Digital School of Marketing (Pty) Ltd 
    3. Eshybrand Pty Ltd 
    4. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    5. Metanoia Ratings PTY LTD 
    6. Mufuka Business and Technical 
    7. Richfield Graduate Institute of Technology Pty Ltd 
    8. The Finishing College (Pty) Lt 
    9. Training B2B CC 


    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.