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 THAT HAS PASSED THE END DATE: 

Lay out pages for publication 
SAQA US ID UNIT STANDARD TITLE
120214  Lay out pages for publication 
ORIGINATOR
SGB Journalism 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Information Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 
This unit standard requires learners, usually in an editorial team, to lay out pages for publication in newspapers, magazines, etc. Credited learners lay out pages according to specifications for specific publications, and in line with page content and publication requirements. This set of competence can be applied in related contexts, opening up other career opportunities for learners, for example, in the graphic design field.

Improved page layout will result in improved readability, making information more accessible for readers. In addition, page layout can impact on advertising revenue for publications. Credited learners are also required to understand the process and the context of page layout, enhancing their ability to learn and achieve competence in the field of journalism.

Credited learners are capable of:
  • Laying out pages in accordance with specifications.
  • Selecting layout elements that are appropriate for page content and publication overall.
  • Manipulating elements on pages using specified software.
    > Range: Manipulation includes placing/positioning content on grid, re-sizing content, moving content, changing typefaces, changing page furniture, dealing with over- and under-matter, etc.
  • Evaluating pages in terms of publication requirements.
    > Range: Publication requirements include both organisational and readership requirements. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:
  • Computer literacy (NQF Level 3).
  • Communication and language (NQF Level 5). 
    		•

    UNIT STANDARD RANGE 
    This unit standard addresses general layout by, for example, sub-editors as part of a supervised team. The range of page types presented should represent the range of pages required in a specific environment or publication. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Lay out pages in accordance with specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Page elements are identified and described in terms of function on page. 

    ASSESSMENT CRITERION 2 
    Specifications are clarified with relevant persons according to agreed procedures. 
    ASSESSMENT CRITERION RANGE 
    Page elements include text, photographs and graphics, advertisements and page furniture. Page furniture can include headlines, captions, sub-heads, straps, cross-heads, pullquotes, boxes and sidebars etc.
     

    ASSESSMENT CRITERION 3 
    Page elements are implemented as specified. 

    ASSESSMENT CRITERION 4 
    Pages are completed within agreed time frames and meet technical requirements. 

    SPECIFIC OUTCOME 2 
    Select layout elements that are appropriate for page content and publication overall. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected pictures and graphics meet the requirements of news and visual values, legibility and attractiveness. 

    ASSESSMENT CRITERION 2 
    Page furniture is appropriate for specified layout, and content and tone of stories. 
    ASSESSMENT CRITERION RANGE 
    Page furniture can include headlines, captions, sub-heads, straps, cross-heads, pullquotes, boxes and sidebars etc.
     

    ASSESSMENT CRITERION 3 
    Presentation of stories and other elements on the page is based on hierarchy of importance, connected themes and visual impact. 
    ASSESSMENT CRITERION RANGE 
    Presentation includes placement, typography, use of colour, use of white space, length of story in relation to space available on page and relationship between all page elements.
     

    ASSESSMENT CRITERION 4 
    Layout is justified in terms of any identified legal and ethical constraints. 
    ASSESSMENT CRITERION RANGE 
    Play given to elements on the page; juxtaposition of page elements; content and spin of page furniture; content of photographs.
     

    ASSESSMENT CRITERION 5 
    Possible problems in applying templates to specific content are identified and action is taken according to specified procedures. 

    ASSESSMENT CRITERION 6 
    Dilemmas and choices are communicated to all relevant team members according to specified procedures. 

    SPECIFIC OUTCOME 3 
    Manipulate elements on pages using specified software. 
    OUTCOME RANGE 
    Manipulation includes placing/ positioning content on grid, re-sizing content, moving content, changing typefaces, changing page furniture, dealing with over- and under-matter, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Programmes and menus used are correct for operational requirements. 
    ASSESSMENT CRITERION RANGE 
    Manipulated elements should include pictures, fixed-size advertisements, captions and headlines for multiple stories across multiple columns. At least four different pages must be assessed and assessment must include coping with at least one major short-notice change.
     

    ASSESSMENT CRITERION 2 
    Keys used are correct for operational requirements. 
    ASSESSMENT CRITERION RANGE 
    Manipulated elements should include pictures, fixed-size advertisements, captions and headlines for multiple stories across multiple columns. At least four different pages must be assessed and assessment must include coping with at least one major short-notice change.
     

    ASSESSMENT CRITERION 3 
    Rules of grids are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Manipulated elements should include pictures, fixed-size advertisements, captions and headlines for multiple stories across multiple columns. At least four different pages must be assessed and assessment must include coping with at least one major short-notice change.
     

    ASSESSMENT CRITERION 4 
    Finished appearance of pages meets specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Manipulated elements should include pictures, fixed-size advertisements, captions and headlines for multiple stories across multiple columns. At least four different pages must be assessed and assessment must include coping with at least one major short-notice change.
     

    ASSESSMENT CRITERION 5 
    Short-notice changes are effected through the most efficient use of available technology and communication chains. 
    ASSESSMENT CRITERION RANGE 
    Manipulated elements should include pictures, fixed-size advertisements, captions and headlines for multiple stories across multiple columns. At least four different pages must be assessed and assessment must include coping with at least one major short-notice change.
     

    SPECIFIC OUTCOME 4 
    Evaluate pages in terms of publication requirements. 
    OUTCOME RANGE 
    Publication requirements include both organisational and readership requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Page layout and choices made are justified in terms of the news and visual values and purpose of a specific publication. 

    ASSESSMENT CRITERION 2 
    Page layout and choices made are justified in terms of fitness-for-purpose for a specific type of story and page within a specific publication. 

    ASSESSMENT CRITERION 3 
    Page layout and choices made are justified in terms of readability and attractiveness for a specific market positioning and readership. 
    ASSESSMENT CRITERION RANGE 
    Readability includes both typographical and content aspects. Attractiveness includes marketing aspects such as appeal of headlines or coverlines, choice and use of images, and above/below the fold placement of items on a newspaper front page.
     

    ASSESSMENT CRITERION 4 
    Technical aspects of page layout and choices made are justified in terms of production process requirements. 
    ASSESSMENT CRITERION RANGE 
    Production process requirements include which pages have access to colour; order in which pages print [early/late], house style on use of specific colours and typefaces, where bleed may be used, production limitations, etc.
     

    SPECIFIC OUTCOME 5 
    Evaluate pages in terms of relevant design principles. 
    OUTCOME RANGE 
    Relevant design principles include impact, aesthetic appeal, general design precepts and trends relating to specific publication formats, legibility, page accessibility and navigation, use of line, use of contrast, use of colour, weight and balance of items, shape of items, use of white space, typography, flow, quality and placement of page furniture and pictorial/graphic elements used. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Pages are evaluated in terms of relationship of form to function. 
    ASSESSMENT CRITERION RANGE 
    The relationship of form to function includes ways in which the hierarchy of importance of items is reflected on a page and the way the design reflects both content and intent in appearance.
     

    ASSESSMENT CRITERION 2 
    Pages are evaluated in terms of impact, readability and attractiveness. 

    ASSESSMENT CRITERION 3 
    Relevant principles are listed and justified in terms of page characteristics. 

    ASSESSMENT CRITERION 4 
    Layout problems are identified and context-relevant design solutions suggested. 


    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 programmes 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 
    Credited learners understand and can explain:
  • Readership profile, requirements and needs.
  • Target markets for pages.
  • Design and aesthetic features of pages.
  • Errors in page design.
  • General page function and type.
  • Reader involvement strategies.
  • Maxims of visual communication.
  • Genre-specific layout conventions.
  • Quality criteria.
  • Ethical conduct, legal implications of errors and the laws applicable to media and publication.
  • The world of newspapers, magazines, and other publications.
  • Subject matter content/General knowledge regarding text.
  • House style, layout and design requirements and production processes of specific publications and products.
  • Operating systems used in sub-editing in specific contexts. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when possible problems in applying templates to specific content are identified and action is taken according to specified procedures, and layout problems are identified and context-relevant design solutions suggested. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when short-notice changes are effected through the most efficient use of communication chains. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when pages are completed within agreed time frames and layout is justified in terms of any identified legal and ethical constraints. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about pages in terms of publication requirements and relevant design principles. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation when presentation of stories and other elements on the page is based on hierarchy of importance, connected themes and visual impact, and dilemmas and choices are communicated to all relevant team members according to specified procedures. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to manipulate elements on pages, using specified software. 

    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 when selecting layout elements that are appropriate for page content and publication overall. 

    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 
    Notes to assessors:

    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, 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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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. Frayintermedia Cc 
    2. HILLCROSS BUSINESS SCHOOL (PTY 
    3. Jeppe College of Commerce and 
    4. MBOWA COLLEGE PTY LTD 
    5. Musengavhadzimu Media 
    6. Posh Multimedia 
    7. Pretoria Technical College 
    8. Together Lifestyle Resort Pty Ltd 
    9. TSP COLLEGE 
    10. Varsity Institute of Science & Technology (Pty)Ltd 
    11. VUTHLARI MARKETING CONSULTING 
    12. Whitestone College 


    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.