Diploma in Interior Design

Purpose

The purpose of the Diploma in Interior Design is to produce effective Interior Design learners who demonstrate responsible time management, are able to work both collaboratively and independently, and are able to collect, analyse and critically evaluate visual and written information in a manner which develops solutions to a broad range of identified problems using associated digital technologies. The qualification is also designed to produce qualifying learners who are sensitive to cultural, environmental and social issues, and who participate in society as responsible global citizens with an appreciation for lifelong learning. The proposed qualification is also preparing learners for further study at Advanced Diploma and Honours level.

The qualification has been designed to provide skills in the practice of Interior Design namely, communication, human environment needs, professional practice, Interior Design construction, knowledge of products and materials and design for the built environment. This qualification is providing learners for local and national industry with much needed skills in the practice of Interior Design namely communication, human environment needs, professional practice, interior design construction, knowledge of products and materials and design for the built environment.

It is imperative that the qualification is revised to align with the African Institute of the Interior Design Professions (IID's) preferred competencies to meet the requirements for professional status. The qualification will promote technology, applied research, external collaboration and partnerships with industry and the greater community.

Qualifying learners will be primed to be analytical thinkers and become global citizens by acknowledging and designing for society, the economy and the environment.

The qualification will provide learners with further insight into interior design in a contemporary African and Global society, through research and design projects and offer skills to meet the changing technological demands of the Interior Design industry.

Rationale

Through access to education and training for the high percentage of the unemployed youth in South Africa, the qualification will cater for applicants that do not qualify for Degree status.

The nature of the profession has changed as the Institute for Interior Design (IID) professions was granted professional status by the South Africa Qualifications Authority in 2012 and is presently undergoing admission into the South African Council for Architectural Professions.

The Diploma in Interior Design will thus provide sustainable employment within both the Interior Design and Architectural professions. It is imperative that the qualification is revised to align with the IID's preferred competencies to meet the requirements for professional status.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) in South Africa is critical to the development of an equitable education and to support transformation of the education and training system of the country. The institution therefore strives to build a viable, sustainable and credible system to implement RPL.

The institution's policies and procedures encourage the Recognition of Prior Learning through a process of assessment, in which the learner's experience is evaluated for correspondence with learning outcomes of the modules for which the learner wishes to gain credit. The purpose of the institution's RPL policy is to:

• To provide a framework for the implementation of Recognition of Prior Learning procedures within the institution.
• To facilitate access and admission to learning programmes within education and training and career paths.
• To accelerate redress of past unfair discrimination in education, training and employment opportunities.
• To promote and facilitate lifelong learning.

The learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in the specific qualification. Prior learning may include formal, informal and non-formal learning and work experience.

Evaluation of the learner's prior learning is accomplished by submission of a portfolio of relevant Interior Design work and other information; by interview; and if necessary by the completion of projects or exercises to provide evidence of competences not otherwise clear.

Entry Requirements

The minimum entry requirement to the qualification is

• National Senior Certificate, Level 4 granting access to Diploma studies.

Or

• National Certificate (Vocational), Level 4 granting access to Diploma studies.

This qualification comprises of compulsory and elective modules at Levels 5, 6 and 7 totalling 368 Credits.

Compulsory Modules, Level 5: 72 Credits

• Interior Design Communication 1, Level 5, 16 Credits.
• Products and Materials 1, Level 5, 16 Credits.
• Cornerstone 101, Level 5, 12 Credits.
• English for the Arts, Level 5, 12 Credits.

Compulsory Modules, Level 6: 212 Credits

• Interior Design Communication 2, Level 6, 16 Credits.
• Products and Materials 2, Level 6, 16 Credits.
• Professional Practice for Interior Design 1, Level 6, 12 Credits.
• Professional Practice for Interior Design 2, Level 6, 12 Credits.
• Products and Materials 3, Level 6, 12 Credits.
• Interior Design 1, Level 6, 36 Credits.
• Human Environment Needs 1, Level 6, 12 Credits.
• Interior Construction, Codes and Regulations 2, Level 6, 16 Credits.
• Interior Design 2, Level 6, 20 Credits.
• Interior Design 3, Level 6, 20 Credits.
• Human Environment Needs 2, Level 6, 12 Credits.
• Interior Design 4, Level 6, 16 Credits.
• Human Environment Needs 3, Level 6, 12 Credits.

Compulsory Module, Level 7: 36 Credits

• Interior Design 302, Level 7, 36 Credits.

Elective Modules, Level 5 and 6, 48 Credits: (Choose minimum of 48 Credits)

• Interpersonal Communication and Self, Level 5, 8 Credits.
• Introduction to Technopreneurship, Level 5, 8 Credits.
• Values in the Workplace, Level 5, 8 Credits.
• Information and communication technology literacy and skills, Level 5, 8 Credits.
• Sustainable Earth Studies, Level 5, 8 Credits.
• World of Work, Level 5, 8 Credits.
• Media and Visual Literacy, Level 5, 12 Credits.
• Critical Thinking, Level 5, 12 Credits.
• Social Responsibility and Sustainable Community Development, Level 5, 12 Credits.
• Equality and Diversity, Level 6, 8 Credits.
• Gender Studies, Level 6, 8 Credits.
• Community Engagement, 6, 8 Credits.

1. Apply logical, critical and creative solutions to Interior Design strategies.
2. Conduct research and apply resulting knowledge to an applied practice within Interior Design.
3. Communicate and visually present complex arguments and designs effectively in oral, visual and written form to diverse audiences using appropriate levels of technology to do so.
4. Analyse the impact of cultural, environmental and human behavioural topics within the built environment.
5. Apply professional ethics and practice to all business and communication and take responsibility for their own learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Research the problem appropriately, identifying key issues, problems, targets, objectives and costs, and incorporating social, cultural and economic factors within brief requirements. Analyse and interpret knowledge in order to formulate Interior Design concepts, work plans, strategies, or other solutions which answer these requirements.
• Demonstrate innovation, reflection and synthesis in developing Interior Design interventions, including both logical and lateral approaches.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate a research problem or question, develop a research plan, and conduct the necessary research.
• Investigate and develop competencies in research methodologies, skills and practices, including visual, textual and verbal forms of research.
• Analyse data, reflect on and critique both research and the design process using current Interior Design theory and history; and apply an awareness of social, cultural, economic and environmental effects and sustainability.
• Engage creatively with disciplines outside of Interior Design in collaborative interdisciplinary and real-world projects.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate appropriate visual, oral, written, and listening abilities, using live and technologically mediated skills, with individuals and groups.
• Effectively communicate with a variety of audiences.
• Discuss the importance of context through an awareness of social, ethical and cultural issues in formulating responses.
• Demonstrate understanding and correct use of appropriate design concepts and terminology.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse the impact of cultural, environmental and social issues on Interior Design projects.
• Understand and use relevance of cultural, environmental and social issues to develop responsible citizenry.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply knowledge and application of professional business practice, including ethical and professional issues, codes of conduct, contracts, values and formal structures, rules, laws and guidelines as relevant to the broad Interior Design industry.
• Demonstrate an understanding of human-centredness in business, including the complexities of working in teams, management skills, and the place of professional practice in determining social, cultural and environmental benefit and sustainability.
• Document and control costs, income, timeframes and other business aspects of a project accurately and as appropriate, and thus demonstrate sufficient general business competency to be able to practice as a professional Interior Designer.
• Apply forms of business communication effectively and clearly, including written, visual, and live audio/visual information and presentations.

Integrated Assessment

Integrated Assessment implies the assessment of both theoretical and practical components of a module within one assessment event. It combines a number of different elements, and will require learners to bring together a range of learning outcomes.

Assessment types are varied and based on continuous assessment principles in order to be appropriate to a diverse learner group and include, but are not limited to; self and peer assessment, practical assessment, forms of written formative and summative assessment, project assessment and oral assessment.

Both formative and summative assessments are employed in this qualification. Formative assessment is used to support teaching and learning and assists in planning future learning engagements. It is used to identify the learner's strengths and weaknesses and provides feedback on academic progress during the development of concepts.

Summative assessment is used to determine learner competency and is typically scheduled at the end of a unit which results in credit being rewarded and reported.

A range of assessment methods are used with a range of assessment instruments, such as, but not limited to

• Face to face contact with learners: Live, regular formative feedback with individuals and groups.
• Assignments: Problem solving activity with stipulated guidelines and clear structure presented orally or in writing, in collaboration or independently. The assignments may include essays and research reports which can be formatively supported through the Faculty of Arts and Design Writing Centre.
• Case Studies: A description of an experience, which can be written or orally presented in groups or individually.
• Tests: Written tests and workbooks may be included for theoretical subjects where appropriate.
• Portfolios: A collection of evidence relating to predetermined outcomes usually at the end of a module.
• Project Briefs: An investigation into a specific area, with a practical outcome, developed under supervision with support. At more senior levels this can also include an industry simulated project mentored by a professional interior designer.
• Journaling: A collection of thoughts and experiences which can be used for critical self-reflection.

The institution's assessment policy defines and requires criteria for such assessment. It stipulates that assessment practices be open, transparent, fair, valid and reliable.