Higher Certificate in Design

Purpose

The purpose of the qualification is to lay a foundation in the broad principles and practices of design. The qualification introduces learners to creative and visual thinking, design thinking and the design process, visual communication methods, professional practice and the analysis and critique of design solutions. It offers an integrated combination of conceptual and applied skills and prepares learners to become flexible, problem-solving thinkers outside the boundaries of a single design discipline.

Upon qualifying the learner will be able to

• Understand simple academic texts, formulate arguments and communicate in an academically acceptable manner.
• Interpret, analyse and critique design with reference to visual culture.
• Schedule and manage a simple design project.
• Utilise a variety of media, tools and techniques to express design ideas and communicate information visually.
• Apply design thinking and the design process in order to generate solutions to basic design problems.

Rationale

The qualification caters for learners who have completed their National Senior Certificate with entry into Higher Certificate qualifications. Learners of the Higher Certificate are expected to enter the art or design industry in junior positions, or continue with further study in Degree or Diploma qualifications. As such, the qualification functions to widen access to higher education qualifications at level 6 and higher while providing at the same time a stand alone vocational-based qualification producing employable learners.

The knowledge and skills taught are fundamental to many visual and creative professions, and graduates will be able to transfer these to a variety of design specialisations, including visual communication design, interior design, product design and environmental design. Additionally, the qualification focuses on learners' command of the English language, particularly in academic reading and writing pertinent to visual culture and design theory.

Recognition of Prior Learning (RPL)

The institution's policy on Recognition of Prior Learning will make provision for admission into the qualification based on the qualifications and experience other than those noted in the admission criteria. Learners who have gained knowledge either non-formally or informally will undergo an RPL assessment, with the aim of confirming that the learner satisfies the learning assumed to be in place. The learner's artistic ability and English skills will be assessed by relevant qualified academics.

Entry Requirements

The minimum admission requirement is

• National Senior Certificate (NSC) with endorsement to enter Higher Certificate Studies.

Or

• National Certificate (Vocational) [NC(V)].

Or

• Senior Certificate (SC).

This qualification consists of compulsory modules at NQF Level 5, totalling 120 Credits.

• Design, 30 Credits.
• Communication 30 Credits.
• Professional Practice 30 Credits.
• Critical Studies 30 Credits.

1. Apply design thinking and the design process in order to generate solutions to basic design problems.
2. Utilise a variety of media, tools and techniques to express design ideas and communicate information visually.
3. Schedule and manage a simple design project.
4. Interpret, analyse and critique design with reference to visual culture.
5. Understand simple academic texts, formulate arguments and communicate in an academically acceptable manner.

Associated Assessment Criteria for Exit Level Outcome 1

• The context of simple design problems is investigated and researched.
• Different visual thinking tools (such as mind-mapping and sketching) are used to shape design problems.
• A range of creative techniques (such as brainstorming and lateral thinking) are employed to generate multiple design concepts.
• Original and innovative design solutions that reflect an appropriate use of the design elements and principles are generated.
• Appropriate materials, production techniques and processes required to implement design proposals are investigated.
• The design process is reflected upon and proposed design solutions are evaluated.

Associated Assessment Criteria for Exit Level Outcome 2

• A wide range of drawing techniques are employed in order to produce observational drawings, create images and express concepts.
• A variety of media is used to represent 2 and 3 dimensional design concepts (for example, painting, pen and ink, digital techniques, Marquette).
• Different types of visualisation methods (such as graphs, diagrams, models, collage) are used to communicate information visually.

Associated Assessment Criteria for Exit Level Outcome 3

• The milestones / deadlines in a project's lifespan (such as briefing, research, ideation, presentation, feedback, and final presentation) are adhered to.
• Steady and regular progress in the completion of design solutions is shown.
• Appropriate use of resources (such as teaching material, recommended references, the library, and expert advice) are sought and made.

Associated Assessment Criteria for Exit Level Outcome 4

• The design and visual culture theory is understood and appropriate vocabularies are used correctly.
• Design examples are analysed and interpreted in relation to a range of social, cultural, technological and historical contexts.
• Design examples are evaluated and critiqued according to function, aesthetic, context and resolution.
• Critical reflections on the ways in which design can be used to challenge or reinforce social, cultural, environmental and ethical issues are explained.

Integrated Assessment

In accordance with the institution's Assessment Policy, assessments integrate knowledge, skills, attitudes, which comprise the applied competence. Assessments will include both formative and summative assessment.

The learners' projects will be marked throughout the year for formative and continuous assessment. They will then be required to resubmit a portfolio of all their work at mid-year and end-of year for summative assessment which will be assessed.