Higher Certificate in Spatial Design

Purpose

The purpose of the Higher Certificate in Spatial Design is to prepare learners to enter further studies in various spatial design professions including architecture, interior design, spatial design, and furniture design, and to enter the workplace at the level of an interior decorator, as linked to the competencies of the African Institute of the Interior Design Professions (IID).

The qualification is aimed at school leavers interested in the spatial design professions, who want to pursue an interior design career, who are not necessarily sure of which spatial design direction they want to pursue, and those who do not qualify to enter a diploma or bachelor's degree, as well as mid-career interior enthusiasts who have limited or no theoretical background, as well as mid-career persons who are considering a career change. Learners will have an informed understanding of the various aspects of interior design and decoration, including the theory of spatial design, basic documentation standards and requirements, awareness of how a building works, and the objects, such as furniture and fittings, that form part of the interior design process.

Upon completion of this qualification, qualifying learners will be able to

• Appreciate the theories and conventions of spatial design practices and the application thereof in the design process for the creation of sustainable and user-orientated environments.
• Demonstrate an informed understanding of the technologies and methods used in spatial design practices for sustainable development and production.
• Produce basic documentation to effectively communicate spatial design projects at different stages of the design process and for various role players.
• Employ graphic, digital, mathematical, verbal, and written literacy skills related to spatial design practices.
• Identify the role and scope of spatial design professionals and associated ethical conduct, social and environmental obligations, entrepreneurial potential, and operational responsibilities.
• Demonstrate awareness of creative and innovative approaches for spatial design practices as an individual or as part of a team.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC) NQF Level 4, granting access to higher certificate studies.

Or

• National Certificate (Vocational) NQF Level 4, granting access to higher certificate studies.

Or

• Senior Certificate (SC) without endorsement NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5,120 Credits

• Interior Design Studio, 20 Credits.
• Architectural Design Studio, 20 Credit.
• Furniture Design Studio, 20 Credits.
• Literacies for Spatial Design, 20 Credits
• Professional Development for Spatial Design, 20 Credits.
• Creativity for Spatial Design, 20 Credits.

1. Appreciate the theories and conventions of spatial design practices and the application thereof in the design process for the creation of sustainable and user-orientated environments.
2. Demonstrate an informed understanding of the technologies and methods used in spatial design practices, methods and procedures for sustainable development and production.
3. Produce basic documentation to effectively communicate spatial design projects at different stages of the design process and for various role players.
4. Employ graphic, digital, mathematical, verbal, and written literacy skills related to spatial design practices.
5. Identify the role and scope of spatial design professionals and associated ethical conduct, social and environmental obligations, entrepreneurial potential, and operational responsibilities.
6. Demonstrate awareness of creative and innovative approaches for spatial design practices as an individual or as part of a team and take appropriate action where necessary.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and apply basic spatial design theories in the design process for the creation of sustainable and user-orientated environments.
• Identify fundamental spatial design and organisation principles and user requirements.
• Complete a design process for sustainable spatial objects and environments.
• Present spatial design solutions to well-defined spatial design problems.
• Apply basic precedent analysis skills.

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss spatial objects and environments as integral to a system of sustainability and regeneration.
• Examine and apply a variety of basic spatial design construction methods, materials, and services to solve simple technological challenges.
• Identify passive environmental and technological principles for the design of sustainable spatial objects and environments.

Associated Assessment Criteria for Exit Level Outcome 3

• Produce basic spatial design representations that effectively communicate the design process and design ideas.
• Develop basic contract and production documentation for simple-built structures, interiors, and furniture under supervision and as part of a professional team.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and employ appropriate graphic techniques and media for a variety of applications, including the recording of information and various forms of communication and documentation.
• Apply software programs for spatial design modeling, presentation, documentation, and administration.
• Execute basic mathematical calculations related to spatial design and documentation practices.
• Apply appropriate vocabulary in communication-related to spatial design practice at a basic level draughtsperson level.
• Compile a basic but comprehensive academic research project.

Associated Assessment Criteria for Exit Level Outcome 5

• Define the spatial design professional's position in the broader built environment and different types of spatial design practices.
• Recognise the impact of the spatial design profession and the role of spatial designers in South Africa.
• Explain the operational systems of a spatial design office.
• Develop a career plan and course of action for the future.
• Describe the attributes and skills of an entrepreneur in spatial design.
• Participate in an organised community engagement and/or simulated office project.

Associated Assessment Criteria for Exit Level Outcome 6

• Explain creativity in spatial design practice.
• Employ innovation and abstract reasoning in relation to solving simple spatial design problems.
• Participate in design processes through the innovative exploration of simple design problems.
• Contribute to individual and collaborative design conversations with lecturers and peers.

INTEGRATED ASSESSMENT

In the Higher Certificate in Spatial Design assessment is continuous and forms an integral part of the teaching and learning strategy. The project-based, studio-learning methodology requires the submission of projects in all modules and the building of a portfolio as a representation of the body of work completed. Tests are set to facilitate learning of theoretical work, for formative rather than summative assessment.

Formative Assessment

Formative assessments count towards 60% of the final mark in all modules. Projects, and the process of completing the projects, form the primary assessment instrument for all modules. A project may contain multiple milestones that represent different assessment tasks (writing, drawing, quiz, discussion, etc.) to be successfully completed towards the final project outcome. Each milestone provides an opportunity for feedback and formative assessment, but not all milestones are graded. Feedback can be verbal, written, synchronous, or asynchronous. In the studio formative assessment (feedback) is provided by means of the design critique or "crit", a learning conversation through which learning is facilitated. In all cases, rubrics are provided to guide learning and facilitate grading.

Summative Assessment

The summative assessment counts toward 40% of the final mark in all modules. A portfolio review is used as the summative assessment instrument for each module. In spatial design education and the spatial design profession, a portfolio refers to a coherent and curated body of work. The portfolio may contain assignments, drawings, reflections, essays, and any other assessment outcome generated by the learners. A portfolio review is an accepted assessment instrument. In the portfolio review learners individually present their work to a panel of examiners. Learners can improve their work for their final portfolio review, and they are required to curate the portfolio to best represent their work. The portfolio can also be presented as part of a job application or towards applying for further studies. In all cases, rubrics are provided to guide learners learning and facilitate grading.