Design PAT GR 12 2016 Eng

Downloaded from hlayiso.com DESIGN GUIDELINES FOR PRACTICAL ASSESSMENT TASKS 2016 These guidelines consist of 20 pages and a 1-page annexure. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 2 DBE/PAT 2016 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. TEACHER GUIDELINES 3 2.1 How to administer PATs 3 2.2 Assessing the PATs 11 2.3 Moderation of PATs 13 2.4 Declaration of authenticity 15 3. LEARNER GUIDELINES 15 3.1 Instructions to the learner 15 3.2 Tasks 15 3.3 Assessment/Moderation rubrics/tools 19 3.4 Requirements for presentation 19 3.5 Timeframes 19 3.6 Absence/Non-submission of tasks 19 3.7 Declaration of authenticity 19 4. LIST OF RESOURCES 20 5. CONCLUSION 20 ANNEXURE A: Declaration of authenticity ACRONYMS CAPS Curriculum and Assessment Policy Statement FET Further Education and Training NCS National Curriculum Statement NSC National Senior Certificate PAT Practical Assessment Task POA Programme of Assessment SBA School-based Assessment Copyright reserved Please turn over

Downloaded from hlayiso.com Design 3 DBE/PAT 2016 NSC 1. INTRODUCTION The 16 Curriculum and Assessment Policy Statement subjects which contain a practical component all include a practical assessment task (PAT). These subjects are: • AGRICULTURE: Agricultural Management Practices, Agricultural Technology • ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts • SCIENCES: Computer Applications Technology, Information Technology • SERVICES: Consumer Studies, Hospitality Studies, Tourism • TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. The PATs for Design will be showcased into a cohesive body of work that is seen in the context of an exhibition environment. This Retrospective Exhibition therefore reflects the final PAT assessment for each learner in the country. 2. TEACHER GUIDELINES 2.1 How to administer PATs • Design teachers will set their own practical assessment tasks. The creative nature of Design encourages teachers to develop themes relevant to their specific contexts. These themes will then determine specific briefs to be completed by the learners for each PAT. • Teachers must design THREE separate practical assessment tasks that are undertaken during the academic year (terms 1 to 3). The trial examination practical will be the task for term 3. • Each task should include both Topic 1 (process) and Topic 2 (the making of the product). • Marks for each PAT should be allocated as follows: Topic 1: The process (50 marks) Topic 2: The product (50 marks) Copyright reserved Please turn over

Downloaded from hlayiso.com Design 4 DBE/PAT 2016 NSC • Choosing themes for the PATs:  Teachers should choose themes to guide their briefs (e.g. if the theme is 'Improved Living' a brief could focus on finding a variety of solutions to improve living).  You may develop your own themes and/or choose them from the approved textbooks.  You may decide on a broad theme for the annual practical work and then sub-divide them into specific briefs, one per term. This will result in a more coherent body of work in the retrospective exhibition. • You should ensure that at least 60% of each PAT is done in class under your supervision as you have to authenticate the work as the learner's own. If you cannot authenticate the work it should NOT be marked. • The PATs should be set in accordance with the context of the school. Teachers should give specific instructions in the brief to set the requirements for the PAT. All PATs should run concurrently with the term's prescribed 'Design in a Business Context' research modules (terms 1 and 2). Summary of the year's practical tasks: TERM 1 TERM 2 TERM 3 TERM 4 PAT 1 PAT 2 TRIAL PRACTICAL RETROSPECTIVE EXHIBITION: EXAMINATION • PATs 1 and 2 • Trial examination practical • ONE best Grade 11 work • TWO Business Context research modules* AND PAPER 2 (FINAL PRACTICAL EXAM) *TERM 1: Design in a business context as part of Topic 1 The focus in the first term is on a basic understanding of the marketing of design products aimed at a specific target market through the use of packaging and advertising as marketing tools. *TERM 2: Design in a business context as part of Topic 1 The focus in the second term is on career opportunities within the design discipline: Range, scope, training needed and training available and how to apply for a job. Research or study any ONE award-winning South African designer/design agency/creative director. It would be beneficial if this relates to the career discipline that has been researched. Both of the research tasks above should be presented in the form of a comprehensive and formally structured assignment or activity that shows evidence of thorough and coherent planning and referencing skills. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 5 DBE/PAT 2016 NSC RETROSPECTIVE EXHIBITION This exhibition shows substantial evidence of the learner's design skills and knowledge developed over a period of time. It showcases the learner's practical design development in presenting a cohesive body of work as seen in a retrospective exhibition. The exhibition is very similar to a designer's pitch when presenting his/her work to prospective clients. This exhibition should therefore be well planned in terms of its concept and presentation. The Retrospective Exhibition showcases further development of the PATs into a cohesive body of work that is seen in the context of an exhibition environment. An example of a retrospective exhibition assessment rubric is provided on page 14. The table below is a checklist for the contents of PAT 1 and PAT 2. TOPIC 1: MARKS DESIGN PROCESS DESCRIPTION (50) (sourcebook) Expression of intention and Brainstorm or do a mind map of ideas to rationale/concept explore the theme and the intention of the brief. Develop a concept. A rationale 10 should be provided to validate the design solution found. Evidence of research, Research the brief and find relevant experimentation and reflection source materials (visual references). Show evidence of research by completing a few thumbnail sketches of ideas. Design a few different solutions 10 that explore the brief. Evidence of experimentation, e.g. a mood board should be visible. Exploration of different materials and techniques should be encouraged. Evidence of detailed planning, Generative drawings should explore a drawing skills and presentation variety of solutions to the brief (different techniques and materials). Drawing 10 skills development should be evident. This process should be creatively presented. Evidence of final drawing/ Show evidence of the final design collage/maquette related to the solution in the form of a detailed, 10 final concept annotated drawing/collage/maquette/ prototype, etc. Research: Design in a business PAT 1: Basic understanding of context marketing design products aimed at a specific target market through the use of packaging and advertising as marketing 10 tools. PAT 2: Career opportunities within the design discipline: Range, scope, training needed and training available. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 6 DBE/PAT 2016 NSC TOPIC 2: DESCRIPTION MARKS DESIGN PRODUCT (50) Creativity/Originality/Interpretation Is the work unique, original and 10 relevant to the brief? Evidence of design involvement Overall impression. How have the elements and principles been used to 10 create a unique design solution? Technique/Craftsmanship/Method How technically competent is the final product? Is the craftsmanship 10 adequate and professional? Time management Evidence of and utilisation of available time to complete the product. Does the design product show 10 legitimate involvement in the making of the design product? Professional presentation and Does the product fulfill its function? functionality Is the product presented professionally and neatly? Does the 10 product solution work in relation to the brief? Due date(s) should be advised by the teacher. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 7 DBE/PAT 2016 NSC A few ideas and approaches to guide the development of the PATs Successful designs are created when learners play with ideas and generate different approaches responding to purposeful tasks, in imaginative, unique and personal ways. The Design teacher should guide the creative process from start to finish. How to choose a theme: Teachers are advised to choose themes relevant to the context of the learners and the time in which we live. The theme should be carefully considered in order to ensure that the learners are not disadvantaged in any way. The theme will then determine the requirements of the brief. How to set a brief: A brief should outline the following: • Identify a problem/need/opportunity that offers the learner an opportunity to create an aesthetical pleasing functional design solution • Stipulate the format, medium/material, technique specifications • Request or specify possible target market(s) • Specify deadline(s) clearly TIP Although learners should receive a written brief, it is sometimes a good idea to give the brief just before making the final product. Topic 1 would then consist of a series of 'building blocks' given at consecutive times to ensure experimentation and the development of the process. With careful planning the teacher will know where these 'building blocks' will lead the learners. Learners might not know where it is leading to, creating constant aspects of surprise. It also combats the tendency that learners get stuck on a first idea, without really experimenting and researching other possibilities. Furthermore the process or workbook will be almost completed before the making of the final product. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 8 DBE/PAT 2016 NSC TOPIC 1 – Sourcebook guidelines for the teacher Brainstorming, selection and evaluation of ideas: • Help the learner to find his/her own creative voice during the design process. • Learners should start by noting or illustrating all possible ideas, activities, issues, etc. relating to the theme, i.e. in a mind map, photo journal, collage, etc. • It is important to emphasise that the purpose of almost any design is to add value to life and the world we find ourselves in. • While learners are gathering ideas, try to lead their thought processes to those that are personal, unusual, innovative and challenging and fills them with passion. Try to lead them to individual and innovative approaches. • When evaluating ideas with the learner, eliminate ideas that are 'kitsch' (e.g. the obviously borrowed ideas like a 'flower lamp'), insincere (e.g. world peace poster) or overtly pretty and lacking in substance or function (e.g. a glitter book cover). • Encourage learners to source quality imagery. Discourage the use of already existing photographs and designs. It is preferable to explore a topic first-hand (use own photographs or direct observational drawings) as many images taken from the Internet are generic and of poor quality. • Help them to develop as effective, independent learners and as critical, reflective thinkers with enquiring minds. • Ensure the extensive use of drawing to express perception and innovation, to communicate ideas in a skilled way. How to generate ideas: Drawing mind maps A mind map is a good tool for coming up with ideas that are connected to a central theme. The end result of mapping should be a web-like structure of words and ideas or even images. A few quick guidelines • Start by placing the theme in the middle of the page (write the word and/or draw an image of it) • Draw at least four thick organic looking branches radiating outwards from the central keyword/image, etc. Different colours can be used to represent each branch. • Draw additional branches that extend from the main branches. The words on these branches are sub-topics of the words you wrote on the main branches. • Keep expanding the mind map outwards with additional sub-topics/keywords and branches. Useful website: http://blog.iqmatrix.com/how-to-mind-map Copyright reserved Please turn over

Downloaded from hlayiso.com Design 9 DBE/PAT 2016 NSC Example of a mind map: Theme: Movement • Moving versus stagnancy • Moving from A to B • Walking, running, crawling, driving • Slow versus fast • Symbols depicting movement • Movement in culture/tradition • Movement in time • Movement as optical illusion • Real versus optical • Process as movement • Textures in movement • Line in movement • Shapes and forms • Colour • Metaphors Below are examples of a few activities that will help learners to generate ideas and develop 'building blocks' using the theme of movement before handing out the brief. • Experiment with movable objects/designs. • These experiments can be placed in the sourcebook and might trigger ideas for the final work. • Give learners 10 minutes to collect 10 images from magazines that depict movement. Hand out photocopies of additional examples. Using all the images learners should make a collage in approximately 20 minutes. This exercise should be done before handing out the brief, as they will then work more freely. After they have received the brief, they can go back to these collages to see if they can use some of it. This is a way to create interesting juxtapositions. • Play word games using a thesaurus to take them on a journey of synonyms that open up new possibilities for inspiration, e.g. action, advance, evolution, flow, progression, transit, etc. • Ask learners to do drawings of different forms of movement based on some of the examples above. These could address issues such as the carbon footprint or they could just be interesting surrealistic juxtapositions. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 10 DBE/PAT 2016 NSC Experimentation: • Guide learners to experiment with media and processes, to produce trial examples, prototypes, and mood boards or colour charts. • Exploring should be purposeful and relevant to the design solution. Drawing skills The development of drawing skills should be evident. A variety of solutions to the brief should be explored through the use of drawings (thumbnails, idea/conceptual, technical/construction and observation). During the course of the year this exploratory process should reflect the use of different drawing materials (e.g. erasers, pens, ink, bleach, string, wire, etc.) and a wide range of drawing techniques (e.g. stippling, hatching, doodling, scribbling, tonal drawing) and styles (naturalistic, expressive, gestural) should be explored. This process should be creatively presented and annotated. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 11 DBE/PAT 2016 NSC 2.2 Assessing the PATs Assessment criteria for PAT 1 (term 1) and PAT 2 (term 2) TOPIC 1: SOURCEBOOK/WORKBOOK CRITERIA Expression of intention and rationale/concept 10 Evidence of research, experimentation and reflection 10 Evidence of detailed planning, drawing skills and presentation 10 Evidence of final drawing/collage/maquette related to the final concept 10 Research: Design in a business context 10 TOTAL 50 TOPIC 2: THE PRODUCT/PRACTICAL CRITERIA Creativity/Originality/Interpretation in terms of the concept and solutions 10 relevant to the brief Evidence of design involvement: The appropriate use of design elements 10 and principles Technique/Craftsmanship/Method 10 Completion of work/time management/evidence of full utilisation of 10 available time Professional presentation and functionality of the design solution 10 TOTAL 50 COMBINED TOTAL OF TOPIC 1 AND TOPIC 2 100 ASSESSMENT CRITERIA FOR TRIAL EXAMINATION PRACTICAL: (To be completed during term 3) TOPIC 1: SOURCEBOOK/WORKBOOK CRITERIA Expression of intention and rationale 10 Evidence of research, experimentation and reflection 10 Evidence of detailed planning and presentation related to the final concept 30 TOTAL 50 TOPIC 2: THE PRODUCT/PRACTICAL CRITERIA Creativity/Originality/Interpretation in terms of the concept and solutions 10 that are relevant to the brief Evidence of design involvement: the appropriate use of design elements 10 and principles Technique/Craftsmanship/Method 10 The design solution must show evidence of at least 12 hours of work under 10 controlled circumstances Professional presentation and functionality of the design solution 10 TOTAL 50 COMBINED TOTAL OF TOPIC 1 AND TOPIC 2 100 Copyright reserved Please turn over

Downloaded from hlayiso.com Design 12 DBE/PAT 2016 NSC This taxonomy should be used in conjunction with the assessment criteria for PAT 1 (term 1) and PAT 2 (term 2) shown on page 10. COGNITIVE LEVEL DESCRIPTORS FOR PRACTICAL PROJECTS An example: WILLIAMS' TAXONOMY: WILLIAMS' TAXONOMY: COGNITIVE (THINKING) AFFECTIVE (FEELING) Fluency Flexibility Originality Elaboration Risk-taking Complexity Curiosity Imagination (the generation (the generation (the generation (the expansion, (experiment- (the ability to (the ability to (the ability to of ideas, of alternatives of new, unique enlargement, ing, trying new create wonder, build mental answers, and variations, and novel enrichment or challenges) structure out of ponder, pictures, responses, adaptations, responses/ embellishment chaos, to bring contemplate or visualise possibilities to different ideas/ solutions) of ideas to logical order to puzzle) possibilities a given solutions/ make it easier a given and new things situation/ options) for others to situation and/or or reach problem) understand or to see the beyond make it more missing parts) practical limits) interesting) The learner The learner The learner The learner The learner The learner The learner The learner generated was able to generated took the idea(s) tried new ideas was able to fill looked at was able to many ideas adapt and creative much further, through risky in the missing various options visualise and many consider solutions adding enough experiment- parts to make and put in a lot possible possible alternative detail for other ation up a complete of thought solutions, even solutions to the solutions or people to solution if not problem/brief options understand it practically implementable Descriptors for the assessment criteria for TOPICS 1 and 2 Outstanding 90–100 Exceptional ability; richness; insightful; fluent; high skill; observation and knowledge powerfully expressed; supported by an original or unusual process and design solution. Outstanding and original presentation of the process and the product. Excellent 80–89 Striking impact; most of the above; detailed; well organised and coherent; polished; skill evident; supported by an original/unusual/relevant design process and solution; presentation original and considered. Some minor flaws evident. Very good 70–79 Well-organised, as above, but lacks the impact; good level of competence and selection of content; supported by a relevant design process and solution; obvious care and effort taken with original presentation. Some obvious inconsistencies/ flaws evident. Good 60–69 Interesting presentation; clear intent; convincing; simple direct use of chosen medium; displays understanding but tends towards the pedestrian and stereotyped response at times; adequate design process and solution; reasonable effort taken with presentation. Distracting/Obvious inconsistencies. Average 50–59 Adequate; feels mechanical; derivative or copied; little insight; unimaginative; design process and solution not always clearly identified; fair presentation. Many distracting inconsistencies. Below average 40–49 Enough work to pass; not logically constructed: some flashes of insight; limited selection of information; poor technical skills might be a contributing factor; no real design process and solution; clumsy or careless presentation. In need of support/motivation to pass. Weak 30–39 Visually uninteresting; uncreative; limited/poor technical skill used; little attempt to present information in an acceptable manner; little or no design process and solution; general lack of commitment. In need of support/motivation to pass. Very weak 20–29 Very little information or irrelevant work/design process and solution. No effort Fail made to present work in an acceptable manner. General lack of commitment and technical skill. Unacceptable 0–19 Incoherent; irrelevant, very little or no work; lack of even limited skills being applied. Fail No commitment and technical skill. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 13 DBE/PAT 2016 NSC 2.3 Moderation of PATs This moderation tool is strictly for the purpose of moderation. The PATs should be both internally and externally moderated. Schools will be notified by the provinces concerning date, time and venue for the external moderation of PATs and examination work. A possible moderation tool for Design PATs Subject: DESIGN Date: ____________ 1. THE PAT BRIEF √ OR x Clear instructions of what is expected, relevant to the specific grade Visual inspiration The brief provides for the development of/gives the opportunity for the following: • Fluency (the generation of ideas, answers, responses, possibilities for a given situation/problem) • Flexibility (the generation of alternatives, variations, adaptations, different ideas/solutions/options) • Originality (the generation of new, unique and novel responses/solutions) • Elaboration (the expansion, enlargement, enrichment or embellishment of ideas to make it easier for others to understand or to make it more interesting) • Risk-taking (experimenting, trying new challenges) • Complexity (the ability to create structure out of chaos, to bring logical order to a given situation and/or to see the missing parts) • Curiosity (the ability to wonder, ponder, contemplate or puzzle) • Imagination (the ability to build mental pictures, visualise possibilities and new things or to reach beyond practical limits) Clear assessment criteria Due date(s) and time management 2. ASSESSMENT OF PATS Relevant to the specific grade, in line with standard of province, i.e. realistic marking Use of assessment criteria 50 marks for sourcebook including assessment of the following: • Intention and rationale of the brief (for example in the form of a mind map, visual presentation, etc.) • Evidence of research, experimentation and reflection (for example thumb-nail sketches, mood boards, etc.) • Evidence of detailed planning, drawing skills and presentation relevant to the design brief • Evidence of final drawing/collage/maquette related to the final concept • The Design in a Business Context research modules 50 marks for product(s) including assessment of the following: • Creativity/Originality/Interpretation in terms of the concept and solutions relevant to the brief • Evidence of design involvement: The appropriate use of design elements and principles • Technique/Craftsmanship/Method • Completion of work/time management/evidence of full utilisation of available time • Professional presentation and functionality of the design solution Copyright reserved Please turn over

Downloaded from hlayiso.com Design 14 DBE/PAT 2016 NSC A possible moderation tool for the Retrospective Exhibition Subject: DESIGN Date: ____________ 1. THE RETROSPECTIVE EXHIBITION √ OR x Clear instructions of what is expected, relevant to the specific grade Visual inspiration The brief provides for the development of/gives the opportunity for the following: • Fluency (the generation of ideas, answers, responses, possibilities for a given situation/problem) • Flexibility (the generation of alternatives, variations, adaptations, different ideas/solutions/options) • Originality (the generation of new, unique and novel responses/solutions) • Elaboration (the expansion, enlargement, enrichment or embellishment of ideas to make it easier for others to understand or to make it more interesting) • Risk-taking (experimenting, trying new challenges) • Complexity (the ability to create structure out of chaos, to bring logical order to a given situation and/or to see the missing parts) • Curiosity (the ability to wonder, ponder, contemplate or puzzle) • Imagination (the ability to build mental pictures, visualise possibilities and new things or to reach beyond practical limits) Clear assessment criteria Due date(s) and time management 2. ASSESSMENT OF EXHIBITION Relevant to the specific grade, in line with standard of province, i.e. realistic marking Use of assessment criteria 80 marks for exhibition including assessment of the following: • Creativity/Originality/Interpretation in terms of the concept and solutions relevant to the brief • Evidence of design involvement: Evidence of detailed planning and appropriate use of design elements, principles and materials in presenting the exhibition as a cohesive body of work. Technique/Craftsmanship/Method/Competence utilised in presenting the exhibition. • Completion of ALL PATs/time management/evidence of progressive design development in presenting a substantial, cohesive body of work. • Professional presentation and functionality of the exhibition to the viewer. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 15 DBE/PAT 2016 NSC 2.4 Declaration of authenticity Refer to ANNEXURE A. 3. LEARNER GUIDELINES 3.1 Instructions to the learner • The completion of all PATs is compulsory. Non-compliance in this regard will compromise your final Design result. • PLAGIARISM should be avoided at all costs. Direct copying of an image or design that is not your own will be severely penalised. This will result in a school-based assessment irregularity. Utmost importance is placed on the process of transformation and manipulation of the source material. You are encouraged to provide solutions in relation to your design brief that are unique and original. • Adhere to the deadline(s) as stipulated in the brief. • Ensure that your brief for each PAT is pasted in your sourcebook. • Ensure that all work is professionally presented. 3.2 Tasks TASK 1 (Term 1): TASK 3 (Term 2): TASK 5 (Term 3): Practical Assessment Practical Assessment Trial Examination Task (100) Task (100) Practical Task (100) Topic 1: Prep/Sourcebook/ Topic 1: Prep/Sourcebook/ Topic 1: Prep/ Business Module 1 Business Module 2 Sourcebook (50) (50) (50) Topic 2: Finished practical Topic 2: Finished practical Topic 2: Finished practical work/product work/product work/product (50) (50) (50) These practical tasks allow learners to demonstrate their technical and problem-solving skills and show evidence of innovative thinking and insight. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 16 DBE/PAT 2016 NSC These practical tasks will allow you to demonstrate your technical and problem-solving skills and show evidence of innovative thinking and insight. Listed below is a guideline of some approaches you may adopt. What designers do? Remember Create Imagine Feel Observe Distort Experiment Invent Play Repeat Transform Investigate Plan Analyse Symbolise You should do the same! • It is important to develop your particular strengths. Some of you will be careful planners, while others work more intuitively. • You should be a confident risk-taker. Try out new ideas and processes without fear of failure. • Creative activity may take place at a number of different levels, from producing a collage or product inspired by an existing idea or design, to developing an entirely fresh and individualised process and outcome. An idea is only as good as its execution. Technically inferior work will ruin a good idea. • A design is first and foremost an expression of its medium. In all great designs, the subject and the means by which it is rendered are inseparable. You should master technique to protect its content. • Consider the purposeful use of the elements and principles in your design process. • Discuss your body of work continuously with the teacher. It will help you to identify your strengths and weaknesses. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 17 DBE/PAT 2016 NSC Tips for TOPIC 1 (Sourcebook): The source book could include the following: • Sketches and preparatory drawings • Images, articles, excerpts, samples, photographs, etc. collected by you • Objects (pieces of paper, packaging, tickets, etc.) which you find interesting, stimulating, of personal significance or which may prove useful for a practical project at some stage • Doodles, words, sketches, notations, related to your experiences and context • Research a wide variety of designers and examples that will inform your practical work • Investigation of different techniques and materials • Mind maps to generate ideas • Documentation of any process work Examples of TOPIC 1 (Sourcebook) approaches: Copyright reserved Please turn over

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Downloaded from hlayiso.com Design 19 DBE/PAT 2016 NSC 3.3 Assessment/Moderation rubrics/tools Refer to pages 4 and 5 of the Teacher Guideline. 3.4 Requirements for presentation TOPIC 1 (Sourcebook) • Clearly write your name and surname on the front cover of your sourcebook. • Label each PAT clearly. • Paste in your brief for each PAT. • Your sourcebook should reflect activities chronologically. • Paste all work in your sourcebook securely. • Present your work in your sourcebook neatly and creatively. • Ensure that this document/sourcebook opens easily. TOPIC 2 (Product) • Clearly label your product for each PAT. • Your product must be professionally presented. 3.5 Timeframes All PATs are to be completed according to the specified date(s) of the brief. Failure to complete the PATs and the TRIAL PRACTICAL EXAMINATION could result in an incomplete SBA mark. This will severely compromise your final matric result. 3.6 Absence/Non-submission of tasks (consequences) The absence of ANY PAT without submitting a doctor's certificate will result in an incomplete mark. At least 60% of ALL tasks MUST be done in class, under supervision of your teacher. Your teacher has to authenticate the work as your own. When your work is done at home your teacher cannot declare authenticity and the work will NOT be marked. 3.7 Declaration of authenticity Refer to ANNEXURE A. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 20 DBE/PAT 2016 NSC 4. LIST OF RESOURCES The teacher should have the following resource materials in the classroom: • LTSM subject to availability • Any of the textbooks approved by the national Department of Basic Education • Any design magazines, e.g. House and Leisure, World of Interiors, Visi, Elle Decor, etc. Useful websites: • www.behance.com • www.pinterest.com • www.yatzer.com • www.dezeen.com • www.itsnicethat.com • www.underconsideration.com/fpo • www.ineedaguide.blogspot.com • www.lostateminor.com • www.coutequecoute.blogspot.com • www.antwerp-fashion.be • www.logopond.com • www.thedieline.com 5. CONCLUSION On completion of the practical assessment task learners should be able to demonstrate their understanding of the industry, enhance their knowledge, skills, values and reasoning abilities as well as establish connections to life outside the classroom and address real-world challenges. The PAT furthermore develops learners' life skills and provides opportunities for learners to engage in their own learning. Copyright reserved

Downloaded from hlayiso.com Design DBE/PAT 2016 NSC ANNEXURE A DECLARATION OF AUTHENTICITY This is to declare that at least 60% of this PAT was done under the supervision of the Design teacher. This declaration certifies that all work submitted is original and the work of the learner. Learner School District PAT 1 / 2 / Trial Examination: (Select and encircle ONE only) Signature Date Learner Teacher Principal School stamp Copyright reserved