Design PAT GR 12 2018 Eng

Downloaded from hlayiso.com DESIGN GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 12 2018 These guidelines consist of 25 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 2 DBE/PAT 2018 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. TEACHER GUIDELINES 3 2.1 How to administer PATs 3 2.2 Assessing the PATs 12 2.3 Checklist for the PATs 14 2.4 Declaration of Authenticity 15 3. LEARNER GUIDELINES 16 3.1 Instructions to the learner 16 3.2 Tasks 16 3.3 Assessment/Moderation rubrics/tools 20 3.4 Requirements for presentation 20 3.5 Time frames 20 3.6 Absence/Non-submission of tasks 20 3.7 Declaration of Authenticity 20 4. LIST OF RESOURCES 21 5. CONCLUSION 21 ANNEXURE A: DECLARATION OF AUTHENTICITY 22 ANNEXURE B: RETROSPECTIVE EXHIBITION RUBRIC 23 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 2018 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. NOTE: Trial Examination: Practical must be undertaken during the beginning of 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 2018 NSC • Choosing themes for the PATs: o 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). o Teachers may develop their own themes and/or choose them from the approved textbooks. o Teachers may decide on a broad theme for the annual practical work and then subdivide them into specific briefs, one per term. This will result in a more coherent body of work in the retrospective exhibition. • The teacher should ensure that at least 60% of each PAT is done in class under supervision as the teacher has to authenticate the work as the learner's own. If the teacher 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. PAT 1 and PAT 2 should run concurrently with the term's prescribed 'Design in a Business Context' research modules. Summary of the practical tasks during the year: TERM 1 TERM 2 TERM 3 TERM 4 PAT 1 PAT 2 TRIAL 1. RETROSPECTIVE EXHIBITION: EXAMINATION • PAT 1 and PAT 2 PRACTICAL • Trial Examination Practical • ONE best Grade 11 work (OPTIONAL) • TWO 'Business Context' research modules* 2. PAPER 2 (FINAL PRACTICAL EXAMINATION) *TERM 1: Design in a business context as part of PAT 1, Topic 1 The focus in Term 1 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. It is highly recommended that this research assignment should be directly linked to the design solution of each PAT. This research assignment can be presented as part of Topic 1 for PAT 1 and PAT 2. *TERM 2: Design in a business context as part of PAT 2, Topic 1 The focus in Term 2 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 contemporary 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 2018 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 an assessment rubric for the Retrospective Exhibition is provided on page 15. The table below is a rubric 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 that explore the 10 brief. Evidence of experimentation, e.g. a mood board should be visible. Exploration of different materials and techniques should be encouraged. Reflection of the process must be evident. Evidence of detailed planning, Generative drawings should explore a drawing skills and variety of solutions to the brief (different presentation techniques and materials). Drawing skills 10 development must be evident. This process should be creatively presented. Evidence of final drawing/ Show evidence of the final design solution collage/maquette related to the in the form of a detailed, annotated 10 final concept drawing/collage/maquette/prototype, etc. Research: Design in a PAT 1: Basic understanding of marketing business context design products aimed at a specific target market through the use of packaging and advertising as marketing tools. 10 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 2018 NSC TOPIC 2: MARKS DESCRIPTION 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 10 been used to 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 and utilisation of available time to complete the product. Does the design product show legitimate 10 involvement in the making of the design product? Professional presentation and Does the product fulfil its function? Is functionality the product presented professionally 10 and neatly? Does the 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 2018 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 aesthetically pleasing functional design solution. • Stipulate the format, medium/material, technique specifications. • Request or specify possible target market(s). • Specify deadline(s) clearly. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 8 DBE/PAT 2018 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 learners to develop as effective, independent individuals 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 and to describe/illustrate concept development. TIP It is sometimes a good idea to give the brief just after the following activity that will assist learners to generate ideas. 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, 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 9 DBE/PAT 2018 NSC 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 mind 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 subtopics of the words you wrote on the main branches. • Keep expanding the mind map outwards with additional subtopics/keywords and branches. [Source: http://blog.iqmatrix.com/how-to-mind-map] Copyright reserved Please turn over

Downloaded from hlayiso.com Design 10 DBE/PAT 2018 NSC Example of an 'exploration journey' related to a theme: 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 11 DBE/PAT 2018 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 12 DBE/PAT 2018 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 at the beginning of 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 conditions 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 13 DBE/PAT 2017 NSC This taxonomy should be used in conjunction with the assessment criteria for PAT 1 (Term 1) and PAT 2 (Term 2) shown above. COGNITIVE LEVEL DESCRIPTORS FOR PRACTICAL PROJECTS EXAMPLE: WILLIAMS' TAXONOMY: WILLIAMS' TAXONOMY: COGNITIVE (THINKING) AFFECTIVE (FEELING) Fluency Flexibility Originality Elaboration Risk-taking Complexity Curiosity Imagination (the (the (the (the (experiment- (the ability to (the ability to (the ability to generation of generation of generation of expansion, ing, trying new create wonder, build mental ideas, alternatives new, unique enlargement, challenges) structure out ponder, pictures, answers, and variations, and novel enrichment or of chaos, to contemplate or visualise responses, adaptations, responses/ embellishment bring logical puzzle) possibilities and possibilities to different ideas/ solutions) of ideas to order to a new things or to a given solutions/ make it easier given situation reach beyond situation/ options) for others to and/or to see practical limits) problem) understand or the missing make it more parts) interesting) The learner The learner The learner The learner The learner The learner The learner The learner generated was able to generated took the tried new was able to fill looked at was able to many ideas adapt and creative idea(s) much ideas through in the missing various visualise and many consider solutions. further, adding risky parts to make options and possible possible alternative enough detail experiment- up a complete put in a lot of solutions, even solutions to solutions or for other ation. solution. thought. if not practically the problem/ options. people to implementable. brief. understand it. 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 made Fail 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 14 DBE/PAT 2018 NSC 2.3 Checklist for the 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 (e.g. in the form of a mind map, visual presentation, etc.) • Evidence of research, experimentation and reflection (e.g. 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 15 DBE/PAT 2018 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 (20 marks) • 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 (20 marks) • Completion of ALL PATs/time management/evidence of progressive design development in presenting a substantial, cohesive body of work (20 marks) • Professional presentation and functionality of the exhibition to the viewer (20 marks) 2.4 Declaration of Authenticity Refer to ANNEXURE A. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 16 DBE/PAT 2018 NSC 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. Of utmost importance is 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/Sourcebook Business Module 1 (50) Business Module 2 (50) (50) Topic 2: Finished practical Topic 2: Finished practical Topic 2: Finished practical work/product (50) work/product (50) work/product (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 17 DBE/PAT 2018 NSC These practical tasks will allow you to demonstrate your technical and problem-solving skills and show evidence of innovative thinking and insight. Below is a guideline of some approaches you may adopt. What designers do? Remember Create Imagine Investigate Observe Distort Experiment Invent Play Repeat Transform Feel Symbolise Analyse Plan 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 18 DBE/PAT 2018 NSC Tips for TOPIC 1 (Sourcebook): The sourcebook 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 20 DBE/PAT 2018 NSC 3.3 Assessment/Moderation rubrics/tools Refer to pages 5 and 6 of the Teacher Guidelines. 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 Time frames All PATs are to be completed according to the specified date(s) of the brief. Failure to complete the PATs and the TRIAL EXAMINATION PRACTICAL could result in an incomplete SBA mark. This will compromise your final matric result severely. 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 21 DBE/PAT 2018 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 Please turn over

Downloaded from hlayiso.com Design 22 DBE/PAT 2018 NSC ANNEXURE A DECLARATION OF AUTHENTICITY 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/PAT 2/Trial Examination: (Choose and encircle only ONE.) Signature Date Learner Teacher Principal School stamp Copyright reserved Please turn over

Downloaded from hlayiso.com Design 23 DBE/PAT 2018 NSC ANNEXURE B POSSIBLE RETROSPECTIVE EXHIBITION RUBRIC 90–100% Outstanding ability that shows Outstanding Outstanding Outstanding Outstanding, original Outstanding richness, insightfulness and a creativity/originality/ technique/ management/evidence and professional fluent exhibition. High skill, interpretation in terms of craftsmanship/ of progressive design presentation of the observation and knowledge the concept and solutions method/competence development in retrospective exhibition. are powerfully expressed by relevant to all the PATs. showcased in each presenting a The exhibition showcasing outstanding, Evidence of design PAT as well as in substantial, cohesive showcases display original design solutions into a involvement in each PAT. presenting the body of work. The materials that are cohesive body of work. Evidence of detailed exhibition. exhibition reads as an relevant to the overall planning and appropriate outstanding, cohesive theme of the exhibition. use of design elements, body of work. ALL Each PAT, together principles and materials PATs are complete. with the exhibition, is in presenting each PAT. presented with outstanding visual functionality and appeal to the viewer. 80–89% Excellent, striking, impactful Excellent creativity/ Excellent technique/ Excellent Professional Excellent body of work that shows most originality/interpretation craftsmanship/ management/ presentation and of the above aspects with in terms of the concept method/competence evidence of functionality of the some minor flaws evident. and solutions relevant to used in presenting the progressive design exhibition to the Well-organised, detailed and the PATs. Evidence of exhibition. development in viewer. The exhibition coherent body of work that is design involvement in presenting a reads as a cohesive polished with skill that is each PAT. Evidence of substantial, cohesive body of work with little evident. The exhibition is detailed planning and body of work. ALL inconsistency. supported by original/ appropriate use of design PATs are complete. Excellent and original unusual/relevant design elements, principles and presentation of the solutions. materials in presenting retrospective each PAT. exhibition. 70–79% Very good, well-organised, as Very good Very good technique/ Very good Good presentation Very Good above, but lacks the impact. creativity/originality/ craftsmanship/ management/ and functionality of the Some obvious interpretation in terms of method/competence evidence of exhibition to the inconsistencies/flaws evident the concept and solutions utilised in presenting progressive design viewer. The exhibition that shows: relevant to the PATs. the exhibition with development in reads as a good body Good level of competence Less intense design flaws. presenting a good, of work. Good and selection of content that is involvement in each PAT. cohesive body of work presentation of the supported by relevant design Evidence of detailed that has minor retrospective processes and solutions. planning and appropriate inconsistencies. exhibition. Good organisation and use of design elements, ALL PATs are coherent body of work. Skill is principles and materials complete with some evident; supported by in presenting each PAT. inconsistencies. original/unusual/relevant design solutions. The presentation is original and considered. 60–69% Good, interesting presentation Good creativity/ Adequate technique/ Good management/ Adequate design Good that shows clear intent that is originality/interpretation craftsmanship/ evidence of process and solution convincing with simple design in terms of the concept method/competence progressive design that shows reasonable solutions. Distracting/obvious and solutions relevant to utilised in presenting development in effort taken with the inconsistencies. Adequate the PATs. Lacks design the exhibition with presenting a cohesive presentation and level of competence and involvement in each PAT. flaws. body of work that has functionality of the selection of content that is Evidence of detailed some inconsistencies. exhibition to the supported by a relevant planning and appropriate ALL PATs are viewer. The exhibition design processes and use of design elements, complete with a few reads as an adequate solutions. Obvious care and principles and materials inconsistencies. body of work. effort taken with adequate in presenting each PAT. presentation. Adequate organisation and coherent body of work. Skill is evident; supported by original/unusual/relevant design solutions. The presentation is original and considered. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 24 DBE/PAT 2018 NSC 50–59% Average, satisfactory Average creativity/ Satisfactory technique/ Average Satisfactory design Average presentation that feels originality/interpretation craftsmanship/method/ management/ process and solution mechanical, derivative or copied in terms of the concept competence utilised in evidence of that shows reasonable with little insight that is and solutions relevant to presenting the progressive design effort taken with the unimaginative. The design the PATs. Lacks design exhibition with some development in presentation and process and solutions are not involvement in each flaws. presenting a functionality of the always clearly identified. PAT. Evidence of satisfactory body of exhibition to the Satisfactory level of competence planning and work that has viewer. The exhibition and selection of content. appropriate use of inconsistencies. reads as a satisfactory Satisfactory organisation and design elements, ALL PATs are cohesive body of coherent body of work; skill is principles and materials complete with some work. evident; supported by original/ in presenting each PAT. inconsistencies. unusual/relevant design solutions; presentation original and considered. Many distracting inconsistencies. 40–49% Below average, clumsy or Lacks design Minimal technique/ Below average Minimal design Below careless in presentation. The involvement in each craftsmanship/method/ management/ process and solution Average learner has done enough work to PAT. Evidence of competence utilised in evidence of design that shows minimal pass, with an exhibition that is not minimal planning and presenting the development in effort taken with the logically constructed. The use of design elements, exhibition that shows presenting an presentation and exhibition showcases some principles and materials flaws. average body of functionality of the flashes of insight, limited in presenting each PAT. work that has many exhibition to the selection of information, poor inconsistencies. viewer. The exhibition technical skills with limited design PATs are reads as a satisfactory processes and solutions. incomplete with body of work that Minimum level of competence major shows minimal effort. and selection of content; inconsistencies. supported by a relevant design process and solution; little care and effort taken with some presentation. In need of support/motivation to pass. 30–39% Weak, visually uninteresting Lacks design Poor technique/ Weak management/ Limited design Weak presentation that lacks creativity involvement in each craftsmanship/ evidence of processes and with limited/poor technical skill. PAT. Evidence of poor method/competence progressive design solutions that show There is little attempt to present planning and use of utilised in presenting development in little care taken with information in an acceptable design elements, the exhibition that presenting a poor the presentation and manner with little or no design principles and materials shows major flaws. body of work that functionality of the processes and solutions. It in presenting each PAT. has many exhibition to the shows a general lack of inconsistencies. viewer. The exhibition commitment and skill. Poor level PATs are showcases a poor of competence and selection of incomplete with body of work that content; supported by a weak some work missing. shows minimal effort. design process and solution; little care and effort taken for the exhibition. Poor organisation and skill are evident; supported by poor design solutions; presentation not well considered. In need of support/motivation to pass. 20–29% Very weak, FAIL, very little Lacks design Weak technique/ Incomplete and Very little effort taken Very Weak; information or irrelevant work/ involvement in each craftsmanship/method/ poor time with the presentation Fail design process and solution. No PAT. Evidence of weak competence utilised in management that and functionality of the effort made to present work in an planning and use of presenting the shows little exhibition to the acceptable manner. Weak level design elements, exhibition that shows evidence of viewer. The exhibition of competence and selection of principles and materials major flaws. progressive design showcases a weak content; little care and effort in presenting each PAT. development in body of work that taken with little presentation. presenting a weak shows minimal effort. Poor organisation and skill are body of work that evident; supported by weak has too many design solutions; presentation not inconsistencies. well considered. General lack of PATs are commitment and technical skill. incomplete with some tasks not done or missing. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 25 DBE/PAT 2018 NSC 0–19% Unacceptable, FAIL, incoherent; Lacks design Weak technique/ Incomplete PATs Very little/no effort Unacceptable; irrelevant, very little or no work; involvement in each craftsmanship/ and poor time taken with Fail limited skills being applied. No PAT. Evidence of weak method/competence management that presentation and commitment and technical skill. planning and use of utilised in presenting shows little/no functionality of the Weak level of competence and design elements, the exhibition that evidence of exhibition to the selection of content; no care and principles and materials shows major flaws. progressive design viewer. The exhibition effort taken with weak/no in presenting each PAT. development in showcases a weak presentation. Very poor presenting a very body of work that organisation and skill; supported weak body of work. shows minimal/no by weak design solutions; effort. presentation is not well considered. Retrospective Exhibition 20 marks 20 marks 20 marks 20 marks TOTAL: 80 marks NAME OF CANDIDATE EXAMINATION NUMBER CENTRE NUMBER SCHOOL MARK MODERATED MARK Retrospective Exhibition TOTAL: 80 marks The Business Context Assignments TOTAL: 20 marks *These assignments must be made available for external moderation during the moderation of the Retrospective Exhibition. This mark must be added to the Retrospective Exhibition mark. TOTAL: 100 TOTAL: 100 Name of teacher: Name of moderator: Date: Date: Signature: Signature: Copyright reserved