Design PAT GR 12 2019 Eng

Downloaded from hlayiso.com DESIGN GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 12 2019 These guidelines consist of 21 pages and 2 annexures. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 2 DBE/PAT 2019 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. TEACHER GUIDELINES 3 2.1 How to administer PATs 3 2.2 Assessing the PATs 10 2.3 Checklist of PATs 12 2.4 Declaration of authenticity 14 3. LEARNER GUIDELINES 14 3.1 Instructions to the learner 14 3.2 Tasks 14 3.3 Assessment/Moderation rubrics/tools 18 3.4 Requirements for presentation 18 3.5 Timeframes 18 3.6 Absence/Non-submission of tasks 18 3.7 Declaration of authenticity 18 4. LIST OF RESOURCES 19 5. CONCLUSION 19 ANNEXURE A: Declaration of authenticity ANNEXURE B: Retrospective Exhibition Rubric 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 2019 NSC 1. INTRODUCTION The 17 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, Technical Sciences • 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 the 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. TAKE NOTE: Preliminary Examination: This Practical must be undertaken during the beginning of third term. 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) • 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 work. If the teacher cannot authenticate the work it should NOT be marked. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 4 DBE/PAT 2019 NSC • 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 year's practical tasks: TERM 1 TERM 2 TERM 3 TERM 4 PAT 1 PAT 2 TRIAL PRACTICAL 1. RETROSPECTIVE EXHIBITION: EXAMINATION • PATs 1 and 2 • Trial examination practical • ONE best Grade 11 work (OPTIONAL) • TWO Business Context research modules* 2. PAPER 2 (FINAL PRACTICAL EXAM) *TERM 1: Design in a business context as part of PAT 1, 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. It is highly recommended that this research assignment be directly linked to the design solution of each PAT. The final weighting of each research task must be converted to a total of 10. *TERM 2: Design in a business context as part of PAT 2, Topic 1 The focus in the 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. 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 12. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 5 DBE/PAT 2019 NSC RUBRICS The table below is a suggested rubric for the contents of PAT 1 and PAT 2. TOPIC 1: MARKS DESCRIPTION DESIGN PROCESS (sourcebook) (50) Expression of intention and Brainstorm or do a mind map of ideas to explore rationale/concept the theme and the intention of the brief. Develop 10 a concept. A rationale should be provided to validate the design solution found. Evidence of research, Research the brief and find relevant source experimentation and reflection materials (visual references). Show evidence of research by completing a few thumbnail sketches of ideas. Design a few different solutions that explore the brief. Evidence of experimentation, 10 e.g. a mood board should be visible. Exploration of different materials and techniques should be encouraged. Reflection of process must be evident. Evidence of detailed planning, Generative drawings should explore a variety of drawing skills and presentation solutions to the brief (different techniques and materials). Drawing skills development should be 10 evident. This process should be creatively presented. Evidence of final drawing/ Show evidence of the final design solution in the collage/maquette related to the form of a detailed, annotated drawing/collage/ 10 final concept maquette/prototype, etc. Research: Design in a business PAT 1: Basic understanding of marketing design context products aimed at a specific target market through the use of packaging and advertising as marketing tools. PAT 2: Career opportunities within the design 10 discipline: range, scope, training needed and training available. Research any ONE award- winning contemporary SA designer/design agency/creative director in relation to the career discipline researched. TOPIC 2: DESCRIPTION MARKS DESIGN PRODUCT (50) Creativity/Originality/ Is the work unique, original and relevant to the 10 Interpretation brief? Evidence of design involvement Overall impression. How have the elements and principles been used to create a unique design 10 solution? Technique/Craftsmanship/ How technically competent is the final product? Is 10 Method the craftsmanship adequate and professional? Time management Evidence of and utilisation of available time to complete the product. Does the design product 10 show legitimate involvement in the making of the design product? Professional presentation and Does the product fulfil its function? Is the product functionality 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 6 DBE/PAT 2019 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 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. • 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 fill 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 and to describe/illustrate concept development. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 7 DBE/PAT 2019 NSC 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 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. 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 subtopics 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 8 DBE/PAT 2019 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 9 DBE/PAT 2019 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 10 DBE/PAT 2019 NSC 2.2 Assessing the PATs Recommended rubrics to be used during the assessment of 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 relevant 10 to the brief Evidence of design involvement: The appropriate use of design elements and 10 principles Technique/Craftsmanship/Method 10 Completion of work/time management/evidence of full utilisation of available time 10 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 that are 10 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 11 DBE/PAT 2017 NSC This taxonomy should be used in conjunction with the assessment criteria for PAT 1 (term 1), PAT 2 (term 2) and PAT (term 3) 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 generation (the generation (the generation (the expansion, (experimenting, (the ability to (the ability to (the ability to of ideas, of alternatives of new, unique enlargement, trying new create structure wonder, build mental answers, and variations, and novel enrichment or challenges) out of chaos, to ponder, pictures, responses, adaptations, responses/ embellishment bring logical contemplate visualise possibilities to different ideas/ solutions) of ideas to order to a given or puzzle) possibilities a given solutions/ make it easier situation and/or and new things situation/ options) for others to to see the or reach problem) understand or missing parts) beyond make it more 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 visualise and many consider solutions adding enough experimentation parts to make options and possible possible alternative detail for other up a complete put in a lot of solutions, even solutions to the solutions or people to solution thought 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 12 DBE/PAT 2019 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. All schools will be notified by PED indicating the 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 Each 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 13 DBE/PAT 2019 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) Copyright reserved Please turn over

Downloaded from hlayiso.com Design 14 DBE/PAT 2019 NSC 2.4 Declaration of authenticity Refer to ANNEXURE A. 3. LEARNER GUIDELINES 3.1 Instructions to the learners • 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 Task Practical Assessment Task Trial Examination Practical (100) (100) Task (100) Topic 1: Prep/Sourcebook/ Topic 1: Prep/Sourcebook/ Topic 1: Prep/Sourcebook Business Module 1 Business Module 2 (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 15 DBE/PAT 2019 NSC These practical tasks will allow you to demonstrate your technical and problem-solving skills and show evidence of innovative thinking and insight. A guideline of some approaches you may adopt is given below. 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 16 DBE/PAT 2019 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 • All of the above should lead to the presentation of a final design solution. Examples of TOPIC 1 (Sourcebook) approaches: Copyright reserved Please turn over

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Downloaded from hlayiso.com Design 18 DBE/PAT 2019 NSC 3.3 Assessment/Moderation rubrics/tools Refer to pages 3 and 4 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 19 DBE/PAT 2019 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, I-jusi, Design Indaba, African Design Magazine, SA Home Owner, House and Garden 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 • www.designtimes.co.za/search • https://zapier.com/blog/mind-mapping-tutorial/http://lifehacker.com/how-to-use-mind- maps-to-unleash-your-brains-creativity-1348869811 • https://www.sdate.edu/sites/default/files/2017-07/service_learning_reflection_hand-out.pdf • https://qqq.thegraphicdesignschool.com/blog/mind-maps-for-graphic-design-ideas- generation-techniques • https://www.illumine.co.uk/resources/mind-mapping/using-mind-maps-effectively/mind- mapping-for-creativity-and-creative-problem-solving/ 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 2017 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

Downloaded from hlayiso.com Design DBE/PAT 2017 NSC ANNEXURE B POSSIBLE RETROSPECTIVE EXHIBITION RUBRIC 90%–100% Outstanding Outstanding technique/ Outstanding Outstanding, original creativity/originality/ craftsmanship/method/ management/evidence and professional 1. Outstanding ability that shows interpretation in terms competence showcased of progressive design presentation of the richness, insightfulness and a fluent of the concept and in each PAT as well as development in Retrospective exhibition. High skill, observation and solutions relevant to all in presenting the presenting a Exhibition. The knowledge are powerfully expressed by the PATs. Evidence of exhibition. substantial, cohesive exhibition showcases showcasing outstanding, original design involvement in body of work. The display materials that design solutions into a cohesive body each PAT. Evidence of exhibition reads as an are relevant to the of work. detailed planning and outstanding, cohesive overall theme of the appropriate use of body of work. ALL PATs exhibition. Each PAT, design elements, are complete. together with the principles and materials exhibition is presented in presenting each PAT. with outstanding visual functionality and appeal to the viewer. 80%–89% Excellent creativity/ Excellent technique/ Excellent Professional originality/ interpretation craftsmanship/ management/evidence presentation and 2. Excellent, Striking, impactful body of in terms of the concept method/competence of progressive design functionality of the work that shows most of the above with and solutions relevant used in presenting the development in exhibition to the viewer. some minor flaws evident. Well- to the PATs. Evidence exhibition. presenting a The exhibition reads as organized, detailed and coherent body of design involvement in substantial, cohesive a cohesive body of work of work that is polished with skill that is each PAT. Evidence of body of work. ALL PATs with little inconsistency. evident. The exhibition supported by an detailed planning and are complete. Excellent and original original/unusual/relevant design appropriate use of presentation of the solutions. design elements, Retrospective principles and materials Exhibition. in presenting each PAT. 70%–79% Very good Very good Technique/ Very good Good presentation and creativity/originality/ Craftsmanship/ management/evidence functionality of the 3. Very Good Well-organised, as interpretation in terms Method/Competence of progressive design exhibition to the viewer. above, but lacks the impact. Some of the concept and utilised in presenting development in The exhibition reads as obvious inconsistencies/ flaws evident solutions relevant to the the exhibition with presenting a good, a good body of work. that shows: PATs. Less intense flaws. cohesive body of work Good presentation of Good level of competence and design involvement in that has minor the Retrospective selection of content that is supported each PAT. Evidence of inconsistencies. Exhibition. by a relevant design processes and detailed planning and ALL PATs are complete solutions. Good organization and appropriate use of with some coherent body of work; skill is evident; design elements, inconsistencies. supported by an principles and materials original/unusual/relevant design in presenting each PAT. solutions; presentation original and considered. 60% – 69% Good creativity/ Adequate technique/ Good management/ Adequate design originality/interpretation craftsmanship/method/ evidence of progressive process and solution 4. Good, Interesting presentation that in terms of the concept competence utilised in design development in that shows reasonable shows clear intent that is convincing and solutions relevant presenting the presenting a cohesive effort taken with the with simple design solutions. to the PATs. Lacks exhibition with flaws. body of work that has presentation and Distracting/Obvious inconsistencies. design involvement in some inconsistencies. functionality of the Adequate level of competence and each PAT. Evidence of ALL PATs are complete exhibition to the viewer. selection of content that is supported detailed planning and with a few The exhibition reads as by a relevant design processes and appropriate use of inconsistencies. an adequate body of solutions. Obvious care and effort design elements, work. taken with adequate presentation. principles and materials Adequate organization and coherent in presenting each PAT. body of work; skill is evident; supported by an original/unusual/relevant design solutions; presentation original and considered. Copyright reserved

Downloaded from hlayiso.com Design DBE/PAT 2019 NSC 50%–59% Average creativity/ Satisfactory technique/ Average management/ Satisfactory design originality/interpretation craftsmanship/method/ evidence of progressive process and solution 5. Average. Satisfactory presentation in terms of the concept competence utilised in design development in that shows reasonable that feels mechanical, derivative or and solutions relevant presenting the presenting a effort taken with the copied with little insight that is to the PATs. Lacks exhibition with some satisfactory body of presentation and unimaginative. The design process and design involvement in flaws. work that has functionality of the solutions are not always clearly each PAT. Evidence of inconsistencies. ALL exhibition to the viewer. identified. Satisfactory level of planning and PATs are complete with The exhibition reads as competence and selection of content. appropriate use of some inconsistencies. a satisfactory cohesive Satisfactory organization and coherent design elements, body of work. body of work; skill is evident; supported principles and materials by an original/unusual/relevant design in presenting each PAT. solutions; presentation original and considered. Many distracting inconsistencies. 40% – 49% Lacks design Minimal technique/ Below average Minimal design process involvement in each craftsmanship/method/ management/evidence and solution that shows 6 .Below Average, Clumsy or careless PAT. Evidence of competence utilised in of design development minimal effort taken with in presentation. The learner has done minimal planning and presenting the in presenting an the presentation and enough work to pass with an exhibition use of design elements, exhibition that shows average body of work functionality of the that is not logically constructed. The principles and materials flaws. that has many exhibition to the viewer. exhibition showcases some flashes of in presenting each PAT. inconsistencies. PATs The exhibition reads as insight, limited selection of information, are incomplete with a satisfactory body of poor technical skills with limited design major inconsistencies. work that shows processes and solutions. Minimum minimal effort. level of competence and selection of content; 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% Lacks design Poor technique/ Weak management/ Limited design involvement in each craftsmanship/method/ evidence of progressive processes and solutions 7. Weak Visually uninteresting PAT. Evidence of poor competence utilised in design development in that show little care presentation that is lacks creativity with planning and use of presenting the presenting a poor body taken with the limited/poor technical skill. There is design elements, exhibition that shows of work that has many presentation and little attempt to present information in principles and materials major flaws. inconsistencies. PATs functionality of the an acceptable manner with little or no in presenting each PAT. are incomplete with exhibition to the viewer. design processes and solutions. It some work missing. The exhibition shows a general lack of commitment showcases a poor body and skill. Poor level of competence and of work that shows selection of content; supported by a minimal effort. weak design process and solution; little care and effort taken for the exhibition. Poor organization and skill is evident; supported by poor design solutions; presentation is not well considered. In need of support/motivation to pass. 20% – 29% Lacks design Weak technique/ Incomplete and poor Very little effort taken involvement in each craftsmanship/ time management that with presentation and 8. Very weak, FAIL, Very little PAT. Evidence of weak method/competence shows little evidence of functionality of the information or irrelevant work/design planning and use of utilised in presenting progressive design exhibition to the viewer. process and solution. No effort made to design elements, the exhibition that development in The exhibition present work in an acceptable manner. principles and materials shows major flaws. presenting a weak body showcases a weak Weak level of competence and in presenting each PAT. of work that has too body of work that shows selection of content; little care and many inconsistencies. minimal effort. effort taken with little presentation. PATs are incomplete Poor organization and skill is evident; with some tasks not supported by weak design solutions; being done or missing. presentation is not well considered. General lack of commitment and technical skill. Copyright reserved

Downloaded from hlayiso.com Design DBE/PAT 2019 NSC 0% – 19% Lacks design Weak technique/ Incomplete PATs and Very little/No effort involvement in each craftsmanship/method/ poor time management taken with presentation 9. Unacceptable, FAIL, Incoherent; PAT. Evidence of weak competence utilised in that shows little/no and functionality of the irrelevant, very little or no work; limited planning and use of presenting the evidence of progressive exhibition to the viewer. skills being applied. No commitment design elements, exhibition that shows design development in The exhibition and technical skill. Weak level of principles and materials major flaws. presenting a very weak showcases a weak competence and selection of content; in presenting each PAT. body of work. body of work that shows no care and effort taken with weak/no no/minimal effort. presentation. Very poor organisation and skill is evident; supported by weak design solutions; 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