Design PAT GR 12 2021 Eng

Downloaded from hlayiso.com DESIGN GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 12 2021 These guidelines consist of 30 pages and 2 annexures. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 2 DBE/PAT 2021 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. TEACHER GUIDELINES 3 2.1 Administration of the PATs 3 2.2 Design in a Business Context 4 2.3 Ideas and approaches to development the PAT briefs 5 2.4 Assessing the PATs 12 3. LEARNER GUIDELINES 22 3.1 Instructions to the learner 22 3.2 Tasks 22 3.3 Tips for Topic 1 24 3.4 Assessment/Moderation rubrics/tools 29 3.5 Requirements for presentation 29 3.6 Timeframes 29 3.7 Absence/Non-submission of tasks 29 3.8 Declaration of authenticity 29 4. LIST OF RESOURCES 30 5. CONCLUSION 30 ANNEXURE A: DECLARATION OF AUTHENTICITY ANNEXURE B: DESIGN PAPER 2 ASSESSMENT RUBRIC: COMPOSITE MARK SHEET Copyright reserved Please turn over

Downloaded from hlayiso.com Design 3 DBE/PAT 2021 NSC 1. INTRODUCTION The 18 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, Technical Mathematics  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 Administration of the PATs  Design teachers will set their own PATs. 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 TWO separate practical assessment tasks that are undertaken during the academic year (Terms 1 to 2). Term 3 will be used to complete Topic 1 (sourcebook/process work) of the Final Practical Examination (Paper 2).  Marks for each PAT should be allocated as follows: Topic 1: The process (100 marks) Topic 2: The product (100 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.  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. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 4 DBE/PAT 2021 NSC PAT 1 Topic 1 and PAT 2 Topic 1 should include a 'Design in a Business Context' research section. Summary of the year's practical tasks: TERM 1 TERM 2 TERM 3 TERM 4 PAT 1 PAT 2 FINAL PRACTICAL 1. RETROSPECTIVE EXHIBITION: EXAMINATION  PATs 1 and 2 (PAPER 2):  ONE best Grade 11 work (OPTIONAL) TOPIC 1 (sourcebook/ 2. FINAL PRACTICAL EXAMINATION process work) (PAPER 2): TOPIC 2 (product) 2.2 Design in a Business Context (Part of PAT 1, Topic 1 and PAT 2, Topic 1) The Design in a Business Context task should consist of:  Business context topic and introduction  Content on A4 formaat, 4–8 pages, both sides  Conclusion  Detailed bibliography, e.g. title underlined, author(s) in brackets, publisher, publishing date, web link, blog and date  Labels to accompany all visual material, i.e. title, materials used, name of designer, country in brackets, date The content of this Business Context research in each Topic 1 task should include some or all of the content below.  Define your target market. Explain why you have chosen it.  Discuss the trends that have influenced you.  An appropriate local or international case study.  Visual merchandising of your product.  Explain how you would market this product. Create ONE of the following marketing forms: business card, flier, poster, advert for local newspaper, Facebook page, etc.  List all the materials you required, the name and contact details of your suppliers and write up the costs of all your materials. Also work out potential other costs, such as electricity, etc.  Possible competitors; describe their products and why you consider him/her/them to be competitors.  Research potential markets for your products.  Research potential funding options for your business.  Investigate tertiary and career opportunities in your design product choice: range, scope, training needed and training available.  How would you package and/or advertise your product or service to your intended target market? Copyright reserved Please turn over

Downloaded from hlayiso.com Design 5 DBE/PAT 2021 NSC 2.3 Ideas and approaches to development the PAT briefs 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.  Set clear criteria and give good instructions to guide the learner. A Grade 10 brief will have more specific guidelines, while Grade 12 tasks should be more open-ended briefs that allow learners to choose the materials, tools, techniques, themes and processes within their chosen practical design categories. Clear criteria and instructions should include and consider the following:  Stipulate the format, medium/material, technique specifications.  Focus on inspiring creativity, originality and innovation.  Skill transfer should take place between teacher and learner.  Learners should learn a new skill with every practical project.  Ensure the task to be developmental with progression in skills.  Consider the contextual factors, namely the materials, equipment, facilities at a school, resources and costs.  Specify possible target market(s).  Keep the scope manageable.  Determine the timeframe/duration/mini-due dates/final due date (for monitoring purposes)  Use the available assessment rubric. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 6 DBE/PAT 2021 NSC This brief should be discussed and debated by the teacher and learners for a better understanding of the intended design outcome. 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 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. TIP It is sometimes a good idea to give the brief just after an activity like the one shown below. This will assist learners to generate ideas. Topic 1 could 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 7 DBE/PAT 2021 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 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.  Useful website: http://blog.iqmatrix.com/how-to-mind-map. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 8 DBE/PAT 2021 NSC Example of an 'exploration journey' to generate ideas 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 of creating 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 2021 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 and wire) 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 2021 NSC Experimenting with different media and processes providing trial examples Copyright reserved Please turn over

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Downloaded from hlayiso.com Design 12 DBE/PAT 2021 NSC 2.4 Assessing the PATs Rubrics and descriptors for assessment criteria Recommended rubrics to be used during the assessment of PAT 1 (Term 1) and PAT 2 (Term 2) as well as for the Retrospective Exhibition: 2.4.1 TOPIC 1: SOURCEBOOK/PROCESS WORK TOPIC 1: MARKS DESIGN PROCESS (sourcebook) DESCRIPTION (100) CRITERIA Concept development Expression of intention and rationale/concept:  Brainstorm or do a mind map of ideas to explore the theme and the intention of the brief.  Research the brief and find relevant source materials (visual references, designers/movements who inspired the learner, techniques, etc.). 20  Reference images linking/relating to the theme.  Develop a concept demonstrating critical thinking and creativity.  State intention/rationale, validating the design solution found. How does your design contribute to the current issues and society? Exploration and experimentation Evidence of research, experimentation and reflection:  Show evidence of research by completing a few thumbnail sketches of ideas.  Design a few different solutions that explore the brief.  Evidence of experimentation, e.g. a mood board, should be visible.  Exploration of different style movements. 20  Exploration of different materials and techniques.  Application of different media and ideas can be combined where possible. (Creativity)  Continuous reflection on the process must be evident. (Critical thinking)  Practise and improve your drawing technique and skill by redrawing parts that you struggle with. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 13 DBE/PAT 2021 NSC Investigation Evidence of detailed planning, drawing skills and presentation.  Generative drawings should explore a variety of solutions to the brief (different techniques and materials).  Generate something that is new, innovative and functional in a global context (critical thinking, problem-solving skill, creativity, collaboration).  Drawing skills development must be evident. 20  Explore the use of elements of Art/Design in various ideas. Use various lines, textures, forms, use of space (recession, foreground, mid- and background, positive vs negative space), proportion, etc.).  This process should be creatively presented.  Other thoughts and ideas on how you might extend the project further. Evidence of final drawing/collage/  Show evidence of the final design maquette related to the final solution in the form of a detailed, concept annotated drawing/collage/maquette/ 20 prototype, etc.  Photographs of your work-in-progress. Presentation  Overall impression of the body of work in the sourcebook, which includes planning, preparation and layout. 10  Clear sequence of the sourcebook.  Clearly labelled. Research: Design in a Business  Refer to the Research: Design in a Context Business Context assessment 10 instrument. TOTAL 100 2.4.2 Example of the Design in a Business Context assessment instrument (copy of amended Chapter 4) MARK TEACHER MODERATED MARK MARK 1. Research ability: being able to find the correct information for the required task. The 20 expected content of the task is covered. 2. Technical ability: contents page, introduction, 10 body of the task, conclusion and bibliography 3. The use of proper design terminology and 10 vocabulary 4. Presentation/Layout 5 5. Time management 5 TOTAL 50 Convert the mark to: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Design 14 DBE/PAT 2021 NSC 2.4.3 SUGGESTED RUBRIC FOR TOPIC 2 OF EACH PAT TOPIC 2: MARKS DESIGN PRODUCT DESCRIPTION (100) CRITERIA Creativity/Originality/Interpretation Is the work unique, original and relevant to 20 the brief? Evidence of design involvement Overall impression. How have the elements and principles been used to create a unique 20 design solution? Technique/Craftsmanship/Method How technically competent is the final product? Is the craftsmanship adequate and 20 professional? Time management Evidence and utilisation of available time to complete the product. Does the design 20 product show legitimate involvement in the making of the design product? Professional presentation and Does the product fulfil its function? Is the functionality product presented professionally and 20 neatly? Does the product solution work in relation to the brief? TOTAL 100 2.4.4 RETROSPECTIVE EXHIBITION ASSESSMENT OF THE PAT PRODUCT EXHIBITION RETROSPECTIVE EXHIBITION ASSESSMENT INSTRUMENT 1. Creativity/Originality/Interpretation in terms of the concept and 10 solutions relevant to all the PATs 2. Evidence of design involvement in each PAT. Evidence of detailed planning in the process book(s) and appropriate use of design 10 elements, principles and materials in presenting each PAT 3. Technique/Craftsmanship/Method/Competence showcased in each 10 PAT as well as in presenting the exhibition 4. Completion of all PATs/time management/evidence of design development in presenting a substantial, cohesive body of work. The 10 exhibition reads as a cohesive body of work. 5. Holistic, original and professional presentation of the Retrospective Exhibition. The exhibition showcases display materials that are relevant to the overall theme of the exhibition. Each PAT, together 10 with the exhibition, is presented with visual functionality and appeal to the viewer. EXHIBITION TOTAL 50 Copyright reserved Please turn over

Downloaded from hlayiso.com Design 15 DBE/PAT 2021 NSC TOPIC 1: SOURCEBOOK/WORKBOOK (SUMMARY) CRITERIA Concept development 20 Exploration and experimentation 20 Investigation 20 Evidence of final drawing/collage/maquette related to the final concept 20 Presentation 10 Research: Design in a Business Context 10 TOTAL 100 TOPIC 2: THE PRODUCT/PRACTICAL (SUMMARY) CRITERIA Creativity/Originality/Interpretation in terms of the concept and solutions relevant 20 to the brief Evidence of design involvement: The appropriate use of design elements and 20 principles Technique/Craftsmanship/Method 20 Completion of work/time management/evidence of full utilisation of available time 20 Professional presentation and functionality of the design solution 20 TOTAL 100 Copyright reserved Please turn over

Downloaded from hlayiso.com Design 16 DBE/PAT 2021 NSC This taxonomy should be used in conjunction with the assessment criteria for PAT 1 (Term 1) and PAT 2 (Term 2). 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 (experimenting, (the ability to (the ability to (the ability to generation of generation of generation of expansion, 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 visualise responses, adaptations, responses/ embellishment bring logical or puzzle) possibilities possibilities to different ideas/ solutions) of ideas to order to a and new things a given solutions/ make it easier given situation or reach situation/ options) for others to and/or to see beyond problem) understand or the missing practical limits) 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 tation. solution. thought. if not the problem/ options. people to practically brief. understand it. 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 made to Fail 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. No Fail commitment and technical skill. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 17 DBE/PAT 2021 NSC 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 PEDs indicating the date, time and venue for the external moderation of the 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  100 marks for sourcebook, including assessment of the following:  Concept development   Exploration and experimentation   Investigation   Evidence of final drawing/collage/maquette related to the final concept   Presentation   The Design in a Business Context research modules  100 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 18 DBE/PAT 2021 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  50 marks for exhibition including assessment of the following:  Creativity/Originality/Interpretation in terms of the concept and solutions relevant  to the brief (10 marks)  Evidence of design involvement in each PAT. Evidence of detailed planning in  the process book(s) and appropriate use of design elements, principles and materials in presenting each PAT. (10 marks)  Technique/Craftsmanship/Method/Competence showcased in each PAT as well  as in presenting the exhibition . (10 marks)  Completion of all PATs/time management/evidence of design development in  presenting a substantial, cohesive body of work. (10 marks)  Holistic, original and professional presentation of the Retrospective Exhibition.  The exhibition showcases display materials that are relevant to the overall theme of the exhibition. Each PAT, together with the exhibition, is presented with visual functionality and appeal to the viewer. (10 marks) Copyright reserved Please turn over

Downloaded from hlayiso.com Design 19 DBE/PAT 2021 NSC RETROSPECTIVE EXHIBITION DESCRIPTORS TO GUIDE ASSESSMENT 90%–100% Outstanding Evidence of design Outstanding Outstanding Outstanding, original and creativity/originality/ involvement in each technique/ management/eviden professional presentation 1. Outstanding ability that interpretation in PAT. Evidence of craftsmanship/ ce of progressive of the Retrospective shows richness, insightfulness terms of the concept detailed planning method/competence design development Exhibition. The exhibition and a fluent exhibition. High and solutions and appropriate use showcased in each in presenting a showcases display skill, observation and relevant to all the of design elements, PAT as well as in substantial, materials that are relevant knowledge are powerfully PATs. principles and presenting the cohesive body of to the overall theme of the expressed by showcasing materials in exhibition. work. The exhibition exhibition. Each PAT, outstanding, original design presenting each reads as an together with the solutions into a cohesive body PAT. outstanding, exhibition, is presented of work. cohesive body of with outstanding visual work. All PATs are functionality and appeal to complete. the viewer. 80%–89% Excellent creativity/ Evidence of design Excellent technique/ Excellent Professional presentation originality/ involvement in each craftsmanship/ management/ and functionality of the 2. Excellent. Striking, interpretation in PAT. Evidence of method/competence evidence of exhibition to the viewer. impactful body of work that terms of the concept detailed planning used in presenting progressive design The exhibition reads as a shows most of the above with and solutions and appropriate use the exhibition. development in cohesive body of work with some minor flaws evident. Well relevant to the of design elements, presenting a little inconsistency. organised, detailed and PATs. principles and substantial, Excellent and original coherent body of work that is materials in cohesive body of presentation of the polished with skill that is presenting each work. ALL PATs are Retrospective Exhibition. evident. The exhibition is PAT. complete. supported by original/ unusual/relevant design solutions. 70%–79% Very good Less intense design Very good Very good Good presentation and creativity/originality/ involvement in each technique/ management/ functionality of the 3. Very good. Well organised, interpretation in PAT. Evidence of craftsmanship/ evidence of exhibition to the viewer. as above, but lacks the impact. terms of the concept detailed planning method/competence progressive design The exhibition reads as a Some obvious inconsistencies/ and solutions and appropriate use utilised in development in good body of work. Good flaws evident. Good level of relevant to the of design elements, presenting the presenting a good, presentation of the competence and selection of PATs. principles and exhibition with cohesive body of Retrospective Exhibition. content that is supported by a materials in flaws. work that has minor relevant design processes and presenting each inconsistencies. solutions. Good organisation PAT. ALL PATs are and coherent body of work; complete with some skill is evident; supported by inconsistencies. original/unusual/relevant design solutions; presentation original and considered. 60%–69% Good creativity/ Lacks design Adequate Good management/ Adequate design process originality/ involvement in each technique/ evidence of and solution that show 4. Good. Interesting interpretation in PAT. Evidence of craftsmanship/ progressive design reasonable effort taken presentation that shows clear terms of the concept detailed planning method/competence development in with the presentation and intent that is convincing with and solutions and appropriate use utilised in presenting a functionality of the simple design solutions. relevant to the of design elements, presenting the cohesive body of exhibition to the viewer. Distracting/Obvious PATs. principles and exhibition with work that has some The exhibition reads as an inconsistencies. Adequate materials in flaws. inconsistencies. adequate body of work. level of competence and presenting each ALL PATs are selection of content that is PAT. complete with a few supported by relevant design inconsistencies. processes and solutions. Obvious care and effort taken with adequate presentation. Adequate organisation and coherent body of work; skill is evident; supported by original/unusual/relevant design solutions; presentation original and considered. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 20 DBE/PAT 2021 NSC 50%–59% Average creativity/ Lacks design Satisfactory Average Satisfactory design originality/ involvement in each technique/ management/ process and solution that 5. Average. Satisfactory interpretation in PAT. Evidence of craftsmanship/ evidence of show reasonable effort presentation that feels terms of the concept planning and method/competence progressive design taken with the presentation mechanical, derivative or and solutions appropriate use of utilised in development in and functionality of the copied with little insight that is relevant to the design elements, presenting the presenting a exhibition to the viewer. unimaginative. The design PATs. principles and exhibition with some satisfactory body of The exhibition reads as a process and solutions are not materials in flaws. work that has satisfactory cohesive body always clearly identified. presenting each inconsistencies. of work. Satisfactory level of PAT. ALL PATs are competence and selection of complete with some content. Satisfactory inconsistencies. organisation and coherent body of work; skill is evident; supported by original/unusual/ relevant design solutions; presentation original and considered. Many distracting inconsistencies. 40%–49% Minimal Lacks design Minimal technique/ Below average Minimal design process creativity/originality/ involvement in each craftsmanship/ management/ and solution that show 6 .Below average. Clumsy or interpretation in PAT. Evidence of method/competence evidence of design minimal effort taken with careless in presentation. The terms of the concept minimal planning utilised in development in the presentation and learner has done enough work and solutions and use of design presenting the presenting an functionality of the to pass with an exhibition that relevant to the elements, principles exhibition that average body of exhibition to the viewer. is not logically constructed. PATs. and materials in shows flaws. work that has many The exhibition reads as a The exhibition showcases presenting each inconsistencies. satisfactory body of work some flashes of insight, limited PAT. PATs are that shows minimal effort. selection of information, poor incomplete with technical skills with limited major design processes and inconsistencies. solutions. Minimum 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% Very little sign of Lacks design Poor technique/ Weak management/ Limited design processes creativity/originality/ involvement in each craftsmanship/ evidence of and solutions that show 7. Weak. Visually uninteresting interpretation in PAT. Evidence of method/ progressive design little care taken with the presentation that lacks terms of the concept poor planning and competence utilised development in presentation and creativity with limited/poor and solutions use of design in presenting the presenting a poor functionality of the technical skill. There is little relevant to the elements, principles exhibition that body of work that exhibition to the viewer. attempt to present information PATs. and materials in shows major flaws. has many The exhibition showcases in an acceptable manner with presenting each inconsistencies. a poor body of work that little or no design processes PAT. PATs are shows minimal effort. and solutions. It shows a incomplete with general lack of commitment some work missing. and skill. Poor level of competence and selection of content; supported by a weak design process and solution; little care and effort taken for the exhibition. Poor organisation and skill are evident; supported by poor design solutions; presentation is not well considered. In need of support/motivation to pass. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 21 DBE/PAT 2021 NSC 20%–29% Very little sign of Lacks design Weak technique/ Incomplete and Very little effort taken with creativity/originality/ involvement in each craftsmanship/ poor time presentation and 8. Very weak, FAIL. Very little interpretation in PAT. Evidence of method/competence management that functionality of the information or irrelevant work/ terms of the concept weak planning and utilised in shows little exhibition to the viewer. design process and solution. and solutions use of design presenting the evidence of The exhibition showcases No effort made to present work relevant to the elements, principles exhibition that progressive design a weak body of work that in an acceptable manner. PATs. and materials in shows major flaws. development in shows minimal effort. Weak level of competence and presenting each presenting a weak selection of content; little care PAT. body of work that and effort taken with little has too many presentation. Poor organisation inconsistencies. and skill are evident; supported PATs are by weak design solutions; incomplete with presentation is not well some tasks not considered. General lack of being done or commitment and technical skill. missing. 0%–19% No sign of Very little/no design Weak technique/ Incomplete PATs Very little/No effort taken creativity/originality/ involvement in each craftsmanship/ and poor time with presentation and 9. Unacceptable, FAIL. interpretation in PAT. Almost no sign method/competence management that functionality of the Incoherent; irrelevant, very little terms of the concept of planning and very utilised in shows little/no exhibition to the viewer. or no work; limited skills being and solutions weak use of design presenting the evidence of The exhibition showcases applied. No commitment and relevant to the elements, principles exhibition that progressive design a weak body of work that technical skill. Weak level of PATs. and materials in shows major flaws. development in shows no/minimal effort. competence and selection of presenting each presenting a very content; no care and effort PAT. weak body of work. taken with weak/no presentation. Very poor organisation and skill; supported by weak design solutions; presentation is not well considered. RETROSPECTIVE 10 marks 10 marks 10 marks 10 marks 10 marks EXHIBITION TOTAL: 50 marks NAME OF CANDIDATE EXAMINATION NUMBER CENTRE NUMBER SCHOOL MARK MODERATED MARK RETROSPECTIVE EXHIBITION TOTAL: 50 marks Name of teacher: Name of moderator: Date: Date: Signature: Signature: Copyright reserved Please turn over

Downloaded from hlayiso.com Design 22 DBE/PAT 2021 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 TERM 1 TERM 2 TERM 3 TERM 4 Practical Assessment Practical Assessment Final Practical Final Practical Task Task Examination (100) Examination (100) Task 1: Topic 1: Task 2: Topic 1: Topic 1 (50) Topic 2 (50) Process/Sourcebook/ Process/Sourcebook/ Business Task 1 Business Task 2 Retrospective (100) (100) Exhibition: Part of Task 6, but Part of Task 6, but (50 marks externally internally assessed internally assessed assessed and Term 1: Term 2: 50 marks already Topic 2: Finished Topic 2: Finished internally assessed) practical practical work/product work/product (100) (100) These practical tasks will allow you to demonstrate your technical and problem-solving skills and show evidence of innovative thinking and insight. On the next page is a guideline of some approaches you may adopt. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 23 DBE/PAT 2021 NSC 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 24 DBE/PAT 2021 NSC 3.3 Tips for Topic 1 The sourcebook could include the following:  Mind maps to generate ideas  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  Thumbnails of various design solutions  A clear development of ideas towards a final design solution  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 29 DBE/PAT 2021 NSC 3.4 Assessment/Moderation rubrics/tools Refer to pages 12–21. 3.5 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. 3.6 Timeframes All PATs are to be completed according to the specified date(s) of the brief. Failure to complete the PATs could result in an incomplete SBA mark. This will severely compromise your final matric result. 3.7 Absence/Non-submission of tasks 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. 3.8 Declaration of authenticity Refer to ANNEXURE A. Copyright reserved Please turn over

Downloaded from hlayiso.com Design 30 DBE/PAT 2021 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 2021 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: (Select and encircle ONE only.) SIGNATURE DATE Learner Teacher Principal SCHOOL STAMP Copyright reserved

Downloaded from hlayiso.com Design DBE/PAT 2021 NSC ANNEXURE B DESIGN PAPER 2 ASSESSMENT RUBRIC: COMPOSITE MARK SHEET OUTCOMES WEIGHTING REQUIREMENTS Expression of intention and rationale: SOURCEBOOK/WORKBOOK Brainstorm or do a mind map of ideas to explore the theme and the intention of the brief. Develop a concept. A rationale should be provided to validate 10 the design solution found. DESIGN PROCESS Evidence of research, experimentation: Research the brief and find relevant source materials (visual references). Show evidence of research by completing a few thumbnail sketches of ideas. 10 Design a few different solutions that explore the brief. Evidence of experimentation, e.g. a mood board, should be visible. Detailed planning: Generative drawings should explore a variety of solutions to the brief (different techniques and materials). Drawing skills development 10 should be evident. Evidence of development and reflection: Shows evidence of the final design solution in the form of a detailed, annotated drawing/collage/maquette/prototype, etc. Exploration of different 10 materials and techniques should be encouraged. Reflection of process must be evident. Presentation: Careful consideration is given to presentation of the sourcebook. 10 This process should be creatively presented. TOTAL 50 Creativity/Originality/Interpretation in terms of the DESIGN PRODUCTION concept and solutions that are relevant to the brief: Is the work unique, original and relevant to the brief? DOES THE PRODUCT 10 SOLVE THE PROBLEM? FINAL PRODUCT Evidence of design involvement: the appropriate use of design elements and principles: 10 Overall impression. How have the elements and principles 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 of and utilisation of available time to complete the product. Does the design product show legitimate involvement in the making 10 of the design product? Professional presentation and functionality of design solution: Does the product fulfil its function? Is the product presented professionally 10 and neatly? Does the product solution work in relation to the brief? TOTAL 50 Copyright reserved