POSTGRADUATE DIPLOMA IN DESIGN

PDDE21

INTERIOR DESIGN PRACTICE

IDR108G

NQF LEVEL 8

Compiled by Dr S Schiller & I Newport

2023
CONTENTS
0. SECTION A: ORGANISATIONAL COMPONENT
1. WELCOME
2. STRUCTURE OF THE STUDY GUIDE
3. STAFF
3.1. Contact details
3.2. Consultations and staff availability
3.3. Class representative
4. PRESCRIBED AND RECOMMENDED MATERIAL AND RESOURCES
4.1. Prescribed resources
4.2. Recommended resources and material
5. CODE OF CONDUCT
5.1. Class attendance
5.2. Classroom behaviour
6. GENERAL ASSESSMENT RULES AND ADMINISTRATION
6.1. General assessment rules
6.2. Academic dishonesty
0. SECTION B: LEARNING COMPONENT 11
1. OVERVIEW OF THE MODULE 11
1.1. Purpose 11
1.2. Links to other modules 11
1.3. teaching and learning activities 14
2. OVERVIEW OF UNITS AND UNIT SCHEDULE 14
2.1. Module descriptors and Assessment Criteria 14
2.2. Outline AND OVERVIEW of module content 18
2.3. Assessment details 28
2.4. Predicate (year mark) 29
3. LEVEL DESCRIPTORS 30
4. GLOSSARY OF TERMS 33
5. EXAMPLES OF ASSESSMENT RECORDS 49

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0. SECTION A: ORGANISATIONAL COMPONENT

1. WELCOME
Welcome to the Postgraduate Diploma in Design and this module of Interior Design
Practice. The Postgraduate Diploma in Design provides the opportunity for specialisation
within the broader disciplines of Fashion Design, Interior Design, Commercial Photography
or Integrated Communication Design, respectively, whilst addressing the following skills and
abilities: knowledge literacy – that is, the ability to interrogate multiple sources of knowledge
and evaluate knowledge; the systematic application of specialised techniques toward
solving unfamiliar problems; the systematic application of a body of knowledge to solve
abstract problems relating to the specialisation in question; the ability to critically reflect on
ethical issues pertaining to the candidate’s field of specialisation; contribution to the
knowledge economy and the creative industries through the production and communication
of information.

2. STRUCTURE OF THE STUDY GUIDE

To succeed Interior Design Practice, it is essential that you familiarise yourself thoroughly
with this study guide.

The study guide consists of two sections:

 The Organisational Component: This contains information on the lecturer, lecture

timetables and test dates.
 The Study Component: This section aims to guide you in your studies by setting learning
objectives.

The weekly program includes attending formal lectures and doing homework. You must
prepare thoroughly for the lectures and actively participate, to improve the quality of your
knowledge on the module. If you are motivated, work hard and attend classes with the right
attitude, you will succeed in mastering the Interior Design Practice principles, skills, and
knowledge.

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3. STAFF
3.1.CONTACT DETAILS

ROOM TEL NO CONSULTATION ACADEMIC

NAME
NO E-MAIL TIMES FUNCTION

Tel: 012 382 6163

Inge E-Mail:
As indicated on
Newport TBA newporti@tut.ac.za timetable and Lecturer
Inge Weber arranged by lecturer
weberi@tut.ac.za

Ms. Tel: 012 382 6160 Information

Makhanani  TBA By appointment
E-Mail: MashabaMC@tut.ac.za Librarian
Mashaba

3.2.CONSULTATIONS AND STAFF AVAILABILITY

If, after attending class and making every effort from your side to master content, you still
have problems understanding key concepts or principles or their application, lecturers are
available for consultation. You are welcome to discuss any problems regarding the course
content or anything affecting your academic performance. Please do not wait until the end
of the academic year to discuss your problems – it will be too late!

 Students will have the complete attention of lecturers during their allocated class times.
All project-related questions must be asked during these times. This will require students
to attend classes prepared and focused. We cannot dissipate time on students that are
not prepared.
 If you need to speak to a lecturer, make an appointment with the relevant lecturer. If any
difficulty arises, please refer to the administrator for relevant help.
 Also, it is vital for the students to use allocated consultation times indicated on the
respective timetables and specific arrangements made by each lecturer.
Students may not enter any lecturer’s office without permission.

3.3.CLASS REPRESENTATIVE
The lecturer will communicate with the class representative regarding issues of concern. It
is the class representative’s responsibility to communicate the information to all students.

Class Representative Contact Number

TBD TBD

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4. PRESCRIBED AND RECOMMENDED MATERIAL AND RESOURCES
4.1.PRESCRIBED RESOURCES
The following tables indicate what literature and other resources are essential for
successfully completing this course. You are strongly advised to acquire all the prescribed
resources.

PRESCRIBED RESOURCES

BOOKS

Universal Methods of Design by Martin and Hanington (Available on Perlego)

NOTES

As provided through the course of the year on myTUTor

PAPERS

As provided through the course of the year on myTUTor

OTHER PRESCRIBED RESOURCES

CATEGORY DESCRIPTION

Equipment Work from home set-up with Laptop/PC and internet connection
Stationary and prototyping materials and equipment of choice

Platforms Microsoft Office 365, Google, AutoDesk, Adobe, Perlego

4.2.RECOMMENDED RESOURCES AND MATERIAL

The following recommended resources will enhance your understanding and knowledge in
this course, and you are encouraged to use the following additional resources.

RECOMMENDED RESOURCES
BOOKS
A reading list will be provided throughout the course of the year on myTUTor
Students can access all reading material through the Perlego and TUT library
NOTES
As provided through the course of the year on myTUTor
PAPERS
As provided through the course of the year on myTUTor

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Page 5 of 25
 RECOMMENDED ELECTRONIC MATERIAL & WEBSITES
Platforms
As provided through the course of the year on myTUTor

5. CODE OF CONDUCT
Please take note of the following regulations. These regulations are in addition to the
standard rules and regulations as determined by the TUT. These rules will help you to
administer the course. It is favoured that you acquaint yourself with the TUT rules and
regulations as set out in the student diaries. In addition, at orientation of the student week
the students are required to sign and confirm that they understand and agree upon the set
rules. Such form will be set and then the signed form should be handed in to the
departmental administrator.

5.1.CLASS ATTENDANCE
Attendance
You are expected to attend all the lectures and sign the attendance register as set by each
lecturer each week. TUT regulation stipulates that you may be excluded from the final
examination if you are absent for more than 20% of the classes. It is the student’s own
responsibility to acquire reproductions of notes if you have been absent from a class.
If you miss an assignment submission date
All assignments must be submitted before or on the submission date and time. Work
handed in late will be considered for assessment only if a valid doctor’s letter or other
credible proof of extenuating circumstances are submitted to the lecturer concerned as
soon as the problem occur.
Attendance of Briefing Session
If a particular student does not attend a briefing session penalty will be put forth by the
lecturer.
If you are late for class
If you are 10 minutes late for class, you may be excluded from the lesson. It is your
responsibility to obtain reproductions of the class notes for that lesson.

5.2.CLASSROOM BEHAVIOUR
Working in the Studio

 It is the student’s responsibility to sign the attendance register in accordance with the
lecturer’s criteria at each session.
 Students are expected to be in the studio for the duration of the session. It is essential
that students learn to work together in the same environment, not only because they will
work as teams in practice, but also to encourage cross-pollination of ideas towards more
creative design solutions.

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 Regular contact with lecturers is essential. Where applicable to modules, ignoring the
importance of concept sketches and their discussion with lecturers at the start of a
project will impact negatively in the student’s results.
 Failure to attend lectures or perform satisfactorily during the first semester could prevent
the student from continuing with the course after June. Thus, in relation to the latter, if
the student does not perform, he/she shall be advised to de-register.
 The required year mark of 40% plus a minimum of 75% class attendance will allow entry
to examination or exhibition at the end of the year.
 A valid doctor’s certificate or death of a close family member will be accepted as the only
excuses for absenteeism.
 Students must notify the office a.s.a.p. on (012) 382 6163 of illness or any other
extenuating circumstances that would result in a student being unable to attend classes.
 We expect students to work in the studio during studio time, make sure that you use
these times wisely and do all your preparation and research in the times that you have
“free” on your timetable.
 The department will not take responsibility for compatibility problems with work done on
home computers.
 Smoking, eating, and drinking are forbidden in all studios and lecture rooms at all times.
 Students who are not registered for this course will not be allowed in any lab.
 Any computer related problems in the studios/labs must be reported to the technical
assistant.
 All cell phones must be off during a formal lecture as a courtesy to all! When a student
expects an important call or need to have the phone on for emergency purposes, it is
expected that the student informs the lecturer concerned who will allow the phone to be
on silent. Such calls will have to be taken outside the lecture facility. No cell phones will
be allowed to be on during a formal test.
 Never leave the studio in a mess; leave it cleaner than when entered.
 Report damaged or missing equipment immediately to the technical assistant. It is vital
to always know the status of all equipment.
 Ensure all your work is continually backed-up on the cloud and external hard-drives.

Working with TUT equipment - hiring TUT equipment and taking care of TUT property

 Hiring forms for department-specific equipment (cameras, laptops etc.) must be signed
with the relevant department’s technician, lecturer, HOD or administrator. Please also
ensure you get an official stamp from the administrator.
 Equipment may not be rented for longer than one week at a time unless special
arrangement is made with the video lecturer,
 DO NOT leave any TUT equipment unattended under any circumstances.
 DO NOT EVER LEAVE equipment in an unattended vehicle, or in the boot/trunk of a car
(especially in the hot sun).
 TUT equipment may only be used for TUT class projects.
 Please ensure that all the equipment parts are handed back in in the same condition as
it was taken. It is your responsibility to check, along with the assistant, that you receive a
complete kit, and if anything is missing from the kit you need to make a clear note on the
hiring form, that is signed by the technician, clearly stating what is missing. Doing this

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 ensures that you cannot be blamed for any missing items like memory cards if you did
not receive them in the kit in the first place. It is industry standard to have a checklist that
you work through to ensure all the equipment you need is accounted for before and after
renting the equipment. Putting any type of equipment in a community pool does
unfortunately mean a lot of wear and tear, please treat with the utmost care to ensure
that other students, as well as yourself, can use the equipment in future projects. TREAT
IT LIKE IT'S THE ONLY EQUIPMENT YOU WILL EVER OWN. Failure to do so will
result in a penalty and the student will be denied future use of any equipment belonging
to the TUT.
 Do not eat and drink around electronic equipment, do not get the equipment wet under
any circumstance unless you use an official waterproof casing If such a circumstance
arises permission must be obtained from the lecturer with a signed form of consent.
 Please be honest and report any problems, no matter how bad you think it is, regarding
the equipment to the technician, administrator or HOD, we are here to help and
understand that sometimes things are beyond your control.

Working outside the studio (production shoots for video related projects) and
copyright rules/contracts

 Permission must be obtained via a written contract for any TUT video shoots that takes
place on any property, whether private or public, unless said property is owned by the
student filming the production.
 Please leave any studio/location in the same condition as found.
 Please ensure that your conduct on any shoot reflects that of a respectable and
professional video student.
 Any relevant cast, crew, or talent must sign forms/contracts giving consent to use their
image, work, likeness, voice, assistance etc. in the specific production and for TUT.
 You may only use footage that you have shot yourself, if the footage was not shot by you
personally you must present us with the relevant release forms / permission forms /
contracts that allows the specific use of said footage in your production (and for TUT).
Stock and source footage may not be used unless consent to use such footage can be
proved beyond a shadow of a doubt (relevant contracts and permission/release forms).
The same goes for any source media (such as stills, motion graphics, models, video
footage, photographs etc.)
 You may only use AUDIO you have recorded yourself, if the audio (Any MUSIC tracks,
folly tracks, special effects tracks, voice/dialogue) was not recorded by you personally
you must present us with the relevant release forms / permission forms / contracts that
allows the specific use of said audio in your production (and for TUT). Stock and source
footage may not be used unless consent to use such footage can be proved beyond a
shadow of a doubt.

6. GENERAL ASSESSMENT RULES AND ADMINISTRATION

6.1.GENERAL ASSESSMENT RULES

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All late work must be submitted to the lecturer with a late submission form, available on
myTUTor, with supporting documents. The late submission will be reviewed in consultation
with the HoD and can be rejected if evidence of extenuating circumstances is not provided.
 Deadlines, as in industry must be strictly adhered to. Students must be aware of time
management and apply this principle to all projects.
 Projects and assignments must be handed in at the set time at a venue determined by
the lecturer, and if need be signed off.
 Work presented late will under no circumstances be accepted or marked.
 Presentation requirements will be set for all modules, students that fail to comply with
these requirements will not be accepted.

6.2.ACADEMIC DISHONESTY
By registering for this programme you have agreed to the institutions policy on
plagiarism and departmental code of conduct.
Plagiarism will not be tolerated. Please refer to the prospectus for detailed information on
plagiarism. Even though students are encouraged to work together on projects, any
submission for an assessment must be an independent piece of work from the individual
student unless clear directions are given otherwise, such as in the case of a group project.
If a student submits work that is substantially like that of a fellow student, or work by any
other party/source, then the matter will be investigated. Both students may be penalised in
the case of work shared with the intention to copy. In the case of a student committing
plagiarism on any theoretical/practical work, as outlined in the TUT Policy on Plagiarism,
the lecturer must submit a report to the HoD. The report must include a printed-version of
the student’s work, including the student’s declaration of originality. Please type all reports.

You must adhere to the below statement of originality on all submissions:

DECLARATION OF ORIGINALITY - INDIVIDUAL WORK

1. I hereby declare that this academic work is submitted in partial fulfilment of the
requirements for this qualification, at Tshwane University of Technology.
2. This academic work is my own original work and has not been partially or wholly
copied/translated from the academic work of another person.
3. This academic work has not previously been submitted to any other institution of
higher education in South Africa or any other country.
4. I declare that this academic work fully complies with the stipulations of the TUT
Policy on Plagiarism. Each scholarly contribution and all the sources cited or quoted
have been properly attributed and are indicated and acknowledged by means of a
comprehensive list of references.
5. I understand that the University may impose disciplinary actions against me should
a reasonable suspicion exits that this academic work is not my own unaided work or
that I have failed to properly acknowledge the source of the information in my
academic work”

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Page 10 of 25
1. SECTION B: LEARNING COMPONENT

1. OVERVIEW OF THE MODULE

1.1.PURPOSE
Interior Design Practice relies on the embedded knowledge related to and including design
theories and practical principles relevant to the multi-disciplinary field of Interior Design.
Evidence-based solutions and theory-driven arguments are continuously employed
to visually conceptualise and develop a successful final interior design product,
intended for a pre-selected market with the intention of selling and producing that
product. A decisive move away from the creation of art for art sake provides the impetus
for the conceptual process to start. The product must show industry standard
development, consideration of cost from start to end and show saleability within the
intended market. The conceptual process may be autonomous but evidence of
collaboration or collaborative efforts suitable to the product and intended market shows
growth as an interior designer and a deep understanding of the broader interior design field.
Digital applications are employed as part of the design process and shows
professional completion of the body of design work through exhibition and
presentation in the final portfolio.

1.2.LINKS TO OTHER MODULES

Visualisation of the modules of the Postgraduate Diploma in Design:

1.3.TEACHING AND LEARNING ACTIVITIES

The learning programme will be inclusive of the following teaching strategies which are
supportive of the university’s four pillars, i.e. technology, innovation, entrepreneurship,
engagement:

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 Direct instruction: used when new and often complex fundamental content must be
explained to students through techniques such as lecturing, guest speakers,
demonstrations, etc.
 Media-based instruction: used to develop students’ ability to use technology to access
information, widen communication possibilities, complete projects, conduct research,
etc. through the use of myTUTor (learning management system) and other practical
activities which require the use of technology
 Cooperative strategies: used to develop students’ interpersonal, problem-solving and
communication skills, often encouraging individual accountability and responsibility
towards the progression of group members, through techniques such as group work,
peer mentoring and peer practice
 Activity-based strategies: used to develop students’ practical skills through techniques
such as simulation, role play, work integrated learning
 Inquiry and discovery learning: used to engage students in research projects where
they solve problems through observation, experimentation, creativity, the gathering and
analysing of information and by drawing conclusions about their results
 Independent learning strategies: used to develop students' meta-cognition through note
taking, self-reflection, self-study, independent reading, assignment completion,
community engagement projects, etc.
 Case studies: used to develop problem-solving skills through the open or closed
discussion of real-life scenarios.

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2. OVERVIEW OF UNITS AND UNIT SCHEDULE
2.1. MODULE DESCRIPTORS AND ASSESSMENT CRITERIA
Exit Level Outcomes
Demonstrate knowledge of and engagement in
transdisciplinary design, theories, research
methodologies, methods, and techniques with an
understanding of how to apply such knowledge in a
1. 
transdisciplinary design context from the basis of one
of the elective disciplines (Interior Design, Integrated
Communication Design, Commercial Photography or
Fashion Design).
Demonstrate the ability to interrogate multiple
sources of knowledge in transdisciplinary design and
2.   to evaluate knowledge and processes of knowledge
production in a transdisciplinary design context from
the basis of one of the elective disciplines.
Demonstrate an understanding of the complexities
and uncertainties of selecting, applying, or
transferring appropriate standard procedures,
3.  
processes, or techniques to unfamiliar problems in
transdisciplinary design from the basis of one of the
elective disciplines.
Demonstrate the ability to use a range of specialized
skills to identify, analyse and address complex or
abstract problems drawing systematically on the
4.
body of knowledge and methods appropriate in
transdisciplinary design in relation to one of the
elective disciplines.
5.  Demonstrate the ability to identify and address
ethical issues based on critical reflection on the
suitability of different ethical value systems in relation
to one of the elective disciplines.
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Associated Assessment Criteria
1.1 Transdisciplinary design theories are applied
creatively and competently to solve complex design
problems in the elected discipline.
1.2 Transdisciplinary design research methodologies are
applied competently to solve complex design
problems in the elected discipline.
1.3 Transdisciplinary design methods are applied
competently to solve complex design problems in the
elected discipline.
1.4 Transdisciplinary design techniques are
demonstrated within the elected discipline.
2.1 Multiple sources of knowledge in the elected
discipline are interrogated.
2.2 Knowledge and processes of knowledge production
are interrogated in the elected discipline.
3.1 Appropriate standard procedures in a
transdisciplinary design context are transferred to
unfamiliar problems in the elected discipline.
3.2 Appropriate standard processes or techniques in a
transdisciplinary context are transferred to unfamiliar
problems in the elected discipline.
4.1 Abstract problems are identified, analysed, and
addressed.
4.2 The body of knowledge within the elected discipline is
drawn on to address 4.1.
4.3 Methodologies within the elected discipline is drawn
on to address 4.1.
5.1 Ethical issues are identified in the elected discipline.
5.2 Critical reflection is done in relation to different ethical
value systems in relation to the elected discipline.
5.3 Judgements in decision making during problem-
solving and design are ethical and within acceptable
boundaries of current competence.

Demonstrate the ability to critically review information
gathering, synthesis of data, evaluation, and
6.   management processes in transdisciplinary design to
develop creative responses to problems and issues
from the basis of one of the elective disciplines.
Demonstrate the ability to present and communicate
academic, professional, or occupational ideas and
texts effectively to a range of audiences, offering
7. creative insights, rigorous interpretations and
solutions to problems and issues appropriate to the
context of transdisciplinary design from the basis of
one of elective disciplines.
Demonstrate the ability to operate effectively within a
system, or manage a system based on an
8.
understanding of the roles and relationships between
elements within the system.
Demonstrate the ability to apply, in a self-critical
manner, learning strategies which effectively address
9. the learner’s professional and ongoing learning
needs and the professional and ongoing learning
needs of others.
Demonstrate the ability to take full responsibility for
his or her work, decision-making and use of
10.
resources, and full accountability for the decisions
and actions of others where appropriate.
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6.1 Creative responses are formulated to solve problems
through critical review of information gathering
processes in relation to the elected discipline.
6.2 Creative responses are formulated to solve problems
through critical review of data synthesis processes in
relation to the elected discipline.
6.3 Creative responses are formulated to solve problems
and through critical review of evaluation and
management processes in relation to the elected
discipline.
7.1 Professional or occupational ideas and texts are
presented effectively to a range of audiences.
7.2 Creative insights are demonstrated to solve problems
within the context of the elected discipline
7.3 Rigorous interpretations and solutions are formulated
for problems in relation to the elected discipline.
8.1 Understanding of operational and management roles
and relationships within the elected disciplines are
demonstrated.
8.2 Operate effectively within the systems of the elected
disciplines.
9.1 Learning needs are managed in a self-critical
manner.
9.2 Learning strategies that effectively address
professional learning needs of the learner are
identified.
9.3 Learning strategies that effectively address
professional learning needs of the learner and others
are applied.
10.1 Full responsibility is taken for work undertaken in
the elected discipline.
10.2 Full responsibility is taken for decision-making
related to the use of resources in the elected
discipline.
10.3 Full accountability is taken for decisions and actions
of others where appropriate.
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 2.2.OUTLINE AND OVERVIEW OF MODULE CONTENT
 

Interior Design Practice

   
2023 PLAN

W Dates Holiday Dates Admin Activity Lesson/Assessment Plan

31 January - 3 February Tue 2 Feb, 10:00 Welcome
  Jan 31 - Feb 3   Building 22 Photography Lecture Room
WELCOME
Meet and Greet and Icebreaker
Module Orientation: Introdction to Study Guide, Year Plan, Description of Units,
1 Feb 6 - Feb 10   2023 Classes Start
Assessment Plan, How this module aligns to the electives
Students to prepare for feedback in the next lesson.
Students provide feedback on their product ideas
Discussion on 'Developing a Product' as a part of a practice-based research output (link
17 February to Design Project discussions)
2 Feb 13 - Feb 17  
Registration Close Research process and outputs
Documentation of design/exploration processes
Brief: Documenting initial ideas as part of a practice-based research project (ITS 1)
Progressive planning of the product design cycle including industry relevant production
paperwork
3 Feb 20 - Feb 24    
Identifying points and methods of research to reach product goals
Empathy and scenario mapping
27 February - 3 March Writing Workshop: Refine idea and complete write-up with referencing
4 Feb 27 - Mar 3 Audit of all - registers Reminder: Include exploratory/discovery methods being adopted in Design Project

  Student Sign Off

5 Mar 6 - Mar 10     Writing Workshop: Refine idea and complete write-up with referencing
6 Mar 13 - Mar 17     Writing Workshop: Refine idea and complete write-up with referencing
20 March: TUT Submit: Section one of research document (ITS 1)
7 Mar 20 - Mar 24 Holoday   Brief: Concept design and planning with presentation (ITS 2)
21 March: Public Note: See feedback needed in next session
 Holiday: Human Rights
Day
Mar 27- Mar 31 TUT RECESS TUT RECESS TUT RECESS
 
Apr 3 - Apr 7 TUT RECESS TUT RECESS TUT RECESS
Students provide feedback on their concept design and planning ideas
Discussion on how the concept relates to the target market and user and data
10 April: Public collection options for public feedback (See July)
8 Apr 10 - Apr 14  
Holiday: Good Friday Sales potential and usability - documenting the process (link to Design Project)
Documentation of design concept and planning phase, including project-related
spreadsheets
21 April Writing Workshop: Refine idea and complete write-up with referencing
9 Apr 17 - Apr 21   Reminder: Include co-creation methods being adopted in Design Project
MARK 1 on ITS
27 April: Public Writing Workshop: Refine idea and complete write-up with referencing
10 Apr 24 - Apr 28 Holiday: Freedom Day   Reminder: Include co-creation methods being adopted in Design Project
28 April: TUT Holiday
Writing Workshop: Refine idea and complete write-up with referencing
1 May: Public Holiday: Reminder: Include co-creation methods being adopted in Design Project
11 May 1 - May 5  
Workers day

Submit: Discuss physical display in preparation for Evaluation + submit section two of
12 May 8 - May 12     research document (ITS 2)
Feedback in class, including peer review
May 15 - May   PREP WEEK
13 PREP WEEK
19
22 May - 9 June
May 22 - May
14   (Departmental Mid- Fri 26 MAY: Mid-year evaluation/moderation (ITS 3)
26
Year Evaluations)
SELF STUDY
15 May 29 - Jun 2   (DESIGN/PROTOTYPE SELF STUDY (DESIGN/PROTOTYPE PRODUCTION)
PRODUCTION)
SELF STUDY
16 Jun 5 - Jun 9   (DESIGN/PROTOTYPE SELF STUDY (DESIGN/PROTOTYPE PRODUCTION)
PRODUCTION)

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 SELF STUDY
16 June: Public (DESIGN/PROTOTYPE
17 Jun 12 - Jun 16 SELF STUDY (DESIGN/PROTOTYPE PRODUCTION)
Holiday: Youth Day PRODUCTION)

SELF STUDY
(DESIGN/PROTOTYPE
18 Jun 19 - Jun 23   PRODUCTION) SELF STUDY (DESIGN/PROTOTYPE PRODUCTION)

  Jun 26 - Jun 30 TUT RECESS TUT RECESS TUT RECESS

  Jul 3 - Jul 7 TUT RECESS TUT RECESS TUT RECESS
10 July Discussion: Feedback and final preparations for public presentation and feedback
19 Jul 10 - Jul 14   Start of Second
Semester
Final Design/Prototype production: Prepare for public presentation and feedback
20 Jul 17 - Jul 21    

Final Design/Prototype production: Prepare for public presentation and feedback

21 Jul 24 - Jul 28  
 
Decorex + Design JHB, Decorex + Design JHB, 100% Design
22 Jul 31 - Aug 4  
100% Design
9 August: Public Discussion: Public feedback, collating data, data visualisation
23 Aug 7 - Aug 11 Holiday: National Developing the final section of the research document
Womans day Discuss final Evaluation and concluding the research writing process
24 Aug 14 - Aug 18     Writing Workshop: Reflecting on the design practices and results
25 August: Writing Workshop: Reflecting on the design practices and results
25 Aug 21 - Aug 25  
MARK 3 on ITS
26 Aug 28 - Sep 1     Writing Workshop: Reflecting on the design practices and results
27 Sep 4 - Sep 8     Writing Workshop: Reflecting on the design practices and results

Arts Festival Prep

SELF STUDY (FINAL Arts Festival Prep
28 Sep 11 - Sep 15  
DESIGN/PRESENTATION SELF STUDY (FINAL DESIGN/PRESENTATION PRODUCTION)
PRODUCTION)

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 Arts Festival Prep
SELF STUDY (FINAL Arts Festival Prep
29 Sep 18 - Sep 22  
DESIGN/PRESENTATION SELF STUDY (FINAL DESIGN/PRESENTATION PRODUCTION)
PRODUCTION)

24 September: Public Arts Festival Prep

Holiday: Heritage Day SELF STUDY (FINAL Arts Festival Prep
30 Sep 25 - Sep 29
25 September: TUT DESIGN/PRESENTATION SELF STUDY (FINAL DESIGN/PRESENTATION PRODUCTION)
Holiday PRODUCTION)

2 October - 6 October
  Oct 2 - Oct 6 TUT Recess TUT RECESS
TUT Recess
Check and sign-off marks and conclude module
31 Oct 9 - Oct 13  

20 October Module Concluded

32 Oct 16 - Oct 20   Students to focus on elective module presentations
MARK 4 on ITS
33 Oct 23 - Oct 27     Final Predicate calculations
30 October
Predicate day
Prep Week
34 Oct 30 - Nov 3   Prep Week
30 October
MARK 5 on ITS

6 November - 24
November
  Nov 6 - Nov 10   Main Exam 6 NOVEMBER: EVALUATION EXAM WEEK - End Year (ITS EV)
EVALUATION EXAM
WEEK

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2.3.ASSESSMENT DETAILS
An integrated assessment strategy is used, following a Predicate Admission Model.
Students receive a series of marks for practical formative projects/assignments throughout
the semester to contribute to the final year mark. Students are constantly aware of their
progress in achieving specific learning outcomes through continuous feedback,
constructive critique, and practical recommendations to improve their results. This is
achieved through an integrated assessment strategy as well as using a peer-evaluation
environment and observation of student participation during their theoretical and practical
sessions.
Assessment Weights:

Practical
Assessments Progress Assessments
Evaluation

Weighting 5% 5% 5% 5% 80%

ITS 1 ITS 2 ITS 3 ITS 4 EV Portfolio

Name
Project Project Mid-year Evaluation Project

2.4.PREDICATE (YEAR MARK)

Summary of assessment plan and model:
PROGRAMME MODULES ASSESSMENT ASSESSMENT ITS MARKS &
TYPE MODEL WEIGHTS

POSTGRADUATE Practical Project Predicate ITS 1 – 4: 5%

DIPLOMA Assessment Admission Model
ITS (EV): 80%

Specific rules for the predicate admission model:

1. This type of assessment is primarily of a practical nature.

2. A predicate mark is calculated for admission to the examination, but does not form
part of the final examination mark. At least 40% is required for admission.
3. No supplementary examinations are allowed in this mode.
4. The final mark is determined through a combination of individual assessments through
the year, a portfolio, performance of project work, capped by a final assessment,
which is expressed as a single percentage.
5. In cases where laboratory work forms an essential part of a subject, a laboratory mark
of at least 50% shall be required for admission to the theoretical examination.
6. No supplementary examination or re-mark is granted, and special assessments under
special circumstances may be granted by the Head of the Department, where the
student forfeited the normal opportunities for appraisal, on submission of the
necessary substantiation by the student.
 7. The rules for lodging an appeal shall be printed in the study guide of that
subject/module.

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3. LEVEL DESCRIPTORS
This module is aimed at achieving the prescribed level descriptors at NQF level 8:

a. Scope of knowledge, in respect of which a learner is able to demonstrate knowledge of and

engagement in an area at the forefront of a field, discipline or practice; an understanding of the
theories, research methodologies, methods and techniques relevant to the field, discipline or
practice; and an understanding of how to apply such knowledge in a particular context.
b. Knowledge literacy, in respect of which a learner is able to demonstrate the ability to
interrogate multiple sources of knowledge in an area of specialisation and to evaluate
knowledge and processes of knowledge production.
c. Method and procedure, in respect of which a learner is able to demonstrate an understanding of
the complexities and uncertainties of selecting, applying or transferring appropriate standard
procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or
practice.
d. Problem solving, in respect of which a learner is able to demonstrate the ability to use a range
of specialised skills to identify, analyse and address complex or abstract problems drawing
systematically on the body of knowledge and methods appropriate to a field, discipline or
practice.
e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability
to identify and address ethical issues based on critical reflection on the suitability of different
ethical value systems to specific contexts.
f. Accessing, processing and managing information, in respect of which a learner is able to
demonstrate the ability to critically review information gathering, synthesis of data, evaluation
and management processes in specialised contexts in order to develop creative responses to
problems and issues.
g. Producing and communicating information, in respect of which a learner is able to demonstrate
the ability to present and communicate academic, professional or occupational ideas and texts
effectively to a range of audiences, offering creative insights, rigorous interpretations and
solutions to problems and issues appropriate to the context.
h. Context and systems, in respect of which a learner is able to demonstrate the ability to operate
effectively within a system, or manage a system based on an understanding of the roles and
relationships between elements within the system.
i. Management of learning, in respect of which a learner is able to demonstrate the ability to
apply, in a self-critical manner, learning strategies which effectively address his or her
professional and ongoing learning needs and the professional and ongoing learning needs of
others.
j. Accountability, in respect of which a learner is able to demonstrate the ability to take full
responsibility for his or her work, decision-making and use of resources, and full accountability
for the decisions and actions of others where appropriate.

4. GLOSSARY OF TERMS
The following technical terms are used in this course, and you should be familiar with
these terms and their meanings.

TERM DEFINITION

Critical Thinking An intellectual approach to thinking through information in a way that

allows conclusions to be drawn through a systematic process of
analysing, connecting, and synthesizing information. Ideas/

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 TERM DEFINITION

concepts/designs resulting from critical thinking are formulated

through synthesizing evidence-based information.

Design Thinking A user-centred design approach that requires the designer to

immerse themself in the user’s environment and way of thinking
about products. The design-idea/solution originates after observing
the user-group as opposed to having a set product imposed on a
group and then developing it through consultation.
The initial immersion of the designer in the user-group’s world and
understanding of the user’s needs with no pre-conceived idea of
what the design should be from the start is key to this process.

Prototyping To model the idea for a product as a means of

testing/troubleshooting it before taking it to market. The refining of an
idea through testing it. Practice-based testing as opposed to
theoretical testing.

Transdisciplinarity When people from different knowledge fields come together to

develop an idea/product. Cross-pollination of knowledge fields to
generate more holistic outputs. Includes the combination of
academic and non-academic fields of knowledge.

UX Design A user-focused approach to design that employs theories and

methods that focus on the user’s engagement with a product,
including aspects like it’s ease of use, functionality, buy-in, and
enjoyment factor.

Additional terminology will be provided on myTUTor as content is uploaded

5. EXAMPLES OF ASSESSMENT RECORDS

75% - 100%. Excellent

 The submitted work is excellent and exceeds the minimum project requirements that
would demonstrate:

Student meets and exceeds criteria in required task and exhibits originality and creativity
in fulfilling the set objectives in an exceptional manner.

 Work that is outstanding relative to the project requirements.

 The depth and scope exceed by far the project requirements.
 The work demonstrates a synthesis of knowledge and original application of the
knowledge.
 The work demonstrates an extraordinary application of medium, and skill.

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 60 – 74%. Good

 The value of the work that is good and that exceeds by far the minimum project
requirements would demonstrate:
 Student meets criteria in required task adequately and exhibits aspects of originality
and creativity in fulfilling the set objectives.
 Good comprehension and application of knowledge, significantly more than what is
require for the project.
 There is a good portrayal and synthesis by medium of what is required.

50 - 59%. Sufficient

 The value of the work that meets the minimum project requirements would
demonstrate:
 Sufficient Performance in required task.
 An appropriate understanding.
 Work that is relevant to the project requirement. There is an indication of
comprehension and the application of the knowledge.
 The work meets all the technical requirements.
 There is an appropriate portrayal and synthesis by medium of what is required.

0 - 49%. Insufficient

 The work does not meet the project requirements. Such work would demonstrate:
 A poor understanding of the project.
 Insufficient Performance in required task.
 Work that repeats and describes the knowledge without a demonstration of
comprehension and application.
 More than one area where the work does not meet the technical requirements.
 There is a poor portrayal and synthesis by medium of what is required.
 Misunderstanding of the project.
 Irrelevant representational specificity.
 More than one area where the work does not meet the technical requirements.
 There is a very poor portrayal and synthesis by medium of what is required.
 No work for a given project.

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