DESIGN

GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS

GRADE 12

2025

These guidelines consist of 43 pages and 2 annexures.

These guidelines must be printed in full colour.

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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 Retrospective Exhibition (Task 6) 5
2.4 Examples of PAT Retrospective Exhibitions 5
2.5 Ideas and approaches to use in the development of the PAT briefs 8
2.6 Assessing the PATs 24

3. LEARNER GUIDELINES 35

3.1 Instructions to the learner 35

3.2 Instructions for digital media design products 35
3.3 Tasks 36
3.4 Tips for Topic 1: Sourcebook 38
3.5 Assessment/Moderation rubrics/tools 41
3.6 Requirements for presentation 41
3.7 Time frames 42
3.8 Absence/Non-submission of tasks 42
3.9 Declaration of authenticity 42

4. LIST OF RESOURCES 43

5. CONCLUSION 43

ANNEXURE A: DECLARATION OF AUTHENTICITY

ANNEXURE B: DESIGN PAPER 2 ASSESSMENT RUBRIC: COMPOSITE MARK SHEET

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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 registered for 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.

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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 PAT
TOPIC 1 2. FINAL PRACTICAL EXAMINATION
(Sourcebook/ (PAPER 2): TOPIC 2 (Product)
Process Work)

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 format, 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 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?

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2.3 Retrospective Exhibition (Task 6)

 At the end of Grade 12, learners must present a PAT exhibition of their work as part of their
examination mark. This exhibition must show substantial evidence of the learners' practical
design development (concept, innovation, process, technical skills, an understanding of
design in a business context and applied theoretical knowledge). The PAT is developed
over a period of time during Terms 1, 2 and 3. The exhibition should be entirely the learners'
own effort.
 Learners must concentrate on/demonstrate their entrepreneurial skills and promote their
own products (merchandising).
 Design products and solutions must link to each other, which should afford the viewer a
much broader overview of the learners' abilities, and it should be an opportunity for the
school and parent community to view their work.
 The sourcebooks must be available at the Retrospective Exhibition for markers to view in
order to understand the intention of each product, as evidence of originality and to see the
level of planning involved in the creation of the product.

2.4 Examples of PAT Retrospective Exhibitions

 Candidates may set up their exhibition in the form of a/an:

o Designer's pitch when presenting his/her work to prospective clients

o Window display
o Advertisement or promotion
o PowerPoint presentation
o Presentation of new, sustainable ideas and non-commercial solutions in an innovative
way
o Innovative presentation of a proposed solution to a problem that has been identified
o Interpretive exhibition, a display which engages the viewer in a visual or physical
conversation through the use of elements such as text, objects, videos or interactive
display
o Digital exhibition, if it suits the school and specific province's needs and circumstances
better
 This exhibition should therefore be well planned in terms of its concept and presentation.
The PAT exhibition showcases further development of the products into a cohesive body of
work that is seen in the context of an exhibition environment.
 This body of work will be assessed holistically.

An example of a poorly
designed exhibition space,
where little to no consideration
is given to the display of the
Grade 12 Design PATs and the
Grade 11 PATs.

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DIFFERENT APPROACHES TO THE RETROSPECTIVE EXHIBITION:

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2.5 Ideas and approaches to use in the development of 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.

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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 their 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 learners, 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.

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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.

EXAMPLES OF MIND MAPS:

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Brainstorming, ideas, collecting visual references and researching designers:

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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.

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.

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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.

Experimenting with different media and processes providing trial examples

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EXAMPLES OF MOOD BOARDS:

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Thumbnail sketches of ideas/generative drawings:

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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.

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Experimental
ballpoint pen
drawings

EXAMPLES OF FINAL DESIGN SOLUTIONS:

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EXAMPLES OF ARCHITECTURAL DESIGN – TOPIC 1 DRAWINGS AND TOPIC 2 MODEL:

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2.6 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:

2.6.1 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.
 Exploration of different materials and 20
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.

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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
skills, creativity, collaboration).
20
 Drawing skills development must be
evident.
 Explore the use of elements of Art/Design
in various ideas (use various lines,
textures, forms, 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 solution
maquette related to the final in the form of a detailed, annotated
concept drawing/collage/maquette/prototype, etc. 20
 Photographs of your work-in-progress (if
Digital Media Design/3D designs).
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
10
Context Business Context assessment instrument.
TOTAL 100

2.6.2 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

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2.6.3 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 20
create a unique design solution?
Technique/Craftsmanship/Method How technically competent is the final
product? Is the craftsmanship adequate 20
and 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

2.6.4 RETROSPECTIVE EXHIBITION

ASSESSMENT OF THE PAT PRODUCT EXHIBITION

RETROSPECTIVE EXHIBITION ASSESSMENT INSTRUMENT
1. Creativity/Originality/Interpretation in terms of the concept and
20
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 20
elements, principles and materials in presenting each PAT
3. Technique/Craftsmanship/Method/Competence showcased in each
20
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 20
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 20
with the exhibition, is presented with visual functionality and appeal
to the viewer.
EXHIBITION TOTAL 100

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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 to 20
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

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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
a given solutions/ make it easier given things or
situation/ options) for others to situation reach beyond
problem) understand or and/or to see practical
make it more the missing limits)
interesting) parts)
The learner The learner The learner The learner The learner tried The learner The learner The learner
generated was able to generated took the new ideas was able to fill looked at was able to
many ideas adapt and creative idea(s) much through risky in the missing various visualise
and many consider solutions. further, adding experimentation. parts to make options and possible
possible alternative enough detail up a complete put in a lot of solutions, even
solutions to solutions or for other solution. thought. if not practically
the problem/ options. people to implementable.
brief. understand it.

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.

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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 the provincial education department
(PED) 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 

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A 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 
100 marks for exhibition, including assessment of the following:
 Creativity/Originality/Interpretation in terms of the concept and solutions relevant 
to the brief (20 marks)
 Evidence of design involvement 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. (20 marks)
 Technique/Craftsmanship/Method/Competence showcased in each PAT as well 
as in presenting the exhibition. (20 marks)
 Completion of all PATs/time management/evidence of design development in 
presenting a substantial, cohesive body of work. (20 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. (20 marks)

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RETROSPECTIVE EXHIBITION ASSESSMENT RUBRIC

NAME OF CANDIDATE

EXAMINATION NUMBER

CENTRE NUMBER

RETROSPECTIVE EXHIBITION TEACHER PANEL MARK MODERATED

MARK
1. Creativity/Originality/Interpretation in
terms of the concept and solutions 20
relevant to all the PATs
2. Evidence of design involvement in
each PAT. Evidence of detailed planning
in the process book(s) and appropriate 20
use of design elements, principles and
materials in presenting each PAT
3. Technique/Craftmanship/Method/
Competence showcased in each PAT 20
as well as in presenting the exhibition
4. Management/Evidence of progressive
design
Completion of all PATs/time
management/evidence of design 20
development in presenting a substantial,
cohesive body of work. The exhibition
reads as a cohesive body of work.
5. Professional presentation and
functionality of design solution
Holistic, original and professional
presentation of the Retrospective
Exhibition. The exhibition showcases
20
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.
EXHIBITION TOTAL 100

Name of marker: Name of moderator:

Date: Date:

Signature: Signature:

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RETROSPECTIVE EXHIBITION DESCRIPTORS TO GUIDE ASSESSMENT

90%–100% Outstanding Evidence of design Outstanding Outstanding Outstanding, original

creativity/originality/ involvement in each technique/ management/ and professional
1. Outstanding ability that interpretation in PAT. Evidence of craftsmanship/ evidence of presentation of the
shows richness, insightfulness terms of the concept detailed planning method/competence progressive design Retrospective
and a fluent exhibition. High and solutions and appropriate use showcased in each development in Exhibition. The
skill, observation and relevant to all the of design elements, PAT as well as in presenting a exhibition showcases
knowledge are powerfully PATs. principles and presenting the substantial, cohesive display materials that
expressed by showcasing materials in exhibition. body of work. The are relevant to the
outstanding, original design presenting each exhibition reads as an overall theme of the
solutions into a cohesive body PAT. outstanding, cohesive exhibition. Each PAT,
of work. body of work. All PATs together with the
are complete. exhibition, is presented
with outstanding visual
functionality and appeal
to the viewer.
80%–89% Excellent creativity/ Evidence of design Excellent technique/ Excellent Professional
originality/ involvement in each craftsmanship/ management/ presentation and
2. Excellent. Striking, interpretation in PAT. Evidence of method/competence evidence of functionality of the
impactful body of work that terms of the concept detailed planning used in presenting progressive design exhibition to the viewer.
shows most of the above with and solutions and appropriate use the exhibition. development in The exhibition reads as
some minor flaws evident. Well relevant to the of design elements, presenting a a cohesive body of work
organised, detailed and PATs. principles and substantial, cohesive with little inconsistency.
coherent body of work that is materials in body of work. ALL Excellent and original
polished with skill that is presenting each PATs are complete. presentation of the
evident. The exhibition is PAT. Retrospective
supported by original/ Exhibition.
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
Some obvious inconsistencies/ and solutions and appropriate use utilised in development in a good body of work.
flaws evident. Good level of relevant to the of design elements, presenting the presenting a good, Good presentation of
competence and selection of PATs. principles and exhibition with cohesive body of work the Retrospective
content that is supported by a materials in flaws. that has minor Exhibition.
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
originality/ involvement in each technique/ evidence of process and solution
4. Good. Interesting interpretation in PAT. Evidence of craftsmanship/ progressive design that show reasonable
presentation that shows clear terms of the concept detailed planning method/competence development in effort taken with the
intent that is convincing with and solutions and appropriate use utilised in presenting a cohesive presentation and
simple design solutions. relevant to the of design elements, presenting the body of work that has functionality of the
Distracting/Obvious PATs. principles and exhibition with some inconsistencies. exhibition to the viewer.
inconsistencies. Adequate materials in flaws. ALL PATs are The exhibition reads as
level of competence and presenting each complete with a few an adequate body of
selection of content that is PAT. inconsistencies. work.
supported by relevant design
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.

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50%–59% Average creativity/ Lacks design Satisfactory Average management/ Satisfactory design
originality/ involvement in each technique/ evidence of process and solution
5. Average. Satisfactory interpretation in PAT. Evidence of craftsmanship/ progressive design that show reasonable
presentation that feels terms of the concept planning and method/competence development in effort taken with the
mechanical, derivative or and solutions appropriate use of utilised in presenting a presentation and
copied with little insight that is relevant to the design elements, presenting the satisfactory body of functionality of the
unimaginative. The design PATs. principles and exhibition with some work that has exhibition to the viewer.
process and solutions are not materials in flaws. inconsistencies. ALL The exhibition reads as
always clearly identified. presenting each PATs are complete a satisfactory cohesive
Satisfactory level of PAT. with some body of work.
competence and selection of inconsistencies.
content. Satisfactory
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 average functionality of the
to pass with an exhibition that relevant to the elements, principles exhibition that body of work that has exhibition to the viewer.
is not logically constructed. PATs. and materials in shows flaws. many inconsistencies. The exhibition reads as
The exhibition showcases presenting each PATs are incomplete a satisfactory body of
some flashes of insight, limited PAT. with major work that shows minimal
selection of information, poor inconsistencies. effort.
technical skills with limited
design processes and
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
creativity/originality/ involvement in each craftsmanship/ evidence of processes and solutions
7. Weak. Visually uninteresting interpretation in PAT. Evidence of method/ progressive design that show little care
presentation that lacks terms of the concept poor planning and competence utilised development in taken with the
creativity with limited/poor and solutions use of design in presenting the presenting a poor presentation and
technical skill. There is little relevant to the elements, principles exhibition that body of work that has functionality of the
attempt to present information PATs. and materials in shows major flaws. many inconsistencies. exhibition to the viewer.
in an acceptable manner with presenting each PATs are incomplete The exhibition
little or no design processes PAT. with some work showcases a poor body
and solutions. It shows a missing. of work that shows
general lack of commitment minimal effort.
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.

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20%–29% Very little sign of Lacks design Weak technique/ Incomplete and poor Very little effort taken
creativity/originality/ involvement in each craftsmanship/ time management that with presentation and
8. Very weak, FAIL. Very little interpretation in PAT. Evidence of method/competence shows little evidence functionality of the
information or irrelevant work/ terms of the concept weak planning and utilised in of progressive design exhibition to the viewer.
design process and solution. and solutions use of design presenting the development in The exhibition
No effort made to present work relevant to the elements, principles exhibition that presenting a weak showcases a weak body
in an acceptable manner. PATs. and materials in shows major flaws. body of work that has of work that shows
Weak level of competence and presenting each too many minimal effort.
selection of content; little care PAT. inconsistencies.
and effort taken with little PATs are incomplete
presentation. Poor organisation with some tasks not
and skill are evident; supported being done or missing.
by weak design solutions;
presentation is not well
considered. General lack of
commitment and technical skill.
0%–19% No sign of Very little/no design Weak technique/ Incomplete PATs and Very little/no effort taken
creativity/originality/ involvement in each craftsmanship/ 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
applied. No commitment and relevant to the elements, principles exhibition that progressive design showcases a weak body
technical skill. Weak level of PATs. and materials in shows major flaws. development in of work that shows
competence and selection of presenting each presenting a very no/minimal effort.
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
EXHIBITION
TOTAL: 100 marks 20 marks 20 marks 20 marks 20 marks 20 marks

NAME OF CANDIDATE
EXAMINATION NUMBER
CENTRE NUMBER
TEACHER'S MARK PANEL MARK MODERATED MARK
RETROSPECTIVE
EXHIBITION

TOTAL: 100 marks

Name of teacher: Names: Name of moderator:

Date: Date: Date:

Signature: Signatures: Signature:

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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 Instructions for digital media design products

 Evidence of the hand-drawn concept development process (thumbnail sketches,

concept drawings and storyboards) must be submitted as part of the SOURCEBOOK/
WORKBOOK. For animation characters, YOU must complete all drawings on paper before
scanning and rendering them in Photoshop.
 ANY images drawn on tablets must be documented through the use of screenshots at
various stages of the process showing the software program utilised. In some cases, YOU
may produce a time-lapse MP4 file showing the stage progress from start to finish.
 Avoid using programs that automatically render 3D modelling or apply image filter effects.

 All design processes are to be completed using industry-standard software packages, such
as Adobe Creative Suite (Photoshop, Illustrator, InDesign, Adobe Premier) or Coral Draw.
NO APPLICATION(APPS)-BASED programs, such as Canva, with 3D-rendering filters
are allowed.
 FOR EXTERNAL ASSESSMENT, all digital design products can be printed for submission.
The digital version must also be submitted in the file extension of the software program used
to create the design product. In the event of an animation/video, the timeline must be clearly
visible.

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NOTE: ALL candidates are required to submit a digital file with the layered version of the
product as well as a flattened version (JPEG or MP4). This file must be uploaded onto
a CD/USB/WeTransfer upload, Dropbox upload or Google Drive link made available
for submission. The Design subject teacher is required to refer to the PED
GUIDELINES and the Design Rubric for both the PATs and Exhibition in capturing
relevant information in the event of online moderation.

3.3 Tasks

TERM 1 TERM 2 TERM 3 TERM 4

Practical Practical Final Practical Final Practical

Assessment Task Assessment Task Examination (100) Examination (100)

Task 1: Topic 1: Task 2: Topic 1: Topic 1 Topic 2

Process/Sourcebook/ Process/Sourcebook/ (50) (50)
Business Task 1 Business Task 2
(100) (100) Retrospective
Exhibition:
Part of Task 6, but Part of Task 6, but External moderation
internally assessed internally assessed of teacher's mark
Term 1: Topic 2: Term 2: Topic 2: and/or
Finished practical Finished practical PED-appointed panel
work/product work/product mark
(100) (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.

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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.

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3.4 Tips for Topic 1: Sourcebook

The sourcebook could include the following:

 Mind maps to generate ideas

 Sketches and preparatory drawings showing a wide range of drawing techniques and
materials
 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 of 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 (refer to pages 10–19):

Mind maps and mood boards:

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Sketches/Thumbnails/Preparatory drawings/Concept development:

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Exploring various design solutions:

3.5 Assessment/Moderation rubrics/tools

Refer to pages 24–34.

3.6 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 securely in your sourcebook.
 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.

(See next page for Checklist: Topic 2.)

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CHECKLIST: TOPIC 2:
LIST Y N
 Cover page
 Brief
 Term work schedule with due dates
 Table of contents/Index
 Rationale/Statement of intent
 Brainstorm/Mind map
 Influences/Inspiration
 Mood board
 Thumbnail sketches (at least FIVE to EIGHT various design ideas) with
annotations
 THREE to FIVE concept drawings – more detailed than the thumbnail
drawings, with annotations explaining the ideas
 THREE to FOUR experimental drawings on the final concept, with
annotations
 Detailed final drawing (tonal, isometric, perspectival) with different views
and where necessary, with annotations
 Business in Context: 1½ to 2 pages – SWOT, target market, production and
material cost analysis, marketing plan
 Reflection (1 page) – What were the successes and failures?
 Recording the Design Production – PICTURES – SIX to EIGHT pictures
using a cellphone

3.7 Time frames

All PATs are to be completed according to the specified date of the brief. Failure to complete the
PATs could result in an incomplete SBA mark. This will severely compromise your final matric
result.

3.8 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.

3.9 Declaration of authenticity

Refer to ANNEXURE A.

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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.
Furthermore, the PAT develops learners' life skills and provides opportunities for learners to
engage in their own learning.

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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/PAT 2: (Select and encircle ONE only.)

SIGNATURE DATE

Learner

Teacher

Principal

SCHOOL STAMP

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ANNEXURE B

DESIGN PAPER 2 ASSESSMENT RUBRIC: COMPOSITE MARK SHEET

ASSESSMENT RUBRIC Mark Sheet/Register No.: ___________

CANDIDATE՛ S

TOTAL MARKS
WEIGHTING %
OUTCOMES

CRITERIA

MARKER 3
MARKER 1

MARKER 2

AGREED

MARK
Outstanding Proficient Satisfactory Limited
(9–10 marks) (7–8 marks) (5–6 marks) (1–4 marks)

Brainstorming/Mind mapping Brainstorming/Mind mapping Brainstorming/Mind mapping Brainstorming/Mind mapping

Expression of intention and

is highly creative, is creative and organised, is adequate, showing some is minimal, lacking creativity,
comprehensive and well- showing a good creativity and organisation organisation or relevance to
organised, demonstrating understanding of the theme. with a basic connection to the the theme.
deep understanding and The concept plan is well- theme. The concept plan is
rationale

alignment with the theme of developed and relevant, with The concept plan is underdeveloped or unclear,
the brief. a clear and well-reasoned somewhat developed, with a with a weak or insufficiently
rationale that effectively general rationale that justified rationale that poorly
10
The concept plan is well-
SOURCEBOOK/WORKBOOK

developed, innovative and supports the solution. moderately supports the supports the solution.
clearly articulated, with a solution.
compelling and thoroughly
DESIGN PROCESS

justified rationale that strongly

supports the planned solution.
TOPIC 1

Research is thorough and Research is good and Research is basic, with some Research is minimal or lacks
highly relevant to the brief. relevant to the brief. relevant materials and relevance to the brief.
Evidence of research and

Clear evidence of extensive The mood board and sources. Mood board and thumbnail
research is presented through thumbnail sketches Mood board and thumbnail sketches are missing or
experimentation

a well-curated mood board demonstrate clear evidence sketches are included, but poorly executed.
and multiple thumbnail of research and a good may lack depth in exploration. Concept solutions are
sketches that explore various exploration of ideas. Concept solutions are underdeveloped and
ideas. Concept solutions are solid, present, but experimentation experimentation is absent or 10
Several concept solutions are with evidence of is limited or not fully superficial.
developed with strong experimentation that clearly developed.
evidence of experimentation, explores the brief.
showing a deep
understanding of the project's
objectives.

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CANDIDATE՛ S

TOTAL MARKS
WEIGHTING %
OUTCOMES

CRITERIA

MARKER 1

MARKER 2

MARKER 3

AGREED

MARK
Outstanding Proficient Satisfactory Limited
(9–10 marks) (7–8 marks) (5–6 marks) (1–4 marks)

Generative drawings explore Generative drawings explore a Generative drawings explore Generative drawings are
a wide variety of creative good variety of solutions to the a limited variety of solutions, minimal, using few techniques
Detailed planning

solutions to the brief, using brief, using different using some techniques and and materials.
different techniques and techniques and materials. materials. Drawing skills development is
materials. Drawing skills development is Drawing skills development unclear or underdeveloped.
Drawing skills development evident, with some is evident, but the 10
is evident, with a clear progression in the refinement progression may be minimal
progression from initial of ideas. or uneven.
sketches to more refined and
SOURCEBOOK/WORKBOOK

detailed solutions.

Clear evidence of the final Evidence of the final design Final design solution is Final design solution is
DESIGN PROCESS

design solution in the form of solution is present in the form presented in the form of a underdeveloped or missing.
development and

a highly detailed, annotated of a well-detailed basic Limited or no exploration of

Evidence of
TOPIC 1

reflection

drawing/collage/maquette/ drawing/collage/maquette/prot drawing/collage/maquette/ materials and techniques.

prototype, with thorough otype, with exploration of prototype, with limited Little or no reflection on the
exploration of different different materials and exploration of materials and process. 10
materials and techniques. techniques. techniques.
Reflection on the process is Reflection on the process is Reflection on the process is
evident, showing critical included, showing some present, but lacks depth.
thinking and insight. insight.
Presentation of the Presentation of the Presentation of the Presentation of the
sourcebook is carefully sourcebook is thoughtful and sourcebook is adequate, with sourcebook is minimal, with
Presentation

considered, highly creative, creative, with a clear visual some attention to layout and little attention to layout,
and aesthetically pleasing, flow. structure. structure or design.
with a clear and coherent Attention to detail is evident in The visual flow is somewhat The visual flow is unclear and
visual flow. the layout, structure and clear, but the overall design the overall presentation lacks
10
Great attention to detail has design. lacks refinement. polish.
been paid to layout, structure
and overall design.

SOURCEBOOK/WORKBOOK TOTAL: 50

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CANDIDATE՛ S
WEIGHTING %
OUTCOMES

CRITERIA

MARKER 1

MARKER 2

MARKER 3

AGREED

MARKS
TOTAL
MARK
Outstanding Proficient Satisfactory Limited
(9–10 marks) (7–8 marks) (5–6 marks) (1–4 marks)

The work is highly unique, The work is original and The work shows some The work lacks originality and
original and directly relevant to relevant to the brief, with a originality, but lacks full does not fully address the
Interpretation
Originality/

the brief. solid solution that addresses relevance to the brief. problem posed by the brief.
Creativity/

The solution effectively the problem. The solution addresses the The solution is generic or
addresses the problem posed The approach shows problem in a basic way, with inadequate in its approach. 10
by the brief with innovative creativity, but may lack some minimal creative input.
ideas and a clear creative innovation.
approach.

The work is highly unique, The work is original and The work shows some The work lacks originality and
original and directly relevant to relevant to the brief, with a originality, but lacks full does not fully address the
involvement
Evidence of

the brief. solid solution that addresses relevance to the brief. problem posed by the brief.
design

The solution effectively the problem. The solution addresses the The solution is generic or
DESIGN PRODUCTION

The approach shows problem in a basic way, with inadequate in its approach. 10
THE FINAL PRODUCT

addresses the problem posed

by the brief with innovative creativity, but may lack some minimal creative input.
ideas and a clear creative innovation.
approach.
TOPIC 2

The final product is highly The final product is The final product shows basic The final product lacks
Craftsmanship/

competent technically, technically competent, with technical competence and technical competence or
Technique/

showing expert craftsmanship. good craftsmanship. adequate craftsmanship. professional craftsmanship.

Method

Methods used are Methods are appropriate, Some methods used are less The methods used are
and the product is well- professional, or the product inappropriate and the product 10
professional and the product
is refined with attention to made, but may lack some lacks refinement. is poorly made.
detail. refinement.

Clear evidence of significant Evidence of good time Some evidence of time Little or no evidence of time
time investment and management and invested in the making of the investment in the making of
24 hours of work

involvement in the making of involvement in the making of product. the product.

Evidence of

the product. the product. The design solution may lack The design solution is
The design solution The design solution shows development or show signs of underdeveloped and there is
clear progress, but may lack limited involvement in the insufficient evidence of the 10
demonstrates an appropriate
and legitimate use of time, some depth or complexity. process. work process.
with evidence of thoughtful
development.

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 Design DBE/PAT 2025
NSC

CANDIDATE՛ S
WEIGHTING %
OUTCOMES

CRITERIA

MARKER 1

MARKER 2

MARKER 3

AGREED

MARKS
TOTAL
MARK
Outstanding Proficient Satisfactory Limited
(9–10 marks) (7–8 marks) (5–6 marks) (1–4 marks)

The product is presented The product is presented The product is presented The product is poorly
DESIGN PRODUCTION

professionally and neatly, neatly and functions well. adequately, but there may be presented, with functional or
THE FINAL PRODUCT

fulfilling its function with Reflection on the design some issues with aesthetic issues.
functionality and

attention to detail. solution is present, but may presentation or functionality. Little to no reflection is
presentation,
Professional

reflection

The reflection on the design lack depth or critical analysis Reflection is present, but is provided or the reflection
TOPIC 2

solution is thorough, showing of how it relates to the brief. minimal or lacks focus on the lacks relevance to the brief.
critical analysis of the brief. 10
product in relation to the
brief.

FINAL PRODUCT TOTAL 50

GRAND TOTAL 100

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