BA (Hons) Fashion and Textile Design

Transcription

1 BA (Hons) Fashion and Textile Design Programme Specification EDM-DJ-08/2015 Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer: The University of Portsmouth has checked the information given in this Programme Specification and believes it to be correct. We will endeavour to deliver the course in keeping with this Programme Specification but reserve the right to change the content, timetabling and administration of the course whilst maintaining equivalent academic standards and quality. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.

2 Contents Programme Specification 1. Named Awards Course Code (and UCAS Code if applicable) Awarding Body Teaching Institution Accrediting Body QAA Benchmark Groups Document Control Information Effective Session Author Faculty Department Educational Aims Reference Points Learning Outcomes... 2 A. Knowledge and Understanding of:...2 B. Cognitive (Intellectual or Thinking) Skills, able to:...3 C. Practical (Professional or Subject) Skills, able to:...3 D. Transferable (Graduate and Employability) Skills, able to: Course Structure, Progression and Award Requirements Employability Statement Support for Student Learning Admissions Criteria... 7 A. Academic Admissions Criteria...7 B. Disability Evaluation and Enhancement of Standards and Quality in Learning and Teaching... 7 A. Mechanisms for Review and Evaluation...7 B. Responsibilities for Monitoring and Evaluation...7 C. Mechanisms for Gaining Student Feedback...7 D. Staff Development Priorities Assessment Strategy Assessment Regulations Role of Externals Indicators of Standards and Quality... 9 A. Professional Accreditation/Recognition...9 B. Periodic Programme Review (or equivalent)...9 C. Quality Assurance Agency...10 D. Others Other Sources of Information...10

3 Programme Specification 1. Named Awards BA (Hons) Fashion and Textile Design 2. Course Code (and UCAS Code if applicable) C2437S (W990) 3. Awarding Body University of Portsmouth 4. Teaching Institution University of Portsmouth 5. Accrediting Body None 6. QAA Benchmark Groups Art and Design 2008 History of Art, Architecture and Design 2008 Communication, Media, Film and Cultural Studies Document Control Information Version 3, July Effective Session 2015/ Author Tom Clulee 10. Faculty Creative and Cultural Industries 11. Department School of Art and Design 12. Educational Aims The BA (Hons) Fashion and Textile Design aims: To provide a challenging and stimulating study environment To provide a framework allowing students to follow a flexible and coherent programme of study To enable students to study a subject area and to develop subject specialist interests and knowledge To provide students with the opportunity to develop key skills To provide students with the opportunity to study up to a maximum of 30 credits worth of elective units Programme Specification for BA (HONS) Fashion and Textile Design Page 1

4 To provide students with the skills and knowledge to maximise career and postgraduate study opportunities To provide a broad contextual and historical knowledge of the fashion and textiles industries and related contexts To provide students with the opportunity to develop entrepreneurial skills To provide students with an understanding of the principles manufacturing, promotion and retail in the fashion and textiles industries To develop an awareness of trends within the fashion and textiles industries To enable students to develop a high standard of visual and verbal communication skills using appropriate media To provide students with the networking opportunities to develop relationships with a range of relevant companies or individuals. To develop an understanding of the variety of theoretical and critical approaches to issues in design and culture To enable students to develop high levels of skills of critical judgment 13. Reference Points University of Portsmouth Curriculum Framework Document The UK Quality Code for Higher Education Framework for Higher Education Qualifications (FHEQ) Subject Benchmark Statements: Art and Design 2008 (A&D), History of Art, Architecture and Design 2008 (HAAD), Communication, Media, Film and Cultural Studies 2008 (CMFCS) Vocational and/or professional experience, the scholarship and the research expertise of academic members of staff 14. Learning Outcomes Students will be able to demonstrate the ability to: Discuss the key aspects of the subject area Apply appropriate techniques of analysis to the subject area Research topics and devise and sustain arguments related to the subject area Develop design concepts and devise research and development programmes to achieve successful creative resolutions Discuss and apply contemporary practice and concepts related to the subject area Take responsibility for own learning in an Honours degree programme Communicate information in a manner appropriate to the subject and the intended audience Show initiative and be able to make and justify decisions A. Knowledge and Understanding of: A1. The historical, social, cultural and economic context for fashion and textiles, including legal, ethical and regulatory frameworks that affect fashion and textiles production, distribution, circulation and consumption. (Subject Benchmark Statement A&D 2.4, 6.4) A2. A design process appropriate for fashion and textiles. (Subject Benchmark Statement A&D 3.4, 3.12, 6.3) A3. The content of a professional fashion / textiles collection. (Subject Benchmark Statement A&D 4.2, 4.3, 4.4, 4.5, 6.5) A4. The concept of trends within the sector of fashion and textile design. (Subject Benchmark Statement A&D 6.5) A5. The basic business practices of fashion and textiles SME s. (Subject Benchmark Statement A&D 3.6) A6. The requirements of specific markets and customers of the fashion and textiles industries. (Subject Benchmark Statement A&D 4.4) Programme Specification for BA (HONS) Fashion and Textile Design Page 2

5 A7. The employment and postgraduate study opportunities relevant to their individual skills and attributes. (Subject Benchmark Statement A&D 4.2) Learning and Teaching Strategies and Methods (A1 A7) Workshops, critiques and tutorials support learning. Specific units in Level 5 and 6 address A5 - A7 (Subject Benchmark Statement A&D 5.7, 5.8) Assessment (A1 A7) Level 4, 5 and 6 work is largely assessed as portfolio, which may include sketchbooks, drawing, CAD, developmental work, moodboards, research folders, reports, final pieces, business plans and presentations. Formative and summative peer assessment is used appropriately at intervals to encourage self-reflection as well as a clear understanding of assessment procedure (Subject Benchmark Statement A&D 5.9, 5.10). Specific units in Level 5 involve group-working and therefore the assessment strategy for these units have been designed to address this (Subject Benchmark Statement A&D 5.6). B. Cognitive (Intellectual or Thinking) Skills, able to: B1. Generate ideas independently and/or collaboratively in response to set briefs and/or selfinitiated activity (Subject Benchmark Statement A&D 4.3, 6.3) B2. Value the research process by gathering and selecting appropriate materials utilising a variety of research methods and sources. (Subject Benchmark Statement A&D 4.3) B3. Interpret and synthesise visual and textual information for written or visual practice. (Subject Benchmark Statement A&D 3.8) B4. Initiate and evaluate a design process, utilising appropriate terminology relevant to the fashion and textiles industries. (Subject Benchmark Statement A&D 4.3) B5. Apply, consolidate and extend their learning in appropriate contexts. (Subject Benchmark Statement A&D 4.2, 6.4) B6. Articulate their knowledge and understanding effectively in the context of the fashion and textiles industries and other contexts. (Subject Benchmark Statement A&D 3.9, 4.4, 4.5, 6.4) Learning and Teaching Strategies and Methods (B1 B6) Introductory lectures, workshop, self-directed study, assessment and review events such as critiques and tutorials support learning (Subject Benchmark Statement A&D 5.7). The development of research skills is an integral part of course-based units and is further developed through Visual Culture units. (Subject Benchmark Statement A&D 5.4) Assessment (B1 B6) Level 4, 5 and 6 work is largely assessed as portfolio, which may include sketchbooks, drawing, CAD, developmental work, moodboards, research folders, reports, final pieces, business plans and presentations. Formative and summative peer assessment is used appropriately at intervals to encourage self-reflection as well as a clear understanding of assessment procedure (Subject Benchmark Statement A&D 5.9, 5.10). Specific units in Level 5 involve group-working and therefore the assessment strategy for these units have been designed to address this (Subject Benchmark Statement A&D 5.6). C. Practical (Professional or Subject) Skills, able to: C1. Apply skills and knowledge in a variety of techniques and processes appropriate to fashion / textile design. (Subject Benchmark Statement A&D 4.3, 4.4, 4.5, 6.5) C2. Identify properties of materials and use them appropriately and experimentally to maximise creative potential. (Subject Benchmark Statement A&D 4.3, 4.4, 4.5, 6.5) C3. Utilise and experiment with appropriate technical construction techniques in the process of designing fashion and textiles. (Subject Benchmark Statement A&D 4.3, 4.4, 4.5, 6.5) C4. Utilise and experiment with appropriate computer software in the process of designing for fashion and textiles. (Subject Benchmark Statement A&D 4.3, 4.4, 4.5, 6.5) C5. Apply resourcefulness and entrepreneurial skills to support own practice or the practice of others (Subject Benchmark Statement A&D 4.3) Programme Specification for BA (HONS) Fashion and Textile Design Page 3

6 C6. Explore the designers markets with audiences, clients, markets and /or participants. (Subject Benchmark Statement A&D 4.4, 6.4) Learning and Teaching Strategies and Methods (C1 C6) Workshops, trend research, self-directed study, assessment and review events such as critiques and tutorials support learning. Specific units in Level 4 introduce technical and digital media skills for the design and production of fashion and textiles which are consolidated in the subsequent levels (Subject Benchmark Statement A&D 5.3, 5.7). Level 5 offers a series of units through which entrepreneurial skills are explored. (Subject Benchmark Statement A&D 4.3) Assessment (C1 C6) Level 4, 5 and 6 work is largely assessed as portfolio, which may include sketchbooks, drawing, CAD, developmental work, moodboards, research folders, reports, final pieces, business plans and presentations. Formative and summative peer assessment is used appropriately at intervals to encourage self-reflection as well as a clear understanding of assessment procedure (Subject Benchmark Statement A&D 5.9, 5.10). Specific units in Level 5 involve group-working and therefore the assessment strategy for these units have been designed to address this (Subject Benchmark Statement A&D 5.6). D. Transferable (Graduate and Employability) Skills, able to: D1. Employ self-management skills to study independently or collaboratively, set goals, manage workloads, meet deadlines and anticipate and accommodate change. (Subject Benchmark Statement A&D 4.6, 6.6) D2. Interact efficiently with peers, staff and external agencies (Subject Benchmark Statement A&D 4.6, 6.6) D3. Recognise personal strengths and self-efficacy. (Subject Benchmark Statement A&D 4.6, 6.6) D4. Show the development of team working skills. (Subject Benchmark Statement A&D 4.6, 5.6, 6.6) D5. Articulate ideas and information coherently in visual, verbal and written forms. (Subject Benchmark Statement A&D 4.6, 6.6) D6. Employ critical awareness, to analyse information and experience, formulate independent judgments and articulate reasoned argument through reflection, review and evaluation and identify personal strengths and needs. (Subject Benchmark Statement A&D 4.6, 6.6) D7. Employ information skills in order to source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources. (Subject Benchmark Statement A&D 4.6, 6.6) D8. Select and employ communication and information technologies. (Subject Benchmark Statement A&D 4.6, 6.6) Learning and Teaching Strategies and Methods (D1 D8) Self-initiated briefs (Subject Benchmark Statement A&D 5.8), group work (Subject Benchmark Statement A&D 5.6), practice based work, presentations and critiques and tutorials are used to develop these skills (Subject Benchmark Statement A&D 5.7). These are enhanced using self and peer assessment events (Subject Benchmark Statement A&D 5.9). Personal development planning, delivered through the personal tutor system consolidates this learning. (Subject Benchmark Statement A&D 5.8) Assessment (D1 D8) Level 4, 5 and 6 work is largely assessed as portfolio, which may include sketchbooks, drawing, CAD, developmental work, moodboards, research folders, reports, final pieces, business plans and presentations. Formative and summative peer assessment is used appropriately at intervals to encourage self-reflection as well as a clear understanding of assessment procedure (Subject Benchmark Statement A&D 5.9, 5.10). Specific units in Level 5 involve group-working and therefore the assessment strategy for these units have been designed to address this (Subject Benchmark Statement A&D 5.6). Programme Specification for BA (HONS) Fashion and Textile Design Page 4

7 15. Course Structure, Progression and Award Requirements This is a 3 or 4 year programme depending on whether a student elects a sandwich placement. The University strongly encourages the 4 year option since students gain invaluable experience from an industrial placement. The placement year usually takes place at the end of the second year and a placement student should expect to be in employment for a full calendar year. The course is delivered by practical sessions, workshops, individual or group tutorials, critiques, group working and self and peer assessment. Unit information is available online through the University s VLE. One credit is equivalent to 10 hours of learning. Each level comprises of a maximum of 120 credits. Units are offered as 20 credit units across Level 4 and 5 and a combination of 20 or 40 credits in Level 6. An optional units of 20 credits is offered at Levels 5 and provide the opportunity for students to study a variety of topics (including languages and/or key skills) outside of their main subject areas. Level 4 is predominantly skills focussed and the aim is to facilitate acquisition of appropriate knowledge and understanding, development of the necessary personal attributes, and application of the essential skills Subject benchmark statement Art and Design QAA / Level 5 consolidates these skills whilst introducing students to interface with the industry and developing entrepreneurial and business skills through cooperative learning. Many art and design programmes have also broadened their curriculum by the inclusion of, for example, ecological and sustainable enterprise, business, marketing, modern languages and other professional contextualising subjects. Most disciplines within art and design have been identified as major contributors to the creative industries, and this has led to national recognition of the wealthcreating and culture-enhancing achievements of art and design. Increasingly, graduates in art and design disciplines are finding employment in areas unrelated to the subject but which value and actively seek their creative abilities and skills. Subject benchmark statement Art and Design QAA / Level 6 offers opportunities for self-initiated briefs and students will become independent learners as they self-manage their learning. They will develop their awareness of the employability opportunities available to them. Students will have an enthusiasm for enquiry into their discipline and the motivation to sustain it Subject benchmark statement Art and Design QAA / Erasmus Study Abroad opportunity is offered at 60 credits in level 5 to facilitate the Socrates Exchange Programme. It is run in accordance with the University European Policy statement. Students are assessed by the partner institution and recognising ECTS the marks are converted and entered as part of the normal marks contributing to credit accumulation and degree classification data. 16. Employability Statement Employability is at the heart of the curriculum with students being given an understanding and appreciation of the broader industry and expectations that they will be employed within it. The breadth of alumni employment placements grows each year thereby developing the course network. Level 5 students are offered the opportunity to participate in optional units. Career Management Skills are embedded throughout the curriculum and outlines in the Career Management Skills Quality Template. Personal Development Planning is primarily delivered through the personal tutor system, enhanced and enriched by the studio-based delivery of the course. Students are offered the opportunity of a sandwich placement year between levels 5 and 6. On completion of the year-long work placement the student returns to full time study to complete level 6. Programme Specification for BA (HONS) Fashion and Textile Design Page 5

8 Course initiated promotional events and exhibitions offer employers and relevant professionals the opportunity to engage with the course. The skills that graduates will need to enter the industry are embedded across the curriculum, but particularly in the following, which are mapped against the University of Portsmouth s Employability Strategy: Level 5: Units develop the students understanding of the organisation and structure of an SME and the development, production and retailing of fashion products through the setting up and running of a company. The team working aspects of these units directly impact onto the student s employability and personal, social development. Retail events develop the students networking and selfpromotional abilities. All level 5 students through the Enterprise units enter the Enterprise Challenge and engage with activities promoted by Purple Door. One unit engages the students in a live project delivered in conjunction with industry professionals. Level 6: Units link the students studies to the professional workplace and allow them to engage with practitioners within the fashion and textiles industry. These units are taught in liaison with Purple Door Careers. They are prepared for employment or postgraduate employment and how to access relevant information to realise their career aspirations. The graduate shows and retail events develop the students networking and self-promotional abilities. 17. Support for Student Learning The Course is managed by a Course Leader. Extensive induction programme introduces the student to the University and their course. Each student has a personal tutor, responsible for pastoral support and guidance. University support services include careers, financial advice, housing, counselling etc. The Academic Skills Unit (ASK). CCi Creative Skills Centre and CCi Academic Skills Centre. The Additional Support and Disability Advice Centre (ASDAC). Excellent library facilities. Student course and unit handbooks provide information about the course structure and University regulations etc. Feedback is provided for all assessments. Personal Development Planning (PDP) for all awards. Project specific websites accompany a number of units. All units are on the University of Portsmouth E-Learning environment. Formative feedback is offered during each unit. Summative written feedback is provided for each assessment. Individual learning plan and personal development planning. Support prior to and during placements and exchanges. Excellent specialist workshop and computer facilities. Studio facilities foster creative development. For students that elect for a placement year there is a placement supervisor and placement handbook. All placement locations are carefully vetted in terms of health and safety as well as their potential to support the programme learning outcomes. This is in line with the University of Portsmouth s Code of Practice for Work Based and Placement Learning. Programme Specification for BA (HONS) Fashion and Textile Design Page 6

9 18. Admissions Criteria A. Academic Admissions Criteria points from A levels or equivalent, with 100 points from an A level in an Art and Design subject. Or Foundation Art and Design or National Diploma in Art and Design. A portfolio is essential. Applicants may be subject to interview. A range of qualifications as specified on the course page on the University of Portsmouth website. Applicants whose first language is not English must provide evidence of English language ability with a minimum IELTS score of 6.0 (normally with not less than 5.5 in any one component) or equivalent. Prior (formal and/or experiential) learning may be assessed and accredited. B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. 19. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review. Head of Department s Annual Standards and Quality Evaluative Review. Unit and Course Level student feedback considered at Board of Studies. Unit Assessment Board consideration of student performance for each programme. Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports. Periodic Programme Review. Student Representatives and Student/Staff Consultative Committees. National Student Survey. Staff Performance and Development Review. Peer Review and Development Framework. Faculty Learning and Teaching Committee. B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery. Course Leader for day-to-day running of course. Board of Studies with overall responsibilities for operation and content of course. Head of Department. Associate Dean (Academic). Associate Dean (Students). Quality Assurance Committee. Unit, Award and Progression Board of Examiners. C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies. Student Staff Consultative Committees. Unit and Course level student feedback questionnaires. Programme Specification for BA (HONS) Fashion and Textile Design Page 7

10 University participates in external student surveys, e.g. National Student Survey (NSS), Postgraduate Research Experience Survey (PRES), Postgraduate Taught Experience Survey (PTES) and International Student Barometer (ISB). D. Staff Development Priorities Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance. Annual staff performance and development reviews match development to needs. Managers undertake a variety of management development programmes. New academic staff required to undertake appropriate University of Portsmouth learning and teaching programmes. All academic staff encouraged to seek Higher Education Academy membership. Academic staff new to teaching required to undertake the APEX HEA Fellow Programme for new academic staff. Support Staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages. 20. Assessment Strategy The portfolio is used as a primary assessment artefact in Level 4, 5 & 6. The portfolio represents a prescribed assessment submission but allows for a more reflexive and individual approach and enables students to respond to the University of Portsmouth, Learning, Teaching and Assessment approach. The course supports widening participation by offering an individualised curriculum, through having a staged application system involving an online portfolio review, and an interview if required. Also, through a student-centred timetable that is set for the whole year, thus enabling students to book childcare, work and work experience. The University s VLE provides students with the opportunity to access learning and teaching materials at their convenience. The assessment strategy supports the changing balance of the teaching load across the levels. Level 4 units are directed towards learning and investigating specific skills. Level 5 allows the opportunity for students to have greater self-determination and individuality. Students will also be encouraged to place their work in an appropriate commercial context. The Enterprise units deliver employability and team-working skills. Level 6 is concerned with current industry practice, developing their portfolios and skills with their individual aspirations in mind. Formative Feedback written and verbal supported by self and peer assessment. Summative Feedback in written form against the given assessment criteria. This written feedback is additionally verbally delivered individually to each student. If students require more help to understand the comments and/or grade they have been given more in-depth tutorials will be organized where the student and staff will have access to the work submitted. General comments pertinent to the entire cohort at all levels are also provided. Level 4 The approach to assessment in level 4 is designed to unify the knowledge and skill base of the cohort, taking into consideration their previous educational experience. Its purpose is to encourage and value achievement whilst making clear the expectations of the course and the academic standards of the University. All level 4 units have a formative peer assessment event against the unit assessment criteria. They are introduced to the language and phrasing of the course assessment criteria, developed by the course team, with which to evaluate the work of their peers in a positive manner. Marking is conducted in accordance with the University s Assessment Regulations. Programme Specification for BA (HONS) Fashion and Textile Design Page 8

11 Level 5 Level 5 assessment is designed to facilitate the students adopting a more individualised approach to their studies in readiness for the direction of their ambitions within level 6. It measures their ability to work within a team through the use of peer assessment and enables them to gain an understanding of the impact their contribution can have on the success of a team. It recognises developed levels of maturity and self-determination. All level 5 units have a formative peer assessment event against the unit assessment criteria and throughout the year are introduced to the language and phrasing of the course assessment criteria with which to evaluate the work of their peers in a positive manner. All group marks in the Enterprise units are individually moderated by a peer assessment mark which enables the student to gain an insight into their ability to contribute to a team and how that performance is viewed by the team. Grade criteria are supplied at all peer appraisal events. Marking is conducted in accordance with the University s Assessment Regulations. Level 6 Level 6 assessment is designed to support a much more individualised learning experience which is self-directed by the student. It also support career aspirations and recognises and values employability skills and increased levels of professionalism. Where relevant, level 6 units have a formative peer assessment event against the unit assessment criteria and throughout the year students are introduced to the language and phrasing of the course assessment criteria with which to evaluate the work of their peers in a positive manner. Marking is conducted in accordance with the University s Assessment Regulations. 21. Assessment Regulations Standard university rules apply (see Assessment and Regulations). 22. Role of Externals The Subject External Examiner will: oversee unit assessment and usually attend Unit Assessment Boards; review unit assessment strategy; sample assessment artefacts; report to Unit Assessment Boards. Award External Examiners (usually also a Subject External Examiner) who will: oversee and attend Award/Progression Boards; scrutinise and endorse the outcomes of assessment; ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom. 23. Indicators of Standards and Quality A. Professional Accreditation/Recognition Not applicable. B. Periodic Programme Review (or equivalent) This course participated in a successful Periodic Review in February Key areas were highlighted as examples of good practice which should be disseminated across the University. Programme Specification for BA (HONS) Fashion and Textile Design Page 9

12 C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March ). D. Others None 24. Other Sources of Information Other sources of information may be found in Course Approval Document. Student Handbook. University of Portsmouth Curricula Framework. University of Portsmouth Undergraduate Prospectus. Assessment Regulations. University of Portsmouth ( and School of Art and Design ( website. 1 Portsmouth-HER-15.pdf Programme Specification for BA (HONS) Fashion and Textile Design Page 10

13 Unit Assessment Map UNITS COURSEWORK EXAMINATION Level Name Code Credit Delivery Core/ Option Total % Type of Artefact Duration/ Length 4 CORE SKILLS: FASHION U Year C 100 Portfolio 100 Weighting % Total % Open/ Closed Duration (hrs) Weighting % 4 CORE SKILLS: TEXTILES U Year C 100 Portfolio DESIGN RESEARCH AND DEVELOPMENT U Year C 100 Portfolio DESIGN RESOLUTIONS U Year C 100 Portfolio INTRODUCTION TO VISUAL CULTURE (FASHION AND TEXTILES) U Year C 100 Image analysis Essay 0 words DIGITAL DESIGNING FOR FASHION AND TEXTILES U Year C 100 Technical Research Journal Portfolio 5 INTERMEDIATE DESIGN RESEARCH AND DEVELOPMENT 5 INTERMEDIATE DESIGN RESOLUTIONS U C 100 Portfolio 100 U C 100 Portfolio ENTERPRISE PLANNING AND RETAIL U Year C 100 Business Plan Portfolio 5 ENTERPRISE PRODUCTION AND MANUFACTURE U Year C 100 Portfolio Portfolio 5 LIVE PROJECT U Year O 100 Portfolio Portfolio 5 VISUAL CULTURE: ISSUES OF REPRESENTATION 5 VISUAL CULTURE: TECHNOLOGY AND THE IMAGE U Year O 100 Essay Essay with Research Proposal U Year O 100 Essay Essay with Research Proposal Unit Assessment Map for BA (HONS) Fashion and Textile Design Page 1

14 5 VISUAL CULTURE: CULT FILMS AND POSTMODERNISM 5 VISUAL CULTURE: DESIGN, STYLE, AND IDENTITY 5 VISUAL CULTURE: VISIONS OF THE BODY U Year O 100 Essay Essay with Research Proposal U Year O 100 Essay Essay with Research Proposal U Year O 100 Essay Essay with Research Proposal 5 STUDENT ENTERPRISE U Year O 100 Essay Presentation Business Plan 5 PROFESSIONAL EXPERIENCE U Year O 100 Proposal eportfolio 5 IWLP option 20 Year O Reflective Report 5 minutes A4 equivalent 0 words ADVANCED DESIGN RESEARCH U C 100 Portfolio VISUAL CULTURE RESEARCH PAPER U O 100 Written assignment 00 words VISUAL CULTURE: RESEARCH PROJECT U O 100 Written Report + Practical work 4000 words FINAL DESIGN RESOLUTION U C 100 Portfolio WRITING VISUAL CULTURE IN THE PUBLIC AND PROFESSIONAL SPHERES 6 SELF-INITIATED DESIGN BRIEFS AND STUDENT COMPETITIONS U O written assignments and words U Year C 100 Portfolio ADVANCED DESIGN DEVELOPMENT U Year C 100 Portfolio VISUAL CULTURE: DISSERTATION U Year O 100 Dissertation words VISUAL CULTURE: EXTENDED RESEARCH PROJECT U Year O 100 Research Project words + visual work 100 Unit Assessment Map for BA (HONS) Fashion and Textile Design Page 2

15 Unit Learning Outcomes Map 2 Level Name Code Credit Delivery Core/ Option A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 D8 4 CORE SKILLS: FASHION U Year C X X X X X X X X X X X X X X X 4 CORE SKILLS: TEXTILES U Year C X X X X X X X X X X X X X X X 4 DESIGN RESEARCH AND DEVELOPMENT U Year C X X X X X X X X X X X X X X X X X X X X X 4 DESIGN RESOLUTIONS U Year C X X X X X X X X X X X X X X X X X X X 4 INTRODUCTION TO VISUAL CULTURE (FASHION AND TEXTILES) 4 DIGITAL DESIGNING FOR FASHION AND TEXTILES U Year C X X X X X X X X X X X U Year C X X X X X X X X X X X X X X X X X X X X 5 INTERMEDIATE DESIGN RESEARCH AND DEVELOPMENT U C X X X X X X X X X X X X X X X X X X X X X X 5 INTERMEDIATE DESIGN RESOLUTIONS U C X X X X X X X X X X X X X X X X X X X X X 5 ENTERPRISE PLANNING AND RETAIL U Year C X X X X X X X X X X X X X X X X X X X X X X X X 5 ENTERPRISE PRODUCTION AND MANUFACTURE U Year C X X X X X X X X X X X X X X X X X X X X X X X X 5 LIVE PROJECT U Year O X X X X X x x X X X X X X X X X X X X X X X X 5 VISUAL CULTURE: ISSUES OF REPRESENTATION 5 VISUAL CULTURE: TECHNOLOGY AND THE IMAGE 5 VISUAL CULTURE: CULT FILMS AND POSTMODERNISM 5 VISUAL CULTURE: DESIGN, STYLE, AND IDENTITY U Year O X X X X X X X X X X X U Year O X X X X X X X X X X X U Year O X X X X X X X X X X X U Year O X X X X X X X X X X X 5 VISUAL CULTURE: VISIONS OF THE BODY U Year O X X X X X X X X X X X 5 STUDENT ENTERPRISE U Year O X X X X X X X X X X X X X 5 PROFESSIONAL EXPERIENCE U Year O X X X X X X X X X X X X X 2 A = Knowledge and Understanding; B = Cognitive (Intellectual) Skills; C = Practical (Subject Specific) Skills; D = Transferable Skills Unit Learning Outcomes Map for BA (Hons) Fashion and Textile Design with Enterprise Page 1

16 6 ADVANCED DESIGN RESEARCH U C X X X X X X X X X X X X X X X X X X X X X X 6 VISUAL CULTURE RESEARCH PAPER U O X X X X X X X X X X X X X 6 VISUAL CULTURE: RESEARCH PROJECT U O X X X X X X X X X X X 6 FINAL DESIGN RESOLUTION U C X X X X X X X X X X X X X X X X X X X X X 6 WRITING VISUAL CULTURE IN THE PUBLIC AND PROFESSIONAL SPHERES 6 SELF-INITIATED DESIGN BRIEFS AND STUDENT COMPETITIONS U O X X X X X X X X X X X U Year C X X X X X X X X X X X X X X X X X X X X X X X X 6 ADVANCED DESIGN DEVELOPMENT U Year C X X X X X X X X X X X X X X X X X X X X X X X X 6 VISUAL CULTURE: EXTENDED RESEARCH PROJECT U Year O X X X X X X X X X X X 6 VISUAL CULTURE: DISSERTATION U Year O X X X X X X X X X X X Unit Learning Outcomes Map for BA (Hons) Fashion and Textile Design with Enterprise Page 2