Fashion Studies Programme

Hollings Faculty Fashion Studies Programme PROGRAMME SPECIFICATIONS This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if she/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education Page 1 of 203

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: May 2011 2 Effective date of Approved/Reviewed Programme October 2014 Specification: 3 This Version effective from: September 2015 4 Version number: 2011/ Version 5 Modifications to Programme Specification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications The following Award Programme Specification elements of provision included N/A N/A in this document is/ are also included in the following programme specifications Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above Programme Specification SECTION A ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title Fashion Studies Programme 2 Brief Summary Over the past 75 years, this programme of 3 courses at Istituto Marangoni has grown and developed alongside the thriving Italian fashion industry. Through an exciting curriculum aimed to develop practical, creative and business and management skills, which are both subject specific and relevant to the international fashion industry, these 3 courses will turn out students fully equipped for a career in Fashion Design, Fashion Styling or Fashion Business. There is a strong focus on project-based study. Students will initially acquire basic skills, advancing over the 3 years into independent learners, ready for a career in their chosen profession. The course, based in the 3 European capitals of fashion, inculcates an inherent awareness of Italian style and chic while at the same time reflecting the nuances of each national campus. 3 Awarding institution Manchester Metropolitan University 4 Home Faculty Hollings 5 Home Department/ School/ Institute Department of Clothing Design and Technology 6 UCAS/GTTR code(s) N/A 7 Framework for HE Qualifications position of final award(s) Honours (Level 6) 8 Alignment with University Curriculum Framework 9 Engagement with the University s Unified Language Provision Undergraduate Unified is not available for Externally Validated programmes Page 2 of 203

10 Compliance with University Regulations 11 Approved Variations/Exemptions from University Regulations Undergraduate 12 Relationship with Faculty Foundation Year Successful completion of the Faculty Foundation Year entitles student to enter Level 4 of 6 N/A Awards 13 Final award title(s) BA (Hons) Fashion Design BA (Hons) Fashion Styling BA (Hons) Fashion Business BA (Hons) Fashion Design (sandwich) BA (Hons) Fashion Styling (sandwich) BA (Hons) Fashion Business (sandwich) 14 Combined Honours 14a (i) Combined Honours Awards available Subject(s): None (ii) Single Honours Awards available through Combined Honours (iii) Approved Subject Combinations administered by this Programme Specification 14b Approved Subject Combination administered by other Programme Specifications 15 Interim exit awards and Subject title(s) Final Awards: None N/A Approved Combination N/A CertHE Fashion Design CertHE Fashion Styling CertHE Fashion Business Dip HE Fashion Design Dip HE Fashion Styling Dip HE Fashion Business Home Programme Specification & Home Dept. N/A Arrangements with Partners 16 Approved Collaborative partner(s) 17 Articulation Arrangements with Partners Partner Name Istituto Marangoni Partner Name N/A Type of Collaborative Partnership External validation Details of Arrangements N/A Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award of any route within the programme specification 19 Date and outcome of last PSRB approval/accreditation N/A N/A Page 3 of 203

Approval Status 20 Date and outcome of most recent May 2011 MMU review/ approval 21 Next Scheduled Review Date: Autumn/Spring Term of 2016/17 22 Programme Specification effective date: October 2015 SECTION B - OUTCOMES 23 MMU Graduate Outcomes On successful completion of their course of study MMU, graduates will be able to GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field. 24 Programme Rationale University Educational Aims: To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. To provide a supportive and inclusive learning environment which will enable success for all learners. To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. Course Education aims: Fashion Design: To produce graduates who have a breadth of skills and knowledge in design, pattern and garment technology, responding to the changing needs of the industry. They will be equipped to deal with existing and emerging technologies in today s apparel manufacturing and retailing environments, and have an understanding of business practices within the global clothing industry. We aim to send forth our graduates as independent life-long learners who can progress to industry, postgraduate study or a selfemployed, creative life. Fashion Styling: To produce graduates who are creative, with transferable skills and subject specific skills in trend forecasting, analysis and interpretation of style and brands, visual communication and merchandising, who can apply these skills to the present and emerging technologies in today s fashion communication industry and who have an understanding of operations and business practice within the global fashion industry. Fashion Business: To produce graduates equipped with a thorough knowledge and understanding of the different types of businesses that form part of the wider fashion industry. In particular, an understanding of the principles of business practice, management and marketing with a deeper exploration of how these principles operates within the confines of fashion. Page 4 of 203

25 QAA Benchmark Statement(s) Subject benchmark statement for Art and Design Subject benchmark statement for General Business and Management 26 Programme Specific Outcomes On successful completion of their course of study MMU graduates will be able to: apply skills of critical analysis to real world situations within a defined range of contexts; demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; manage their professional development reflecting on progress and taking appropriate action; find, evaluate, synthesise and use information from a variety of sources; articulate an awareness of the social and community contexts within their disciplinary field. 1. Honours Degree Learning Outcomes On successful completion of the BA (Hons) Fashion Design course, students will be able to: Understand the fashion design process and, within that framework, have developed the creative, intellectual and technical skills necessary to practice within the fashion industry; Apply both current and emerging relevant technology, with the intention of demonstrating their understanding of the role and application of these technologies; Demonstrate their ability to collate and communicate ideas and information within a variety of roles in the fashion industry; Engender a professional approach by demonstrating their skills to solve problems, evaluate evidence, conclude and present arguments appropriate for graduate employment or education at Postgraduate level. In addition, students who have engaged in the placement within the Fashion industry and have successfully passed the placement year will be able to: Apply theoretical understanding into a practical application within a working environment. On successful completion of the BA (Hons) Fashion Styling course, students will be able to: Understand the fashion styling and communication process and, within that framework, have developed the creative, intellectual and technical skills necessary to practice within the fashion industry; Apply both current and emerging relevant technology, with the intention of demonstrating their understanding of the role and application of these technologies; Demonstrate their ability to collate and communicate ideas and information within a variety of roles in the fashion industry; Interact effectively with others through collaboration, collective endeavour and negotiation; Engender a professional approach by demonstrating their skills to solve problems, evaluate evidence, conclude and present arguments appropriate for graduate employment or education at Postgraduate level. In addition, students who have engaged in the placement within the Fashion industry and have successfully passed the placement year will be able to: Apply theoretical understanding into a practical application within a working environment. On successful completion of the BA (Hons) Fashion Business course, students will be able to: Page 5 of 203

Demonstrate knowledge and understanding of the broad range of areas of business and management and the detailed relationships between these, their application and their importance in an integrated framework; Critically evaluate marketing strategies designed and implemented by different types of organisations operating within the fashion industry; Develop a strategic approach to the evaluation of national and international fashion markets, organisations, opportunities and customers in manufacturing and retail environments; Evaluate the evolving relationship between brands, organisations and consumers and how they manage such relationships through digital and non-digital channels; Formulate solutions to business problems based on a synthesis of management principles and practices and effectively communicate these solutions in a range of written, visual and spoken forms; Critically comment on a range of business data (both primary and secondary) and adopt an evaluative approach to sources of information and appropriate research methodologies; Demonstrate responsibility for their own learning through the production of an individual project. In addition, students who have engaged in the placement within the Fashion industry and have successfully passed the placement year will be able to: Apply theoretical understanding to practice within a working environment. 2. Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University s Regulations for Undergraduate Programmes of Study at http://www.mmu.ac.uk/academic/casqe/regulations/assessment-ug.php 27 Interim Award Learning Outcomes Certificate Higher Education Students successfully completing Level 4 may proceed to Level 5, or they may complete their studies at this stage and thereby qualify for a Certificate of Higher Education in Fashion Design. Students successfully completing Level 4 will have developed: A basic understanding of the elements involved in the design process used in the fashion industry; A fundamental knowledge of the supporting business and fashion garment construction and development process; The ability to take different approaches to problem solving; The ability to communicate accurately. Students successfully completing Level 4 may proceed to Level 5, or they may complete their studies at this stage and thereby qualify for a Certificate of Higher Education in Fashion Styling. Students successfully completing Level 4 will have developed: An understanding of the basic elements involved in the communication and style analysis process used in the fashion industry; A fundamental knowledge of the supporting business and organisation of fashion shoots and coordination process; The ability to take different approaches to problem solving; The ability to communicate accurately. Students successfully completing Level 4 may proceed to Level 5, or they may complete their studies at this stage and thereby qualify for a Certificate of Higher Education in Fashion Business. Students successfully completing Level 4 will have developed: An understanding and an appreciation of the fundamentals of fashion marketing management and the different elements of the marketing process; An understanding of the objectives and structure of a fashion business, the necessary resources and how the external environment creates opportunities and threats for the organization; Page 6 of 203

An ability to demonstrate an awareness of the fashion industry, its competitive forces, designers, global sourcing, fashion predictors and consumer markets; An ability to identify and analyse the main trends, cultural movements, innovations in textiles and materials from a fashion historical perspective; An ability to identify and explore proper learning strategies; An ability to identify and apply appropriate communication and presentation skills in visual, written and spoken forms relevant to the transmission of ideas and information and the capacity for interpersonal communication; An ability to identify and acquire information and communication technology skills as appropriate to the discipline. Diploma of Higher Education Students successfully completing Level 4 and 5 may proceed to Level 6, or they may complete their studies at this stage and thereby qualify for a Diploma of Higher Education in Fashion Design. Students successfully completing Level 5 will have developed: A sound understanding of the principals involved in the design process used in the fashion industry and how to apply these principals to fashion product development; A detailed understanding of the new fabrics and technologies that support the changes within the fashion industry; The ability to evaluate the appropriateness of different approaches to problem solving. Students successfully completing Level 4 and 5 may proceed to Level 6, or they may complete their studies at this stage and thereby qualify for a Diploma of Higher Education in Fashion Styling. Students successfully completing Level 5 will have developed: A sound understanding of the principals involved in style and trend analysis process used in the fashion industry and how to apply these principals in an editorial context; A detailed understanding of the new and established technologies supporting the fashion business; The ability to evaluate the appropriateness of different approaches to problem solving. Students successfully completing Level 4 and 5 may proceed to Level 6, or they may complete their studies at this stage and thereby qualify for a Diploma of Higher Education in Fashion Business. Students successfully completing Level 5 will have developed: An ability to examine the different theoretical frameworks used to explain the complex nature of brands and brandings, and gained an understanding of the strategic brand management process and its relevance to fashion organisations; An ability to investigate all aspects of modern organisations operating within the fashion industry taking the process from analysing textiles and materials through to design, supply chain management and logistics, manufacturing processes and technologies and retailing; An ability to analyse the financial aspects of different fashion business strategies and develop suitable tools for conducting financial analysis and budgeting; Skills to critically examine the impact of evolving macro and micro environmental factors on the competitive strategies of fashion organisations; Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately; Appropriate skills to perform effectively within a team environment, including leadership, team building, influencing and project management skills; Numeracy and quantitative skills including data analysis, interpretation and extrapolation. Page 7 of 203

SECTION C STRUCTURE 28 Structures, modes of delivery (e.g. FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements The courses below are available at both London and Paris campuses. BA (Hons) Fashion Design Level 4 (Fulltime & Sandwich) Core Units Code Unit Title 31AD1001 None Architecture of Design 30 31FE1001 None Fabric Exploration & Design 30 31PC1001 None Portfolio & Collection Creation 30 31HA1001 None History of Art & Dress 30 On successful completion of Level 4 interim exit award: Cert HE Fashion Design Level 5 (Fulltime & Sandwich) Core Units Code Unit Title 31BR2001 None Brand Revival 30 31AF2001 None Art & Fashion Interface 30 31PS2002 None Personal Style 30 31FC2001 None Fashion, Culture and Contemporary Perspectives 30 On successful completion of Levels 4 & 5 interim exit award: Dip HE Fashion Design Placement Year (Sandwich only) Core Units Code Unit Title 31PLX0003 None Placement 120 Level 6 (Fulltime & Sandwich) Core Units Code Pre/Corequisites Pre/Corequisites Pre/Corequisites Pre/Corequisites Unit Title 31PC3001 None Pre-Collection 30 31CD3001 None Collection Design 30 31RT3001 None Researching Theory and Practice 30 Option Units Choose 1 from options listed 31CD3002 None Collection Development 30 31IP3001 None Industry Portfolio Preparation 30 On successful completion of Level 6 Final exit award: BA (Hons) Fashion Design No of credits No of credits No of credits No of credits Page 8 of 203

BA (Hons) Fashion Styling Level 4 (Fulltime & Sandwich) Core Units Code 31OE1001 None Objects and Environments 30 31ID1001 None Identity 30 31HA1001 None History of Art and Dress 30 On successful completion of Level 4 interim exit award: Cert HE Fashion Styling Level 5 (Fulltime & Sandwich) Core Units Code Unit Title 31FW2001 None Fashion Writing and Criticism 30 31FE2001 None Fashion Editorial 30 31MD2001 None Magazine Design 30 31FC2001 None Fashion, Culture and Contemporary Perspectives 30 On successful completion of Levels 4 & 5 interim exit award: Dip HE Fashion Styling Placement Year (Sandwich only) Core Units Code Unit Title No of credits No of credits 31PLX0003 None Placement 120 Level 6 (Fulltime and Sandwich) Core Units Code Unit Title 31CE3001 None Career Exploration 30 31FP3001 None Final Major Project 60 31RT3001 None Researching Theory and Practice 30 On successful completion of Level 6 Final exit award: BA (Hons) Fashion Styling BA (Hons) Fashion Business Level 4 (Fulltime & Sandwich) Core Units Code Pre/Corequisites Unit Title 31SC1001 None Semiotics of Clothing 30 Pre/Corequisites Pre/Corequisites Pre/Corequisites Pre/Corequisites Unit Title 31FM1003 None Fashion Marketing 1 30 31FM1004 None Fashion Marketing 2 30 31FI1001 None Fashion Industry and Cultural Context 30 31PB1001 None Principles of Business 30 On successful completion of Level 4 interim exit award: Cert HE Fashion Business No of credits No of credits No of credits Page 9 of 203

Level 5 (Fulltime & Sandwich) Core Units Code 31CS2003 None Coordination Strategies 30 31FM2004 None Fashion Marketing Strategies 30 31FM2003 None Finance and Management Control 30 On successful completion of Levels 4 & 5 interim exit award: Dip HE Fashion Business Placement Year (Sandwich only) Core Units Code Unit Title 31PLX0003 None Placement 120 Level 6 (Fulltime & Sandwich) Core Units Code Pre/Corequisites Unit Title 31BI2001 None Brand Identity 30 Pre/Corequisites Pre/Corequisites Unit Title 31FR3001 None Fashion Retailing 30 31AF3002 None Advanced Fashion Retailing 30 31DM3001 None Digital Marketing 30 31HP3003 None Honours Project 30 On successful completion of Level 6 Final exit award: BA (Hons) Fashion Business SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects Page 10 of 203 No of credits No of credits No of credits It is the aim of the undergraduate courses to enable students to gain employability, professional and skills enhancement, as well as offering them opportunities for progression onto postgraduate degrees. In response to the constantly evolving, changing and expanding fashion industry, market research has shown that industry requires professionals who are ready to meet the demands brought on by these changes to lead, manage and to take on the challenges found within these disciplines. Informed by a range of sources, such as alumni data, this undergraduate course provides students with the knowledge and skills for specialist careers in the fashion sector and develops outstanding levels of professionalism in relation to their work, enabling them to practice as disciplined, independent and resourceful practitioners capable of sustaining careers in a competitive and constantly changing industry. The types of roles that we expect graduates from these courses to progress to range from design and consultation through to entrepreneurial roles. Approximately 2600 students apply to Istituto Marangoni courses per year- they are from diverse cultural backgrounds and from over 92 different countries. The uptake of careers post qualification is on a global scale, adding to the already international network of alumni. Istituto Marangoni works closely with employers and academic staff to promote and support work placement opportunities and communicate job vacancies for Marangoni students through recruitment days organised at the campuses. Feedback is used in the placement procedures and interview stages to gain industry information and feed this into the curriculum design. These processes enable informed decision-making when developing new programmes as well as when modifying existing programmes in order to maximise employability opportunities for students. Full advantage is taken of the international network that Istituto Marangoni has at its disposal, facilitating high-profile placements and job opportunities. Recent student destinations following graduation include Kering, Burberry, Richard Nicoll, Good PR, Stella McCartney, Bally, Bottega Venetta, Tods PR, Roger Vivier PR, Liberty, McQueen, Stylesight, WGSN, Hermes, Saint Laurent PR, Alberta Ferretti, Loewe, The Future Laboratory, WGSN, Good PR, Indigo Cow PR, MTV, Rewardstyle, Not Just a Label, Mintel,

The Gentleman Blogger, Liberty, McQueen, Brand Alley, Giorgio Armani, Alexander McQueen, Safilo, Temperley (India), Balenciaga, Céline, Christian Dior Couture, Givenchy, La Estampa (Brazil), Puma, Prada and Jimmy Choo. Via their career services, all campuses gather intelligence on their graduates through exit questionnaires, initially following graduation. This market information is used to make recommendations for further programme development through programme committee meetings. The Career Services use follow-up questionnaires as intermediate contact at regular intervals in order to track graduate career progression. Full information is gathered for the database, which is available to all of the campuses. This shows students destinations as well as previous historical data concerning career progression or further academic study. The Career Services gather employer and placement intelligence and this is communicated via Regular meetings with Programme leaders and academic staff. The Career Services Manager holds meetings with company HR departments, recruitment agencies and fashion brands and further data and information is gathered from specialist recruitment fairs to enable informed decisions to be made on programme development and further opportunities for students. Career Services continue to keep all channels of communication open both for the student and for the employer following student graduation and subsequent employment, encouraging a career long relationship with Istituto Marangoni, current students and fellow graduates. Istituto Marangoni registers and updates its records of the final destinations of all students, recognising the importance of this growing network of alumni talent and establishing further links with employers. 30 Curriculum Design The programme is offered as three specialist courses in the fashion subject either as a 3-year full time course or 4-year sandwich course, with placement taking place between Levels 5 and 6. The curriculum design allows for students who do not progress from Level 4 to 5, but who have 120 Credits at Level 4, to qualify for a Certificate of Higher Education. Likewise students who do not progress to Level 6 from 5, but who have 120 Credits at both Levels 4 and 5, qualify for a Diploma of Higher Education. The Programme is designed to facilitate the development of a student who will be highly employable and will allow them to investigate and develop their strengths in one of the 3 chosen specialist courses. The programme will present students with a variety of approaches to learning and assessment strategies that will promote students intellectual, imaginative, analytical and critical judgement. It will allow students to develop understanding as well as their presentation and communication skills, which they will be able to demonstrate in a variety of forms. A combination of different learning and teaching methodologies are employed in order to promote reflective learning and develop generic transferable skills. Methods include: projects to encourage independent learning through investigation, enquiry and problem solving; group project to enhance interpersonal and collaborative skills; tutorials and group tutorials to facilitate shared experiences and best practice; Seminars, formal lectures and workshops; Scholastic trips, external projects and competitions present the students with another dimension to their leaning experience; Guest speakers provide the students with a full, broader and real prospective to their specialist field of study. Students will have the opportunity to demonstrate their achievement of the intended learning outcomes through a variety of means appropriate to their field of study. The BA (Hons) Fashion Design course is part of the three-year full time programme, with an option to undertake a four-year sandwich programme. This programme is delivered through a variety of learning and teaching methods, which include seminars, tutorials, workshop inductions, study visits, lectures, IT workshops, library sessions, group projects, and independent research. At Level 4 the unit framework will provide an opportunity for students from widely varied backgrounds and abilities to learn the fundamentals of drawing ensuring that by the end of the year they will become proficient in expressing their ideas in 2D with good presentation skills. Pattern cutting and construction classes throughout the first year will give students an introduction to the technical skills required and how they relate to, and are supported by academic practice and contemporary fashion design issues. Students will compile a technical file, which includes construction, details and manipulations. The Portfolio and Collection Creation Unit will help students aim towards the production of an individual portfolio and sketchbooks with photographic reference sketches, ideas, Page 11 of 203

collages, fabric samples and a range plan for different markets. A great deal of the focus is placed on working towards practical output through projects set by tutors. The units comprising Level 5 are designed to encourage students to experiment widely and challenge their existing ideas and approach to design implementing skills learnt from Level 4. To this end, units will encourage the students to experiment and develop their own personal style. Students will target their collections to a variety of market segments. The creative work will take place in the design and pattern making studio, a realistic working environment in which students experiment with fabrics, print, pleating, silhouettes and details. Students will work with fabric suppliers, print/knit technicians and sample machinists towards the production of their capsule collection, developing their practical skills with the support of tutors. Level 5 units will prepare students to express, evaluate and present ideas and information clearly in a variety of forms appropriate to the situation and audience. At this level, students will be introduced to the practice of keeping Reflective Learning Journals. Students on the sandwich programme who successfully complete level 5 have the option to progress to the Placement Year. This is normally for a minimum period of 36 weeks and on satisfactory completion the student is awarded 120 Practice Credits. The Placement Panel, however, reserves the right to recommend to the appropriate Examination Board that a student should progress directly onto the Level 6 of the programme and thus graduate with a full-time award. Whereas Level 5 encourages diverse experimentation and a challenging approach to thinking, at Level 6 students skills are honed to increasingly produce well-informed finished pieces of work that communicate their ideas. By this stage the students are aiming to work as independent practitioners. Fashion Marketing within units will help students to research and analyse different markets, understand consumer demographics, competitors, price points, marketing methods, promotion and the preparation of a business plan. At this level of study the student will be equipped to work as a selfemployed entrepreneur. The introduction to Reflective Learning Journals at Level 5 will endow them with the self-analysis necessary to become independent thinkers at Level 6. A portfolio of developmental work will support the final major project, the Collection Design Unit. It will demonstrate the culmination of the students studies and enable them to develop work capable of confronting clients, employers, sponsors and curators. At the end of Level 6, students have a choice of units, which they can discuss with their Key Tutor and Programme Leader. Collection Development allows students to develop their collection further in relation to industry whilst Industry Portfolio Preparation prepares students for interview with a specific company or market level. Both these Units play to the students strengths. The BA (Hons) Fashion Styling course is part of the three-year full time programme, with an option to undertake a four-year sandwich programme. This programme is delivered through a variety of learning and teaching methods, which include seminars, tutorials, workshop inductions, study visits, lectures, IT workshops, library sessions, group projects, and independent research. At Level 4 the unit framework will provide an opportunity for students from widely varied backgrounds and abilities to learn the fundamentals of style research and analysis ensuring that by the end of the year they will become proficient in referencing their ideas with good presentation skills. The organisation of the first year of study on this course is created to incrementally build the student skill base, knowledge and confidence. In the first unit students will get an understanding of the communicative value of basic garments, the beginnings of garment and style analysis and how to interpret these in a modern, contemporary manner. The latter being an ongoing possess throughout Level 4. The second unit builds on the first, as the students are looking into the communicative effects of location, accessories and objects and its interface with the mood of an image. Here students are asked to use any immediate camera (iphone would be an excellent example) to create their own images and put together their own photo-shoot. Students are required to give a presentation of their work, processes behind it and to justify their concepts and ideas. The final unit of the first year culminates in the first real life shoot. Students are working in teams, reflecting real life practice, and rotate their role within the team to create a collection of personal images. By the end of Level 4 the fashion styling student will have a clear idea of the range of work and skills that a professional stylist will have. They will have experienced a real shoot and be accustomed to organising and arranging all elements that are needed to work in a team. At Level 5, students are introduced to trend forecasting and predictions across the fashion industry. They will develop an appreciation of the historical, cultural and technological trend influences and be able to identify and argue both macro and micro trends. Editorial styling is a focus in this second year of the course and students will produce written work as well as images taking into consideration the market/viewer/consumer after research into these areas. They will be aware of clients, competitors Page 12 of 203

markets and consumers. An analytical knowledge of the role that film, art and music plays in the creative referencing is intrinsic at this level of study, students need to acquire a global perspective of all the influences of fashion. This will be supported by relevant study skills sessions and ways of advancing the uses of a Reflective Learning Journals. They will develop further both their visual and written communication skills throughout this year and by the end of this level will have produced their own magazine. Level 6, at this point students are required to work more independently while researching the different career opportunities and the related skills required to produce the outcomes of the first unit in the final year of study. Career Exploration takes the students though a variety of roles and they will present a proposal for their final major project. A self-directed brief reflecting the areas of interest is the culmination of this course. The students will be encouraged to create a variety of outcomes at a professional level appropriate for his/her book with a clear career direction by the end of this final unit. During the final unit the student will be supported by three formative assessment points, these differ from tutorials as the key tutor will encourage the student to reflect on their learning within the context of the set assessment criteria. The Theory Units run through all 3 years of the BA (Hons) Fashion Styling and BA (Hons) Fashion Design courses forming a firm basis for studio practice. The Level 4 Theory unit, History of Art and Dress, is designed to paint a broad picture of the evolution of Art and Dress from early evidences, e.g. Mesopotamia, Ancient Egypt to the end of the 19th Century. The element of Dress will be taught in terms of cut and construction, the development of fabrics & materials, jewellery design, footwear, and hair & makeup. Students will explore the relationship between artistic movements and the development of dress, within a wider social, cultural, historical and political framework. They will draw parallels between artistic movements and the way they are interpreted in recent fashion collections. Students will become competent both in the demands of academic study and in the skills of effective communication in written format. They will access electronic archives and databases and a range of library resources, relevant to their discipline. At Level 5, Fashion and Cultural Contemporary Perspectives, starts with a presentation of contemporary developments in Fashion Studies from 1900 to the present day. In the second and third terms students select one option from those on offer: 1. Fashion and Consumerism 2. Fashion Photography and Desire 3. Gender Identity and the Body 4. Future-Fashion At Level 6, Researching Theory and Practice, will give students the opportunity to critically research, and through their investigations, gain expert knowledge of a specialist area within their studio practice. It will be expected that their choice of subject will be able to sustain sufficient breadth and depth of enquiry, to review elements of the social, economic, cultural, and historical implications of their area of study. As the research stage progresses students will be asked to submit an initial 500-word written Synopsis. This will be followed by a 5,000-word dissertation, which brings together their theoretical and practical work. The BA (Hons) Fashion Business course is part of the three-year full time programme, with an option to undertake a four-year sandwich programme. This programme is delivered through a variety of learning and teaching methods, which include lectures, seminars, tutorials, workshop inductions, study visits, IT workshops, library sessions, group projects, and independent research. At Level 4 the unit framework will provide an opportunity to understand the marketing subject, its relevance within fashion and the different elements of the marketing process. This is encompassed in Fashion Marketing 1 unit, which will also present the fundamental theoretical underpinnings of the communication theory and their application to the development of marketing communications strategies and plans. Students will also develop an awareness of the Fashion industry, its competitive forces, designers, global sourcing, fashion predictors and consumer markets. Building on FM1, Fashion Marketing 2 will enable students to develop a more advanced understanding of marketing principles with particular emphasis upon the elements of the marketing mix and on the different marketing communications tools available to fashion organisations. Fashion Industry and Cultural Contexts will provide an historical, cultural and sociological perspective, enabling students to contextualise the business of fashion. Principles of Business will underpin the marketing units and support students in understanding the different objectives, structures and functions of a fashion business. Page 13 of 203

In Level 5, the focus is on how fashion organisations build a sustainable competitive advantage over their rivals. In recognition of the dominance of brands and branding within fashion, the Brand Identity unit will provide students with an in-depth knowledge and understanding of the different phases of the strategic brand management process. Students will also be able to investigate all aspects of modern organisations operating within the fashion industry from analysing textiles and materials through to design, supply chain management and logistics, manufacturing processes and technologies and retailing. This is achieved in the Coordination Strategies unit. Fashion Marketing Strategies will enable students to critically analyse different competitive marketing strategies and their suitability to evolving market conditions. Students will also learn a range of research techniques and will acquire the necessary skills to collect and analyse business data. The Finance and Management Control unit will enable students to appreciate the financial aspects of different fashion business strategies and develop suitable tools for conducting financial analysis and budgeting. In Level 6 students will be able to formulate informed solutions to business problems based on a synthesis of management principles and practices and to effectively communicate these solutions in a range of written, visual and spoken forms. This is particularly evident in the Fashion Retail and Advance Fashion Retail units, in which students will be able to use problem solving and decision-making skills in developing different strategies and plans. The focus of the Digital Marketing unit will be to evaluate the evolving relationship between brands, organisations and consumers and how they manage such relationships through digital and non-digital channels in an integrated approach. Prior to completing the BA (Hons) Fashion Business, students will demonstrate responsibility for their own learning by the production of an individual project as their final piece of work (Honours Project unit). 31 Learning and Teaching The QAA in their review (2012) identified the following good practice within Istituto Marangoni: There is a consistent focus on contemporary professional practice across the management of all aspects of the provision, underpinned by strong industry links and the experience of practitioner staff Staff development is clearly focused and prioritised, and includes full support for staff to complete a postgraduate teaching qualification The undergraduate programme respects the diversity of students and is structured with formal lectures, workshops, tutorials, seminars and self-directed study, and within this structure a range of approaches to learning and teaching is employed as appropriate to the situation. Industry specialists and visiting specialist lecturers (industry professionals) make valuable contributions to the delivery of the curriculum and facilitate important links to professional practice. Academic staff delivering the courses have or are working towards achieving the MMU PG Cert in Academic Practice to support and maintain currency of teaching and learning practice. Academic staff are also encouraged to become fellows of the Higher Education Academy to inform and facilitate their on-going professional development and to ensure that the high standards of teaching are maintained. Learning, teaching and assessment within the programmes has been refined and developed through the organisational tool of the Continuous Improvement Plan derived from discussions at programme committee level management, which leads to course modifications in approach and possible content. Lectures form an integral part of the programme and delivery of key information to the students. At this level, it is expected that students use the lectures as a starting point for further self-directed study and research. Self-Directed Study students are expected to spend time researching and analysing subject matter independently to support and substantiate taught material. Seminars are used to build on themes taken from the lecture programme. Students are encouraged to make an active contribution by sharing ideas through debate. They are expected to research in preparation for the seminars from literature references provided prior to the sessions. Visiting Lecturers are invited to present specialist lectures to all students to enhance the learning and teaching strategies. Individual Tutorials are used when individual student work is being discussed or specific guidance required to one particular student; it is especially important during assessment feedback, Personal Development Planning and in the dissertation phase and may be face-to -face, a telephone conversation or via e-mail or Skype. Small Group Tutorials enable students to discuss and plan their work in detail than is possible with larger groups. It encourages quieter students to develop their interpersonal and communication skills and helps consolidate leadership skills in others. It also allows for peer assessment. Page 14 of 203

Video Presentations are used to give a more in-depth understanding of a specific issue. Case Studies are used for detailed discussion of real-life situations. Demonstrations are normally of a technical nature and are necessary in certain subject areas. Studio / Workshop / Laboratory / Practical Sessions may be used to enable the creative and practical skill development of the student in an environment that simulates that of industry. Group and Team Work requires students to operate as a member of a group or team and they usually have clearly identified roles. The emphasis is on collective responsibility, individual responsibility to the group and joint decision-making. The group work is seen as an essential tool to develop practical skills necessary for placement and employment. Presentations requires students to use a variety of appropriate presentation methods to stimulate discussion and debate-developing skills, which have been highlighted as essential by employers for graduates at this level. Study Trips give students the opportunity to go beyond the Istituto environment to deepen their understanding of a specific subject. The study trips are offered to the students at possible additional cost. The details, when approved, are distributed to the students at the beginning of the academic year. Formative assessment is an integral part of the teaching and learning process and its aim is to promote learning and to motivate learners. It is used as an interim support procedure for students to assess their progress, there are no marks attached to this feedback, and it does not contribute to the final unit mark: it provides an indicative measure and allows students to move forward in their learning. The setting of short-term goals ultimately helps develop within the student the ability to self-assess in a formative manner so that they grow the skills of self-evaluation necessary for lifelong learning. Examples of formative feedback methods include face-to-face tutorials (PDP), generic feedback, annotations to submissions and feedback sheets; these address the performance of students towards achieving the learning outcomes. Formative assessment methods include: Tutorials and seminars as formative activities Using journals (especially to support and inform tutorials) and PDP Problem-based learning and case studies Peer-assessment activities Critique sessions Reflection Student presentations self and peer assessment Page 15 of 203

32 MMU Regulations for Undergraduate Programme of Study apply to all stages of assessment. The methods of assessment used give breadth and depth, which allow for both the formative and summative assessment of every student at each stage of the programme. methods to support learning: The Fashion Studies Programme uses a balanced assessment system, both summative and formative as an integral part of gathering information on student learning. Different forms of assessment can, and where appropriate should, be used to test different types of skills and learning. Formative : Formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. In formative assessment, students will be involved in the assessment process. These formative assessment situations will also give students an opportunity to learn to critique the work of others. Some of the instructional strategies that will be used formatively include the following: Criteria and goal setting: asking students to participate in establishing what should be included in criteria for success. Self and peer assessment: With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. Student record keeping: helps students had better understand their own learning as evidenced by their classroom work. This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal. Summative s: These assessments are a means of gauging student learning, at a particular point in time, relative to established marking criteria. Summative assessments can occur during as well as at the end of each unit and concentrate on specific evidence of student work, examples as follows: Portfolio is used to assess a variety of projects that have been developed throughout the unit. It can consist of few components from the following: presentation, reflective diary, final collection, research file, illustrated collection, technical specifications, fabric and colour charts. Practical Coursework allows the students to demonstrate their understanding and application of practical areas of study. Written Reports are required is some study areas, where a clear and structured brief is provided and the students are asked to submit work to me marked independently and anonymously by staff. Formal Examinations are required is some study areas. Presentations are used in some subjects to allow the student to develop their professional communication and presentation skills. Student Projects are used when the student is required to submit work to be marked independently and anonymously. 33 Inclusive Practice All along the year, the students can meet the Programme leader as well as the Student Service and the Director of Education if they have any problem they wish to discuss. Personal Development Planning (PDP). All students are invited to take part of the PDP. The PDP helps students in their personal, professional and academic development. It consists of 2 meetings with a tutor/coach, to develop their capacity to reflect on their own learning and achievement, and to plan for their own personal and educational career development. Student Support. It is planned to implement a specific student support to assist students having learning difficulties. It should offer a confidential and friendly service which offers a range of support, such as advising on specialist equipment and technology or referring students who think that they might be dyslexic for diagnostic assessments with an Educational Psychologist. Available resources are as follows: 10 x 3DS Max 44 Studio Mac (room 302) 44 x Symantec End Point 11.0 3. Library Online Resources (London and Paris Campuses) A-N The Artists Network Arts:Search, formerly DesignInform BMJ Journals (Highwire) Page 16 of 203

Brepols Online (formerly Metapress) Brill Online - direct British and Irish Women's Letters and Diaries (Alexander Street Press) British History Online (T&F) British Standards Online (BSI) Capital & class (Conference of Socialist Economists) Dawsonera: Dawson Ebook Collection Drama Online Library (Bloomsbury) Drama Research Edinburgh UP English Historical Documents Online (T&F) ESA Journals - Ecology Exact Editions - Neural magazine Guilford Press Harvard Education Publishing Group Historical Texts (JISC/MIMAS) Inderscience Online (formerly Metapress) Internet Archaeology Archive/University of York JISC Journal Archives (MIMAS) JSTOR (MIMAS) Liverpool University Press (formerly Metapress) Maney Journals/Maney Online Mark Allen Group - MAG Online Library (prev Internurse) MetaPress Naxos Music Library OvidSP Palgrave Macmillan Electronic Journals Pion ProQuest ProQuest Chadwyck (combined) Rienner Press Journals SpringerLink Symposium Journals Taylor and Francis Online (T&F) Walter De Gruyter Westlaw (Thomson Reuters) MyiLibrary Collection WGSN Vogue Archive (IM) Berg Fashion Library (IM) Mintel (IM) MarketLine (IM) Fashion Monitor (IM) Drapers OnLine (IM) Myilibrary e-book platform (IM) Emerald Insight (IM) Please note: Students registered for an MMU award, but enrolled at Istituto Marangoni, are classed as external students and have access to additional electronic resources which can be accessed via MMU s Library Search. Due to licensing restrictions MMU cannot make all of their subscribed services available to external students. Licences can change so access to individual MMU databases cannot be guaranteed. More information can be found in MMU s guide for external students http://libguides.mmu.ac.uk/usrexternal Page 17 of 203

35 Work-related Learning and/or Placement All students enrolled on the sandwich programme will undertake the Placement unit between Levels 5 and 6. This is normally for a minimum period of 36 weeks. The placement experience is designed to help prepare students for employment and they will be capable of following careers in a wide variety of sectors of the industry. Each campus has its own dedicated Careers Services Manager that heads the careers support team. The purpose of the support officer is to bridge the gap between the fashion industry located in the city/ country of campus and the student/graduate. The Career services Manager builds and expands on industry relationships in their city, creating a variety of learning opportunities for the students, such as live briefs, competitions, visits and industry lectures. Students on the three-year full-time programme look for placement opportunities after graduation. All students are supported by lectures, PowerPoint presentations and notes, on internship, the nature of the fashion industry, preparation of CVs, cover letter writing, developing and preparing a portfolio in line with a job interview and interview skills. As placement includes any activity, which a student engages with offsite, it should be also noted that during the course of the programme students will be given the opportunity to join study trips and submit work towards industry sponsored competitions. Study trips may take many forms, such as short excursions to museums, galleries or retail environments; structured visits to view industrial sites, marketing/buying offices, showrooms, fashion and textiles/yarn trend exhibitions and fairs. 36 Engagement with Employers Istituto Marangoni has a long tradition of successfully preparing students for the needs of the fashion industry through collaborative engagement with industrial contacts. Current and future views on industry activity, which may include the understanding of new business models and current forms of communication such as the digital revolution, have informed programme design at Istituto Marangoni. Employer engagement is an integral part of its long-term vision and an important element of programme development and of value for the student experience. In order to reinforce this, industry plays a key role in the activities within the campuses. The programme of guest lectures, company visits, industry seminars and study visits to international trade shows, further embed industry practices and enable students to form valuable links with potential employers. The programme team engages with employers on a regular basis, through a variety of means including industry briefings, seminars and conferences. As many of the tutors on the programme are professional practitioners, they bring with them a wealth of current information on the fashion industry along with their own network of practitioners, all with a perspective on the rapidly changing industry of Fashion and Fashion Business. The undergraduate placement programme has enabled further involvement with employers and this has enriched the curricula of the courses as many companies have now provided seminars and industry based projects for the students. Early consultation with industry has been used as a method of ensuring that the undergraduate programme proposal reflects the depth of knowledge that the industry demands in developing fashion specialists and in this subject area. A clear indication of their input is reflected in their request to provide students that have good knowledge of computer skills, which Istituto Marangoni has now firmly embedded into the undergraduate course by providing Photoshop, Illustrator and Excel tutorials throughout the courses. The curricula of the programmes have been designed to support students to achieve the intended outcomes within a strong industrial and academic context to support employability, reflecting an overarching depth in subject knowledge. Examples of industry needs having direct relevance to the programmes are where it was noted that technology and innovation are addressed well. The academic teams were advised that it was vital for companies to have students on work placement with critical knowledge and understanding and with the skills to navigate the applications of new technology in the collation, processing and communication of data, appropriate for the fashion industry. This has ensured that relevant key skills such as industry report writing, group work and presentation skills are seen as part of the summative assessment and are addressed throughout the programme and embedded from the outset advancing business awareness and work skills. Both the London and Paris campuses engage employers to enhance teaching, learning, are actively involved in engaging key recruiters and HR managers, and other key speakers for seminars in order to keep students fully informed regarding the industry requirements for their discipline. Recruiters and HR personnel are regularly invited onto the campuses and hold seminars and workshops to support students in their professional growth also to provide insight into the industry requirements. Most recently Net-a-porter, Nike, Puma, Not Just a Label have all been involved in these activities. Industry briefs presented by industry specialists add value to the programme. The benefits for students are: understanding of how skills and knowledge are used in the work place information from within the industry about opportunities within a sector Page 18 of 203

insider s view of competitive business environment current knowledge of developments within the sector theory augmented by relevant experience industry standards to assess student work external expertise in skills training These opportunities provide successful scenarios for the campuses as they provide: real problems for students to work on placements from employers employer-demanded presentations employer feedback via their participation in the programme committee meeting Alumni are also consulted and invited to offer their expertise and feedback following initial employment in their given specialisms in events such as CV clinics, specialist industry briefings, interview techniques, portfolio surgeries and recruitment forums. The Career Services Manager has an updated database of student alumni and industry and the programme benefits from its strong industry links as well as its Italian heritage, attracting major brands to collaborate and be involved in the development of the Istituto Marangoni programme and the enhancement of its curricula. (Ref: IMAC. Istituto Marangoni Advisory Committee minutes March 2014). The net result of such processes means that the programme curricula reflect the employment sector and the changes within it, which affects the employability of students and their ability to secure placements. Consistent reflective processes through meetings, which include the student, employer and Istituto Marangoni staff, means that the relationship between all parties is strengthened and improved through consistent monitoring and improvement of all placement and recruitment procedures. Strong links with companies and their HR departments have proven invaluable in strengthening these processes and have affected the content of the placements offered to students and these links have been reflected in the programmes for Istituto Marangoni. 37 Personal Development Planning The most widely accepted definition of Personal Development Planning is that of the Quality Assurance Agency, which defines PDP as a structured and supported processes to develop the capacity of individuals to reflect on their own learning and achievement, and to plan for their own personal and educational and career development. (QAA 2001). PDP offers a structured way to reflect on what the student is good at and what needs to develop further. It encourages students to rate their current skill levels attained at the institute and learned from different situations and environments including external studies, part time work, voluntary work and other social activities. This programme conforms to MMU s Faculty of Art and Design s PDP Framework, whereby PDP is viewed as a process that is embedded within the curriculum. It is an ongoing process of students reflecting on their development as learners and on their aspirations for their future learning and professional practice. PDP/Individual Development Tutorial. All students are required to participate in PDP. Students prepare themselves for this tutorial through a reflective survey of their learning journal that is supported and guided by a set of questions from their Key Tutor. Initially they will be asked to reflect on their existing skills and determine where their strengths lie. Then they will be assisted in determining their development needs and setting some development goals. Success in achieving these goals will be determined in a variety of ways: through their studies; extra-curricular activities etc. and, with the support of the Key Tutor, the student will be able to recognize and record these successes, setting further goals as required. There are two PDP tutorials for each student per academic year given by the Key Tutor during the three years of these courses. In the case of the Sandwich courses, the placement tutor will give added support in the career development discussions during this year. At the end of the course, all students are given the opportunity to meet with the campus placement officer and discuss their future employment goals. SECTION E - PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements Admission to the programme is in accordance with Manchester Metropolitan University entry requirements. Page 19 of 203

Entry into Level 4 The normal minimum age for entry shall be 18 years. The normal entry requirements are: International Baccalaureate. or UK, subjects and grads required are: GCSE Grade C (or above) in three subjects normally including English and Maths AND passes in either two subjects at GCE Advanced Level (A2) or Vocational Advanced Level (six unit), or one subject at Vocational Advanced Level (Double Award) BTEC Higher National Diploma or Certificate or BTEC National Diploma or The traditional Advanced GNVQ at merit level or Scottish Certificate of Education with passes in the three subjects at Higher Grade (C or above) and two subjects at Standard Grade (3 or above) or Irish Leaving Certificate with passes in five at grade C or above, four of which should be at Higher/Honours Level The Admissions Tutor may accept other qualifications as are deemed to be acceptable in lieu of the specified above. Undergraduate courses: Pearson Test of English (PTE Academic) PTE 53 IELTS 6.0, with no element below 5.5* Cambridge Advanced B 2 Cambridge Proficiency C1 * IELTS from the approved centre is the only acceptable English certificate for students requiring visa to study in the UK Entry to Other Levels Direct entry into Level 5 is only be considered if the following requisites are demonstrated by the applicant with evidence of: Appropriate level of study & skills demonstrated in a body of work comparable to the learning outcomes of Level 4 i.e. portfolio (when appropriate to the subject of study) Credits successfully undertaken relating to study at comparable programme at a similar institution at Level 4 Work experience that relates to skills needed at this level. In the UK they could typically have already have achieved the following: Foundation Degree in a relevant subject or Equivalent qualification in a relevant subject at another institution or Can demonstrate equitable skills and commitment to study. Students wanting to study the sandwich course may apply for entry into the Placement Year with a relevant Foundation degree or equivalent, but must be able to demonstrate that previous study has allowed them to achieve the learning outcomes of either: Level 5 of a BA (Hons) Fashion Design Level 5 of a BA (Hons) Fashion Styling Level 5 of a BA (Hons) Fashion Business in the appropriate subject area. Page 20 of 203

Applicants will normally be expected to have achieved 50% in Level 5 of their Foundation Degree to be accepted for the Honours Degree and demonstrate at interview their commitment to further study. Students may also apply for entry at Level 6 with a relevant Foundation degree, or equivalent, but must be able to demonstrate that previous study has allowed them to achieve the Learning Outcomes of: Level 5 of a BA (Hons) Fashion Design Level 5 of a BA (Hons) Fashion Styling Level 5 of a BA (Hons) Fashion Business in the appropriate subject area. It is also essential that international students have sufficient command of English to meet the higher requirements of the programme in every respect at this Level. Entry into Level 6 a student must have a minimum IELTS 6.5 (or similar TOEFL or Cambridge award). International Applicants International applicants, for Level 4, must have sufficient command of English to meet the requirements of the programme in every respect. If they have previously studied in the UK students are normally expected to have attained either a grade c or above in GCSE English Language or the equivalent. Other international applicants, for whom English is not their first language, IELTS at grade 6 (with no element below 5.5) TOEFL 213 + points on the computer-based test are a requirement for the admission to the programme. As above, incremental learning throughout the course would make it necessary for Level 6 applicants to have an IELTS score of no less than grade 6.5 (or similar TOEFL or Cambridge award). Admission Exemptions Exceptionally, the Admissions Officer may accept an applicant whose qualifications do not conform to the standard requirements http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf Admission with Specific Credit In order to be admitted to the programme with specific credit or advanced standing, the applicant shall satisfy the Admissions Tutor that they have fulfilled some of the progression and assessment requirements of the programme by means other than attendance on the programme and that they will be able, by completing the remaining requirements, to fulfil the objectives of the programme and attain the standard required for the award. Admission with Specific Credit shall, in all cases, mean that an applicant s prior qualification and/or learning are accepted as fulfilling some of the requirements of the programme. Accreditation of Prior Learning (APL) The Admissions Officer, in compliance with Manchester Metropolitan University s Policy for Accreditation of Prior Learning, will consider applicants for admission with prior learning on an individual basis. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus http://www.mmu.ac.uk/study/ 39 Programme Specific Management Arrangements Standard Programme Management arrangements are outlined in Management of Programme Delivery. 40 Staff Responsibilities Key staff are appointed to give PDP guidance to their students. These are identified as the teaching team that has most contact time and subject specific knowledge to support their student group. They report to the programme leaders directly. A team of Professional Practitioners undertakes all other teaching roles. This has always been the Istituto Marangoni method and teaching policy. It is recognised that they bring currency, knowhow and industry contacts into the institute. The teaching teams report to the direction of the programme leaders. As they are all specialists in their areas of teaching they are expected to liaise with the Programme Leaders for the following: Subject & curriculum developments Seminar and lecture proposals Page 21 of 203

Liaison with the Placement Tutor Updating information concerning space resource requirements Book lists for the developments of the campus learning resources Meeting with Programme Leaders in both one-to-one and plenary meetings twice a year Play a key role in grading and giving valuable feedback during the exam session Maintaining the quality of academic standards by supporting the rules and regulations concerning exam procedures and conduct of the student body Participation in Peer Support of Teaching Staff exercise Joint Responsibilities: Placement: Placement managers on each campus liaise with industry and support the subject specific Placement Tutor in the support and academic monitoring during the placement year. 41 Programme Specific Academic Student Support Istituto Marangoni s Departmental Policies ensure that various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral ways: a. Programme Leaders are set in place as a first point of call to acquaint students of their teaching programme; b. Faculty Student Support Officers for referral of students where appropriate; c. Programme handbooks and assessment handbooks to give relevant information; d. Induction programmes on using the Library, IT, campus facilities and Media Services, on the course contents and objectives; e. Student group representatives elected to the programme Committee as the student voice; f. Programme Leaders guide students to the most appropriate help. Student Support Officers Istituto Marangoni provides Faculty Student Support Officers, who act as the first point of contact for students in both academic and personal counselling. A Faculty Student Support Officer is available for Master programmes and another for the undergraduate BA (Hons) and one-year programmes. For academic counselling, Student Support Officers will liaise with tutors to offer practical advice to resolve specific difficulties with presentation skills, research, essay writing and reflective learning journals. A written record of these tutorials will be kept in the student s file for reference and to assist in monitoring of student progress. For matters of pastoral care the Student Support Officers will help in: - Finding their way around campus and city - Managing their time - Dealing with stress - Exam tips - Getting the best from their course - Understanding and applying the school s rules - Anything else they wish to discuss. One-to-one appointments may be made by phone, through the receptionists or by email. Students can expect to be seen right away or within 48 hours of first making contact. Generic academic student support is provided to all students in line with the guidance outlined in the University s Student Handbook. The University Student Handbook is available from :http://www.mmu.ac.uk/studenthandbook/ The Collaborative Partner Student Handbook is available from: http://www.mmu.ac.uk/academic/casqe/collaborative/docs/cp_student_handbook.pdf) 42 Programme Specific Student Evaluation Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies. Istituto Marangoni will gather student opinion in a variety of ways, both formal and informal. A range of methods are available, which may include the following: Page 22 of 203

Paper questionnaires Informal contact with Programme Leader and subject Tutor, for example during lectures and seminars and through appointments with academic staff Brief snapshots surveys for example, distributing post-it notes in classes and inviting views on a particular topic, with the results being reviewed and discussed, with the aim of responding to these views as soon as possible and before the formal end of unit evaluation End of Unit Evaluation End of academic year internet questionnaires when students will be invited to reflect on their overall experience in their campus. Issues will be taken to Programme Reflective Meetings and added to the Annual Academic Monitoring Report Programme Committee Staff-Student Liaison Committees Istituto Marangoni would prefer that on most occasions students be identified when giving constructive feedback on the course and teaching methods. There might be occasions when it is not appropriate and IM recognizes this. In these instances, programme teams and central support services will ensure that anonymity and confidentiality is respected. In order to close the feedback loop and to communicate any improvements resulting from student participation at least once every academic year, programme teams relate back to students the actions taken in response to student views. An online annual monitoring and evaluation akin to MMU s Internal Student Survey. Students will be asked to respond to a series of questions, for example, if they were clear about what they were meant to be learning on the unit, if the teaching had helped them learn effectively and if they have developed new or existing skills. The data will be analysed and the Programme Leader will be required to comment on: Key strengths and issues arising from student performance; Key strengths and issues arising from student feedback; Actions and improvements for the next academic year. Programme Leaders will be required to respond to issues identified within External Examiner reports which require further action. The Programme complies with current institutional evaluation policies. NB University information on Student Evaluation is available from: http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf Appendix V Listening and responding to the student voice goes into detail and maps out the processes that are in place. Page 23 of 203

SECTION F MAPPING MAP I ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO Programme Learning Outcomes (Section 26) add more lines as appropriate BA Fashion Design Level 4 Architecture of Design Fabric Exploration & Design Portfolio & Collection Creation History of Art and Dress Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 Drawing Portfolio (50%) Technical File (50%) Drawing Portfolio (40%) Research & Development Portfolio (60%) Research & Development Portfolio (40%) Technical Portfolio (60%) Reflective Journal (40%) Essay (60%) Page 24 of 203

Level 5 Brand Revival Art and Fashion Interface Personal Style Fashion, Culture and Contemporary Perspectives Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 Report (50%) Design Portfolio (50%) Research & Development Portfolio (50%) Technical Portfolio (50%) Research & Development Portfolio (50%) Technical Portfolio (50%) Essay (50%) Essay (50%) Page 25 of 203

Level 6 Pre-Collection Collection Development Industrial Portfolio Preparation Researching Theory & Practice Collection Design Assignment task 1 Assignment task 2 Assignment task 1 Assignme nt task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Presentatio n (40%) Research & Development Portfolio (60%) Oral Presentation (50%) Collection Portfolio (50%) Presentation & Report (40%) Research & Developmen t Portfolio (60%) Research Proposal (20%) Essay (80%) Monograph (50%) Portfolio (50%) GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 Page 26 of 203

BA Fashion Styling Level 4 History of Art and Dress Identity Objects and Environments Semiotics of Clothing Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Reflective learning journal (40%) Essay (60%) Reflective Learning Journal & Diary (50%) Portfolio of Evidence (50%) Portfolio of Evidence (50%) Presentation (50%) Reflective Learning Journal (50%) Portfolio of evidence and 1000 written report (50%) GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 Page 27 of 203

Level 5 Fashion, Culture and Contemporary Perspectives Fashion Editorial Fashion Writing and Criticism Magazine Design Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Essay (50%) Essay (50%) Reflective Learning Journal (50%) Portfolio of Evidence & Report (50%) Theoretical review (50%) Professional reviews (50%) Reflective Learning Journal (50%) Bound Magazine (50%) GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 Page 28 of 203

Level 6 Researching Theory and Practice Career Exploration Final Major Project Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Research Proposal (20%) Project (80%) Portfolio of Evidence (50%) Presentation (50%) Portfolio of Evidence (50%) Presentation (50%) GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 Page 29 of 203

BA Fashion Business Level 4 Fashion Marketing 1 Fashion Marketing 2 Fashion Industry and Cultural Context Principle of Business Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Report (40%) Exam (60%) Report (40%) Exam (60%) GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 Report (40%) Exam (60%) Report (40%) Exam (60%) Page 30 of 203

Level 5 Brand Identity Coordination Strategies Fashion Marketing Strategies Finance and Management Control Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 Report (40%) Exam (60%) Report (60%) Exam (40%) Report (50%) Exam (50%) Report (40%) Exam (60%) Page 31 of 203

Level 6 Fashion Retailing Advanced Fashion Retailing Digital Marketing Honours Project Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 2 Assignment task 1 GO 1 GO 2 GO 3 GO 4 GO 5 GO 6 GO 7 PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 Report (40%) Exam (60%) Report (60%) Exam (40%) Report (60%) Exam (40%) Report (100%) Page 32 of 203

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills BA Fashion Design Level 4 Level 5 Level 6 Knowledge and Understanding Mapping (K) generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity The artist's or designer's relationship with audiences, clients, markets, users, consumers, participants, coworkers and co-creators develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes, or texts Architecture of Design K S S K S Fabric Exploration & Design K S K S Portfolio & Collection Creation K S K S K S History of Art & Dress K K S Art & Fashion Interface K S K S K S Brand Revival K S K S K S Personal Style Fashion Culture & Contemporary Perspective Collection Development K K K S KS K S Page 33 of 203 K S K K K S Pre-Collection K S K S K S Industrial Portfolio Preparation K S Research Theory & Practice Collection Design S K K S K S K S K S K S Skills Mapping (S) select, test and make appropriate use of materials, processes and environments the implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies, and in interdisciplinary approaches to contemporary practice in art and design. be resourceful and entrepreneurial.

Level 4 Level 5 Level 6 Knowledge and Understanding Mapping (K) the critical, contextual, historical, conceptual and ethical dimensions of the student's discipline in particular, and art and design in general Architecture of Design K S Fabric Exploration & Design K S Portfolio & Collection Creation S History of Art & Dress K S Art & Fashion Interface K S Brand Revival Personal Style S KS K S Fashion Culture & Contemporary Perspective Collection Development K S Pre-Collection Industrial Portfolio Preparation Research Theory & Practice K S K S Collection Design S Skills Mapping (S) manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination S S S S S S S S S S S S employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making Page 34 of 203

BA Fashion Styling Level 4 Level 5 Level 6 Knowledge and Understanding Mapping (K) Identity Objects & Environment Semiotics of Clothing History of Art & Dress Fashion Editorial Fashion Writing & Criticism Fashion Culture & Contemporary Perspectives Magazine Design Career Exploration Researching Theory & Practice Final Major Project Skills Mapping (S) Understand the relationship between creative expressions and a wider social, cultural, historical and political framework. Understand and develop knowledge regarding how to find, evaluate, synthesise and use information from a variety of sources K S K K S K K K S K K S K S K S K S K S K K K S K S K S K S K S K S K S K S Apply skills of critical analysis to real world situations within a defined range of contexts. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Articulate an awareness of the social and community contexts within their disciplinary field. K S K S K K S K S K S K S S S K S K S Express ideas effectively and communicate information appropriately and accurately Plan and propose a body of promotional work, as well as assemble a technically proficient style layout book K S K S K S K S S S S K S K S K K S Demonstrate a high degree of professionalism Page 35 of 203

BA Fashion Business Level 4 Level 5 Level 6 Knowledge and Understanding Mapping (K) Organisations, internal aspects, functions and processes External environment: economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations Management: the various processes, procedures and practices for effective management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes o decision making within organisations and in relation to the external environment. Fashion Industry & Cultural Contexts Fashion Marketing 1 Fashion Marketing 2 Principle of Business Brand Identity Coordination Strategies Finance & Management Control Fashion Marketing Strategies Fashion Retailing Advanced Fashion Retailing S KS KS KS KS KS KS KS KS KS KS KS K K K KS K KS KS KS KS KS KS KS S KS KS KS KS KS KS KS KS KS KS KS Digital Marketing Honours Project Skills Mapping (S) Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports Page 36 of 203

Level 4 Level 5 Level 6 Knowledge and Understanding Mapping (K) Markets and customers. The development and operation of markets for resources, goods and services and customer expectations, service and orientation Finance. The sources, uses and management of finance Communication and information technology - the comprehension and use of relevant communication and information technologies for application in business and management Operations and information systems Business policy and strategy. The development of appropriate policies and strategies within a changing environment, to meet stakeholder interests Sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity Fashion Industry & Cultural Contexts Fashion Marketing 1 Fashion Marketing 2 Principle of Business Brand Identity Coordination Strategies Finance & Management Control Page 37 of 203 Fashion Marketing Strategies Fashion Retailing Advanced Fashion Retailing KS KS S K KS S KS KS KS K KS S S S KS S S KS S KS KS S KS KS KS KS KS KS KS KS KS KS KS KS KS S KS KS S S KS S S S S KS S KS KS KS KS S KS KS S S KS KS KS KS KS S KS KS S KS S S KS KS Digital Marketing Honours Project Skills Mapping (S) Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of business problems and phenomena Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Ability to conduct research into business and management issues, either individually or as part of a team for projects/ dissertations/ presentations Interpersonal skills of effective listening, negotiating, persuasion and presentation Effective use of communication and information technology for business applications Effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise

SECTION G POINTS OF REFERENCE Internal Corporate Strategy http://www.mmu.ac.uk/about/corporate-strategy/ Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website http://www.mmu.ac.uk/academic/casqe/event/ Regulations for Undergraduate Programmes of Study http://www.mmu.ac.uk/academic/casqe/regulations/assessment-ug.php Previous Programme Approval/Review/Modification Report (19 th May 2011) MMU Strategy for Learning Teaching and http://www.celt.mmu.ac.uk/ltastrategy/ MMU Curriculum Framework for Undergraduate Programmes of Study http://www.mmu.ac.uk/academic/casqe/regulations/docs/ug_curriculum_framework.pdf Institutional Code of Practice for the of Students http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf Policies and Procedures for the Management of, Grading, Criteria and Marking http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf MMU Equality and Diversity Policy http://www2.mmu.ac.uk/humanresources/a-z/policies/equalityand-diversity-policy/ Quality and Standards in Academic Collaboration http://www.mmu.ac.uk/academic/casqe/collaborative/index.php Staff research Departmental Professional/Industrial Advisory Committees Staff/Student Liaison Committees External QAA Subject Benchmark statement General Business and Management http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement-generalbusiness-and-management.pdf QAA Subject Benchmark statement Art and Design http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement---art-anddesign-.pdf QAA Frameworks for Higher Education Qualifications in England Wales and Northern Ireland http://www.qaa.ac.uk/publications/information-and-guidance/publication?pubid=2718 The UK Quality Code for Higher Education http://www.qaa.ac.uk/assuring-standards-andquality/the-quality-code External examiner reports Page 38 of 203

SECTION H Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review. FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval) Programme Specification Title (specify award titles/routes affected by change) Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc.) Major mod all Changes to units: BA (Hons) Fashion Styling History of Art and Dress Semiotics of Clothing Objects and Environment Identity Fashion Writing and Criticism Fashion Editorial Magazine Design Major Project Career Exploration BA (Hons) Fashion Design: Architecture of Design Fabric Exploration and Design Portfolio and Collection Creation Personal Style Pre-collection Collection Design Industry Portfolio Preparation Date of FAQSC Approval (or PARM event) Approval effective from: 15/08/14 12/09/14 Details of cohort of students who will be affected by the modification (e.g. students entering Level 5 weft September 2014 onward) Page 39 of 203

BA (Hons) Fashion Business Fashion Marketing 1 Fashion Marketing 2 Fashion Industry and Cultural Context Principles of Business Co-ordination Strategies Fashion Marketing Strategies Financial and Management Control Fashion Retail Advanced Fashion Retail Digital Marketing Page 40 of 203

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Architecture of Design 31AD1001 Unit AD Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Fashion drawing,research, design, ideas, proportions, stylisation, volume, iillustration, skirt, trouserss construction, fabrics and materials. Unit Description Brief Summary Indicative Content The students will approach the fashion system through the visual drawing and the analysis of construction of basic garments. Understanding the trends and market will enable them to plan a range. Study body proportion, stylization & experimentation of different methods for fashion drawing Technical drawing B&W Analysis of form and volume of garments Research & design methodology, development of ideas & concepts Study use of blocks, and pattern cutting for basic skirt and trousers, Construction analysis and an understanding of details (pockets, pleats, gatherings, darts, openings, etc.) Pattern and finished toile in calico Understanding the creative and production process, professionalism within the fashion industry CASQE Page 41 of 203 Unit Specification Collaborative/PG/Flexible

Awareness of trends, exhibitions, fashion fairs and methods of communication Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Engage with a variety of drawing techniques and processes to communicate and develop fashion illustration. LO2. Demonstrate within a learning journal an initial competence in the construction techniques associated with trousers and skirts. LO3. Conduct primary and secondary research using a variety of sources, e.g. books, journals, websites, electronic databases, fashion reports, exhibition collections and visits, to appreciate the work of previous and current practitioners in art and design. LO4. Appreciate the importance of the structure of the fashion industry and the connections between the subject, industry practice and its context. LO5. Demonstrate an initial competence in technical drawings (flats) linked to the proposed products. Summative Element Type Weighting Learning outcomes assessed 1 Portfolio Individual Coursework 50% LO1, LO2 2 (Final): Technical File Individual Coursework 50% LO3, LO4, LO5 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Element of 2 Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) CASQE Page 42 of 203 Unit Specification Collaborative/PG/Flexible 1,2

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 2 2 2 Description of each element of Element 1 (summative assessment): A portfolio of: - human figure drawings and fashion outfits, with stylised fashion illustrations, - technical drawings, - construction of basic patterns of skirts and trousers, - completion of a toile in calico. Element 2 (summative assessment): Technical File of patterns for skirts and trousers with garment details, supported by a 10 minutes, oral presentation of the Research Book, fashion illustrations, technical drawings Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources CASQE Page 43 of 203 Unit Specification Collaborative/PG/Flexible

Books recommended for purchase by students 1. Ambrose G. and Harris, P., 2008, The Fundamentals of Design. Worthing: AVA. 2. Ambrose G. and Harris, P., 2005, Basics Design: Layout, Worthing: AVA. 3. Borelli,L., 2004, Fashion Illustration Next, London: Thames and Hudson. Essential Reading/ Resources 1. Riegelman, N., 2000, A Guide to Drawing Fashion, 9 Heads, Passadena: Media 2. Riegelman, N., 2006, Colours for Modern Fashion. Drawing Fashion with Coloured Markers, 9 Heads Media, Los Angeles: Media. 3. Ambrose G. and Harris, P., 2008, Basics Design: Grids, Worthing: AVA. 4. Fischer, A., 2009, Construction, Lausanne: AVA. 5. Landa, R., 2013, Draw! The Guided Sketchbook That Teaches You How To Draw, San Francisco: Peachpit Press Publications Further Reading/ Resources 1. Borrelli, L., 2000, Fashion Illustration Now, London:Thames and Hudson. 2. Klanten, Hellige, R.H., 2005, Illusive, Contemporary Illustration and its Context, Gestalten, Berlin 3. Klanten, Hellige, R.H, 2007, Illusive 2, Contemporary Illustration and its Context, Berlin: Gestalten. 4. Klanten, Hellige, R.H., 2007, Illusive Contemporary Illustration Part 3, Berlin: Gestalte. 5. Frings, G., 2005, Fashion: from concept to consumer, 8 th ed. NJ: Pearson. 6. Staniland, K., 2010, Textiles and Clothing, c.1150-1450: Finds from Medieval Excavations in London, Woodbridge: Boydell. Specialist ICTS Resources Additional Requirements Photoshop, Illustrator Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon CASQE Page 44 of 203 Unit Specification Collaborative/PG/Flexible

Another magazine Monocle Websites: www.wgsn-edu.com www.fashion.about.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 45 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code BRAND IDENTITY 31BI2001 Unit 1 Occurrence(s) Unit BI Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Brands, brand identity, brand awareness, brand image, brand equity, brand architecture, brand portfolio, brand marketing campaigns, line extension, brand extension, brand valuation, luxury brands, luxury strategies. Unit Description Brief Summary The unit will cover 2 themes: Indicative Content 1. Brand Identity and Branding Strategies 2. Luxury Brand Strategies Theme 1 Brands and Branding Strategies Brand: definitions and functions. Brand and Identity: introductory concepts. Brand and product: brands as conditional assets. The Brand System (Kapferer, 2008) The Strategic Brand Management Process Brand equity Brand Identity and Positioning. Brand Identity Prism (Kapferer, 2008). Categories and characteristics of Fashion Brands. Brand Architecture and portfolio The Brand Relationship Spectrum (Aaker,2000) The role of Marketing Communications in Branding International development and protection mechanisms. The difference between line extension and brand extension CASQE Page 46 of 203 Unit Specification Collaborative/PG/Flexible

How line and brand extensions are relevant to the fashion industry Advantages and disadvantages of brand extensions Brand turnaround and rejuvenation Brand valuation Theme 2 Luxury brands strategies Luxury: concept and definitions Customers attitudes towards luxury brands Developing brand equity: the case of luxury brands Marketing and luxury products Consumer attitudes towards luxury Pricing luxury Distribution and luxury Promotion, communication and luxury Luxury management and luxury business model Luxury brand stretching Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1 Examine the different theoretical frameworks used to explain the complex nature of brands and branding and gain an understanding of the strategic brand management process and its relevance to fashion organizations. LO2 LO3 LO4 LO5 Analyse a brand s target customer profile, competitive scenario, identity and positioning and how these elements influence marketing strategies. Analyse the key success factors and potential pitfalls of brand extension strategies. Connect and evaluate the elements of different types of brand marketing campaigns with a particular focus on luxury brands. Structure and write an analytical report using the appropriate subject specific terminology,. Summative Element 1 (Summative): Coursework, 2000-word individual written report 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade (Approx 2000 words). CASQE Page 47 of 203 Unit Specification Collaborative/PG/Flexible

Employability & Sustainability Outcomes Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 1 NA NA Element of Element Type Weighting Learning outcomes assessed 1 Individual 40% LO1, LO5. Coursework 2000 words written report 2 Two-hour formal unseen examination (Approx 2000 words) 60% LO2, LO3, LO4. 1 1 1,2 1 2 CASQE Page 48 of 203 Unit Specification Collaborative/PG/Flexible

Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 1. Aaker, D.A., 2000. Brand Leadership, London: Simon & Schuster. 2. Kapferer, J.N., 2008. The New Strategic Brand Management Fourth Ed., London: Kogan Page. 3. Kapferer, J.N & Bastien, V., 2010. The Luxury Strategy: Break the Rules of Marketing to Build Luxury Brands. London: Kogan Page 4. Keller, K.L., Aperia, T. & Georgson, M., 2008. Strategic Brand Management, Harlow: Pearson Education Limited. 1. Aaker, D.A., 2004. Brand Portfolio Strategies, New York: Simon & Schuster. 2. Davis, M., 2009. The Fundamentals of Branding, Lausanne: AVA Publishing SA. 3. Okononkwo, U., 2007. Luxury Fashion Branding. Trends, Tactics, Techniques., Basingstoke: Palgrave MacMillan. 4. Olins, W., 2008. The Brand Handbook, London: Thames and Hudson. 5. Olins, W., 2003. On Brands, London: Thames and Hudson. 6. Roberts, K., 2005. Lovemarks, The future beyond brands, New York: Power House Books. 7. Tungate, M., 2008. Fashion Brands: Branding Style from Armani to Zara Second Ed., London: Kogan Page. 1. American Marketing Association: http://www.marketingpower.com/ 2. Brand Republic: http://www.brandrepublic.com/ 3. Brandz: http://www.brandz.com/output/ 4. Interbrand: http://www.interbrand.com/en/default.aspx Journals: Journal of Fashion Marketing & Management Journal of Marketing Journal of Marketing Management Other resources: Datamonitor Drapers Marketline WGSN CASQE Page 49 of 203 Unit Specification Collaborative/PG/Flexible

Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 50 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Unit Abbreviation Brand Revival 31BR2001 BR Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Brand Identity, Trend Forecasting, Visual Market Analysis (4P), Experimental drawing, Shape, fabric and detail, Experimental Construction Unit Description Brief Summary This unit will enable students to gain a broad understanding of the fashion industry and to focus down to a single brand. They will learn to plan and develop a range for the brand based on in-depth primary and secondary research. When designing the collection, they will study the brand from a social, economic, global and ethical perspective. Students will learn to use creative cutting, fabric manipulation, knits, prints and weaves appropriate to the brand. Indicative Content Learning Outcomes Awareness of the Fashion industry Design of innovative silhouettes Pattern making and construction of details and silhouettes Development of designs and collections Experimenting with mixed media (weave, knit, print, embroidery) Analytical study (2000 words) of fashion trends and international brands Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Employ primary and secondary research tools to study social, political and global issues, when forecasting future fashion trends CASQE Page 51 of 203 Unit Specification Collaborative/PG/Flexible

LO2. Analyse the point of view of consumers, buyers, competitors and fashion critics of an existing brand. LO3. Design a collection for an existing brand, which meets the demands of the identified target market in terms of style, fabrication, quality/ finish and price LO4. Use a range of CAD skills to present mood boards, technical drawings, fashion illustrations and charts. LO5. Use advanced pattern making skills to construct innovative silhouettes and new details Summative Employability & Sustainability Outcomes Element (highlight final element) (1) Element 1: Report (2) Element 2 (final): Portfolio of evidence Outcomes Employability Type Weighting Learning outcomes assessed Individual 50% LO1, LO2 Coursework Individual 50% LO3, LO4, LO5 Coursework Apply skills of critical analysis to real world situations a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) within Element of Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 2 2 1 2 1 2 CASQE Page 52 of 203 Unit Specification Collaborative/PG/Flexible

Description of each element of Element 1 : A 2000 word report supported by visual research to consist of an analytical study of a specific international fashion brand trend forecasting, global issues competitors and target consumer Element 2 : A visual portfolio of research, which identifies an original concept for a specific brand and demonstrates inspiration for a proposed new collection. The portfolio also consists of: a) mood boards, b) fabric manipulations, c) colour charts, d) patterns and, garment constructions e) toiles, f) personal coloured illustrations g) technical drawings (flats), Formative work in the taught sessions will be centred on the development of skills for the assessments. Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ 1. Black S., 2006, Fashioning Fabrics, London: Black Dog. 2. Lee S., 2005, Fashioning the Future (tomorrow s wardrobe), London: Thames and Hudson 1. Ambrose G. and Harris, P., 2005, Basics Design: Layout, Worthing: AVA. 2. Ambrose G. and Harris, P., 2008, Basics Design: Grids, Worthing: AVA. 1. Burke, S., 2003, Fashion artist: drawing techniques to portfolio CASQE Page 53 of 203 Unit Specification Collaborative/PG/Flexible

Resources presentation, Ringwood: Burke. 2. Eceiza, L., 2008, Atlas of Fashion Designers, Rockport: USA. 3. Jones, T and Rushton, S., 2005, Fashion Now 2, Germany: T aschen. 4. Renfrew, E., 2009, Basics Fashion Design: Developing a Collection, London: Ava. 5. Samara, T., 2005, Making and Breaking the Grid: A Graphic Design Layout Workshop. London: Rockport. 6. Seivewright, S., 2009, Basics Fashion Design: Research and Design, London: Ava. 7. Laver, J., 2002, Costume & Fashion: A Concise History, London: Thames & Hudson. Specialist ICTS Resources Additional Requirements PhotoShop Illustrator PowerPoint MAC/PC Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com http://www.sustainablefashionacademy.org www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis CASQE Page 54 of 203 Unit Specification Collaborative/PG/Flexible

Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 55 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Unit Abbreviation Collection Design 31CD3001 CD Level of Study 6 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Catwalk collection, technical, samples, toile, construction fabric- utilization, pattern, cut, product, brand, competitor, consumer, samples, negotiation Unit Description Brief Summary Indicative Content This unit will enable students to create a small personal contemporary collection appropriate for an exhibition/fashion show. Through innovative research and experimentation they will devise a collection that is both cutting edge and business related showing awareness of market and trends. Collection Design Market research / Business plan Select / evaluate most appropriate design for fashion show Action Plan Pattern Development / Toile making sampling Design engineering Statement of Intent Learning Outcomes CASQE Page 56 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Demonstrate an approach to research, analytical evaluation and independent judgement. LO2. Apply personal ideas and demonstrate creative thinking in generating a design process and a related business plan with a defined relationship with market/audience. LO3. Produce a professional portfolio and demonstrate the application of personal aesthetics with three finalized outfits in fabric. LO4. Work independently while effectively interacting with others through collaboration and negotiation. Summative Element Type Weighting Learning outcomes assessed 1 Monograph Individual Coursework 50% LO1, LO2 2 (Final): Portfolio, Collection Individual Coursework 50% LO3, LO4, Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Element of 1 2 1 2 2 1 CASQE Page 57 of 203 Unit Specification Collaborative/PG/Flexible

Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 1 Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Element 1 : Personal Monograph A 500-word document outlining the proposed project and describing the research processes, experimentation and adaptation methods used to successfully produce their range of 30 fully illustrated outfits. The document will also include a critical reflective diary of the whole process and accompanied by a business plan to evaluate the market and target of the collection. A fully illustrated collection of 30 outfits of the student s brand proposal will be presented and supported by a portfolio, research and development including detailed product information Element 2 : Portfolio, collection submission: -A mini collection of 3 final outfits in real fabric appropriate for fashion show deriving from a reflection on the starting point and the experimental outfits in preceding unit - patterns and toiles Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources 1. Bruzzi, S and P, Gibson-Church (2000), Fashion cultures: theories explorations and analysis, London: Routledge. 2. Baudot, F (1997), Yohji Yamamoto, London: Thames and Hudson. 1. Berry, R (2000) The Research Project, how to write it, 4th ed: London: Routledge 2. Bowden, J (2004), Writing a report: how to prepare, write and present CASQE Page 58 of 203 Unit Specification Collaborative/PG/Flexible

effective reports, 7 th ed, Oxford: How to Books. 3. Cabrera, R (1983), Classic tailoring techniques: a construction guide for men s wear, New York: Fairchild. 4. Gioello, D A (1981), Profiling fabrics: properties, performance and construction techniques, New York: Fairchild Publications. Further Reading/ Resources Specialist ICTS Resources Additional Requirements 1. Dieffenbacher, F (2013), Fashion Thinking Creative Approaches to the Design Process London: AVA Publishing PhotoShop Illustrator PowerPoint MAC/PC Journals: Dazed and Confused ID Purple Surface Selfservice Nylon Another magazine Etapes Numero Websites: www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com http://www.sustainablefashionacademy.org www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Blogs: tavi-thenewgirlintown.blogspot.com garycardiology.blogspot.com thesartorialist.blogspot. CASQE Page 59 of 203 Unit Specification Collaborative/PG/Flexible

com stylebubble.typepad.com whatkatiewore.com copenhagencyclechic.com Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 60 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Unit Abbreviation Collection Development 31CD3002 CD Level of Study 6 Credit Value 30 ECTS Value 15 Home Department Home Faculty Clothing Design and Technology, MMU Hollings Faculty Unit Co-ordinator Key Words Thomas Brigger, Sian-Kate Mooney Collection, Reflect, Evaluate, Critique, Sample, Toiles, Specifications, Drape, Cutting, Knit, Weave, Print, Presentations, Technology, Craft Unit Description Brief Summary This unit will enable students to develop a capsule collection appropriate for an exhibition/fashion show after reflection on the collection of outfits made in the previous unit. They are required to look into and research other areas such as print, knit, laser-cutting, weave and other forms of new fabric technology that could enhance and complete their contemporary look. Negotiation in making industry links in finding/using new materials and processes, in an independent manner, will prepare the student for a professional career. Students would be advised by their key tutor on the appropriateness of this unit choice. Indicative Content Reflection on Collection Design Personal research into technology and craft Construction development Fashion realisation shape, style, proportion Fabric utilisation Professional presentation techniques Toile making sampling Garment specifications CASQE Page 61 of 203 Unit Specification Collaborative/PG/Flexible

Learning Outcomes Selection of manufacturing techniques in garment construction Design engineering Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Apply and implement creative interpretation, independent judgement and critical analysis towards fashion design collection/portfolio. LO2. Research, develop and resolve independently all creative ideas while producing an ambitious, professional and contemporary collection. LO3. Implement an individual programme of work demonstrating organisational and managerial skills to plan, organise and complete the negotiated practical project. LO4 Communicate effectively articulating a logical and rational argument in visual and oral forms, identifying personal direction and currency within a complete student collection. Summative Element itype Weighting Learning outcomes assessed 1 Oral Presenataiton Individual Coursework 50% LO4 2 (Final): Portfolio Individual Coursework 50% LO1, LO2, LO3 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Element of 1 2 1 2 CASQE Page 62 of 203 Unit Specification Collaborative/PG/Flexible

Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. 2 1 Engage with stakeholder/interdisciplinary perspectives. Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Element 1 : Oral presentation A 30 minutes oral presentation, summarizing their concepts and explaining the developed outfits, construction techniques and reflecting on currency and an understanding of position in the market in relation to other parishioners. Demonstrating the creative processes fully in creating a complete student fashion collection. Element 2 : Portfolio submission: - Presentation of the final collection of 6 accessorized outfits appropriate for an exhibition/fashion show, - Industry standard portfolio. Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students 3. Bruzzi, S and P, Gibson-Church (2000), Fashion cultures: theories explorations and analysis, London: Routledge. 4. Baudot, F (1997), Yohji Yamamoto, London: Thames and Hudson. CASQE Page 63 of 203 Unit Specification Collaborative/PG/Flexible

Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements 5. Berry, R (2000) The Research Project, how to write it, 4th ed: London: Routledge 6. Bowden, J (2004), Writing a report: how to prepare, write and present effective reports, 7 th ed, Oxford: How to Books. 7. Cabrera, R (1983), Classic tailoring techniques: a construction guide for men s wear, New York: Fairchild. 8. Gioello, D A (1981), Profiling fabrics: properties, performance and construction techniques, New York: Fairchild Publications. 9. Moon, J A (2004), A handbook of reflective and experiential learning, Abingdon: Routledge Falmer. 2. Dieffenbacher, F (2013), Fashion Thinking Creative Approaches to the Design Process London: AVA Publishing 3. Burke, S (2003), Fashion artist: drawing techniques to portfolio presentation, Ringwood: Burke. PhotoShop Illustrator PowerPoint MAC/PC Journals: Websites: Dazed and Confused ID Textile View View On Colour Purple Surface Selfservice Nylon Another magazine Etapes Numero www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com http://www.sustainablefashionacademy.org www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Blogs: tavi-thenewgirlintown.blogspot.com garycardiology.blogspot.com CASQE Page 64 of 203 Unit Specification Collaborative/PG/Flexible

thesartorialist.blogspot. com stylebubble.typepad.com whatkatiewore.com copenhagencyclechic.com Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 65 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Coordination Strategies 31CS2003 Unit 1 Occurrence(s) Unit CS Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Fashion collection, fashion trends, market and customer profile, supply chain management, planning, design development and production processes, budgeting, production and manufacturing, retail, sales and selling, visual merchandising, fabrics and materials, synthetic man-made and natural fibres, textiles innovation, Smart fibres and fabrics, fabric sourcing. Unit Description Brief Summary Indicative Content The unit will cover 2 themes: 3. Coordination Strategies 4. Fabrics and Materials Theme 1 Coordination Strategies Fashion collections and influencing factors Researching fashion trends Understanding the market and profiling the customer Product areas within fashion Seasonality factors Supply chain management The design, development and production processes Production and manufacturing options Managing operations Planning and organising the collection Budgeting Retail, sales and different distribution options Visually merchandising the collection Organising the show-room CASQE Page 66 of 203 Unit Specification Collaborative/PG/Flexible

Launching the collection Organising promotional materials and events Theme 2 Fabrics and Materials Synthetic man-made and natural fibres Smart fibres and fabrics Fibres to fabric Dyeing methods Application within fashion Knit, weave Surface printing of fabrics Marbling Surface embellishment Flocking Textiles innovation Fabric sourcing Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1 Investigate how different types of fashion organisations manage product design and development, supply chain and logistics, manufacturing processes and technologies, distribution and retailing. LO2 LO3 LO4 LO5 Identify and manage the critical factors in designing, planning, developing and producing a fashion collection. Identify product designs appropriate to different market levels. Identify the differences between natural and synthetic fibers, their sourcing and application within fashion and demonstrate an ability to select appropriate fabrics for specific end uses. Identify and apply appropriate communication and presentation skills in visual, written and spoken forms relevant to the transmission of ideas and information. Summative Employability & Element Type Weighting Learning outcomes assessed 1 Individual 60% LO2, LO3, LO4, LO5 Coursework 2000 word written report 2 Examination (Approx 2000 words) 40% LO1, LO2, Outcomes Element of CASQE Page 67 of 203 Unit Specification Collaborative/PG/Flexible

Sustainability Outcomes Employability Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills 1 2 1 2 1 2 Description of each element of Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 1 (Summative): Practical coursework and individual 2000 word written report 60% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 40% of overall grade. (Approx 2000 words) 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Learning Resources Student-centred Learning 50% CASQE Page 68 of 203 Unit Specification Collaborative/PG/Flexible

Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 1. Braddock Clarke, S.E. & O Mahony, M., 2007. Techno Textiles 2: Revolutionary Fabrics for Fashion and Design: Bk. 2, London: Thames and Hudson. 2. Frings, G.S., 2008. Fashion: From Concept to Consumer, Harlow: Pearson Prentice Hall 3. Hallett, C and Johnston A (2010) Fabric for Fashion the swatch book, London: Laurence King. 4. Hatch, K. L., 1993. Textile Science, Unknown: West Publishing. 5. Sorger, R. & Udale,J., 2006. The Fundamentals of Fashion Design, Lausanne: AVA Publishing SA. 6. Udale,J., 2008. Basic Fashion Design: Textiles and Fashion Design, Lausanne: AVA Publishing SA. 1. Carr, H. C., 1997. Fashion Design and Product Development, London: Blackwell Publishing 2. Cooklin, G.(1991) Introduction to Clothing Manufacture : BSP Professional 3. Cook, G., (Ed.) (1984) Handbook of Textile Fibre: Volume 1 Natural Fibres: Woodhead Publishing Ltd 4. Cook, G., (Ed.) (1984) Handbook of Textile Fibre: Volume 2 Man-made Fibres: Woodhead Publishing Ltd 5. Renfrew, E. & Renfrew, C., 2009. Basic Fashion Design: Developing a Collection, Lausanne: AVA Publishing SA. 6. Textile Institute, (1995) Textile Terms & Definitions 10 th ed.: Textile Institute Journals: Apparel International International Journal of Clothing Science and Technology Journal of Fashion Marketing and Management Knitting International World Clothing Manufacturer Other resources: Datamonitor Drapers Marketline WGSN Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N500 143 CASQE Page 69 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Digital Marketing 31DM3001 Unit 1 Occurrence(s) Unit DM Abbreviation Level of Study 6 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Digital marketing, digital media, social media, user-generated content, conversation, collaboration, participation, digital marketing strategies, digital marketing communications, digital marketing campaigns, Search Engine Optimisation (SEO), Pay-per-click (PPC), web designs and development, online user experience, interactivity. Unit Description Brief Summary Indicative Content The unit critically analyses the role of digital marketing within the overall business strategies of organisations operating within the fashion industry. There are essentially two themes running through this unit. They are: 5. Digital Media and Digital Marketing: theory and practice 6. Developing online customer experience through interactive graphic design Theme 1 Digital media and digital marketing: theory and practice Digital Media: cultural, social, psychological aspects The relationship between on-line and off-line experience Participatory culture Generation D (Digital) The role of digital marketing within a modern multichannel marketing strategy The Internet Macro and Micro environment Online consumer behaviour Digital marketing strategy Fashion e-commerce and e-branding Marketing mix: a digital marketing perspective CASQE Page 70 of 203 Unit Specification Collaborative/PG/Flexible

Digital media and campaign planning Social media and user-generated content Marketing Communications through digital media channels Implementing, monitoring and evaluating digital marketing campaigns Regulations, legal and ethical aspects of digital marketing campaigns Theme 2 Developing online customer experience through interactive graphic design Principles of interactive graphic design Planning website design and development Site mapping, website organisation, navigation and layout Web-page styling and design Online retail merchandising Introduction to (X)HTML, Cascading Style Sheets (CSS), Flash and other development techniques Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Critically evaluate digital marketing strategies designed and implemented by different types of organisations operating within the fashion industry. LO2. LO3. LO4. LO5 Evaluate the effects that technological advances, penetration of internet, proliferation and fragmentation of different digital media have on the fashion companies and the consumers. Contrast traditional media and digital media and investigate their integrated functions. Understand the principles of interactive graphic design, evaluate different forms of web-presence and digital creativity and identify the key success factors in building a rewarding online experience for the customer. Formulate solutions to business problems based on a synthesis of management principles and practices and effectively communicate these solutions in a range of written, visual and spoken forms Summative Element 1 (Summative): Individual Practical Coursework and 2500 word written report 60% of overall grade. The written report justifies the practical coursework. Element 2 (Summative), final: Two-hour formal unseen examination 40% of overall grade. (Approx 2000 words) Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning CASQE Page 71 of 203 Unit Specification Collaborative/PG/Flexible

Employability & Sustainability Outcomes Outcomes. Outcomes Employability Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Element of 1 2 1 2 1 2 Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives Sustainability NA NA Element Type Weighting Learning outcomes assessed 1 Individual 60% LO3, LO4, LO5 practical and 2500 word written report 2 Two-hour formal unseen examination (Approx 2000 words) 40% LO1, LO2 Not applicable 1 2 1 2 1 2 1 2 1 2 1 2 Learning Activities Breakdown of Student Type of Activity % Summative 25% CASQE Page 72 of 203 Unit Specification Collaborative/PG/Flexible

Learning Activity Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 1. Chaffey, D. et al., 2009. Internet Marketing: Strategy, Implementation and Practice 4th ed. D. Chaffey, Harlow: Pearson Education Limited. 2. Sheehan, B., 2010. Online Marketing, Lausanne: AVA Publishing SA. 3. Lewandowsky, P. & Zeischegg, F., 2003. A Practical Guide to Digital Design, Lausanne: AVA Publishing SA. 1. Baym, N., 2010. Personal Connections in the Digital Age, Cambridge: Polity Press. 2. Bolter, J.D. & Gromala, D., 2003. Windows and Mirrors: Interaction Design, Digital Art, and the Myth of Transparency, Cambridge, MA: MIT Press 3. Chaffey, D. & Smith, P., 2008. E-Marketing Excellence, Oxford: Butterworth- Heinemann. 4. Fill, C., 2009. Marketing Communications: Interactivity, Communities and Content 4th ed., Harlow: Pearson Education Limited. 5. Tapscott, D. & Williams, A. D., 2008. Wikinomics: How Mass Collaboration Changes Everything., London: Atlantic Books. 6. Turkle, S., 2011. Alone Together: why we expect more from technology and less from each other, New York: Basic Books Journals: Journal of direct, data and digital marketing practice Journal of fashion marketing and management Journal of interactive marketing Harvard Business Review Other resources: New Media Age Media Week Datamonitor Marketline WGSN Relevant websites: 1. The American Marketing Association: www.marketingpower.com 2. Brand Republic: http://www.brandrepublic.com/ 3. Brandz: www.brandz.com 4. The Chartered Institute of Marketing: www.cim.co.uk 5. Connect Wisdom: http://www.connectwisdom.com/ 6. Digital Minds Forum: http://www.digitalmindsforum.com/ CASQE Page 73 of 203 Unit Specification Collaborative/PG/Flexible

7. Google Web Master Central Blog: http://googlewebmastercentral.blogspot.com/ 8. IIMA International Internet Marketing Association: www.iimaonline.org 9. Interbrand: www.interbrand.com 10. Jim Novo, The Drilling Down Project: http://www.jimnovo.com/ 11. New Media Age: http://www.nma.co.uk/ 12. Smart Insights: http://www.smartinsights.com/ 13. WAA Web Analytics Association: www.webanalyticsassociation.org 14. Web Analytics Demystified: http://www.webanalyticsdemystified.com/content/index.asp 15. World Advertising Research Centre: http://www.warc.com/ Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N500 143 CASQE Page 74 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Fabric Exploration & Design 31FE1001 Unit FED Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Key Words Colour, form, rendering and representation of materials, 3D design, construction, upper body garments, shirt, dress, sleeves, fabrics and material characteristics, design and research methodologies. Unit Description Brief Summary Indicative Content The student will explore simple garments such as shirts and dresses and develop an understanding of construction and cut techniques. All elements of garment volume and shape development and how to draw and render these values, and increased awareness of technical drawing will also be covered. In this unit students will be introduced fabrics and their intrinsic properties and the use of colour. Rendering fabrics Technical drawings Detail analysis of garments Fibre and fabric properties Develop garments design and shapes for Shirt, Dress and Sleeves Primary and secondary research Design collection with illustration, mood boards and colour/fabric charts CASQE Page 75 of 203 Unit Specification Collaborative/PG/Flexible

Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Engage with variety of drawing techniques and processes to communicate and develop ideas. LO2. Generate ideas imaginatively developing them through exploration to a final conclusion in response to a given brief. LO3. Demonstrate an initial competence in designing technical drawings (flats) for designed garments. LO4. Appreciate the shapes and volumes of other practitioners and create patterns. LO5. Demonstrate an ability to use fabrics and sewing techniques associated with shirt, dress and sleeves. Summative Element Type Weighting Learning outcomes assessed 1 Portfolio of evidence Individual Coursework 40% LO1, LO3 2 Research File Individual Coursework 60% LO2, LO4, LO5 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Element of 2 CASQE Page 76 of 203 Unit Specification Collaborative/PG/Flexible

Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 2 2 1 Description of each element of Element 1 (Summative): Portfolio including: a) hand drawn fashion illustrations b) rendering of fabrics c) technical drawing (flats) of garments. Element 2 (Summative): Primary and secondary research including: fabric book, fashion illustrations, toiles and technical files to support cut and construction of shirt, dress and sleeves. Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students 1. Klanten, R and Hellige, H., 2005, Illusive, Contemporary Illustration and its Context, Berlin: Gestalten. 2. Seivewright, S., 2009, Basics Fashion Design: Research and Design, London: Ava Publishing. CASQE Page 77 of 203 Unit Specification Collaborative/PG/Flexible

3. Fletcher, K., 2008, Sustainable Fashion and Textiles US: Earthscan Essential Reading/ Resources 1. Renfrew, E., 2009, Basics Fashion Design: Developing a Collection, London: Ava Publishing. 2. Shoben, M and Ward, J., 2010, Pattern cutting and making up: the professional approach, Oxford: Elsevier Butterworth-Heinemann. 3. Tellier- Loumagne, F., 2005, The art of knitting: inspirational stitches, textures and surfaces, London: Thames & Hudson. Further Reading/ Resources 1. Anawalt, P., 2007, The worldwide history of Dress, London:Thames & Hudson 2. Udale J., 2008, Textiles and Fashion, Lausanne: Ava. 3. Thursfield, S., Bean, R., and Bean, N., 2001, The medieval tailor assistant: Making common garments1200-1500, Bedford: Ruth Bean. 4. Davies, H., Fashion Designers Sketchbooks 5. Laver, J., 2002, Costume & Fashion: A Concise History, London: Thames & Hudson. 6. Scott, M., 2009, Medieval Dress in Manuscripts, London: British Museum Library. 7. Scott, M.,1986, A Visual History of Costume: 14 th and 15 th centuries, London: Batsford. Specialist ICTS Resources Additional Requirements Photoshop, Illustrator Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com www.fashion.about.com CASQE Page 78 of 203 Unit Specification Collaborative/PG/Flexible

www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 79 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Fashion Marketing 1 Unit Code 31FM1003 Unit 1 Occurrence(s) Unit FM1 Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Marketing, marketing process, sustainability, corporate social responsibility, consumers and consumer behaviour, segmentation, targeting, positioning, marketing communications, Integrated Marketing Communications, written oral and non-verbal communication, Fashion Industry, designers, luxury, fashion leaders. Unit Description Brief Summary The unit will cover four themes: Indicative Content 7. Fashion Marketing and strategies: principles and practice 8. Marketing Communications 3. Interpersonal and Business Communication and negotiation techniques 4. Information Technology (IT) Skills and Business Tool Theme 1 Fashion Marketing: principles and practice Marketing: concept and definitions The marketing process Sustainable marketing: ethics and corporate social responsibility The strategic marketing process (overview) The marketing environment: a fashion perspective The market research process (overview) Analysis of consumer markets and principles of consumer behaviour Relationship marketing Segmentation, targeting and positioning The terminology of strategy The External and Internal Environment CASQE Page 80 of 203 Unit Specification Collaborative/PG/Flexible

Mergers and Acquisitions Identifying and evaluating Business opportunities Theme 2 Marketing Communications Marketing communications: concept and definitions Communication theory Overview of the marketing communication industry The Integrated Marketing Communications approach Marketing Communications: strategies, tactics and planning Marketing Communications: objectives and positioning Theme 3 Interpersonal and Business Communication Interpersonal communication skills Written, oral and non-verbal communication in a business environment Barriers to successful communication The impact of technology in communication Theme 4 Information Technology (IT) Skills and Business Tool Microsoft Word Microsoft Excel Microsoft Power Point Sharing documents and collaborating online. Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Define marketing, understand its relevance within fashion and identify the different elements of the marketing process LO2. Understand communication theory and its application to the development of marketing communications strategies and plans LO3 Recognise the role and importance of effective communication and negotiation skills in both the workplace and within the context of interpersonal relationship with a particular focus on the fashion industry. LO4. Demonstrate an awareness of the fashion industry, its competitive forces, fashion predictors and consumer markets. LO 5. Identify and apply appropriate IT communication and presentation skills to the transmission of ideas and information. CASQE Page 81 of 203 Unit Specification Collaborative/PG/Flexible

Summative Employability & Sustainability Outcomes Description of each element of Element Type Weighting Learning outcomes assessed 1 Individual coursework, 2000 word written report 2 Two-hour formal unseen examination Outcomes 40% of overall grade 60% of overall grade (Approx 2000 words) Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. LO1, LO2, LO4 LO3, LO5 Element of Element 1 (Summative): Coursework, 2000 word written report 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. (Approx 2000 words) 1 1 2 1 1 1 2 1 2 1 2 1 Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & NA CASQE Page 82 of 203 Unit Specification Collaborative/PG/Flexible

Teaching Requirements Minimum Pass Mark NA Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources NA 1. Bovee, C.L. and Thill, J.V., 2009, Business Communication Today, Harlow: Pearson Education. 2. Fill, C., 2009. Marketing Communications: Interactivity, Communities and Content 4th ed., Harlow, Essex: Pearson Education Limited. 3. Kotler, P. et al., 2008. Principles of Marketing 5th ed., Harlow, Essex: Pearson Education Limited. 4. Evans, C., 2003, Fashion at the Edge, New Haven: Yale University. 1. Barnard, M., 2007, Fashion Theory: A Reader, London: Routledge. 2. Blackwell, R.D., Engel, J.F. & Miniard, W.P., 2005. Consumer Behaviour Int ed., Madison, US: Thomson Learning. 3. Easey, M., 2009. Fashion Marketing, Chichester: John Wiley and Sons. 4. Jones, R.M., 2006, The Apparel Industry 2 nd ed., Oxford: Blackwell Science. 5. Riello, G and McNei, P., 2010, The Fashion History Reader, London: Routledge. 6. Tungate, M., 2005, Fashion Brands: Branding Style from Armani to Zara London: Kogan Page. 7. Welters, L and Lillethun, A., 2007, The Fashion Reader, Oxford: Berg 5. American Marketing Association: http://www.marketingpower.com/ 6. BBC Business: http://www.bbc.co.uk/news/business/ 7. Business Week: http://www.businessweek.com/ 8. Chartered Institute of Marketing: http://www.cim.co.uk/home.aspx 9. Economist, The: http://www.economist.com/ 10. Financial Times: http://www.ft.com/home/uk 11. Fortune Global 500: http://money.cnn.com/magazines/fortune/global500/2010/ CASQE Page 83 of 203 Unit Specification Collaborative/PG/Flexible

Additional Requirements 12. World Trade Organisation: http://www.wto.org/ Journals: Journal of Fashion Marketing and Management Journal of Fashion Theory Other resources: Datamonitor Drapers Marketline WGSN Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N500 143 CASQE Page 84 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title FASHION MARKETING 2 Unit Code 31FM1004 Unit 1 Occurrence(s) Unit FM2 Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Marketing Mix, Product, Product life cycle, Brand, Price, Distribution, Retail, Marketing Channels, Promotion, Marketing Communications, Advertising, Public Relations, Sales promotions, Direct Marketing, Personal Selling, Negotiation techniques, Business-to-Business and Business-to-Consumer negotiation, Marketing plans. Unit Description Brief Summary Indicative Content The unit will cover 3 themes: 9. Fashion Marketing: the marketing mix 10. Marketing Communications: communication tools 11. Research Methods Theme 1 Fashion Marketing: the marketing mix The Marketing Mix Product and branding strategies: design, range planning, sourcing, brands Product life cycle strategies Price: value, middle, luxury etc. Place: distribution and retail channels, supply chain, merchandising The impact of Information, Communications and Technology (ICT) on Marketing Marketing in a global context The Marketing Plan Theme 2 Marketing Communications: communication tools CASQE Page 85 of 203 Unit Specification Collaborative/PG/Flexible

Advertising strategies Messages, content and creative approaches Sales promotions, direct marketing, personal selling Public relations Sponsorships, events and exhibitions Media Theme 3 Research Methods Defining research Method and methodology Basic research and applied research Quantitative research and qualitative research Social research, market research, and journalistic inquiry The research process The research mentality Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. LO2. LO3. LO4. LO5. Demonstrate a critical understanding of marketing principles with particular emphasis upon the marketing mix. Recognise the impact of Information, Communications and Technology (ICT) on the marketing and communication strategies of different organisations operating within the fashion industry. Demonstrate knowledge and understanding of the different marketing communications tools and their application in relation to fashion organisations. Manage a research process and develop the ability to choose the most suitable research approach for reaching their knowledge goals. Identify and apply appropriate learning strategies and communication and presentation skills. Summative Element Type Weighting Learning outcomes assessed 1 Individual Coursework + Group Presentation 40% LO2, LO3, LO4, LO5 CASQE Page 86 of 203 Unit Specification Collaborative/PG/Flexible

Employability & Sustainability Outcomes Description of each element of 2 Examination (Approx 2000 words) Outcomes 60% LO1, LO2, LO3, LO4 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element of Element 1 (Summative): Coursework, 2000 word individual written report and group 15 minutes presentation 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. (Approx 2000 words) 1 1 2 1 1 1 2 2 1 1 1 Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & Teaching Requirements Minimum Pass Mark NA NA Learning Activities Breakdown of Student Type of Activity % Summative 25% CASQE Page 87 of 203 Unit Specification Collaborative/PG/Flexible

Learning Activity Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 5. Fill, C., 2009. Marketing Communications: Interactivity, Communities and Content 4th ed., Harlow, Essex: Pearson Education Limited. 6. Kotler, P. et al., 2008. Principles of Marketing 5th ed., Harlow, Essex: Pearson Education Limited. 7. Shiffman, S., 2009. Negotiation Techniques that really work. New York: Adams Media 1. Bovee, C.L. and Thill, J.V., 2009, Business Communication Today, Harlow: Pearson Education. 2. Jones, R.M., 2006, The Apparel Industry 2 nd ed., Oxford: Blackwell Science. 3. Tungate, M., 2005, Fashion Brands: Branding Style from Armani to Zara London: Kogan Page. 4. Welters, L and Lillethun, A., 2007, The Fashion Reader, Oxford: Berg 13. American Marketing Association: http://www.marketingpower.com/ 14. BBC Business: http://www.bbc.co.uk/news/business/ 15. Business Week: http://www.businessweek.com/ 16. Chartered Institute of Marketing: http://www.cim.co.uk/home.aspx 17. Economist, The: http://www.economist.com/ 18. Financial Times: http://www.ft.com/home/uk 19. Fortune Global 500: http://money.cnn.com/magazines/fortune/global500/2010/ 20. World Trade Organisation: http://www.wto.org/ Datamonitor Drapers Marketline WGSN Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration N500 143 CASQE Page 88 of 203 Unit Specification Collaborative/PG/Flexible

Unit External Examiner Unit Board CASQE Page 89 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Finance and Management Control 31FM2003 Unit 1 Occurrence(s) Unit FMC Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Financial Statements, Ratio Analysis, Budgeting, Management Accounting, Financial Information, Shareholders Value, Financial Control, Budgets, Variances Unit Description Brief Summary This unit forms the framework to analysing and taking financial decisions based on the theory of Finance and Management Control. The unit will cover 3 themes: Indicative Content 12. Business Finance 13. Management Control Theme 1 Business Finance Sources of Finance Preparing Financial Statements Financial Analysis (Ratios) Financial Markets Quantitative methods in Financing Investment Appraisal Discounted Cash Flows Redemptions (e.g. Bonds) Company Capital Structure Cost of Capital Theme 2 Management control Management Accounting Techniques: Financial Plan Activity Based Costing CASQE Page 90 of 203 Unit Specification Collaborative/PG/Flexible

Budgeting Cost Management System Financial Accounting v. Management Accounting Cost Allocation Methods Cash Flow Forecasting Forecasting methods Variance Analysis Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1 Prepare financial statements and analyse the financial health of a fashion organization from the perspective of investors, lenders and stakeholders applying financial theories, techiniques and investment analysis for decision making LO2 Plan and implement activities with a high degree of professionalism necessary, time keeping, management skills and engagement appropriate to fashion business. LO3. Identify the main components and characteristics of management control systems. LO4. Apply various control systems techniques to measure the overall performance of the organisation LO5. Apply various quantitative analysis concepts to evaluate the financial and economic performances of an organisation Summative Employability & Sustainability Outcomes Element Type Weighting Learning outcomes assessed 1 Individual 40% LO1, LO2, LO3, Coursework 2000 word written report 2 Examination (Approx 2000 words) 60% LO1, LO4, LO5 Outcomes Employability Analyse real world situations critically Demonstrate professionalism and ethical awareness Element of 1 2 1 2 CASQE Page 91 of 203 Unit Specification Collaborative/PG/Flexible

Description of each element of Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking 1 Engage with stakeholder/interdisciplinary perspectives 1 2 Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 1 (Summative): Individual 2000 word written report 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. (Approx 2000 words) 1 2 1 1 2 1 2 1 2 1 2 1 2 Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students NA CASQE Page 92 of 203 Unit Specification Collaborative/PG/Flexible

Essential Reading/ Resources Further Reading/ Resources 1. Atrill, P. and McClaney, E., 2009, Management Accounting for Decision Makers, 6 th Ed., London: FT Prentice Hall. 2. Brealey, R., Myers, S. and F. Allen, 2008, Principles of Corporate Finance, 9 th edition, London: McGraw Hill. 1. Drury, C., 2008, Management and Cost Accounting, 7 th Ed., London: Thompson Business. 2. Higgins, R. C., 2009, Analysis for Financial Management, 9th Ed., Boston: McGraw-Hill Irwin. 3. Hyndman, N. and McKillop, D., 2009, Solutions to cases in Management Accounting and Business Finance, 2 nd Ed., Dublin: Chartered Accountants. Specialist ICTS Resources Additional Requirements 4. Ross, S. A., Westerfield, R. W., Jaffe, J F. and Jordon, B. D., 2007, Modern Financial Management, 8 th Ed., Boston: McGraw-Hill. Journals: Journal of Accounting Literature Financial Analyst Journal Financial Management Financial Management Association Journal of Business Finance and Accounting Journal of Finance Journal of Management Accounting Research Journal of Portfolio Management The Journal of Business Other resources: Datastream Bloomberg Reuters Lexis Nexus Factiva Mintel Datamonitor Drapers Marketline Retail week WGSN Relevant websites: www.ft.com www.forbes.com www.fsa.gov.uk www.londonstockexchange.com www.nyse.com www.standardandpoors.com/indices/main/en/us www.wsj.com www.marketwatch.com CASQE Page 93 of 203 Unit Specification Collaborative/PG/Flexible

www.statistics.gov.uk www.nasdaq.com www.uk.finance.yahoo.com Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N340 143 CASQE Page 94 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code FASHION MARKETING STRATEGIES 31FM2004 Unit 1 Occurrence(s) Unit FMS Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Competitive marketing strategy, marketing environment, macro and micro environments, Political Economic Socio-cultural Legal Environmental factors (PESTLE), Porter s Five Forces, Porter s Value Chain, SWOT analysis, strategic fit, Segmentation Targeting and Positioning strategies, relationship marketing strategies, marketing research, research design, primary and secondary data, qualitative and quantitative research, questionnaire design. Unit Description Brief Summary The unit will cover 2 themes: 14. Fashion Marketing Strategies 15. Marketing Research Indicative Content Theme 1 Fashion Marketing Strategies Competitive Marketing Strategy: concept and definitions Environmental analysis: Macro and Micro environments, Political Economic Socio-cultural Legal Environmental factors (PESTLE), Porter s five forces and competitors analysis The interaction between the fashion industry and the fashion market Internal Analysis: resource audits and Porter s value chain SWOT / TOWS matrix and the strategic fit Strategic choice and decisions at different levels Segmentation, targeting and positioning strategies Relationship marketing strategies CASQE Page 95 of 203 Unit Specification Collaborative/PG/Flexible

A strategic approach to the marketing mix Strategy implementation, control and metrics Business Plans and Marketing Plans Theme 2 Marketing Research Defining the marketing research problem and developing a research approach Research design Secondary data and primary data Qualitative and quantitative research Questionnaire design Sampling Data collection Data analysis Report preparation and presentation Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1 LO2 LO3 LO4 Critically examine the impact of evolving macro and micro environmental factors on the competitive strategies of fashion organisations. Analyse the key stages in formulating, developing and implementing marketing strategies and plans and recommend appropriate course of action within a given scenario as part of an assessed group project Analyse collected data and marketing information to develop a marketing strategy and a set of marketing tools as part of an assessed group project Demonstrate the ability to project manage effectively when completing assessed group projects Summative Element Type Weighting Learning outcomes assessed 1 Individual Coursework and 15 minutes group presentation 2 Examination (Approx. 1000) 50% LO1, LO2, LO3, LO4. 50% LO2, LO3. CASQE Page 96 of 203 Unit Specification Collaborative/PG/Flexible

Employability & Sustainability Outcomes Description of each element of Outcomes Employability Apply skills of critical analysis to real world situations 1 within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) 1 Express ideas effectively and communicate information 1 appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and 1 leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a 1,2 variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Element of Sustainability Use systems and scenario thinking. 1 Engage with stakeholder/interdisciplinary perspectives. 1 Element 1 (Summative): Coursework, 3000 word individual written report and 15 minutes presentation, group assignment 50% of overall grade. 1 Element 2 (Summative), final: Two-hour formal unseen examination 50% of overall grade. (Approx. 1000) Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & Teaching Requirements Minimum Pass Mark NA NA Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% CASQE Page 97 of 203 Unit Specification Collaborative/PG/Flexible

Learning Resources Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 1. Aaker, D.A. & McLoughlin,D., 2007. Strategic Market Management: European edition. Chichester: John Wiley & Sons. 2. Kapferer, J.N & Bastien, V., 2010. The Luxury Strategy: Break the Rules of Marketing to Build Luxury Brands. London: Kogan Page 3. Malhotra,N. & Birks,D., 2007. Marketing Research: an applied approach 3 rd ed. London: Financial Times Press 4. West, D., Ford, J. & Essam, I., 2010. Strategic Marketing: Creating competitive advantage. Second Ed., Oxford: Oxford University Press. 1. Doole, I. & Lowe, R., 2004. International Marketing Strategy: Analysis, development and implementation 4th edition, London: Thomson 2. Easey, M., 2009. Fashion Marketing, Chichester: John Wiley and Sons. 3. Jones, R.M., 2006. The Apparel Industry 2 nd ed., Oxford: Blackwell Science. 4. McDonald, M.,2007. Marketing Plans. (6th Ed.) Oxford: Elsevier. 21. American Marketing Association: http://www.marketingpower.com/ 22. BBC Business: http://www.bbc.co.uk/news/business/ 23. Business Week: http://www.businessweek.com/ 24. Chartered Institute of Marketing: http://www.cim.co.uk/home.aspx 25. Economist, The: http://www.economist.com/ 26. Financial Times: http://www.ft.com/home/uk 27. Fortune Global 500: http://money.cnn.com/magazines/fortune/global500/2010/ 28. World Trade Organisation: http://www.wto.org/ Journals: Journal of Fashion Marketing & Management Journal of Marketing Journal of Marketing Management International Journal of Market Research Other resources: Datamonitor Drapers Marketline WGSN Administration JACS Code HESA Academic Cost Centre Date of Approval N500 143 CASQE Page 98 of 203 Unit Specification Collaborative/PG/Flexible

Date of Most Recent Consideration Unit External Examiner Unit Board CASQE Page 99 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code PRINCIPLES OF BUSINESS 31PB1001 Unit 1 Occurrence(s) Unit POB Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, Hollings Faculty, MMU Istituto Marangoni Fabio Ciquera, Edoardo Ghignone Legal Structure, Stakeholders, shareholders, Breakeven, Hierarchy, Organisational Structure, Corporate Governance, Agency Theory, Profit Maximisation, Financial Statements, Inflation, Unemployment, Interest Rates, Aggregate Demand, Aggregate Supply, Equilibrium, Factors of Production, Elasticity, Stock Market, Sources of Finance, Recessions, Economic Cycles, Gross Domestic Product (GDP), Unemployment and Inflation Unit Description Brief Summary The unit provides the students with the fundamental knowledge on business and covers various topics that develop the students skills in analysing Business problems within the theory of the firm context. The unit will cover 3 themes: Indicative Content 16. Principles of Business 17. Principles of Economics Theme 1 Principles of Business Objectives of the Business Stakeholders Business Legal Structures / Modalities Differences in Sizes; assets and Weaknesses The search for Investors The Governance of the Business / Business Functions Strategic Analysis of the Business The key factors of Success for Businesses Hierarchical structure and Functions Decision Centre / Decision making process CASQE Page 100 of 203 Unit Specification Collaborative/PG/Flexible

Theme 2 Principles of economics Economics: concept and definition Macroeconomics and Microeconomics Powers of Demand and Supply Unemployment and Economic Growth Government Fiscal, Monetary and Supply side policies Fundamentals of Business Economics Business Outputs Needs and Wants Factors of Production and Production decisions The Economic Problem (Scarcity) and Opportunity Costs Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1 Understand the roles of Businesses and describe their different Legal structures, their activities, and the resources they require. LO2 Understand how Macro and Micro Economic factors affect businesses and their operations LO3 Assess the needs of various stakeholders and the types of relationships they have with the business, and how changes in the economic variable affect this. LO4 Apply the theoretical literature on existing brands, using basic quantitative methods. LO5 Use information and communication technology skills as appropriate to the discipline Summative Employability & Element Type Weighting Learning outcomes assessed 1 Coursework, 1500 40% LO1, LO2, LO3, words individual written report and 15 minutes presentation 2 Two-hour formal unseen examination (Approx. 2500) 60% LO1, LO4, LO5 Outcomes Employability Element of CASQE Page 101 of 203 Unit Specification Collaborative/PG/Flexible

Sustainability Outcomes Description of each element of Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 1 (Summative): Coursework, 1500 words individual written report and 15 minutes presentation 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. (Approx. 2500) 1 2 1 2 1 2 1 1 2 1 2 1 2 1 2 1 2 Formative feedback in the taught sessions will be centred on the development of the skills and knowledge required to meet the Learning Outcomes. Mandatory Learning & Teaching Requirements Minimum Pass Mark NA NA Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources CASQE Page 102 of 203 Unit Specification Collaborative/PG/Flexible

Books recommended for purchase by students Essential Reading/ Resources Further Reading/ Resources Specialist ICTS Resources Additional Requirements NA 8. Ebert, R. J. and Griffin, R.W., 2010, Business Essentials, Boston: Prentice-Hall. 9. Wall, S. and Griffiths, A., 2010, Economics for Business and Management, 2nd Ed., London: Financial Times. 1. Begg, D., Fischer S. and Dornbusch, R., 2008, Economics, 9 th Ed., London: McGraw-Hill. 2. Baumol W. J., and Blinder, A. S., 2001, Economics Principles and Policy, 7th Ed., Fort Worth, TX: Dryden. 3. Dasgupta, P., 2007, Economics: A Very Short Introduction. Oxford: Oxford University Press 4. Mankiw, N. G., 2006, Principles of Economics, 4th Ed., London: Thomson Learning. 5. Sloman, J. and Hinde, K., 2006, Economics for Business, 4th Ed., Harlow: FT Prentice Hall www.economist.com www.ft.com www.econlib.org www.statistics.gov.uk www.imf.org www.worldbank.org www.bbc.co.uk/learning/subjects/business-studies.shtml www.forbes.com www.entrepreneur.com www.dfes.gov.uk/trends/ www.startups.co.uk BLOOMBERG Reuters Factiva Datamonitor Drapers Marketline Retail week WGSN Administration JACS Code HESA Academic Cost Centre N510 143 CASQE Page 103 of 203 Unit Specification Collaborative/PG/Flexible

Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board CASQE Page 104 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Portfolio & Collection Creation 31PC1001 Unit PCC Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Ready-to-wear collection, initial concept to final outfit, co-ordinating collection, Italian Style, mood boards, fabric charts, colour charts, research book, fashion illustrations, technical drawings (CAD). Unit Description Brief Summary While in the first two units of this course students looked at the upper body then the lower body garments, in this unit they are introduced the the whole dressed body, creating a look and developing a collection. In this Unit students will be taught to conduct primary and secondary research from a variety of sources. They will design a co-ordinated fashion collection. Colour/fabric charts, technical drawings and mood boards (in CAD) will support this work. One outfit from this collection will be completed in fabric. Indicative Content Research book Design a collection Introduction to Photoshop, Introduction to mood boards Colour/fabric boards Fashion illustrations Technical drawings Pattern Cutting: one complete outfit in fabric Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: CASQE Page 105 of 203 Unit Specification Collaborative/PG/Flexible

LO1. Show an awareness of the connections between the subject, its practice and its context. LO2. Generate ideas imaginatively in response to a given brief. LO3. Demonstrate a basic competence in the use of IT and associated technologies in presenting projects. LO4. Demonstrate an initial competence in using fabrics and trimmings, construction techniques and processes associated with the subject area. Summative Element Type Weighting Learning outcomes assessed 1 Research Book 2 Portfolio Individual Coursework Individual Coursework 40% LO1, LO2, 60% LO3, LO4 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element of 2 2 2 2 1 2 1 Description of each element of Element 1 (Summative): Research Book comprising images connected by a theme. Show the development of working sketches. Fabric manipulation. Patterns for designed outfit accompanied by technical drawings and toiles. CASQE Page 106 of 203 Unit Specification Collaborative/PG/Flexible

Mandatory Learning & Teaching Requirements Minimum Pass Mark Element 2 (Summative): Portfolio of evidence consisting of: -a range plan, -mood board, - colour and fabric chart, - fashion illustrations, -technical drawings, -one complete outfit. Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources 4. Klanten, R and Hellige, H., 2005, Illusive, Contemporary Illustration and its Context, Berlin: Gestalten. 5. Seivewright, S., 2009, Basics Fashion Design: Research and Design, London: Ava Publishing. 4. Renfrew, E., 2009, Basics Fashion Design: Developing a Collection, London: Ava Publishing. 5. Shoben, M and Ward, J., 2010, Pattern cutting and making up: the professional approach, Oxford: Elsevier Butterworth-Heinemann. 6. Tellier- Loumagne, F., 2005, The art of knitting: inspirational stitches, textures and surfaces, London: Thames & Hudson. Further Reading/ Resources 1. Anawalt, P., 2007, The worldwide history of Dress, London: 2. Thames & Hudson 3. Udale J., 2008, Textiles and Fashion, Lausanne: Ava. 4. Thursfield, S., Bean, R., and Bean, N., 2001, The medieval tailor CASQE Page 107 of 203 Unit Specification Collaborative/PG/Flexible

assistant: Making common garments1200-1500, Bedford: Ruth Bean. 5. Laver, J., 2002, Costume & Fashion: A Concise History, London: Thames & Hudson. 6. Scott, M., 2009, Medieval Dress in Manuscripts, London: British Museum Library. 7. Scott, M.,1986, A Visual History of Costume: 14 th and 15 th centuries, London: Batsford. Specialist ICTS Resources Additional Requirements Photoshop, Illustrator Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com www.fashion.about.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Administration JACS Code HESA Academic Cost Centre Date of Approval W230 143 CASQE Page 108 of 203 Unit Specification Collaborative/PG/Flexible

Date of Most Recent Consideration Unit External Examiner Unit Board CASQE Page 109 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Unit Abbreviation Pre-Collection 31PC3001 PC Level of Study 6 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Experimentation, subtraction cutting, innovation, manipulation, volume, silhouette, trimmings, manufacturing, styling, muse, identity, draping, independence, technology, fabrics, proportion Unit Description Brief Summary Indicative Content This unit will enable students to push their personal creativity through experimental visual research, different technical exploration and gives them the opportunity to explore and understand the link between technology, the arts, contemporary design and fashion. Students will be charged to create currency within the fashion design subject without market limitations at this point. Experimentation from research Design engineering Pattern development / Toile making sampling Draping. Selection of manufacturing technologies in garment construction Block selection Visual presentation Fabric utilisation Learning Outcomes CASQE Page 110 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Develop new and divergent materials, processes and technologies for fashion design LO2.. Consider and argue a position for the design output within the context of ethical, sustainable and representational issues LO3 Research and critically analyse information from a variety of sources to formulate and realise concepts and design solutions, LO4. Independently set goals, managing workloads, meeting deadlines and taking responsibility for experimentation, learning and development. Summative Element Type Weighting Learning outcomes assessed 1 Presentation Individual Coursework 40% LO1 LO2, 2 (Final): Portfolio Individual Coursework 60% LO3, LO4 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Element of 1 2 2 2 1 CASQE Page 111 of 203 Unit Specification Collaborative/PG/Flexible

Engage with stakeholder/interdisciplinary perspectives. Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Element 1 : A 15 minutes oral presentation showing visual research, its development through materials and processes and its proposed use in toiles. The student should justifying decisions and appraise the elements to be taken forward for their final collection as well as argue the design output within the context of sustainability, ethics and representation. Element 2 : A portfolio of evidence: -a thoroughly researched and fully illustrated collection of 10 experimental outfits supported by in-depth original visual research and the development of ideas - two outfits in calico presented on a model and supported by technical specifications, fabric charts, colour charts -a detailed timetable or critical path of the project identifying all unit objectives and their deadlines for completion - reflective diary. Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources 3. Bruderlin M & Lutgens A, 2012, Art and Fashion: Between Skin and Clothing Germany:Kerber Verlag 4. Lee S., 2005, Fashioning the Future (tomorrow s wardrobe), London: Thames and Hudson 1. Aldrich, W (2007), Fabric Form and Flat pattern cutting, Oxford: Blackwell. 2. Carr, H and Latham, B (2000), Carr and Latham s Technology of Clothing Manufacture, 3 rd edn, Malden, MA: Blackwell Science. CASQE Page 112 of 203 Unit Specification Collaborative/PG/Flexible

3. Drussila, C (2008), textiles now, Laurence King Publishing, London. 4. Family, J (2005), Plans for other days, Booth-Clibborn: London. 5. Holman, G (2001) Bias-cut Dressmaking, London: Batsford. 6. Shoben, M and Ward, J (2010), Pattern cutting and making up: the professional approach, Oxford: Elsevier Butterworth-Heinemann. Further Reading/ Resources Specialist ICTS Resources Additional Requirements 8. Tellier-Loumagne, F (2003), Maille les mouvements de fil, Aubanel editions Minerva, Geneva. 9. Beirendonck van W. and Derycke L., 2001, Fashion 2001 Landed, Antwerp: Merz. PhotoShop Illustrator PowerPoint MAC/PC Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com http://www.sustainablefashionacademy.org www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Blogs: www.interviewmagazine.com www.fashionista.com www.jakandjil.com CASQE Page 113 of 203 Unit Specification Collaborative/PG/Flexible

Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 114 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Personal Style 31PS2002 Unit PS Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty Thomas Brigger, Sian-Kate Mooney Streetstyle, accessories, avantgarde designed collection, shape, fabric, detail, experimental construction, screen print, pleating, laser cutting, fitting on models Unit Description Brief Summary Indicative Content In this unit students will experiment independently, produce samples of design ideas and use technologies towards a range plan. This work will be based on their personal concepts and primary and secondary research. Students will learn to liaise and collaborate successfully with professionals, e.g. seamstresses, fabric suppliers, in the field. They will learn creative pattern cutting and ways of resolving sampling issues. Awareness of Fashion industry Personal philosophy as an inspiration and design concept Design of innovative silhouettes Pattern making and construction of details and silhouettes Development of designs into collection Experimenting with mixed media (laser, weave, knit, print, embroidery) Planning, organising and collaborating with industry professionals towards realisation of finished outfits CASQE Page 115 of 203 Unit Specification Collaborative/PG/Flexible

Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: LO1. Incorporate new technologies and innovations in fashion to develop an avant-garde range plan LO2. Integrate creative pattern cutting within garments and apply appropriate fabrics to finished outfits LO3. Use hand drawn illustrations and CAD skills to develop an original and directional fashion design portfolio LO4. Collaborate effectively with professionals in industry to plan, organise and produce finished outfits in time for assessment deadlines. Summative Element Type Weighting Learning outcomes assessed 1 Primary and Secondary Research Individual Coursework 50% LO1 2 (Final): Portfolio of evidence Individual Coursework 50% LO2, LO3, LO4, Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Element of 2 2 CASQE Page 116 of 203 Unit Specification Collaborative/PG/Flexible

Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 1 : Primary and secondary research: developing a contemporary, personal design philosophy, undertaking experimental methods for material use and technology towards constructing a collection. Element 2 : A portfolio of evidence, which demonstrates creative developed collection,, including: - mood boards, - fabric manipulation (laser cut, pleating, printing, experimental weaving), - colour charts, - patterns, - illustrations - technical drawings - technical file garment constructions - finished outfits. Not applicable 40% 1 2 1 2 Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students 5. Black S., 2006, Fashioning Fabrics, London: Black Dog. 6. Lee S., 2005, Fashioning the Future (tomorrow s wardrobe), London: Thames and Hudson CASQE Page 117 of 203 Unit Specification Collaborative/PG/Flexible

Essential Reading/ Resources Further Reading/ Resources 3. Ambrose G. and Harris, P., 2005, Basics Design: Layout, Worthing: AVA. 4. Ambrose G. and Harris, P., 2008, Basics Design: Grids, Worthing: AVA. 10. Burke, S., 2003, Fashion artist: drawing techniques to portfolio presentation, Ringwood: Burke. 11. Eceiza, L., 2008, Atlas of Fashion Designers, Rockport: USA. 12. Jones, T and Rushton, S., 2005, Fashion Now 2, Germany: T aschen. 13. Renfrew, E., 2009, Basics Fashion Design: Developing a Collection, London: Ava. 14. Samara, T., 2005, Making and Breaking the Grid: A Graphic Design Layout Workshop. London: Rockport. 15. Seivewright, S., 2009, Basics Fashion Design: Research and Design, London: Ava. 16. Laver, J., 2002, Costume & Fashion: A Concise History, London: Thames & Hudson. Specialist ICTS Resources Additional Requirements PhotoShop Illustrator PowerPoint MAC/PC Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com http://www.sustainablefashionacademy.org www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Administration JACS Code W230 CASQE Page 118 of 203 Unit Specification Collaborative/PG/Flexible

HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board 143 CASQE Page 119 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR KEYWORDS UNIT LEARNING OUTCOMES 31FI1001 FASHION INDUSTRY AND CULTURAL CONTEXTS FICC 4 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU Matteo Montecchi, Nathalie Paldacci, Dario Golizia, Jackie Jones. 15 Modernism, Postmodernism, Conspicuous display, Identity, Gender, Fashion, Anti-fashion, Feminism, New woman, Girl Power, Lesbian Chic, New Man and the gay consumer, dressed body, cultural movements, sustainable fashion, fibres, fabrics, dyes. On successful completion of this unit students will be able to: LO1. Identify key developments within the history of fashion from 1910 to present day. LO2. LO3. LO4. Explore the dynamic relationship between body, dress and individual identity. Identify and analyse the main trends, cultural movements, innovations in textiles and materials from a fashion historical perspective. Demonstrate a good knowledge of the history and developments of the sociological theories applied to fashion and have a sense of the fashion industry as a social global phenomenon. SUMMATIVE ASSESSMENT LO5 Present the results of research in an appropriately written and illustrated format, which conforms to the Harvard Method Guidelines for Academic Presentation. Element (highlight final element) (1) Element 1: 2000 words essay (2) Element 2 (final): Two-hour formal unseen examination Type Weighting Learning outcomes assessed Coursework 40% LO1, LO2, LO3, LO4, LO5. Examination 60% LO1, LO2, LO3, LO4. CASQE Page 120 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Element of 1,2 Find, evaluate, synthesise and use information 1,2 Work within social, environmental and community contexts 1,2 Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Element 1 (Summative): Coursework, 2,000 word written essay 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. Formative work in the taught sessions will be centred on the development of the skills required for the assessments. All 5 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: Level of knowledge of history and developments of the sociological theories applied to fashion Ability to apply research methods: demonstrate the use of a range of research materials and resources to research a period or a topic. The level to which students apply appropriate communication skills in visual and written forms relevant to the transmission of ideas and information. NON STANDARD MINIMUM PASS MARK Express concepts and ideas in clear written format appropriate to the level of study. Not applicable OUTLINE OF THE UNIT CASQE Page 121 of 203 Unit Specification Collaborative/PG/Flexible

BRIEF SUMMARY The unit will cover 5 themes: 18. Brief history of Fashion 19. Sociology of fashion 20. The power of fashion 21. Fashion and cultural movements 22. Sustainable fashion INDICATIVE CONTENT Brief history of Fashion 1. From clothes to fashion - the effects of technological advances LEARNING ACTIVITIES Sociology of Fashion 1. The modern era: 1910 1960 2. The postmodern age: 1960 present day 3. Modernist and post-modernist theories 4. Fashion as a social phenomenon 5. Conspicuous display and functions of dress 6. Identity, gender and lifestyle 7. Global fashion cultures 8. Youth culture and subculture: fashion and anti-fashion 9. Feminism and the representation of the new woman 10. Girl power and lesbian chic 11. The new men and the gay consumer The power of fashion 1. The dressed body 2. Fabric and embodiment 3. Social structures and bodily order Fashion and cultural movements 1. Contemporary art, photography, architecture, music, graphic design, films, theatre Sustainable fashion 1. Fibre sustainability 2. Production of fibres and fabrics 3. Natural dyes vs. chemical dyes 4. Fibres of the future 5. Carbon footprint 6. Renewable energy 7. Slow fashion 8. Downcycling, upcycling and recycling 9. Fair-trade consumer BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Directed study 25% Student-centred learning 50% MANDATORY LEARNING & TEACHING REQUIREMENTS Not applicable CASQE Page 122 of 203 Unit Specification Collaborative/PG/Flexible

LEARNING RESOURCES CASQE Page 123 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING Essential Reading: 1. Black.S, 2008. Eco-chic: the Fashion Paradox. London: Blackdog Publishing. 2. Craik, Jennifer. 1993. The Face of Fashion. London: Routledge, 2003 3. Crane, Diana. 2000. Fashion and Its Social Agendas. Chicago & London: The University of Chicago Press 4. Davis, Fred. 1992. Fashion, Culture, and Identity. Chicago & London: The University of Chicago Press 5. Welters, Linda and Abby Lillethun. 2007. The Fashion Reader. Oxford & New York: Berg Recommended Reading: 1. Barthès, Roland. 1990. The Fashion System. Berkeley-Los Angeles-London: University of California Press 2. Barthès, Roland. 2006. The Language of Fashion. Oxford: Berg 3. Bauman, Zygmunt. 1992. Intimations of Postmodernity. London: Routledge, 1993 4. Bernard, Malcom. 1996. Fashion as Communication, second edition. London & New York: Routledge, 2005. 5. Bernard, Malcom. 2007. Fashion Theory: A Reader. London: Routledge 6. Bourdieu, Pierre. 1979. Distinction: A Social Critique of the Judgement of Taste. London: Routledge, 1986 7. Breward, Christopher. 1995. The Culture of Fashion. Manchester: Manchester University Press 8. Breward, Christopher and David Gilbert. 2006. Fashion s World Cities. Oxford: Berg 9. Bruzzi, Stella and Pamela Church Gibson. 2000. Fashion Cultures. Theories, Explorations and Analysis. London: Routledge 10. Carter, Michael. 2003. Fashion Classics. Oxford & New York: Berg 11. Entwistle, Joanne. 2000. The Fashioned Body. Cambridge: Polity, 2004 12. Goffman, Erving. 1979. Gender Advertisements. Cambridge, Mass.: Harvard University Press, 1985 13. Lakoff, Robin T. and Raquel L. Scherr. 1984. Face Value: The Politics of Beauty. London: Routledge 14. Lloyd, Valerie. 1986. The Art of Vogue Photography Covers. London: Octopus Books 15. Lurie, Alison. 1981. The Language of Clothes. London: Bloomsbury CASQE Page 124 of 203 Unit Specification Collaborative/PG/Flexible

16. Polhemus, Ted. 1994. Street Style. London: Thames and Hudson 17. Purdy, Daniel Leonhard. 2004. The Rise of Fashion: A Reader. Minneapolis & London: University of Minnesota Press 18. Rachline, Sonia. 2009. Paris Vogue: Covers 1920-2009. London: Thames and Hudson 19. Schroeder, Jonathan E. and Miriam Salzer-Mörling. 2006. Brand Culture. London & New York: Routledge 20. Wilson, Elizabeth. 1985. Adorned in Dreams. London: I.B. Tauris, 2010 ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES Journals: Journal of Fashion Theory Other resources: WGSN ADMINISTRATION JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD N560 CASQE Page 125 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR KEYWORDS 31FR3001 FASHION RETAILING FR 6 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU Matteo Montecchi, Nathalie Paldacci, Dario Golizia, Jackie Jones. 15 Fashion retailing, customer profiling, retail marketing mix, retail environments, customer experience, fashion buying, sales analysis, range planning, merchandising, merchandise plan, trading. UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to: LO1 Evaluate the strategies formulated and implemented by fashion retailers to compete in national and international markets. LO2 LO3 LO4 Recognise the importance of understanding customers needs and wants and develop detailed customer profiles. Demonstrate an advanced knowledge and understanding of the roles of Fashion Buyer and Merchandiser in different fashion retail organisations. Critically comment on a range of business data (both primary and secondary) when formulating solutions to case studies and business problems. LO5 Analyse product pricing in relation to profit margins, selling prices and retail environment and recommend a suitable range plan. SUMMATIVE ASSESSMENT Element (highlight final element) (1) Element 1: 2500-word written report (2) Element 2 (final): Two-hour formal unseen examination Type Weighting Learning outcomes assessed Coursework 40% LO1, LO2, LO4, LO5. Examination 60% LO1, LO3, LO4, LO5. CASQE Page 126 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Element of Analyse real world situations critically 1,2 Demonstrate professionalism and ethical awareness Communicate effectively using a range of media 1 Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information 1,2 Work within social, environmental and community contexts Use systems and scenario thinking 1,2 Engage with stakeholder/interdisciplinary perspectives ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Element 1 (Summative): 2500 word written report 40% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 60% of overall grade. Formative work in the taught sessions will be centred on the development of the skills required for the assessments. All 5 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: Knowledge and understanding of the fashion retail industry and of the different market levels. Ability to construct detailed customer profiles drawing from a range of business data. Application of appropriate buying and merchandising strategies and techniques to develop profitable plans. Ability to draw conclusions supported by data and current practices in the industry and make suitable recommendations. NON STANDARD MINIMUM PASS MARK Express concepts and ideas in clear written format appropriate to the level of study. Not applicable OUTLINE OF THE UNIT CASQE Page 127 of 203 Unit Specification Collaborative/PG/Flexible

BRIEF SUMMARY The unit analyses the evolution of retailing and the characteristics of the modern fashion retail industry. The unit will cover three themes: INDICATIVE CONTENT 23. Introduction to fashion retailing 24. Fashion Buying 25. Merchandising Theme 1 Introduction to fashion retailing Multichannel fashion retailing Distribution channels The global Fashion retail industry Fashion retail: formats and formulae Retail marketing strategy and planning Customer profiling The retail marketing mix Retail environments and customer experience Retail expansion and international development strategies Theme 2 Fashion Buying The role of the buyer and the skills of a successful buyer The relationship between buyer and others in the buying office. Sales analysis and the art of analysing sales figures. Range planning: understanding percentage split for your target customer Theme 3 Merchandising Understanding the role of the merchandiser Understanding the importance of trading to maximise profit margin Understanding sales figures for planning The merchandise plan: understanding relationship between stock and sales and management of stock into and around the business LEARNING ACTIVITIES BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Directed study 25% Student-centred learning 50% MANDATORY LEARNING & TEACHING REQUIREMENTS Not applicable LEARNING RESOURCES CASQE Page 128 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING Essential Reading: 10. Diamond, E., 2005. Fashion Retailing: A Multi-Channel Approach. Harlow: Pearson Prentice Hall 11. Jackson, T. & Shaw, D., 2001. Mastering Fashion Buying and Merchandising, Basingstoke: Palgrave MacMillan. Recommended Reading: 1. Cash, R. et al., 2006. Management of retail buying. New Jersey, USA: John Wiley & Sons. 2. Clodfelter, R., 2008. Retail Buying 3 rd ed. New York, USA: Fairchild. 3. Eliot, F. & Rider, J., 2007. Retail Buying Techniques. London: Management Books 2000 Limited 4. Gowerek, H., 2007. Fashion Buying 2 nd ed. Oxford: Blackwell Science. 5. Levy, M. & Weitz, B., 2008. Retail Management 7th ed., London: McGraw-Hill. 6. McGoldrick, P., 2002. Retail Marketing 2nd ed., London: McGraw-Hill. 7. Jacobsen, M. L., 2009. The Art of Retail Buying: An Introduction to Best Practices from the Industry. Singapore: John Wiley & Sons. 8. Portas, M., 2007. How to Shop. London: BBC Books. ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES 9. Varley, R., 2005. Retail Product Management: Buying and Merchandising 2 nd ed. London: Routledge. Journals: International Journal of Clothing Science and Technology Journal of Fashion Marketing and Management Knitting International Other resources: Datamonitor Drapers Marketline Retail week WGSN Relevant websites: www.londonfashionweek.co.uk www.maryportas.com ADMINISTRATION CASQE Page 129 of 203 Unit Specification Collaborative/PG/Flexible

JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD N510 CASQE Page 130 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR KEYWORDS 31AF3002 ADVANCED FASHION RETAILING AFR 6 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU Matteo Montecchi, Nathalie Paldacci, Dario Golizia, Jackie Jones. 15 Retail management, fashion retailing, fashion buying, range planning, critical path, merchandising, visual display, Point of sale (POS) communications, sales analysis, sourcing, supply chain management, logistics, corporate social responsibility, re-forecasting, planning. UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to: LO1 Develop an advanced understanding of retail management theories and practices and their relevance to the global fashion retail industry. LO2 LO3 LO4 Demonstrate an advanced understanding of the buying process from concept to consumer in relation to varying customer and market environments. Utilise problem solving and decision making skills in developing and evaluating range and merchandise plans taking into consideration customer s profiles, trends, budget and sales performance. Recognise the importance of the Point-of-Sales (POS) as a communication medium and evaluate the suitability and effectiveness of different visual merchandising strategies. SUMMATIVE ASSESSMENT LO5. Effectively communicate solutions to business problems in a range of written, visual and spoken forms when producing assessed reports. Element Type Weighting Learning (highlight final outcomes element) assessed (1) Element 1: 3000-word written report (2) Element 2 (final): Two-hour formal unseen examination Coursework 60% LO1, LO2, LO3, LO4, LO5. Examination 40% LO1, LO2, LO3, LO4, LO5. CASQE Page 131 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Element of Analyse real world situations critically 1,2 Demonstrate professionalism and ethical 1,2 awareness Communicate effectively using a range of media 1 Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information 1,2 Work within social, environmental and community contexts Use systems and scenario thinking 1,2 Engage with stakeholder/interdisciplinary perspectives 1 ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Element 1 (Summative): Coursework, 3000-word written report 60% of overall grade. Element 2 (Summative), final: Two-hour formal unseen examination 40% of overall grade. Formative work in the taught sessions will be centred on the development of the skills required for the assessments. All 5 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: Knowledge and understanding of theoretical frameworks, approaches and processes relevant to fashion retail management, fashion buying and merchandising. Analysis and interpretation of a wide range of business data. Formulation of assumptions to deliver detailed profitable plans. Design a consistent and integrated mix of interior and exterior store communication strategies. Critical evaluation of different fashion buying and merchandising strategies and tactics and their application in relation to a variety of different scenarios. NON STANDARD MINIMUM PASS MARK Effective use of a variety of different media to communicate the key aspects of a project. Not applicable OUTLINE OF THE UNIT CASQE Page 132 of 203 Unit Specification Collaborative/PG/Flexible

BRIEF SUMMARY The unit analyses the evolution of retailing and the characteristics of the modern fashion retail industry. The unit will cover three themes: INDICATIVE CONTENT 26. Retail management 27. Advanced Fashion Buying 28. Advanced Merchandising and Visual Display Theme 1 Managing fashion retail Managing retail operations Customer service Organisational structures Human resource management Recruiting, training, motivation and evaluation of employees Compensation systems and benefits Theme 2 Advanced Fashion Buying The importance of supply chain management. Understanding the buying cycle. Managing logistics Managing the supply base and working with suppliers Range planning: understanding the relationship between range assumptions and depth of buy Legal requirements of importing and exporting goods Understanding key Incoterms, shipping terminology and their impact on costs if implemented incorrectly. Understanding the relationship between Corporate Social Responsibility (CSR) and buying. Theme 3 Advanced Merchandising and Visual Display The definition of, the role and purpose of visual merchandising, in fashion retail today. Interior communication tactics: interior layout, space planning and flow of the floor, atmospherics. Mannequins and styling, product handling and categorisation, fixtures and fittings. The merchandise plan: planning stock levels and managing the Open to Buy (OTB) Re-forecasting Visual Merchandising tactics to improve rate of stock turn The exploration of exterior communication tactics: windows (set up and themes) and facades. E-merchandising and its potential: analysing comparable websites LEARNING ACTIVITIES CASQE Page 133 of 203 Unit Specification Collaborative/PG/Flexible

BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Directed study 25% Student-centred learning 50% MANDATORY LEARNING & TEACHING REQUIREMENTS Not applicable LEARNING RESOURCES CASQE Page 134 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING Essential Reading: 1. Hawkins, D., 2006. Corporate Social Responsibility. Basingstoke: Palgrave MacMillan. 2. Jackson, T. & Shaw, D., 2001. Mastering Fashion Buying and Merchandising, Basingstoke: Palgrave MacMillan. 3. Levy, M. & Weitz, B., 2008. Retail Management 7th ed., London: McGraw-Hill. Recommended Reading: 1. Bach, S., 2005. Managing Human Resources, 4 th ed. Oxford: Blackwell. 2. Bell, J., 2005. Silent Selling, Best Practices and Effective Strategies in Visual Merchandising, New York: Fairchild. 3. Cash, R. et al., 2006. Management of retail buying. New Jersey, USA: John Wiley & Sons. 4. Christopher, M.G., 2005. Logistics and Supply Chain Management. Harlow: Pearson Education Limited. 5. Claydon, T & Beardwell, J. 2007. Human Resource Management: A Contemporary Approach, 5 th ed. Harlow: Prentice Hall. 6. Clodfelter, R., 2008. Retail Buying 3 rd ed. New York, USA: Fairchild. 7. Diamond, E., 2005. Fashion Retailing: A Multi-Channel Approach. Harlow: Pearson Prentice Hall 8. Eliot, F. & Rider, J., 2007. Retail Buying Techniques. London: Management Books 2000 Limited 9. Gowerek, H., 2007. Fashion Buying 2 nd ed. Oxford: Blackwell Science. 10. Hines, T., 2004. Supply Chain Strategies: Customer Driven and Customer Focus. Oxford: Elsevier. 11. Hugos, M. et al., 2006. Supply chain management in the retail industry. New Jersey, USA: John Wiley & Sons. 12. Jacobsen, M. L., 2009. The Art of Retail Buying: An Introduction to Best Practices from the Industry. Singapore: John Wiley & Sons. 13. Manuelli, S., 2006. Design for shopping: new retail interiors, London: Laurence King. 14. Morgan, T., 2008. Visual Merchandising Window and in-store displays for retail, London: Laurance King Publishing. 15. Pegler, M., 2006. Store Windows No. 15, New York: Visual Reference Publications. 16. Portas, M., 2007. How to Shop. London: BBC Books. 17. Udale, J., 2008. Textiles and Fashion. London: Thames and Hudson. 18. Varley, R., 2005. Retail Product Management: Buying and Merchandising 2 nd ed. London: Routledge. 19. Waters, D., 2007. Supply chain risk management. London: Kogan Page. CASQE Page 135 of 203 Unit Specification Collaborative/PG/Flexible

20. Gooch, F. Et al., 2008. Material Concerns. London: Impact and Traidcraft ADMINISTRATION JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD W230 CASQE Page 136 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR 31RT3001 Researching Theory & Practice RTP 6 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU 15 Suzanne Lussier, Virginia Hill, Jackie Jones KEYWORDS UNIT LEARNING OUTCOMES Critical analysis, reflection and evaluation, Contextualising: Economic, social, cultural and historical implications, Synopsis, Written Report. On successful completion of this unit students will have an ability to: LO1. Show an awareness of the wider global, economic, historical and political context and an ability to critically locate the subject; LO2. LO3. LO4. Make critical evaluative judgements on the research gathered for the project; Analyse Design theory and visual research to help inform design outcomes; Present the results of research in an appropriately written and illustrated format, which conforms to the Harvard Method Guidelines for Academic Presentation; SUMMATIVE ASSESSMENT LO5. Comply with deadlines and produce professional work thus proving good time management skills; Element Type Weighting Learning outcomes assessed (1) Element 1: Coursework 20% 500-word written Synopsis (2) Element 2: Coursework 80% (final): 5,000-word Dissertation CASQE Page 137 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Element of Analyse real world situations critically 1 Demonstrate professionalism and ethical 2 awareness Communicate effectively using a range of media 2 Apply teamwork and leadership skills Manage own professional development reflectively 2 Find, evaluate, synthesise and use information 2 Work within social, environmental and community contexts 2 Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives 2 ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT Element 1 (Summative): A 500-word Synopsis setting out the Primary Research Question, aims and objectives and proposed structure of Element 2. This assessment comprises 20% of the overall grade. Element 2 (Summative): A 5,000-word written project, which proves or disproves their Hypothesis. Evidence of primary and secondary research, critical analysis of text, coherent argument, correct citation. This assessment comprises 80% of the overall grade. Formative work in the tutorials will be centred on the development of skills required for the assessments. ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT All 5 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: 1. An ability to undertake independent and comprehensive research, analyse and synthesise the material of their choice in a well produced written work. 2. The level to which students apply appropriate communication and presentation skills in visual and written forms relevant to the transmission of ideas and information. 3. Demonstration in approach, attitude and ability to plan, organise a wide range of activities and meet deadlines NON STANDARD MINIMUM PASS MARK Not applicable CASQE Page 138 of 203 Unit Specification Collaborative/PG/Flexible

OUTLINE OF THE UNIT BRIEF SUMMARY This unit will give students the opportunity to critically research, and through their investigations, gain expert knowledge of a specialist area within their studio practice. It will be expected that their choice of subject will be able to sustain sufficient breadth and depth of enquiry, to review elements of the social, economic, cultural, and historical implications of their area of study. As the research stage progresses students will be asked to submit an initial 500-word written Synopsis. This will be followed by a 5,000-word dissertation, which brings together their theoretical and practical work. INDICATIVE CONTENT LEARNING ACTIVITIES BREAKDOWN OF STUDENT LEARNING ACTIVITY Research Methods Library and internet research skills Developing a proposal Constructing an argument Using Primary and Secondary sources Academic writing techniques (cross referencing, appendices) Type of Activity % Summative assessment 50% Directed study 25% Student-centred learning 25% MANDATORY LEARNING & TEACHING REQUIREMENTS Not applicable LEARNING RESOURCES CASQE Page 139 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING Essential Reading: 1. Arnold, J., 2008, Patterns of Fashion: Cut and Construction of clothes, vols. 1, 2, 3, and 4, London: Macmillan Publishers. 2. Barnard, M., 2007, Fashion Theory: A Reader, London: Routledge. 3. Blau, H., 1999, Nothing in Itself, Indiana: Indiana University. 4. Calefato, P., 2004, The Clothed Body, London: Berg. 5. Davis, F., 1994, Fashion Culture and Identity, Chicago: University of Chicago. 6. Evans, C., 2003, Fashion at the Edge, New Haven: Yale University Press. 7. Kyoto Fashion Institute, 2007, Fashion: A History from the 18th to the 20th Century. Cologne: Taschen. 8. Moon, J., 2004, A Hand Book of Reflective & Experiential Learning: Theory & Practice, London: Routledge Falmer. 9. Riello, G and McNei, P., 2010, The Fashion History Reader, London: Routledge. 10. Steele, V., 1997, Fashion Theory, Journal of Dress, Body and Culture, vol. 5(2). Recommended Reading: 1. Berry, R., 2004, The Research Project: how to write, London: Routledge 2. Blum, E., 2011, Roberto Capucci: Art into Fashion, New Haven: Yale University. 3. Bockbank, A. and McGill, I., 2002, Reflective Learning in Practice, London: Gower. 4. Entwistle, J., 2001, The Dressed Body in J. Entwistle and E. Wilson (eds), Body Dressing, Oxford: Berg. 5. Hollander, A., 1993, Seeing Through Clothes, Berkley:University of California. 6. Honour, H and Fleming, J., 1992, A World History of Art, London: Macmillan. 7. Lehmann, U., 2000, Tigersprung: Fashion in Modernity, Cambridge MA: MIT. 8. Taylor, L., 2001, The Study of Dress History, Manchester: Manchester University. 9. Taylor, L., 2004, Establishing Dress History, Manchester: Manchester University. CASQE Page 140 of 203 Unit Specification Collaborative/PG/Flexible

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES Students will be encouraged to read the national broad sheet press on a regular basis. It is essential that students visit costume collections and specialist exhibitions. ADMINISTRATION JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD N510 CASQE Page 141 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification Unit Details & Outline Unit Title Unit Code Honours Project (L6) 31HP3003 Unit Sep Occurrence(s) Unit HPL6 Abbreviation Level of Study Level 6 Credit Value 40 ECTS Value 10 Home Department Home Faculty Unit Co-ordinator Key Words Department of Apparel Hollings Claire Mc Nally Independent Research, literature review, primary and secondary research, analysis and evaluation. Unit Description Brief Summary Indicative Content The unit is a dissertation on a subject area within Fashion Management that is a piece of in-depth independent research (historical and contemporary). The preparation and presentation of the project provides the means for study of a topic relating to a particular facet of the clothing / fashion industry and can be interpreted as a written report or incorporating the realisation of a fashion design. The fundamental features of the Honours Project are: Synopsis including resources required and an action plan. Collection of data/information/ideas Synthesis of data/information/ideas Analysis and evaluation Learning Outcomes Presentation of the project Unit Learning Outcomes On successful completion of this unit students will be able to: 1. To have attained or demonstrated: choose an individual research topic that provides an opportunity for displaying initiative and imagination; CASQE Page 142 of 203 Unit Specification Collaborative/PG/Flexible

2. Independently plan, organise and complete a piece of individual work; 3. Critically review relevant literature and ideas; 4. Systematically collect data/information; 5. Analyse and evaluate own work and conclusions; 6. Present the project Summative Element Type Weighting Learning outcomes assessed 1A Coursework - One ten thousand word dissertation 100% 1-6 OR 1B Coursework - One five thousand word dissertation with a product and design development evidence. 100% 1-6 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations 1 within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) 1 Express ideas effectively and communicate information 1 appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and 1 leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on 1 progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a 1 variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element of 1 1 1 CASQE Page 143 of 203 Unit Specification Collaborative/PG/Flexible

Description of each element of Element 1: The Learner has 2 options for consideration; Option 1A 1 x 10, 000 words dissertation OR Option 1B 1 x 5,000 word dissertation with product and design development evidence which could a 6 piece collection for a Spring/Summer Range Plan. Mandatory Learning & Teaching Requirements None Minimum Pass Mark 40% Learning Activities Breakdown of Student Learning Activity Type of Activity Summative 10% Directed Study 40% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Bell, B. with Waters, S. (2014) Doing your Research Project: A guide for firsttime researchers, 6th edition, Open University Press, Maidenhead, UK. Ridley, D. (2012)The Literature review: A Step-by-Step guide for Students, Sage Study Skills Series, London, UK. Walliman, N. (2013) Your Undergraduate Dissertation: The Essential Guide for Success, 2 nd edition, Sage Publications, London, UK. Further Reading/ Resources Specialist ICTS Resources Additional Requirements Gray, D. (2013) Doing Research in the Real World, 3 rd edition, Sage Publications, London, UK. Journal of Fashion Marketing and Management: An International Journal Online Resources - Mintel Ireland and Emerald www.lynda.com (Full Commercial Access - College Subscription Service) www.wgsn.com (Full Commercial Access - College Subscription Service) www.drapersonline.com (Full Commercial Access College Subscription Service) CASQE Page 144 of 203 Unit Specification Collaborative/PG/Flexible

Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board J440 143 CASQE Page 145 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR 31HA1001 HISTORY OF ART AND DRESS HAD 4 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU 15 Bette Bondo, Thomas Brigger, Filippo Picardi KEYWORDS UNIT LEARNING OUTCOMES Development of Art and Dress, Cut and construction, Fabrics, Contextualisation, Representation of Dress in Art and Literature, Exploration of visual and written sources, Museum collections. On successful completion of this unit students will have an ability to: LO1. Select and apply the relevant research methods to analyse the meaning of a work of art or dress in their cultural context. LO2. LO3. LO4. Discuss the findings of an individual research in a coherent and relevant written form. Reflect on the development of their learning process when keeping a reflective learning journal. Develop skills in structuring your ideas and meeting deadlines. SUMMATIVE ASSESSMENT Element Type Weighting Learning outcomes assessed (1) Element 1: Coursework 40% LO1, LO3, LO4 Reflective Learning Journal (2) Element 2 (Final): A 2000- word essay Coursework 60% LO1, LO2, LO4 CASQE Page 146 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Element of Analyse real world situations critically 1 Demonstrate professionalism and ethical 2 awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively 1 Find, evaluate, synthesise and use information 2 Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Element 1 (Summative): A reflective learning journal which demonstrates students reflection on how lectures, learning activities and visits to museums contribute to the development of their learning process. This assessment comprises 40% of the overall grade. Element 2 (Summative): Submission of 2000-word essay, on a focused topic approved by your tutor, incorporating material from each aspect of the seminar programme and the results of individual research. This assessment comprises 60% of the overall grade. Formative work in the tutorials will be centred on the development of skills required for the assessments. All 4 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: 4. Ability to undertake research appropriate to the given brief. 5. An understanding of the difference between reflective and descriptive writing. 6. The level to which students apply appropriate communication and presentation skills in visual and written forms relevant to the transmission of ideas and information. NON STANDARD MINIMUM PASS MARK 7. Ability to plan and organise a wide range of activities and meet deadlines. Not applicable CASQE Page 147 of 203 Unit Specification Collaborative/PG/Flexible

OUTLINE OF THE UNIT BRIEF SUMMARY This unit is designed to paint a broad picture of the evolution of Art and Dress from early evidences, e.g. Mesopotamia, Ancient Egypt to the end of the 19 th Century. The element of Dress will be taught in terms of cut and construction, the development of fabrics & materials, jewellery design, footwear, and hair & makeup. INDICATIVE CONTENT The students will explore the relationship between artistic movements and the development of dress, within a wider social, cultural, historical and political framework. In this way, students will be able to draw parallels between artistic movements and the way they are interpreted in recent fashion collections. Conspicuous display and functions of dress Cut and construction Fabrics and materials Jewellery Footwear Depiction of Dress in works of Art Artistic movements Preliminary skills of research, visual and textual analysis Library and internet research skills Using secondary resources Styles of academic writing Verbal, visual and written communication LEARNING ACTIVITIES BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Directed study 25% Student-centred learning 50% MANDATORY LEARNING & TEACHING REQUIREMENTS Not applicable LEARNING RESOURCES CASQE Page 148 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING (1) Essential reading: 1. Berry, R., 2004, The Research Project: how to write, London: Routledge. 2. Bockbank, A. and McGILL, I., 2002, Reflective Learning in Practice, London: Gower. 3. Boucher, F., 1996, A History of Costume in the West, London: Thames and Hudson. 4. Laver, J., 2002, Costume & Fashion: A Concise History, London: Thames & Hudson. (2) Recommended reading: 11. Arnold, J., 2008, Patterns of Fashion: Cut and Construction of clothes, London: Macmillan. 12. Ashelford, J., 1993, A Visual History of Costume: 16th century, London: Batsford. 13. Andersson, R. M.,1979, Hispanic Costume, New York: Hispanic Society of America. 14. Blackman, C., 2010, One Hundred Years of Menswear, London: Laurence King. 15. Byrde, P., 1992, Nineteenth Century Fashion, London: Bratsford. 16. Cumming, V.,1984, A Visual History of Costume: 17 th century, London: Batsford. 17. Johnston, L., 2009, 19 th century fashion in detail, London: V&A. 18. Koda, H., and Bolton, A., 2006, Dangerous Liaisons: Fashion and Furniture in the 18th century, New Haven: Yale University. 19. Kyoto Fashion Institute (2007), Fashion: A History from the 18th to the 20th Century. Cologne: Taschen. 20. Lussier, S., 2003, Art Deco Fashion, London: V&A. 21. Malcolm-Davies, J., and Mikhaila, N., 2006, The Tudor Tailor, London: Batsford. 22. Martin, R., 1989, Fashion and Surrealism, London: Thames and Hudson. 23. Mendes, V. and De la Haye, A., 1999, Twentieth century fashion, London: Thames & Hudson. 24. Mendes, V., and Wilcox, C., 1991, Modern Fashion in Detail. London: V&A. 25. Moon, J., 2004, A Hand Book of Reflective & Experiential Learning: Theory & Practice, London: Routledge Falmer. 26. North, S. and Hart, A., 2009, 17 th and 18 th century dress fashion in Detail, London: V&A. 27. Ribeiro, A., 2002, Dress in 18 th century in Europe: 1715 1789, New Haven: Yale University. 28. Ribeiro, A., 2000, The Gallery of Fashion, London: National Portrait Gallery. 29. Roberta, O., 2007, Moda a Firenze: 1540-1580: Lo Stile Di Eleonora Di Toledo E La Sua Influenza, Firenze: Edizioni Polistampa. 30. Rothstein, N., 1984, Four Hundred Years of Fashion, London: V&A. CASQE Page 149 of 203 Unit Specification Collaborative/PG/Flexible

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES Students will be encouraged to read the national (broad sheet) press on a regular basis. It is essential that students visit specialist museums and exhibitions. ADMINISTRATION JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD W230 CASQE Page 150 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Career Exploration 31CE3001 Unit CE Abbreviation Level of Study 6 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Apparel Clothing Design and Technology, Hollings Faculty, MMU Filippo Piccardi, Gabriella Izzi Research, Stylist, Career, Installation, Promotion, Merchandising, Photo-shoot, Communication, Organisation, Photography, Mood, Brand, Multimedia, Look, Trends, Independence Unit Description Brief Summary In this unit students explore a variety of career directions through multiple outcomes related to different areas of Fashion Styling: Trend Forecasting, Visual Merchandising, Editorial or Look Book Styling, Visual Brand Creation. Students are required to be more independent while creating their proposals and in formulating their ideas for their Final Major Project. All work will be presented at the end of the project, from research, development and final outcomes. Students are expected, while they are making the visual presentation, to justify and argue their reasoning behind the final self initiated final project. Indicative Content Some of the main areas of study included in the unit are: Reflecting, reviewing, evaluating interpreting style information Brand Identity Exploration Trend Forecasting Visual Merchandising Multimedia film and moving image Fashion promotion Learning Outcomes CASQE Page 151 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: 1: Design and plan, organised in a technical manner, a full proposal for a visual merchandising installation. 2: Formulate a proposal for a visual brand identity 3: Plan and propose a body of promotional work utilising multimedia moving image 4: Appraise an identified mega trend and create a proposal for a stile book to a professional level. 5. Assemble a technically proficient style layout book, evaluating your emerging personal style, to a professional level. Summative Element Type Weighting Learning outcomes assessed 1 Portfolio of Evidence Coursework (individual) 50% Lo1,Lo2,Lo3,Lo4 2 Presentation Coursework (individual) 50% Lo5 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Element of 1 2 2 1 2 1 CASQE Page 152 of 203 Unit Specification Collaborative/PG/Flexible

Engage with stakeholder/interdisciplinary perspectives. Description of each element of Element 1 (Summative): Portfolio of evidence supporting research and outcomes of all five-subject areas to a professional level. This will include research and development of : Visual Merchandising Project Advertising Project Multimedia Project Editorial Project Trend Research Project Element 2 (Summative): The student is required to give a verbal (maximum 10 minutes) or visual presentation (maximum 15 slides) of their final outcomes, justifying their decisions and appraising the elements to be taken forward for their final major project. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Malossi, G., 1998, The style engine. New York: The Monicelli Press Pegler, M., 2006, Visual merchandising and display. 5th ed. New York: Fairchild Publisher Underhill, P., 2008, Why buy: the science of shopping. New York: Simon & Schuster Publisher CASQE Page 153 of 203 Unit Specification Collaborative/PG/Flexible

Essential Reading/ Resources Further Reading/ Resources Gordon, B., Gordon, M., 2002, Guida alla grafica digitale. Modena: Logos Publisher Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis www.coolhunting.com www.vogue.fr wwwfr.fashionjobs.com www.modemonline.com www.nowness.com www.hintmagazine.com www.visionnaire.com Blogs: www.interviewmagazine.com www.fashionista.com www.jakandjil.com www.garancedore.fr www.icraveyourwave.blogspot.com www.vanessajackman.blogspot.com www.anthemmagazine.com www.thesartorialist.blogspot.com www.thecherryblossomgirl.com Specialist ICTS Resources Additional Requirements MAC Computer CAD software PhotoShop, Illustrator, Indesign, Flash Administration CASQE Page 154 of 203 Unit Specification Collaborative/PG/Flexible

JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N520 143 CASQE Page 155 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Fashion Editorial 31FE2001 Unit FE Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Apparel Clothing Design and Technology, Hollings Faculty, MMU Filippo Piccardi, Gabriella Izzi Primary and secondary research, Reflective Learning Journals, Contemporary influences, Micro and Macro trends, Trend report, Analysis of Style, Global perspectives, Experimenting with computer aided design (CAD). Unit Description Brief Summary In this Unit students will be provided with an introduction to professional aspects, e.g. editorials, of the fashion styling industry. Students will undertake in-depth secondary research into new developments, fashion shows, exhibitions, photography, film, art and music from a global perspective. They will be aware of their clients, competitors, markets and consumers. This will be supported by relevant study skills sessions and ways of advancing the uses of a Reflective Learning Journals. They will develop both their visual and written communication skills. Indicative Content Some of the main areas of study included in the unit are: Awareness of Fashion industry and Art In-depth primary and secondary research and elaborate ideas Research books Attaining an advanced visual language for expressing ideas and presentational skills Reflecting, reviewing and evaluating information Report writing Photography, advertising, fine arts and fashion Learning Outcomes CASQE Page 156 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Analyse contemporary issues relating to fashion from a variety of sources (magazines, books, websites, exhibitions) towards the Reflective Learning Journal 2. Evaluate the potential of new developments in a variety of the creative subject areas and technology (in Art, Architecture, Music, Film) and their influences on fashion design and fashion styling 3. Make critical judgments about the work of previous and current practitioners (makeup artists, hair stylists, photographers) in the field of fashion styling. 4. Utilise advanced CAD (Photoshop, Indesign, Illustrator) to explore and develop ideas in visual and written form when producing trend pages and trend maps. Summative Employability & Sustainability Outcomes Element Type Weighting Learning outcomes assessed 1 Reflective Learning Journal Coursework (individual) 50% Lo1,Lo3 2 Portfolio of evidence and 1000-word written report Outcomes Coursework (individual) 50% Lo2, Lo4 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Element of 1 2 2 2 2 2 Engage with stakeholder/interdisciplinary perspectives. CASQE Page 157 of 203 Unit Specification Collaborative/PG/Flexible

Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Element 1 (Summative): A reflective learning journal, which demonstrates reflection and evaluation of contemporary influences, e.g. music, film, theatre, in relation to fashion. Element 2 (Summative): A portfolio of evidence that includes: A trend map which shows the final micro trends of the season identified by the student. Final lay out of the editorials, that show the development of the pictures taken and the use of graphic elements. Research books including images supporting both the creative and development process and the building of the outfits for their photo shoots. A 1000-word trend report, an analytical study reflecting on the research undertaken, e.g. international fashion collections, trend forecasts, analysis of styling. N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Coddington G. and Roberts M (2002), Grace: Thirty Years of Fashion at Vogue, Paris: Edition 7L Blow D and Sykes T (2010), Blow by Blow: The story of Isabella Blow, London: Harper Collins. Hack J (2009), Another Fashion Book, Edition Paris: 7L Jones T (2009), 100 Contemporary Fashion Designers, Köln:T aschen. Keaney M (2007), Fashion and advertising-world s Top Photographers Workshops, Mies: Roto Vision SA. CASQE Page 158 of 203 Unit Specification Collaborative/PG/Flexible

Knight N (2009), Nick Knight, London: Collins Design. Koda H, and Yohannan K (2009), The model as muse: Embodying fashion, New York: Yale University Press Mower S (2007), Stylist: The interpreters of fashion, New York: Rizzoli Oliva A, Angeletti N (2006), In Vogue: The illustrated History of world s most famous fashion magazine, New York: Rizzoli. Rankin (2010), Rankin Portraits, Rankin Photography Testino M (2002), Mario Testino: Portraits, New York: Bulfinch. Walker T (2008), Pictures, Kempen: teneues Verlag Gmbh. Watson L (2008), Vogue Fashion, London: Carlton Books. Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Specialist ICTS Resources Additional Requirements MAC Computer CAD software PhotoShop, Illustrator, Indesign, Flash Administration JACS Code HESA Academic Cost Centre N510 143 CASQE Page 159 of 203 Unit Specification Collaborative/PG/Flexible

Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board CASQE Page 160 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Final Major Project 31FP3001 Unit FMP Abbreviation Level of Study 6 Credit Value 60 ECTS Value 30 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Co-ordinator Key Words Filippo Piccardi, Gabriella Izzi Independence, Consolidation, Currency, Research, Stylist, Client, Career, Installation, Promotion, Merchandising, Photo-shoot, Communication, Organisation, Photography, Mood, Brand, Multimedia, Look, Trends, Technical. Unit Description Brief Summary Indicative Content This final unit allows the student to demonstrate professionalism in many areas. A self-initiated brief gives the student the opportunity to display to their stronger personal skills and knowledge. Independence at this level is essential and collaborating in a team is crucial for students wishing to work in this area of the fashion industry. The variety of outcomes required presents a unique opportunity for the student to create a portfolio of work expressing their individualism. Some of the main areas of study included in the unit are: Independence and organisational skills Professional graphic presentation Photographic awareness Understanding of relationship between client/viewer, creator and market/trend CASQE Page 161 of 203 Unit Specification Collaborative/PG/Flexible

Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: 1: Generate a range of ideas, concepts, solutions and arguments independently in response to a self-initiated brief 2: Independently set goals, organising a complex creative team resolving issues while working within contexts of ambiguity and uncertainty taking responsibility for engagement, experimentation and learning in a professional manner. 3: Document and present a range of approaches to research and development in practice in a technically proficient manner. 4: Judge and evaluate the needs of a viewer/client in respect to the market/trend requirements. 5: Consolidate a verity of outcomes within a personal body of work 6: Communicate effectively articulating a logical and rational argument in visual and oral forms, identifying personal strengths and goals. Summative Element Type Weighting Learning outcomes assessed 1 Portfolio Coursework 50% Lo1,Lo2,Lo3,Lo4,Lo5 of Evidence (individual) 2 Presentation Coursework (individual) 50% Lo6 Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Element of 1 1 2 1 2 1 CASQE Page 162 of 203 Unit Specification Collaborative/PG/Flexible

Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Description of each element of Element 1 (Summative): Portfolio of evidence supporting independent research and outcomes in response to a self-initiated brief that consolidates a verity of outcomes within a personal body of work. The final project would include reseach and development in: Visual Merchandising Mutlimedia Advertising Styling Creative Research Fashion styling Element 2 (Summative): The student is required to give a verbal (maiximum 10 minutes) or visual presentation (maximum 15 minutes) of their final outcomes, justifying their decisions, appraising their work and creating a rational argument. This will provide evidence of independent learning, during and at the end of the unit, and currency of work. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students VV.AA. (2008), The power of fashion about design and meaning, Bruxelles: Lannoo Publishers VV.AA. (2006), In Vogue: the illustrated history of the world's most famous CASQE Page 163 of 203 Unit Specification Collaborative/PG/Flexible

fashion magazine, New York: Rizzoli Baudot, F. (2007), Fashion the twentieth century, New York: Universe Publishing Aletti, V. (2007), Face of fashion, New York: Aperture Foundation Barthes, R. (1990), The fashion system, Berkeley: University of California press Veblen, T. (2006), Cospicuous consumption, London: Penguin Vinken, B. (2004), Fashion Zeitgeist: trends and cycles in the fashion system, Oxford: Berg Publisher Essential Reading/ Resources Bruzzi, S. (1997), Undressing cinema: clothing and identity in the movies, Oxford: Routledge Douchet, J., Bononno, R.(1999), French new wave, New York: Distributed Art Publishers Morineau, C. (2009), Elles @ centrepompidou, Paris: Centre George Pompidour Cotton, C. (2009), The photograph as contemporary art, London: Thames and Hudson Morgan, J., Mitzi, L. (2000), Buffalo Ray Petri, London: Westzone Publishing Ltd Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis www.coolhunting.com www.vogue.fr wwwfr.fashionjobs.com www.modemonline.com www.nowness.com www.hintmagazine.com CASQE Page 164 of 203 Unit Specification Collaborative/PG/Flexible

www.visionnaire.com Blogs: www.interviewmagazine.com www.fashionista.com www.jakandjil.com www.garancedore.fr www.icraveyourwave.blogspot.com www.vanessajackman.blogspot.com www.anthemmagazine.com www.thesartorialist.blogspot.com www.thecherryblossomgirl.com Specialist ICTS Resources Additional Requirements MAC Computer CAD software PhotoShop, Illustrator, Indesign, Flash Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 165 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Fashion Writing and Criticism 31FW2001 Unit FWC Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Filippo Piccardi, Gabriella Izzi Co-ordinator Key Words Brief historical outline of criticism: Emergence of criticism during the Enlightenment. Art for Arts Sake vs. Art and morality. Professional critics: Denis Diderot, Charles Baudelaire, the Salons. Oscar Wilde: fashion critic. Philosophical Aesthetics: emergence of concept of Taste (18th century). David Hume, Edmund Burke: studies on Taste, Centrality in art criticism. The critic: Art criticism. Job of critic. Critic as Reviewer. Two key aspects of criticism: explanatory and judicial. Literary criticism: the canon. Biographical and historical discourse to text analysis. Practising criticism: job of the reviewer - national press, blogs, magazines. Semiology: Non-verbal system of communication, analysis of visual images: photography, advertising, fashion, fine art. Unit Description Brief Summary Students will be introduced to a brief historical overview of the emergence of criticism - an independent activity resulting from Art being exhibited in the public domain. They will be introduced to the practical side of the critic (blogger, national press, glossy magazines and taught tools of the trade, learning CASQE Page 166 of 203 Unit Specification Collaborative/PG/Flexible

to put together a well-researched piece of criticism. Students will use semiotics as an analytical tool to understand what is conveyed in a visual image. Indicative Content Some of the main areas of study included in the unit are: Fashion writing and criticism: Historical Perspective The Job of the Critic What is Art criticism Historical perspective Emergence of the professional critic during the 18th Century Case studies with Denis Diderot and the Salons Charles Baudelaire Art for art s sake vs. Art and Morality (2) Job of the Critic (Reviewer) How to write a Review (Films, Theater, Music, Fine Art) Workshops with students reading and analysing Reviews (3) Semiotics Use of a non-verbal system of communication Analysis of visual images Photography, advertising, fine arts and fashion Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Critically analyse the work of professional writers in order to understand the job of the critic (reviewer). 2. Undertake theoretical research and practical fieldwork (visiting exhibitions, interviewing relevant designers) when putting together a professional piece of writing. 3. Gather information from a variety of sources (books, magazines, newspapers, internet, blogs) to enable them to write a well- researched and structured review. 4. Analysis of visual images at denotative (meaning) and connotative (cultural context) level to include photography, advertising, fashion and fine art in order to be able to translate into words what the image is conveying at several levels. Summative Element Type Weighting Learning outcomes assessed 1 A 1000- word Coursework (individual) 50% Lo2,Lo3 CASQE Page 167 of 203 Unit Specification Collaborative/PG/Flexible

Employability & Sustainability Outcomes theoretical review 2 Two 800- word professional reviews Outcomes Coursework (individual) 50% Lo1, Lo4 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Element of 1 2 2 Engage with stakeholder/interdisciplinary perspectives. Description of each element of Element 1 (Summative): A 1000-word review on a current event, e.g. an exhibition, plays, film, approved by the Tutor. Element 2 (Summative): Two professional reviews of 800- words supported by images and each written in the in-house style of a blog, magazine or newspaper chosen by the student. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities CASQE Page 168 of 203 Unit Specification Collaborative/PG/Flexible

Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Alperson, P (1992), The Philosophy of the Visual Arts, Oxford: Oxford University. Barnard, M (2007), Fashion Theory: A Reader, London: Routledge. Diderot D (2008), Salons, Paris: Gallimard. Essential Reading/ Resources Knight N (2009), Nick Knight, London: Collins Design. Koda H, and Yohannan K (2009), The model as muse: Embodying fashion, New York: Yale University. Mower S (2007), Stylist: The interpreters of fashion, New York: Rizzoli. Testino M (2002), Mario Testino: Portraits, New York: Bulfinch. Cally Blackman (2007) 100 Years of Fashion Illustration, London, Laurence King. Giorgio Riello and Peter McNeil (eds) (2010) The Fashion History Reader: Global Perspectives, London and New York, Routledge. Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis CASQE Page 169 of 203 Unit Specification Collaborative/PG/Flexible

Specialist ICTS Resources Additional Requirements MAC Computer CAD software PhotoShop, Illustrator, Indesign, Flash Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board N510 143 CASQE Page 170 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Identity 31ID1001 Unit I Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Co-ordinator Key Words Filippo Piccardi, Gabriella Izzi Research, Stylist, Fashion Garments, Models, Team-work, Agencies, Bookers, Makeup, Hair, Accessories, Environments, Space, Light, Interior, Exterior, 20th Century, Photo-shoot, Communication, Organisation, Photography, Mood, Art, Videos, Exhibitions, Clothing, Technology, Architecture, Trends Unit Description Brief Summary Indicative Content In this final unit of Level 3 students will actively participate in a variety of roles create a series of images. And create their first full image as a fashion stylist. After learning analytical and interpretation techniques students select an individual style theme from the 20th century to interoperate in a contemporary manner. Student take turns in leading their team, for their individual shoot, as the stylist while other participate in support roles. Reflecting on their own ability and that of their peers is a focus point of this unit. Some of the main areas of study included in the unit are: Analysis and interpretation of style Awareness of complete Fashion Styling profession. Photography, lighting, hair, makeup, model selection Graphic visual language for expressing ideas and presentational skills Reflecting, reviewing and evaluating skills Learning Outcomes CASQE Page 171 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Analyse and develop an individual style though the creation of an image using garments, accessories and location. 2. Demonstrate the ability to organise a photo-shoot, working in a team, with an understanding of costs, time planning and problem solving. 3. Participate and experience a variety of roles involving different skills working within contexts of ambiguity, uncertainty and unfamiliarity 4. Research and analyse a style from the 20th Century and interpret in a contemporary manner. 5. Demonstrate a degree of professionalism in creativity, motivation, taking initiatives, time keeping and engagement. Summative Employability & Sustainability Outcomes Element Type Weighting Learning outcomes assessed 1 Reflective Learning Journal and Diary 2 Portfolio of evidence Outcomes Coursework (individual) Coursework (individual) 50% Lo2, Lo3 50% Lo1, Lo4, Lo5 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Element of 1 2 2 1 1 2 CASQE Page 172 of 203 Unit Specification Collaborative/PG/Flexible

Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 2 Description of each element of Element 1 (Summative): A reflective journal and diary of the planning and events, reflecting on the different role during the team shoots with Peer at the end of the unit. Each student will experience a different role, form main Stylist, to photographer, Model agent/booker, Makeup Artist, Hairstylist. Element 2 (Summative): A portfolio of evidence that includes: Research book including images supporting both the creative and development process and the building of the outfits for their first model photo shoot. Final lay out of the editorial, that shows the development of the pictures taken and the use of graphic elements. A research folder showing the understanding of style analysis, that will include images of both historical and modern interpretation of the periods analysed within the unit. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources DERRICK, R., 2002. Unseen Vogue: The Secret History of Fashion Photography, London: Little Brown. DESIGN MUSEUM, 2009. Fifty Dresses That Changed the World, London: Conran Octopus Ltd. CASQE Page 173 of 203 Unit Specification Collaborative/PG/Flexible

FUKAI, A., 2003. La moda: storia dal XVIII al XX secolo, Köln : Taschen. SIEGEL, E., 2008. Fashion Photography Course, New York: Barron s Educational Series,Inc. SMITH, B., 2008. Fashion Photography: A Complete Guide to the Tools and Techniques of the Trade, New York: Watson-Guptill Publications. Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Specialist ICTS Resources Additional Requirements Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 174 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Magazine Design 31MD2001 Unit MD Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Co-ordinator Key Words Filippo Piccardi, Gabriella Izzi Fashion publishing, Clients, competitors and consumers, Primary and secondary research, Mood boards, Liaising with industry professionals, Editorial Unit Description Brief Summary In this Unit students will take on the role of a professional stylist, creating his/her first magazine editorial. They will be proficient in the use of computer aided design software, e.g. PhotoShop, Illustrator and Indesign. Initial experiments with various styles of clothing, accessories and props will take place in their research books. These will be incorporated in their final outcomes, i.e. the photoshoots. Students will learn to collaborate effectively with photographers, make up artists, hair stylists, and model agencies in realising their projects. They will learn to cope with unfamiliar and unpredictable situations, e.g. model agencies cancelling models, and manage workloads and meet deadlines. Students will become skilled in producing a professionally laid out magazine. Indicative Content Some of the main areas of study included in the unit are: Market research and report writing Awareness of clients, competitors, consumers Research books Advanced visual language for expressing ideas and presentational skills CASQE Page 175 of 203 Unit Specification Collaborative/PG/Flexible

Liaising successfully with photographers, artists, hair stylists, models Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Develop initial photo-shoot ideas (styling, hair, lighting, make-up, photography) in sketchbooks and apply them in subsequent fashion editorials. 2. Synthesise contemporary issues relating to fashion from a variety of sources (films, theatre, music) and evidence in fashion editorials and magazine. 3. Identify and explore the connection between the stylist and those who will see, use, purchase or commission their work within the current fashion publishing industry. 4. Plan and implement activities with a high degree of professionalism necessary, time keeping, management skills and engagement appropriate to fashion styling and photography industry. Summative Employability & Sustainability Outcomes Element Type Weighting Learning outcomes assessed 1 Reflective Learning Journal 2 Bound Magazine Outcomes Coursework (individual) Coursework (individual) 50% Lo2 50% Lo1, Lo3, Lo4 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Element of 2 2 2 2 2 1 CASQE Page 176 of 203 Unit Specification Collaborative/PG/Flexible

Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Description of each element of Engage with stakeholder/interdisciplinary perspectives. Element 1 (Summative): A reflective learning journal, which demonstrates reflection and evaluation of contemporary influences, e.g. music, film, theatre, in relation to fashion. 1000 word report justifying the significance of the magazine to its target consumer and competitors. 2 Element 2 (Summative): A final bound magazine consisting of fashion writing, fashion editorials, imagery and interviews relevant to client, competitors, markets and consumers. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources Borthwick M, 2009, Not in Fashion, New York: Rizzoli Djian B., 2008, Babeth, Paris: Edition 7L De Beupre M. and Baumet S., 2002, Archaeology of elegance, 1980-2000, 20 years of fashion Photography, London: Thames & Hudson Demarchelier P. and Wintour A., 2009, Patrick Demarchelier, New York: Steidldangin Derrick R. and Muir R., Unseen Vogue: The secret history of fashion CASQE Page 177 of 203 Unit Specification Collaborative/PG/Flexible

photography, Little Brown: London Gan S. and Browne A., 2005, V- Best, Paris: Edition 7L Jones T. and Enninful E., 2010, i-d Covers 1980-2010, Koln: Taschen GmbH Newton J. and Keller W., 1998, Helmut Newton: Pages from the glossies, Gottingen: Steidl Pierre et Gilles, 2007, Pierre et Gilles : The Complete Works, Koln: T aschen Teller J., 2009, Marc Jacobs Advertising 1998-2009, Gottingen: Steidl Verthime S. and Scheips C., 2010, Guy Bourdin: In Between, Gottingen: Steidl Viaux N., 2009, Contemporary Fashion Photography, Cologne: DAAB Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Specialist ICTS Resources Additional Requirements MAC Computer CAD software PhotoShop, Illustrator, Indesign, Flash Administration JACS Code HESA Academic Cost Centre Date of Approval N510 143 CASQE Page 178 of 203 Unit Specification Collaborative/PG/Flexible

Date of Most Recent Consideration Unit External Examiner Unit Board CASQE Page 179 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Objects and Environments 31OE1001 Unit OAE Abbreviation Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Co-ordinator Key Words Filippo Piccardi, Gabriella Izzi Research, Stylist, Accessories, Environments, Space, Light, Interior, Exterior, Photo-shoot, Communication, Organisation, Photography, Mood, Interior Design, Technology, Culture, Architecture Unit Description Brief Summary Indicative Content In this unit students will create their first still life image. Student research accessories, objects and locations, the relationship and the narrative they can crate using all these new elements. Any form of digital camera, from i-phone or even Blackberry can be used to make images. Students are encouraged to explore and experiment without the limitations of a professional photographic fashion shoot, it is important that there is spontaneity. With the development of new technology spontaneous quick shoots are now commonly used by bloggers etc. Students are encouraged to explore and expand upon their presentation skills and present their work and the processes behind it to their peers and teaching team at the end of this unit. Some of the main areas of study included in the unit are: Awareness of Fashion Styling, objects, accessories and locations. Photography and lighting Graphic visual language for expressing ideas and presentational skills Reflecting, reviewing and evaluating information Learning Outcomes CASQE Page 180 of 203 Unit Specification Collaborative/PG/Flexible

Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Students must demonstrate that they can plan and create an original image using accessories, objects and surrounding environment to communicate. 2. Students must demonstarte an understanding of the role of a variety of fashion accessories in creating an original fashion look. 3. Students must demonstrate the understanding of images and formulate a connection between concept/narrative idea while using an enviorment/location. Summative Employability & Sustainability Outcomes Description of each element of Element Type Weighting Learning outcomes assessed 1 Portfolio of evidence Coursework (individual) 50% Lo2, Lo3 2 Presentation Outcomes Coursework (individual) 50% Lo1 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 1 (Summative): A portfolio of evidence that includes: Element of 1 2 2 1 2 CASQE Page 181 of 203 Unit Specification Collaborative/PG/Flexible

Research book including images supporting both the creative and development process including objects, accessories, locations and environments.this can be presented in a hard copy or digital copy. Final lay out of the editorial, that shows the development of the pictures taken and the use of graphic elements. A research folder showing the understanding of style analysis, that will include images of both historical and modern interpretation of the periods analysed within the unit. A final folder that includes fabrics and their properties. Element 2 (Summative): Mandatory Learning & Teaching Requirements Minimum Pass Mark The student is required to give a verbal presentation of maximum 10 minutes justyfing their final outcome, their decisions and explaining the process. N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources BUXBAUM, G., 2005. Icons of Fashion, The 20th Century, Prestel. CRAIG, J., 2009. Fashion: the Key Concept, Oxford: Berg. MARTIN, R., 2002. The Fashion Book, Paris: Phaidon. ASSOULY, O. and alii, 2008. Mode: Vingt ans de système de mode, Paris: Institut français de la mode/editions du Regard. BAUDOT, F., 1999. Fashion, the Twentieth Century, Paris: Rizzoli International Publications JONES, T., 2003. Fashion Now, Köln: Taschen. JONES, T., 2005. Fashion Now 2, Köln: Taschen CASQE Page 182 of 203 Unit Specification Collaborative/PG/Flexible

Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Specialist ICTS Resources Additional Requirements Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 183 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Semiotics of Clothing Unit Code Unit Abbreviation 31SC1001 SOC Level of Study 4 Credit Value 30 ECTS Value 15 Home Department Home Faculty Apparel Clothing Design and Technology, Hollings Faculty, MMU Unit Co-ordinator Key Words Filippo Piccardi, Gabriella Izzi Research, Stylist, Brand, Wardrobe, Photo-shoot, Communication, Roles, Organisation, Diary, Semiotics, Data Base, Agencies, Models, Hairstylists, Makeup Artists, Photography, Mood, Art, Culture, Design, Trends. Unit Description Brief Summary In this Unit students will be provided with a basic introduction to professional aspects of the fashion styling industry. They will gain a real understanding of the diversity of professional roles undertaken by a stylist. By creating a reflective diary and data base students will get their first experience of organising a fashion photo-shoot, this will be essential learning for the rest of the course and will be used and built upon during the next two Levels. An introduction to the items within a basic wardrobe of a brand and the historical and cultural information surrounding these items. An understanding of basic fabrics and their properties. Visual communication and presentation skills will also be introduced This will be supported by relevant study skills sessions and ways of creating a Reflective Learning Journal. Indicative Content Some of the main areas of study included in the unit are: Awareness of Fashion Styling Research, Categorizing and Planning CASQE Page 184 of 203 Unit Specification Collaborative/PG/Flexible

Attaining a basic understanding of visual language for expressing ideas and presentational skills Reflecting, reviewing and evaluating information Understanding of teamwork, roles and time lines. Fabrics and their properties Basic Fashion Garments, brand identity and cultural and historical meanings. Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: 1. Demonstrate a basic understanding of the diverse role of the professional stylist. 2. Demonstrate the ability to communicate with images through a basic understanding of fashion garment semiotics. 3. Show an understanding of the processes involved in the organisation of a photo-shoot. 4. Express a variety of ideas and concepts via a contemporary outfit involving the wardrobe basics of a fashion brand. Summative Employability & Sustainability Outcomes Element Type Weighting Learning outcomes assessed 1 Reflective learning journal 2 Portfolio of evidence and 1000 written report Outcomes Coursework (individual) Coursework (individual) 50% Lo1, Lo2 50% Lo3,Lo4 Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Element of 2 1 2 CASQE Page 185 of 203 Unit Specification Collaborative/PG/Flexible

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. 2 1 2 1 Description of each element of Element 1 (Summative): A reflective learning journal, which identifies, names and categories different areas of work of the fashion stylists, for example advertising catalogue and fashion photo shooting. This should include your database of agencies that are relevant to the fashion stylist and reference it while writing a five-day plan for your Photo-shoot Diary. Element 2 (Summative): A portfolio of evidence that is including: Mood-boards that show clearly the theme/concept chosen for the photo shoot; images of garments and the relationship to the concept behind the proposed shoot. The focus of the research has to be on the development and creation of ideas and building of the outfits. A initial research folder that includes fabrics and their properties. A research folder showing the understanding of style analysis, that will include images of both historical and modern interpretation of the periods analysed within the unit. Mandatory Learning & Teaching Requirements Minimum Pass Mark N/A N/A Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% CASQE Page 186 of 203 Unit Specification Collaborative/PG/Flexible

Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources MOWER, S., 2007. Stylist: The interpreter of Fashion, New York: Rizzoli GARCIA, N., 2007. The Little Black Book of Style, New York: HarperCollins Publishers. HITCHCOCK, B., 2008. The Polaroid Book, Köln: Taschen. HUE, S., 2007. New Shoes: Contemporary Footwear Design, London: Laurence King Publishing Ltd. JOHNSON, A., 2002. Handbags: The Power of the Purse, New York: Workman Publishing Company, Inc. MENDES, V., 2000. Dressed in Black, London: V&A Publications. REED, P., 2009. StyleClinic: How to Look Fabulous All the Time, at Any Time, for Any Occasion, New York: HarperCollins Publishers. McDOWELL, C., 1994. Shoes, Fashion and Fantasy, New York: Thames and Hudson. Further Reading/ Resources Journals: Fashion Weekly Textile View Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Numero Vogue (Italy) (US) (Paris) (UK) Websites: www.wgsn-edu.com www.dazeddigtal.com www.showstudio.com www.fashiongonerogue.com www.artandcommerce.com www.jedroot.com www.fashionising.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Specialist ICTS Resources CASQE Page 187 of 203 Unit Specification Collaborative/PG/Flexible

Additional Requirements Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 188 of 203 Unit Specification Collaborative/PG/Flexible

Unit Specification (Collaborative/Postgraduate/Flexible Framework Use Only) Unit Details & Outline Unit Title Unit Code Art and Fashion Interface 31AF2001 Unit AFI Abbreviation Level of Study 5 Credit Value 30 ECTS Value 15 Home Department Home Faculty Unit Co-ordinator Key Words Clothing Design and Technology, MMU Hollings Faculty TBC Museum visits, poetry and literature reference, draping, experimental 3D designs, experimental drawing, collage, mixed media illustrations Unit Description Brief Summary Indicative Content The students will approach the fashion system through the visual drawing and the analysis of construction of basic garments. Understanding the trends and market will enable them to plan a range. Awareness of Fashion industry and Arts Design of innovative ideas into a compact fashion collection Pattern making into 2D from Draping on stand and construction of details and silhouettes Experimenting with mixed media (weave, knit, print, embroidery) Learning Outcomes Unit Learning Outcomes On successful completion of this unit students will be able to: 1. LO1. Develop through their skills in investigating and analysing the work of previous and current practitioners, an originality in initial concepts leading to a final fashion collection 2. LO2. Conduct independent, experimental research in the production of mood boards, design ideas, fashion illustrations and technical drawings. 3. LO3. Apply and use a wide range of graphic and CAD design skills to CASQE Page 189 of 203 Unit Specification Collaborative/PG/Flexible

develop a fashion design portfolio. 4. LO4. Utilise making and construction skills when translating draping on the stand into 2-dimensional patterns Summative Element Type Weighting Learning outcomes assessed 1 Primary and Secondary Research together with a range plan and technical drawings Coursework (Individual) 50% LO1, LO2 2 Portfolio of evidence of pattern cutting and toile Coursework (Individual) 50% LO3, LO4, Employability & Sustainability Outcomes Outcomes Employability Apply skills of critical analysis to real world situations within a defined range of contexts. (E) Demonstrate a high degree of professionalism. (E) Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) Manage their professional development reflecting on progress and taking appropriate action. (E) Find, evaluate, synthesise and use information from a variety of sources. (E) Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element of 1 2 1 1 1 Description of each element of Element 1 : Primary and secondary research based on the arts, e.g. poetry, literature, architecture, and the development of a range plan accompanied by mood boards, fabric charts, colour charts, illustrations and technical drawings. Element 2 : A portfolio of evidence, which demonstrates: CASQE Page 190 of 203 Unit Specification Collaborative/PG/Flexible

- patterns, -detail of garment construction -toile. Formative work in the taught sessions will be centred on the development of the skills required for the assessments. Mandatory Learning & Teaching Requirements Minimum Pass Mark Not applicable 40% Learning Activities Breakdown of Student Learning Activity Type of Activity % Summative 25% Directed Study 25% Student-centred Learning 50% Learning Resources Books recommended for purchase by students Essential Reading/ Resources 1. Mackerell A., 2005, Art and Fashion, London: Batsford. 2. Martin, R., 1989, Fashion and Surrealism, London: Thames & Hudson. 3. Cloake D., 1996, Fashion Design on a Stand, London: Batsford. 4. Bruderlin M & Lutgens A., 2012, Art and Fashion: Between Skin and Clothing Germany:Kerber Verlag 1. Joseph- Armstrong H., 2008, Draping for Apparel Design, New York: Fairchild. 2. Sissons J., 2010, Knitwear, Lausanne: Ava. 3. Udale J., 2008, Textiles and Fashion, Lausanne: Ava. Further Reading/ Resources 1. Arnold, J., 2008, Patterns of Fashion: Cut and Construction of clothes, London: Macmillan. 2. Baines, B., 1981, Revivals in Fashion from the Elizabethan Age to the Present, London: Bratsford. 3. Ribeiro, A., 2000, The Gallery of Fashion, London: National Portrait CASQE Page 191 of 203 Unit Specification Collaborative/PG/Flexible

Gallery. 4. Rothstein, N., ed., 1984, Four Hundred Years of Fashion, London: V&A. 5. Tellier-Loumagne, F., 2005, The art of knitting: inspirational stitches, textures and surfaces, London: Thames & Hudson. 6. Townsend, C., 2002, Rapture: Art s Seduction by Fashion, London: Thames & Hudson. 7. Worsley, H., 2000, Decades of Fashion: The Hulton Getty Picture Collection, Cologne: Koenemann. Specialist ICTS Resources Additional Requirements PhotoShop Illustrator PowerPoint MAC/PC Journals: Fashion Weekly Dazed and Confused ID Surface Wallpaper Nylon Another magazine Monocle Websites: www.wgsn-edu.com http://www.vads.ac.uk/ www.fashion.about.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis Administration JACS Code HESA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board W230 143 CASQE Page 192 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR KEYWORDS 31FC2001 FASHION AND CULTURE CONTEMPORARY PERSPECTIVES FCCP 5 30 ECTS VALUE Clothing Design and Technology, Hollings Faculty, MMU 15 Suzanne Lussier, Virginia Hill, Jackie Jones 1900 to Present Day: Paul Poiret and modernism, Partial emancipation of women, Gabriele (Coco) Chanel, Elsa Schiaparelli, Madeleine Vionnet, Christian Dior. Golden Age of Couture Yves St. Laurent, Cristobal Balenciaga, Norman Hartnell, the Belgrave Square style, Saville Row, Teddy boys. Mary Quant, street fashion, Andre Courreges, punks, Vivienne Westwood, Rei Kawakubo, School of St Martins. Fashion and Consumerism: Marxism, Commodity of fetishism, Fashion as communication, Production and Consumption, Structuralism and Post-Structuralism. Fashion Photography and Desire: Edward Steichen, Cecil Beaton, Vogue, Irving Penn, George Hoyningen- Huene and the cult of beauty, Man Ray. Contemporary fashion photography, Nick Knight, Mario Testino. fashion shoot and styling. Anti-Glamour, Heroin- Chic, Corinne Day and the escape to reality, The Face, I.D., Dazed and Confused. Gender Identity and the Body: Gender issues, Masculinity, Femininity, Definitions of Gender, Stereotyping, Transgression, Trans-sexuality, race and identity, Hollywood celebrity, Fame. Future-Fashion: UNIT LEARNING OUTCOMES Technology; Retro/Vintage; Innovation; Techno-textiles; Surveillance; Sci-Fi; The human and the machine; Digital consumption; Embodiment; Postgender. On successful completion of this unit students will have an ability to: LO1. Use a variety of primary and secondary research methods to source a wide range of academic material relevant to an essay LO2. LO3. LO4. Make critical judgements about the work of previous and current practitioners in their subject/discipline and related areas of practice; Recognise the potential of new developments and influences on creative practice; Write a rigorously structured and well researched academic essay which conforms to Harvard conventions of referencing CASQE Page 193 of 203 Unit Specification Collaborative/PG/Flexible

SUMMATIVE ASSESSMENT EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Element Type Weighting Learning outcomes assessed (1) Element 1: A 2000-word essay (2) Element 2 (Final): A 2000-word essay Coursework 50% LO1, LO2, LO3, LO4, LO5 Coursework 50% LO1, LO2, LO3, LO4, LO5 Outcomes Element of Analyse real world situations critically 1, 2 Demonstrate professionalism and ethical awareness Communicate effectively using a range of media 1,2 Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information 1,2 Work within social, environmental and community contexts Use systems and scenario thinking 1,2 Engage with stakeholder/interdisciplinary perspectives ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT Element 1 (Summative): Submission of a 2000-word written essay on one of the 3 options of study delivered in the core unit. This assessment comprises 50% of the overall grade. Element 2 (Summative): Submission of a 2000-word written essay on one of the 3 options of study delivered in the core unit. This assessment comprises 50% of the overall grade. Formative work in the tutorials will be centred on the development of skills required for the assessments. CASQE Page 194 of 203 Unit Specification Collaborative/PG/Flexible

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT All 5 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following criteria: 1. Demonstrate an ability to undertake academic research and use your analytical and synthetic skills in order to research and structure the material in an academic essay. 2. Show an ability to write an academic (researched) essay by providing a rigorous structure, consisting of an introduction divided into: aims and objectives, outline of content and methodology, a carefully structured and documented content and a clear conclusion. Utilise academic tools (cross-referencing, using the Harvard system of notation; a good bibliography and whenever necessary a list of illustrations). 3. Critically reflect on industry practices. Your conclusions may be consequential for issues concerning ethics, gender, modelling, commerce and globalisation. NON STANDARD MINIMUM PASS MARK 4. Show familiarity with content and concepts presented in lectures and debated in seminars. Demonstrate an awareness of museum collections and exhibitions and undertake field work on a regular basis as part of your research. Not applicable OUTLINE OF THE UNIT CASQE Page 195 of 203 Unit Specification Collaborative/PG/Flexible

BRIEF SUMMARY INDICATIVE CONTENT This Unit starts with a presentation of contemporary developments in Fashion Studies from 1900 to the present day. In the second and third terms students select one option from those on offer: 1. Fashion and Consumerism 2. Fashion Photography and Desire 3. Gender Identity and the Body 4. Future-Fashion The range of options may vary from year to year. Some of the main areas of study included in the unit are: 1900- the Present Day: 1. Modernism and its impact on Fashion 2. Fashion and the European avant-garde movement in art 3. Fashion and politics: World War I and World War II and their impact on the fashion world 4. The most important couturiers of 20 th century and their importance for the fashion world today: Paul Poiret, Madeleine Vionnet and her impact on the work of John Galliano, Gabrielle Chanel, Elsa Schiaparelli and her collaboration with the Surrealists: Salvador Dali and Jean Cocteau Fashion and Consumerism: 1. Fashion and the subcultures 2. New developments in fashion: street fashion, anti-fashion, nonfashion 3. Shifting understandings of the fashion market and the relation between couture and the high street. Fashion Photography and Desire 1. Roles of imagery in fashion publishing. 2. Heroin-chic. 3. Realism and anti-glamour since the 1990 s. Gender Identity and the Body 1. Constructions of masculinity and femininity. 2. Drag and social appearance. 3. Stereotypes. Future-Fashion 1. Relationship between anxiety, the future and fashion. 2. Retro and the end of authenticity. 3. Physicality, textiles and machines. LEARNING ACTIVITIES BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Not applicable MANDATORY LEARNING & TEACHING REQUIREMENTS LEARNING RESOURCES Directed study 25% Student-centred learning 50% CASQE Page 196 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES Essential Reading: 1. Barnard, M., 2007, Fashion Theory: A Reader, London: Routledge. 2. Evans, C., 2003, Fashion at the Edge, New Haven: Yale University. 3. Riello, G and McNei, P., 2010, The Fashion History Reader, London: Routledge. 4. Welters, L and Lillethun, A., 2007, The Fashion Reader, Oxford: Berg. Recommended Reading: 1. Baudelaire, C., 1972, The Painter of Modern Life (Selected Writings on Art and Artists), London: Penguin. 2. Blum E, D., 2011, Roberto Capucci: Art into Fashion, New Haven: Yale University. 3. Boucher, F., 1996, A History of Costume in the West, London: Thames and Hudson. 4. Harrison, C and Wood, P., 2000, Art in Theory l900 1990: An Anthology of Changing Ideas, London: Wiley-Blackwell. 5. Hebdige, R., 1997, Subcultures: The Meaning of Style, London: Routldege. 6. Hollander, A., 1993, Seeing Through Clothes, Berkley:University of California. 7. Honour, H and Fleming, J., 1992, A World History of Art, London: Macmillan. 8. Lehmann, U., 2000, Tigersprung: Fashion in Modernity, Cambridge MA: MIT. 9. Laver, J., 1969, A Concise History of Costume, London: Thames and Hudson. 10. Peacock, J., 2003, The Chronicle of Western Costume, London: Thames and Hudson. 11. Rieff Anawalt, P., 2003, Worldwide History of Dress, London: Thames and Hudson. 12. Steele, V., 1997, Fashion Theory, Journal of Dress, Body and Culture, vol. 5(2). 13. Taylor, L., 2001, The Study of Dress History, Manchester: Manchester University. 14. Taylor, L., 2004, Establishing Dress History, Manchester: Manchester University. 15. Tortora, P and Eubank, K., 2010, Survey of History of Costume (5 th Ed.) New York: Fairchild. 16. Wilcox, C., 2001, Radical Fashion, London:Victoria and Albert.. Students will be encouraged to read the national (broad sheet) press on a regular basis. It is essential that students visit specialist museums and exhibitions. ADMINISTRATION CASQE Page 197 of 203 Unit Specification Collaborative/PG/Flexible

JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD N560 CASQE Page 198 of 203 Unit Specification Collaborative/PG/Flexible

UNIT CODE UNIT TITLE UNIT ABBREVIATION LEVEL OF STUDY CREDIT VALUE HOME DEPARTMENT UNIT COORDINATOR 31IP3001 INDUSTRY PORTFOLIO PREPARATION IPP 6 30 ECTS VALUE 15 Clothing Design and Technology, Giovanna Tabucchi, Ivana Koceva, Thomas Brigger, Jackie Jones KEYWORDS UNIT LEARNING OUTCOMES In-depth market Research, Brand, Identity, Customer, Trends, Competitors, Mood, Range-plan, Directional, Cutting Edge, Anthropometry, Sizing. On successful completion of this unit students will be able to: LO1. Demonstrate in depth your ability in researching and analytical evaluation of branding, target markets, consumer behaviour and segmentation in an independent manner. LO2. LO3. Generate with confidence a personal design philosophy while creating a collection for a brand diffusion or extension. Compose a portfolio of work and give a presentation arguing your design conclusions in a professional manner. SUMMATIVE ASSESSMENT Element Type Weighting Learning outcomes assessed (1) Element 1: Coursework 40% LO1, LO2, LO3 Presentation (2) Final Element Portfolio Coursework 70% LO1, LO2, LO3 CASQE Page 199 of 203 Unit Specification Collaborative/PG/Flexible

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES Outcomes Element of Analyse real world situations critically 1 Demonstrate professionalism and ethical 2 awareness Communicate effectively using a range of media 1 Apply teamwork and leadership skills Manage own professional development reflectively 1 Find, evaluate, synthesise and use information 2 Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT Students will be assessed at the end of the Unit on the submission of the following: Element 1 : An in depth digital presentation To demonstrate an understanding of Branding and consumer behaviour, market research, segmentation, through a digital presentation containing images, charts / graphs and information of a 1000 words market report. Element 2 : A fully illustrated collection of a new brand proposal, or extension of an existing line, supported by portfolio, research and development including detailed product information. ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT All 3 learning outcomes will be assessed through the work specified above. Marks will be awarded according to the following: 1. The ability to understand the fashion industry and brand positioning within the market at a professional level. 2. The extent to which the student is able to develop creative, original and directional designs, source appropriate fabrics and suggest production techniques. 3. Students must be able to debate, argue and communicate effectively ideas and evaluate outcome in both verbal and visual presentations. NON STANDARD MINIMUM PASS MARK 4. Independently manage workloads to meet deadlines. Not applicable OUTLINE OF THE UNIT CASQE Page 200 of 203 Unit Specification Collaborative/PG/Flexible

BRIEF SUMMARY INDICATIVE CONTENT This unit will enable students to develop a capsule collection based on in depth knowledge of the fashion industry. The students create a sub-brand of an existing label, presenting their marketing research in a professional manner. Awareness of Fashion industry Innovative design appropriate for market level. Market and Branding research (competitors, consumer) Segmentation Professional presentation techniques LEARNING ACTIVITIES BREAKDOWN OF STUDENT LEARNING ACTIVITY Type of Activity % Summative assessment 25% Directed study 25% Student-centred learning 50% MANDATORY Not applicable LEARNING & TEACHING REQUIREMENTS LEARNING RESOURCES CASQE Page 201 of 203 Unit Specification Collaborative/PG/Flexible

ESSENTIAL READING 1. Barnard, M. (2002) Fashion as Communication Second Ed., Oxon: Routledge. 2. Chaffey, D. et al. (2009) Internet Marketing: Strategy, Implementation and Practice Fourth Edi. D. Chaffey, Harlow: Pearson Education Limited. 3. Easy, M. (2009) Fashion Marketing, Chichester: John Wiley and Sons. 4. Frings, G S (2005), Fashion: from concept to consumer, 8 th ed. Upper Saddle River, NJ: Pearson/Prentice Hall. 5. Jackson, T. & Shaw, D. (2009) Mastering Fashion Marketing, Basingstoke: Palgrave MacMillan. Additional Recommended Reading 6. Kotler, P. et al. (2008) Principles of Marketing Fifth Ed., Harlow: Pearson Education Ltd. 7. Okononkwo, U. (2007) Luxury Fashion Branding. Trends, Tactics, Techniques., Basingstoke: Palgrave MacMillan. ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS PhotoShop Illustrator PowerPoint MAC/PC CASQE Page 202 of 203 Unit Specification Collaborative/PG/Flexible

ANY OTHER ADDITIONAL RESOURCES Journals: Dazed and Confused ID Purple Textile View View on Colour Monocle Wallpaper Another magazine Etapes Numero New Media Age Websites: www.wgsn-edu.com www.fashion.about.com www.style.com www.vogue.co.uk www.japanesestreets.com www.informat.com/trends/trendanalysis The American Marketing Association: www.marketingpower.com The Chartered Institute of Marketing: www.cim.co.uk Interbrand: www.interbrand.com Brandz: www.brandz.com New Media Age: http://www.nma.co.uk/ WARC World Advertising Research Center: www.warc.om The Art of Conversation, Practical help with social media: http://www.usingconversationalmedia.com/ ADMINISTRATION JACS CODE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD W230 CASQE Page 203 of 203 Unit Specification Collaborative/PG/Flexible