Diploma in Fashion Design

Purpose

The qualification was developed to cover all aspects necessary to meet the increasingly sophisticated and technologically advanced needs of a Creative Practitioner within the fashion design context and industry. It also covers all day-to-day activities and skills required of a successful fashion designer. Students are trained and exposed to related roles and job opportunities in the fashion design practice, textiles, editing/journalism, styling, fashion design retail and the apparel industry.

The qualification, at its core, is devised to engage the student in the practical, written and theoretical aspects of Design and Product Development. This foundation of the Fashion Design Process is underpinned by a robust selection of courses and modules that includes study and practice in Creative Computing, Textiles Understanding and Development, Business and Retail Theory and Practice and Design Management. The programme is planned to stimulate critical thinking and professional methodology, with contextual studies covering topics of cultural, historical and contemporary practice and theory in fashion design.

The qualification is devised to offer a wide range of activities in a structured course that will stimulate creative, informed, research and practice driven outcomes. Although the key skills and required sound technical ability are at the core of all module outcomes the qualification aims to stimulate individuality. The transferable skills of any good design practitioner such as professionalism, self-management, studio skills and creative expression are key components to all assessment and module outcomes.

To conclude, the qualification aims to create a generalist who is able to

• Respond to technical and theoretical problems.
• Identify significant issues in any given design context.
• Take own initiative in implementing a plan of action in respect of design enterprise.

Rationale

The creative industries are a significant contributor to the South African economy, and a growing sector in the creation of employment opportunities. In order for graduates to compete and make a valued contribution in such a dynamic industry, it is essential that individuals are able to continually develop and demonstrate their creative expertise as well as acquire effective business acumen and creative skills.

Therefore, this fashion design programme has been designed to maximise the learner's creative and cognitive potential in a chosen related specialist area to enable effective and successful service delivery or expansion and development in the fashion industry.

The concept of continuous reflective learning and evaluation forms an integral part of the programme and through this learners have an opportunity to improve their individual style and practice by means of both industry-based and individually focused design and developmental processes. In addition, the programme offers learners the opportunity to study historical and contemporary perspectives, and acquire the skills needed to exhibit, present and market their craftsmanship effectively within the South African and Global economic framework.

The programme design also makes provision to up-skill individuals and enables learners to acquire essential business skills needed to work as an entrepreneur or within the industrial context. It also develops and recognises the high level of craftsmanship, business proficiency and intellectual competencies that is sought after in a variety of related fields in the fashion industry. Graduates are likely to execute a number of roles within the creative design industry such as working as designer-practitioners, establishing their own businesses, working in studio practice or a variety of fashion design related and allied industries.

It is assumed that learners are competent in

• English at NQF Level 4.
• Mathematical Literacy at NQF Level 4.

Recognition of Prior Learning

The Academy has a Recognition of Prior Learning policy and procedures, which guide Recognition of Prior Learning practices within the institution.

Recognition of Prior Learning is regarded as one of the critical mechanisms for achieving redress and equity and accelerating access. This policy and set of procedures can be used for the following purposes:

• Transfer of credits from one institution to another institution.

Or

• Admission to a learning programme where the minimum requirements have not been met (excluding mature age exemption), and the candidate feels that the requirements can be met through Recognition of Prior Learning.

Or

• Admission to a learning programme with advanced standing or "Fast-tracking".

It should be noted that the policy does not accommodate the awarding of an entire qualification on the basis of Recognition of Prior Learning and this option would only be considered for inclusion upon review of the policy.

This policy is available upon request.

Access to the Qualification

Learners wishing to enrol for this qualification must

- Be in possession of a National Senior Certificate (NSC) with

> A minimum achievement rating code of 3 in 4 recognized NSC 20 credit subjects.

> A minimum achievement rating code of 3 in English Home Language or English First Additional Language or English Second Additional Language.

Or

• Be in possession of a Further Education and Training Certificate or recognized equivalent qualification.

And

• Present a letter of motivation for their admission.

And

• Present a Portfolio of creative evidence.

Learners who do not comply with the minimum requirements for admission may be admitted on the basis of the Recognition of Prior Learning. Recognition of Prior Learning shall be applied through Academy-specific entrance assessments and interviews.

Mature applicants of 23 years and above who do not meet the admission requirement may also be admitted based upon their workplace experience.

Modules at NQF Level 5

• Fashion Design I, 27 credits.
• Creative Computing I, 6 credits.
• Drawing and Illustration I, 10 credits.
• Basic Fashion Photography I, 3 credits.
• Patternmaking I, 24 credits.
• Garment Construction I, 24 credits.
• Technical Drawing I, 5 credits.
• Business Studies I, 10 credits.
• Design Management I, 4 credits.
• Research for Practice I, 4 credits.
• Textiles Studies I, 3 credits.

Total credits at NQF Level 5, credits = 120.

Modules at NQF Level 6

• Fashion Design II, 27 credits.
• Creative Computing II, 6 credits.
• Drawing and Illustration II, 6 credits.
• Textile Surface Design I, 6 credits.
• Basic Fashion Photography II, 6 credits.
• Patternmaking II, 24 credits.
• Garment Construction II, 24 credits.
• Technical Drawing II, 6 credits.
• Business Studies II, 10 credits.
• Design Management II, 6 credits.
• Research for Practice II, 13 credits.
• Textiles Studies II, 4 credits.

Total credits at NQF Level 6 = 138.

Modules at NQF Level 7

• Creative Computing III, 10 credits.
• Fashion Design III, 20 credits.
• Focus on Production III, 50 credits.
• Business Studies III, 10 credits.
• Design Management III, 10 credits.
• Research for Practice III, 30 credits.

Total credits at NQF Level 7 = 130.

1. Relate principles and functions of business management to design sectors.
2. Solve advanced problems relating to design technology processes.
3. Evaluate and apply historical, social and cultural influences on design.
4. Select and apply advanced visual, oral and textual communication techniques.
5. Solve design problems relating to changes influencing fashion and textiles.

Critical Cross-Field Outcomes

This learning programme addresses all Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Key economic and financial factors that impact on business are identified and evaluated.

1.2 Key merchandising and marketing management factors are identified and evaluated.

1.3 Factors affecting product development and design management are identified and evaluated.

1.4 A small business is evaluated using all factors to determine its sustainability.

1.5 Key personnel roles and functions are identified and assessed.

1.6 Critical work-place product development issues are identified and assessed.

1.7 Work-place product development issues are assessed for opportunities.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Two-dimensional design is planned and adapted to accommodate complex technological implementation requirements.

2.2 Two-dimensional design is planned and adapted for advanced product applications according to specified design intent.

2.3 Two-dimensional design is planned to make optimal use of material properties.

2.4 Complex three-dimensional product specifications are achieved through design manipulation.

2.5 Execution of complex three-dimensional design is done to resolve or develop design intention.

2.6 Advanced design products are fully prepared for manufacture.

2.7 Assessment of three-dimensional translation of two-dimensional design reflects all execution and implementation aspects.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Primary and secondary information affecting design is analysed.

3.2 Social, cultural and historical influences on design trends are evaluated.

3.3 All aspects are used in the evaluation of design trends.

3.4 Information affecting design trends is conceptually synthesized.

3.5 Trend concepts are interpreted and applied in design.

3.6 Assessment of trend concept interpretation and application reflects all aspects.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Design presentations address specified requirements.

4.2 Design concepts are effectively represented using digital technology.

4.3 Design concepts and influences are coherently represented in a portfolio showing versatile design capability.

4.4 Visually communicated design concepts reflect upon all visual communication aspects.

4.5 Presentations are structured to articulate design concepts coherently and use descriptive and explanatory terms persuasively.

4.6 Presentations reflect comprehensively upon conceptual development.

4.7 Abstract and theoretical concepts are coherently explained and are clearly related to concrete and practical issues.

4.8 Primary and secondary sources are acknowledged using accepted referencing conventions.

1. 9 Digitally produced presentations observe academic and work-related conventions and terms.

4.10 Textual presentations reflect methodological reasoning.

Associated Assessment Criteria for Exit Level Outcome 5

5.1 Design concepts incorporate merchandising and marketing aspects.

5.2 Design concepts respond to identified trends and consumption contexts.

5.3 Design concepts reflect merchandising, marketing, trends and consumption contexts.

5.4 Design concepts include and resolve technological implementation requirements.

5.5 Design concepts respond to manufacture planning requirements.

5.6 Design concepts reflect technological and manufacturing limitations and accommodations.

Integrated Assessment

Formative and Summative assessment practices will be implemented. Formative assessment will be mainly through group discussions, practical exercises and feedback/presentation of assignments, written reports.

Summative assessment practices will be implemented to assess the achievement of outcomes. These will take the form of assignments, observation and assessment of practical tasks, tests.

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done where applicable by written assignments, tests, practical assessments, portfolios, and case studies. The integrated assessment will help to relate the theory and knowledge to the practical skills needed in the Fashion industry. Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions in order to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment will judge the quality of the observable performance, but also the quality of the thinking that lies behind such performance.

Assessment tools will encourage learners to give an account of the thinking and decision-making that underpins their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of module.

Furthermore, the institution's quality assurance instruments, practices and procedures dictate and measure the degree of excellence in institutional events. All institutional activities within the parameters of quality assurance margins will be carried out in a systematic manner in accordance with clearly defined and documented evidence that will meet, and in some cases exceed, applicable external and internal minimum requirements. Evidence will be visible and audible, and will ensure that the needs of learners, staff and stakeholders are met.

The institution can effectively identify future development and growth possibilities through continual internal quality assurance activities, regular conventions (minutes of which will be kept in the institution's minute book) between the institution and external stakeholders through means of external moderation and verification activities, external advisory committee meetings, and the attendance of professional and appropriate conferences. Through this process the institution can successfully narrow the gap between learner output and industry/stakeholder needs.