developed in response to an · 2 diploma in fashion business . and retail, will be internally...

These qualifications have been developed in response to an identified need for fashion business and retail students to have a broad diagnostic experience that provides an understanding of fashion retail and prepares students for the reality of the sector. It will provide students with an introduction to a broad range of creative and vocational skills enabling them to re-engage with education and acquire the requisite skills, knowledge and understanding to progress to further education and employment within the industry.

Fashion BusinessAward and Diploma in Fashion Business and Retail Level 2 – Specification

These qualifications have been developed in response to an identified need for fashion business and retail students to have a broad diagnostic experience that provides an understanding of fashion retail and prepares students for the reality of the sector. It will provide students with an introduction to a broad range of creative and vocational skills enabling them to re-engage with education and acquire the requisite skills, knowledge and understanding to progress to further education and employment within the industry.

Contents

Unit 8

3 Grade Criteria

Personal project and presentation in fashion business and retail

4 Grade Exemplification

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Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

2 Units & Indicative Content

Introduction to fashion retail

Introduction to contextual research for fashion retail

Introduction to communication skills for fashion retail

Exploring production and operations for fashion retail

Exploring buying and selling for fashion retail

Exploring business and marketing for fashion retail

Exploring visual merchandising for fashion retail

Personal project and presentation in fashion business and retail

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1.2

1.3

1.4

1.5

1.6

1.7

1.8

1.9

1.10

1 Frame of Reference

Definition and characteristics

Objectives

Qualification structure

Commentary on qualification structure

Admissions Induction

Planning the programme

Personal and professional development

Assessment

Accreditation and funding

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Frame of

reference

1.1 Definition & characteristicsThe Level 2 Award and Diploma in Fashion Business and Retail has been developed in response to an identified need for learners studying for qualifications in fashion retail to have a broad diagnostic experience that provides them with an understanding of fashion business and retail and prepares them for the reality of the sector and progression and paths available to them.

The qualification has been designed to incorporate a strong element of vocational learning to provide young people with the understanding, knowledge and skills identified as necessary for future progression and employment, underpinned by the broad transferrable skills that will enable learners to demonstrate qualities of adaptability, self-reliance, collaboration, dependability, imagination and creativity.

The qualifications deliberately draw upon approaches to teaching and learning that have proven successful in targeting students that enjoy and learn through practical activity and have had difficulty with prior academic learning. Through an immersive and demanding curriculum it will support the transition from general to more specialised study, delivered in a further education setting.

Emphasis is placed on providing an experience, which draws on the realities of the fashion retail industry with students being treated as young professionals and encouraged to take increasing responsibility for their own learning.

Study for the qualification is not time constrained but will normally be over a period of one year, and is likely to appeal to those seeking to complete a period of practical study as an alternative to a more academic study route.

The structure of the qualification, with units linked to provide coherence, allows learners to develop practical skills and theoretical understanding and through a process of reiteration and reinforcement develop effective working practices that will provide support for creativity across a range of stimulating and increasingly demanding activities.

The final unit will require the learner to demonstrate the ability to use their skills, knowledge and understanding to successfully complete an assignment that requires greater self-direction in preparation for study at a more advanced educational level.

1.2 ObjectivesThe qualifications will provide learners with:1. An introduction to a range of

elements that contribute to the fashion retail environment.

2. An introduction to the diversity of roles and activities within the fashion retail sector, and the skills needed for a career in fashion business and retail.

3. An introduction to the history and context of the fashion retail industry and an awareness of the value of contextual research in informing knowledge and ideas.

4. An introduction to the specific skills, attributes and methods required for communicating ideas in fashion business and retail and alternative approaches for effectively communicating to a wide range of audiences.

5. An introduction to fashion production and an understanding of the specific roles and responsibilities of the operations team in a fashion business and an opportunity to integrate and apply learning in a fashion production and operations context.

6. An introduction to buying and selling for fashion business, the specific skills and attributes required for effective buying and selling, and an opportunity to integrate and apply learning in a fashion buying and selling context.

7. An introduction to the business of fashion retail and an understanding of customer behaviour, the specific skills and attributes required for fashion marketing and an opportunity to integrate and apply learning in a fashion business and marketing context.

8. An introduction to visual merchandising and its application in fashion retail, an understanding of display principles to enhance retail sales in fashion stores and an opportunity to integrate and apply learning in a visual merchandising context.

9. An opportunity to take greater responsibility in the management of an assignment of personal interest and prepare for progression within a chosen discipline.

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1.3 Qualification structure

Award in Fashion Business and Retail

Mandatory units to be achieved: 2Total Guided Learning Hours (GLH): 60Total Qualification Time (TQT): 100Total Credits: 10

Unit 1 Introduction to fashion retail

Unit 2 Introduction to contextual

research for fashion retail

The Level 2 Award in Fashion Business and Retail is made up of two mandatory units.

Diploma in Fashion Business and Retail

Mandatory units to be achieved: 8Total Guided Learning Hours (GLH): 480Total Qualification Time (TQT): 850Total Credits: 85

Students must complete Units 1—2 of the Award in addition to Units 3—8.

Unit 3 Introduction to communication skills for fashion retail

Unit 4 Exploring production and operations for fashion retail

Unit 5 Exploring buying and selling for fashion retail

Unit 6 Exploring business and marketing for fashion retail

Unit 7 Exploring visual merchandising for fashion retail

Unit 8 Personal project and presentation in fashion business and retail

The Level 2 Diploma in Fashion Business and Retail is made up of eight mandatory units.

Frame of

reference

Level 260 GLH, TUT 90 Credits: 9

Level 260 GLH, TUT 90Credits: 9



Level 2 60 GLH, TUT 90Credits: 9

Level 2 120 GLH, TUT 300Credits: 30



TQT: Total Qualification Time TUT: Total Unit Time GLH: Guided Learning Hours

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1.4 Commentary on qualification structureCentres delivering the qualification should design assignments that will provide the learning necessary to enable the candidate to achieve the assessment criteria. The length and complexity of the assignments, and the specific activities which learners are asked to engage with, are at the discretion of the Centre. All assignments should reflect the importance of oral and written communication as integral to all Fashion Business and Retail activities.

Award in Fashion Business and RetailUnits 1—2 linked together form a coherent pattern of teaching and learning to provide the student with an introduction to the skills, knowledge and understanding necessary to explore, enhance and sustain their creative development and determine a standard from which all other activities and learning will develop. Students will be given a broad diagnostic introduction to Fashion Retail that will develop their understanding of the interrelated nature of the discipline. The two units will be summatively assessed leading to the Award for successful candidates.

Unit 1 — Introduction to fashion retail will provide the learner with an awareness of the variety of roles within the sector and of the personal and professional characteristics needed for a career in fashion business and retail.

Unit 2 — Introduction to contextual research for fashion retail will provide the learner with an awareness of the value of contextual research in informing knowledge, ideas and understanding.

Diploma in Fashion Business and RetailUnits 3—7 will provide the learner with a more focused opportunity to explore a variety of activities and competences within Fashion Business and Retail. The units will require the learner to demonstrate both an understanding of the audience for their ideas and the specific skills and attributes required to present those ideas effectively. Learners will have the opportunity to develop their skills whilst continuing to investigate the range of alternative career opportunities available. Units may be linked together to reinforce the learners’ understanding of the interrelated nature of the disciplines.

Unit 3 — Introduction to communication skills for fashion retail provides an introduction to the specific skills, attributes and methods required for effectively communicating ideas in Fashion Business and Retail. Leaners will explore alternative approaches to effectively communicate to a wide range of audiences.

Unit 4 — Exploring production and operations for fashion will enable students to integrate and apply the learning from the previous units and provide an introduction to the specific skills and attributes required for fashion production.

Unit 5 — Exploring buying and selling for fashion will enable students to integrate and apply the learning from the previous units and provide an introduction to the specific skills and attributes required for buying and merchandising.

Unit 6 — Exploring business and marketing for fashion will enable students to integrate and apply the learning from the previous units and provide an introduction to the specific skills and attributes required for business and marketing.

Unit 7 — Exploring visual merchandising for fashion will enable students to integrate and apply the learning from the previous units and provide an introduction to the specific skills and attributes required for visual merchandising.

Unit 8 Personal Project and Presentation, as the summative unit of the qualification, will provide learners with an opportunity to demonstrate the skills, knowledge and understanding gained throughout the course and to take greater responsibility in the management of an assignment. The learner will develop a presentation in an area of personal interest that can be used as part of a portfolio or presentation to support application to further study or employment. The unit will encourage a personal dialogue in terms of ambitions, preferences and future opportunities and enable the learner to demonstrate professional and vocational skills necessary for progression within their chosen discipline. Unit 8 — Personal project

and presentation provides an opportunity for the learner to demonstrate their ability to competently use the range of skills, knowledge and understanding acquired throughout the course. It is expected that they will take greater ownership of their learning and through a process of discussion and evaluation respond positively to opportunities for individual expression of their knowledge and ideas.

Frame of

reference

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1.5 AdmissionsUAL Awarding Body expects Centres to recruit with integrity and on the basis of the students’ anticipated ability to successfully complete the requirements of the individual unit(s) or the full qualification.

UAL Awarding Body recommends that students wishing to apply for the Level 2 Award and Diploma in Fashion Business and Retail have a minimum of: a UAL or equivalent Level 1

qualification or three GCSEs at grade D or

grade 3 or above or an equivalent Level 1

functional skills qualification in English and Maths.

The Centre must provide students with opportunities for re-taking English and Maths.

Applicants to courses should provide suitable evidence of their prior learning and achievement ideally in the form of a portfolio. Whenever possible, applicants should be invited to attend a personal interview, which will enable the interviewer(s) to assess the applicant’s aptitude and potential to benefit from the course.

1.6 InductionCentres should provide the Student with an induction, which ensures that: A course handbook and any

other supporting material to facilitate effective learning is provided

Timetabling arrangements are clarified

Academic tutorials systems are provided

Learning support needs are identified and provided as appropriate

Course structures and assessment requirements are explained for both internal assessment/external examination and external moderation

Health and safety regulations and procedures are explained.

1.7 Planning the programmeUAL Awarding Body supports innovative approaches to programme design and delivery within the broad context of the qualification aims and the learning outcomes and assessment criteria. The programme can therefore be delivered in a variety of ways.

The qualification has been written to support a range of delivery options. The nine units focus on underpinning processes and principles and deliberately avoid the specification of detailed contexts in which delivery should occur.

Although the intention of the qualification is to give students access to a range of media disciplines, it is entirely feasible and desirable that more specialist delivery models could be used to support the development of students who begin the course with a clearer understanding of the disciplines in which they want to work. Delivery could therefore occur in the context of a particular specialist area.

However, delivery should be coherent and integrated, progressively focused upon the relationship between the development of students’ work and the choices they make. As the programme progresses, students must be able to demonstrate achievement in learning and observing and practical experience in Fashion Business and Retail paralleled by an increasing ability to coherently synthesise their experiences in preparation for the next stages of their professional development.

Frame of

reference

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1.8 Personal and professional developmentThe Level 2 Award and Diploma in Fashion Business and Retail will provide students with opportunities to develop and utilise broad, transferable skills through encouraging an ethos of personal and professional development. Specifically, the programme will allow students to demonstrate: Initiative Independent inquiry Creative thinking Reflective learning Team-working Self management Effective participation Problem solving Communication Numeracy

1.9 AssessmentUnits 1 and 2 of the Level 2 Award and Diploma in Fashion Business and Retail will be internally assessed and internally moderated against the assessment criteria for those units.

Units 3–7 of the Level 2 Diploma in Fashion Business and Retail will be internally assessed and internally moderated against the assessment criteria for those units.

Unit 8, the final unit of the Level 2 Diploma in Fashion Business and Retail, will be internally assessed, internally moderated and externally moderated against the assessment and grade criteria for those units.

Units 1 to 7 are Pass / Fail only. To achieve a Pass in any unit, all of the assessment criteria must be met.

Unit 8 is graded Pass, Merit or Distinction and will determine the overall final grade for the qualification. To achieve a Merit or Distinction grade, a student must meet all of the assessment and grade criteria in the respective categories in full.

Students must successfully complete units 3-7 of the diploma, before moving on to the final unit, unit 8.

Should a student fail to meet

the Pass criteria for any unit they will be referred. Students are allowed one opportunity to redeem that referral.

1.10 Accreditation and fundingThe qualifications are regulated by Ofqual, Qualification Wales and CCEA and sit on the Regulated Qualifications Framework (RQF).

The qualification accreditation number or QAN for the Level 2 Award in Fashion Business and Retail is 601/6481/5.

The qualification accreditation number or QAN for the Level 2 Diploma in Fashion Business and Retail is 601/6482/7.

Centres can find full details of Education and Skills Funding Agency (ESFA) funding arrangements for the qualifications on the Learning Aim Reference System (LARS).

Frame of

reference

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Level 2 Award & Diploma

Units & indicative content

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Units &

indicativecontent

Level: 2 GLH: 30 TUT: 50 Credits: 5

Unit Aim: This unit will introduce the student to a range of elements that contribute to the fashion retail environment. The unit will enable the student to develop an understanding of roles and activities within the sector and the skills needed for a career in fashion business and retail.

Assessment Criteria

On successful completion of this unit the student can:

1.1 Identify a range of elements that contribute to fashion retail environments.

1.2 Demonstrate knowledge of roles and responsibilities for a fashion retail activity.

1.3 Assesstheeffectivenessof communication methods and skills for a fashion retail activity.

Learning Outcomes

On successful completion of this unit the student will:

1. Understand elements and activities in fashion retail environments.

Unit 1Introduction to fashion retail

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the learners understanding of customer service

Exercises in interpreting and communicating ideas

Introduction to health and safety

Individual presentations and group work

Discussion groups Peer and self-assessment.

Centres should adopt a delivery approach that supports the development of their particular learners. The aims and aspirations of all candidates, including those with identified special needs, should be considered and appropriate support mechanisms put in place.

Methods of assessment and evidence of achievementThe unit will be internally assessed and moderated against the unit outcomes and assessment criteria. Candidates should be assessed individually within a group presentation. The assessment activities for this unit should be combined with those for unit 2.

Evidence is not prescribed. It could typically include: personal journals, workbooks, notebooks, research portfolios, storyboards, digital recordings, presentations and witness statements of performance.

This list is not exhaustive. Learners should be encouraged to develop the most appropriate evidence to demonstrate their achievement of the unit learning outcomes and assessment criteria.

Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped studios and workshops, IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

Indicative content, teaching strategies and learning activitiesThis unit, which should be linked formally through a common assignment(s) with unit 2, is designed to provide a coherent body of knowledge that will enable the candidate to develop an understanding of the range of elements and activities essential to fashion business and retail organisations. The learning for this unit should be delivered as part of a studio or workshop based project, which introduce the basic elements essential to an understanding of the fashion retail sector.Learners should be encouraged to be adventurous and open minded in exploring and evaluating a range of elements and processes.

Practical activity in this unit will require the learner to identify and understand a range of elements essential to fashion business and retail and to demonstrate their knowledge in an appropriately skilful manner to ensure successful communication of ideas. Learners should be encouraged to work collaboratively and to assess both their own and others performance.

A range of activities might include: An exploration of

selling environments An introduction to key

procedures and practices Research into marketing

and branding techniques for a range of products

Exercises in customer service Exercises that develop

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Learning Outcomes


1. Understand contextual research for fashion retail.

Level: 2 GLH: 30 TUT: 50 Credits: 5 Unit Aim: This unit will provide the student with an introduction to the history and context of the fashion retail industry and develop an awareness of the value of contextual research in informing knowledge and ideas.

Assessment Criteria


1.1 Research and record contextual information for a range of fashion retail activities.

1.2 Demonstrate the use of contextual knowledge to inform and develop ideas for fashion retail activity.

1.3Assesstheeffectiveness of contextual awareness to support creative activity.

Unit 2Introduction to contextual research for fashion retail

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A range of activities might include: An exploration of a range

of methods for recording contextual research

An introduction to the history of fashion retail and key influences in the development of the industry

Reviews and critiques of both historical and contemporary practice

Exercises in extended writing and presentations

Case studies for a range of fashion retail brands

An introduction to the impact of political, economic, social and technological influences (PEST) in the development of the industry

Exploration of ethical issues within the industry

Exercises in interpreting and communicating ideas




Methods of assessment and evidence of achievementThe unit will be internally assessed and moderated against the unit outcomes and assessment criteria. Candidates should be assessed individually within a group presentation. The assessment activities for this unit should be combined with those for unit 1.

Evidence is not prescribed. It could typically include: personal journals, workbooks, notebooks, research portfolios, case studies, essays, digital recordings and presentations.


Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped studios and workshops. IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

Indicative content, teaching strategies and learning activities This unit, which should be linked formally through a common assignment(s) with unit 1, is designed to provide a coherent body of knowledge that will enable the candidate to develop an understanding of the broader context within which all fashion business and retail activity is positioned.

The learning for this unit should be delivered as part of a studio, library or workshop based project, designed to encourage learner familiarity with research tools, contextual awareness and perspectives. Opportunities should be provided for learners to articulate their ideas and perceptions. This unit may also be used to explore the impact of new technologies in facilitating the transmission and evolution of ideas and values across cultures and time.

Learners should be encouraged to be open minded in exploring and evaluating a range of elements and to recognise the informative relationship between the study of contextual perspectives and their own creative activities. Learners should have the opportunity to record their perceptions in a variety of formats and to demonstrate their knowledge in an appropriately skilful manner to ensure successful communication of ideas. Learners should be encouraged to work collaboratively and to assess both their own and others performance.

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Level: 2 GLH: 60 TUT: 90 Credits: 9

Unit Aim: This unit will provide the student with an introduction to the specific skills, attributes and methods required for communicating ideas in fashion business and retail. The unit will enable the student to explore alternative approaches to effectively communicate to a wide range of audiences.

Unit 3

Introduction to communication skills for fashion retail

Learning Outcomes


1. Understand communication methods and skills for fashion retail.

2. Be able to use technology to communicate ideas.

3. Be able to use communica-tion methods and skills.

Assessment Criteria


1.1 Use research to understand audiences for a range of fashion retail activities.

1.2 Select and compare a range of communication methods and skills to support fashion retail activity.

2.1 Demonstrate the use of technology in com-municating ideas for fashion retail.

3.1 Assesstheeffectivenessof selected methods andskillstoeffectivelycommunicate to a specifiedaudience.

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A range of activities might include: An exploration of a

software tools and communication methods

An introduction to layout and design for image and text

Reviews and critiques of both historical and contemporary practice

Exercises in document writing and publications

An introduction to the impact of new technology in the development of the industry

Exploration of alternative approaches and platforms for communication

Exercises in communicating ideas




Methods of assessment and evidence of achievementThe unit will be internally assessed and moderated against the unit outcomes and assessment criteria. Candidates should be assessed individually within a group presentation.

Evidence is not prescribed. It could typically include: personal journals, blogs, vlogs, workbooks, notebooks, research portfolios, design ideas, storyboards, digital recordings and presentations.


Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped studios and workshops. IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

Indicative content, teaching strategies and learning activities This unit is designed to provide a coherent body of knowledge that will enable the candidate to develop an understanding of the importance of communication skills to express ideas in support of fashion retail activity. Learners should have the opportunity to explore a range of communication methods including the use of multi-channel platforms and new technology.

The learning for this unit should be delivered as part of a studio, library or workshop based project, designed to encourage learner familiarity with communication tools and build on their audience awareness. Opportunities should be provided for learners to both visualise and articulate their ideas and perceptions. This unit may also be used to explore the impact of new technologies in driving change in communication strategies in the fashion retail industry.

Learners should be encouraged to be open minded in exploring, recording and communicating ideas through a variety of formats and contexts formats and to demonstrate their knowledge in an appropriately skilful manner to ensure successful communication of ideas. Learners should be encouraged to recognise the vital role that good communication skills play in supporting fashion business and retail activities.

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Level: 2 GLH: 60 TUT: 90 Credits: 9 Unit Aim: This unit will provide the student with an introduction to fashion production and an understanding of the specific roles and responsibilities of the operations team in a fashion business. The unit will enable the student to integrate and apply learning from previous units in a production and operations context.

Unit 4

Exploring production and operations for fashion retail

Learning Outcomes


1. Understand operations in fashion business and retail.

2. Understand the basic principles of production for fashion.

3. Be able to plan and present ideasforaspecifiedfashionretail market.

Assessment Criteria


1.1 Compare approaches to the operation of a range of fashion businesses.

1.2 Apply understanding of operations to inform own development.

2.1 Assesstheeffectivenessof a range of production methods and techniques.

2.2 Use knowledge to inform and develop ideas for fashion production.

3.1 Present ideas for the production and supply of a fashion product toaspecifiedmarket.

3.2 Assesstheeffectivenessof product development and supply ideas.

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A range of activities might include: Introduction to critical

paths in the production and supply chain

Introduction to garment construction methods

Introduction to garment technology CAD and technological develop- ments in high street and luxury production

Introduction to costing and specifications

Introduction to operations form design studio to shop floor, including sample development and quality control

Exploration of production processes for a range of markets

Exploration of how design ideas are adapted for retail requirements

Educational visits to design studios, sample workshops, factories and showrooms


Discussion groups, peer and self-assessment


Methods of assessment and evidence of achievementThe unit will be internally assessed and moderated against the unit outcomes and assessment criteria. Learners should be assessed individually within a group or team presentation. The assessment activities for this unit may be combined with those for units 5, 6 and 7.

Evidence is not prescribed. It could typically include: case studies, personal journals, blogs, workbooks, notebooks, research portfolios, storyboards and plans, digital recordings and presentations


Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped and updated studios and workshops, access to IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

Indicative content, teaching strategies and learning activities The learning for this unit should be delivered as part of a studio based assignment to strengthen learner confidence and familiarity and to develop appropriate skills to support the realisation of their ideas. Opportunities should be provided for learners to articulate their ideas in relation to the activity. The learning for this unit may be delivered through assignments that link units together and incorporate team working.

Learners should be encouraged to be adventurous and open minded in exploring and evaluating a range of elements and processes.

This unit is designed to introduce learners to the basic principles of production, operations and supply for a range of fashion markets. The unit will require learners to undertake and demonstrate research, ideas development, and the use of a range of skills, knowledge and understanding within the context of fashion production, including an introduction to garment production and supply for both small and large scale operations. Centres should incorporate opportunities for ‘live’ or work-based assignments that enable learners to compare production and operations for a range of products and markets. Learners should be encouraged to work collaboratively and to assess both their own and others performance.

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Level: 2 GLH: 60 TUT: 90 Credits: 9 Unit Aim: This unit will provide the student with an introduction to buying and selling for fashion business. The unit will enable the student to integrate and apply the learning from the previous units and to understand the specific skills and attributes required for effective buying and selling in a fashion retail context.

Unit 5

Exploring buying and selling for fashion retail

Learning Outcomes


1. Understand the basic principles of buying and selling in a fashion retail context.

2. Be able to use essential numeracy skills for fashion retail buying.

3. Be able to plan and present range plans for anidentifiedmarket.

Assessment Criteria


1.1 Compare buying strategies for a range of fashion markets.

1.2 Assesstheeffectivenessof the buying strategy for anidentifiedmarket.

2.1 Use numeracy in the production of data and pricing for an identifiedmarket.

3.1 Use analysis of data to inform range planning ideas for an identifiedmarket.

3.2 Assesstheeffectivenessof range planning ideas.

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The unit will require learners to undertake and demonstrate research, analysis and the use of a range of skills, knowledge and understanding within the context of both in-store and online buying and sales and the ability to assess their own work. Learners may be encouraged to work collaboratively and to assess both their own and others performance. Opportunities for a ‘live’ or industry set brief should be provided where possible.

A range of activities might include: Introduction to the buying

cycle and critical path of a fashion product from concept to customer

Exercises in report and data analysis to provide sales information

Exercises in range planning to target specific customers

Exploration of stock control, allocations and store profiles

Group work and exercises to identify and critique effective range planning

Exercises in essential numeracy for pricing and ordering

Store visits and independent research

Exercises to review sales to determine future buying plans and identify good and poor sellers.

Centres should adopt a delivery approach that supports the development of their particular learners. The aims and aspirations of all candidates, including those with identified special needs, should be

considered and appropriate support mechanisms put in place.


Evidence is not prescribed. It could typically include: personal journals, sales figure analysis, workbooks, notebooks, research portfolios, organisational charts, range plans, digital recordings and presentations.



Indicative content, teaching strategies and learning activities The learning for this unit should be delivered as part of a studio based assignment to strengthen learner confidence and familiarity and to develop appropriate skills to support the realisation of their ideas. Opportunities should be provided for learners to articulate their ideas in relation to the activity. The learning for this unit may be delivered through assignments that link units 4, 6 and 7 and incorporate team working.


This unit is designed to introduce students to the role of the buyer and their position within the buying and merchandising team. The unit will expose students to the specific skills and attributes required for effective buying and selling in a fashion retail context. Learners will recognise the basic principles of buying and selling such as: trading reports, numeracy, data analysis, range planning, customer profiling, stock control and allocations.

Practical activity in this unit will require the learner to identify and understand a range of elements essential to buying and to demonstrate their use in an appropriately skilful manner to ensure successful communication of ideas.

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Level: 2 GLH: 60 TUT: 90 Credits: 9 Unit Aim: This unit will provide the student with an introduction to the business of fashion retail and the role of marketing in a fashion context. The unit will enable the student to integrate the learning from the previous units and provide an understanding of customer behaviour and the specific skills and attributes required for fashion marketing.

Unit 6

Exploring business and marketing for fashion retail

Learning Outcomes


1. Understand the basic principles of customer behaviour in a fashion business context.

2. Understand marketing techniques and strategies to enhance fashion retail sales.

3. Be able to use creative methods and techniques to develop marketing ideas foranidentifiedtarget.

Assessment Criteria


1.1 Usecustomerprofilingtoinform and develop ideas for fashion marketing.

2.1 Compare marketing strategies used in a range of fashion retail businesses.

2.2 Assesstheeffective- ness of a range of approaches to marketing for fashion retail

3.1 Apply methods and techniques to support the development of creative solutions to a fashion marketing problem.

3.2 Present marketing ideas and strategies.

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context of both in-store and online marketing strategies. Learners may be encouraged to work collaboratively and to assess both their own and others performance. Opportunities for a ‘live’ or industry set brief should be provided where possible.

A range of activities might include: Exploration of principles

of consumer behaviour Group work and exercises to

identify and critique effective marketing strategies e.g. seasonal promotional events

Exercises to compare alternative approaches for high street to luxury


Discussion of the relationship between the consumer and the sales team e.g. personal shopper

Exercises that develop use of the imagination in interpreting and communicating ideas.



Evidence is not prescribed. It could typically include: personal journals, blogs, workbooks, notebooks, case studies, research portfolios, storyboards and plans, point of sale materials, models, digital recordings of presentations



Indicative content, teaching strategies and learning activities The learning for this unit should be delivered as part of a studio based assignment to strengthen learner confidence and familiarity and to develop appropriate skills to support the realisation of their ideas. Opportunities should be provided for learners to articulate their ideas in relation to the activity. The learning for this unit may be delivered through assignments that link with other units and incorporate team working.


This unit is designed to introduce students to the importance of good customer understanding and effective marketing in fashion retail. The unit will enable learners to gain an understanding of consumer behaviour and the role of marketing in a fashion business context. Learners will explore the use of marketing strategies for a range of fashion products and markets.

Practical activity in this unit will require the learner to research and compare marketing strategies and to demonstrate their knowledge in an appropriately skilful manner to ensure successful communication of ideas. The unit will require learners to use a range of skills, knowledge and understanding within the

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Level: 2 GLH: 60 TUT: 90 Credits: 9 Unit Aim: This unit will provide the student with an introduction to visual merchandising and its application in fashion retail. Students will gain an understanding of display principles to enhance retail sales in fashion stores. The unit will enable the student to integrate the learning form the previous units and provide an introduction to the specific skills and attributes required for visual merchandising.

Unit 7

Exploring visual merchandising for fashion retail

Learning Outcomes


1. Understand the basic principles of visual merchandising.

2. Be able to use creative methods and techniques to develop solutions for a visual merchandising problem.

3. Be able to plan and present ideas for a retail store display.

Assessment Criteria


1.1 Assesstheeffectivenessof a range of visual merchandising methods and techniques.

1.2 Use knowledge to inform and develop ideas for visual merchandising.

2.1 Apply methods and techniques to support the development of solutions to a visual merchandising problem.

3.1 Demonstrate the use of themes and schemes to inform and develop ideas for a retail store display.

3.2 Assesstheeffectivenessof selected methods and skills to communicate ideas.

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manner to ensure successful communication of ideas. The unit will require learners to undertake and demonstrate research, ideas development, the use of a range of skills, knowledge and understanding within the context of both in-store and online visual merchandising and the ability to assess their own work. Learners may be encouraged to work collaboratively and to assess both their own and others performance.

A range of activities might include: Exploration of design

principles used to design a window or in-store display

Introduction to new technologies and online visual merchandising techniques

Group work and exercises to identify and critique effective visual merchandising ideas


Discussion of the relationship between the product and the audience

Exercises that develop use of the imagination in interpreting and communicating ideas.



Evidence is not prescribed. It could typically include: personal journals, blogs, workbooks, notebooks, research portfolios, storyboards and plans, 2D plans, 3D models, digital recordings of presentations.



Indicative content, teaching strategies and learning activities The learning for this unit should be delivered as part of a studio based assignment to strengthen learner confidence and familiarity and to develop appropriate skills to support the realisation of their ideas. Opportunities should be provided for learners to articulate their ideas in relation to the activity. The learning for this unit may be delivered through assignments that link units 4, 5 and 6 and incorporate team working.


This unit is designed to introduce students to the importance of visual merchandising and how this can be used to promote the brand identity of fashion retail stores. The unit will expose students to the essential elements that are required to create an effective display. Learners will recognise the key design principles that are considered when designing for fashion merchandise such as: themes and schemes, colour, balance, adjacencies, lighting and the selection and placement of appropriate props.

Practical activity in this unit will require the learner to identify and understand a range of elements essential to visual merchandising and to demonstrate their use in an appropriately skilful

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Level: 2 GLH: 120 TUT: 300 Credits: 30 Unit Aim: This unit will require the learner to use the knowledge, understanding and skills developed in previous units and apply them to the production and presentation of a fashion business and retail personal project.

Unit 8Personal project and presentation in fashion business and retail

Learning Outcomes


1. Be able to undertake and use research for a fashion retail project.

2. Be able to identify, plan and develop a fashion retail project.

3. Be able to use media, processes and technology skills to produce and present a fashion retail project.

4. Be able to assess the effectivenessofafashionretail project.

Assessment Criteria


1.1 Identify appropriate research sources.

1.2 Use research activity to develop ideas in support of a fashion retail project.

1.3 Assess the value and effectivenessofresearchmaterial in developing ideas for a fashion retail project.

2.1 Identify and plan a fashion retail project.

2.2 Develop a fashion retail project within agreed parameters and timescale.

3.1 Use media, processes and technology skills to produce a fashion retail project.

3.2 Identify and use appropriate presentation techniques for a fashion retail project.

4.1 Assess a fashion retail projectagainstidentifiedparameters and timescale.

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will recognise the value of dialogue and communication with both peer group and professional staff in identifying, exploring and assessing their ideas.

The unit provides an ideal opportunity for learners to extend and develop the use of a personal reflective journal to record their ideas and perceptions in the development, execution and evaluation of the project. Learners should be encouraged to recognise that, whichever working methodology they choose to use, they will need to be realistic in terms of achievable goals, material resources and time management, and to recognise the need for the development of a creative and imaginative solution in producing a personal project.

Centres should adopt a delivery approach that supports the needs and aspirations of their particular learners. The aims and aspirations of all learners including those with identified special needs, should be considered and appropriate support mechanisms put in place.

Methods of assessment and evidence of achievementThe unit will be internally assessed and moderated and externally moderated through a portfolio of evidence against the unit outcomes and assessment criteria. Candidates should be assessed individually within a group presentation.

Evidence is not prescribed. It could typically include: personal reflective journals, workbooks, notebooks, research portfolios, reports, 3D models, range plans and story boards, trend forecasting, audio, visual and interactive products, blogs, vlogs, digital recordings and witness statements of performance.

This list is not exhaustive. Learners should understand that the process is as important as the outcome and should be encouraged to develop the most appropriate evidence to demonstrate their achievement of the unit learning outcomes and assessment criteria.

Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped and updated studios and workshops. IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

Indicative content, teaching strategies and learning activities This unit, as the summative unit of the qualification, will provide learners with an opportunity to demonstrate the skills, knowledge and understanding gained throughout the course and to take greater responsibility in the management of an assignment. The learner will develop a project in an area of personal interest that can be used as part of a portfolio or presentation to support application to further study or employment. The unit will encourage a personal dialogue in terms of ambitions, preferences and future opportunities and enable the learner to demonstrate professional and vocational skills necessary for progression within their chosen discipline. This unit will be graded.

Learners should demonstrate a degree of self-direction in the preparation, planning, organisation and completion of their personal project. Centres delivering the unit should design an overarching assignment that will provide the learning necessary to enable the candidate to achieve the assessment criteria whilst allowing some discretion in the specific choice of activity.

Centres should ensure that learners receive appropriate support to clearly identify their goals within the parameters of the overarching assignment at an early stage of the development of the project. It is anticipated that learners

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Grade

criteria

Unit 8: Personal Project and Presentation in Fashion Business and Retail

The overall grade for the Level 2 Diploma in Fashion Business and Retail is determined by the student’s achievement in the final unit of the qualification.

Unit 8 is set at Level 2 and provides for the evidence submitted by the student to be assessed and graded against criteria at Level 2.

All internal assessment and grading decisions are subject to External Moderation.

The grades that can be achieved are:

ReferralIf a candidate provides insufficient evidence to meet all of the assessment criteria then that student is referred. The student has one opportunity to redeem the Referral by the submission of additional evidence within a timeframe agreed by the Centre and confirmed to the UAL Awarding Body.

FailIf the candidate is unable to provide the further evidence that meets the assessment criteria then they will receive a Fail grade.

PassTo achieve a Pass grade a candidate must achieve all of the assessment criteria listed within Unit 8.

MeritTo achieve a Merit grade a candidate must achieve all of the assessment criteria listed within Unit 8 and must additionally meet the entire Merit grade criteria listed here.

DistinctionTo achieve a Distinction grade a candidate must achieve all of the assessment criteria listed within Unit 8 and must additionally meet all of the Merit grade criteria and the entire Distinction grade criteria listed here.

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2. Planning and ProductionPass2.1 Identify and plan a fashion

retail project.2.2 Develop a fashion retail

project within agreed parameters and timescale.

Merit2.1 Identify and plan a

fashion retail project to a high standard.

2.2 Develop a fashion retail project within agreed parameters and timescale to a high standard.

Distinction2.1 Identify and plan a fashion

retail project to a very high standard.

2.2 Develop a fashion retail project within agreed parameters and timescale to a very high standard.

3. Practical Skills and PresentationPass3.1 Use media, processes and

technology skills to produce a fashion retail project.

3.2 Identify and use appropriate presentation techniques for a fashion retail project.

Merit3.1 Use media, processes and

technology skills to produce a fashion retail project to a high standard.

3.2 Identify and use appropriate presentation techniques for a fashion retail project to a high standard.

Distinction3.1 Use media, processes and

technology skills to produce a fashion retail project to a very high standard.

3.2 Identify and use appropriate presentation techniques for a fashion retail project to a very high standard.

1. Context Pass1.1 Identify appropriate

research sources.1.2 Use research activity to

develop ideas in support of a fashion retail project.

1.3 Assess the value and effectiveness of research material in developing ideas for a fashion retail project.

Merit1.1 Identify appropriate

research sources to a high standard.

1.2 Use research activity to develop ideas in support of a fashion retail project to a high standard.

1.3 Assess the value and effectiveness of research material in developing ideas for a fashion retail project to a high standard.

Distinction1.1 Identify appropriate

research sources to a very high standard.

1.2 Use research activity to develop ideas in support of a fashion retail project to a very high standard.

1.3 Assess the value and effectiveness of research material in developing ideas for a fashion retail project to a very high standard.

4. Evaluation and ReflectionPass4.1 Assess a fashion retail

project against identified parameters and timescale.

Merit4.1 Assess a fashion retail

project against identified parameters and timescale to a high standard.

Distinction4.1 Assess a fashion retail

project against identified parameters and timescale to a very high standard.

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Grade

exemplification

The final graded unit provides for the evidence submitted by the candidate to be assessed and graded.

All internal assessment and grading decisions are subject to external moderation.

The grades that can be achieved are:

ReferralIf a candidate provides insufficient evidence to meet all of the assessment criteria then that candidate is referred. The candidate has one further opportunity to redeem the referral by the submission of additional evidence within a timeframe agreed by the Centre and confirmed to the Awarding Body. Referred candidates who are able to meet the criteria on resubmission will be capped at Pass.

FailIf the candidate is unable to provide further evidence that meets the assessment criteria then they will receive a Fail grade.

PassTo achieve a Pass grade a candidate must achieve all of the assessment criteria listed within the final unit.

MeritTo achieve a Merit grade a candidate must achieve all of the assessment criteria listed within the unit and must additionally meet the entire merit grade criteria. Work submitted meets all assessment criteria and is to a high standard.

DistinctionTo achieve a Distinction grade a candidate must achieve all of the assessment criteria listed within the unit and must additionally meet all of the Merit grade criteria and the entire Distinction grade criteria. Work submitted meets all assessment criteria and is to a very high standard

The assessment criteria for pass, merit and distinction remain the same but UAL have in addition developed a matrix and set of descriptors for assessors to provide further clarification and ensure that grades are more clearly defined, to ensure that assessors are able to differentiate consistently between learners based on the level of skills, knowledge and understanding shown.

In order to maintain consis- tency in understanding and comparability across qualifications at the same level the exemplification matrix should be used in conjunction with the UAL grading criteria.

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Grade

exemplification

FailWork submitted fails to meet one or more of the assessment criteria and is of a poor standard.

Insufficient research and investigation evidenced. Little or no information from relevant sources used to inform ideas.

Ineffective or unrealistic planning and poor organisation. Task or tasks incomplete against timescale.

Limited use of processes, application of skills or knowledge demonstrated, few or no alternative ideas and poor presentation. Inadequate evaluation or insufficient evidence of ongoing assessment of ideas limiting progress and development.

PassWork submitted meets all of the assessment criteria and is of a satisfactory standard.

Sufficient research and investigation of relevant sources, information used to inform ideas.

Realistic planning and organisation. Satisfactory production against timescales.

Competent demonstration of processes and application of skills and knowledge used to develop and present creative solutions.

Sufficient evaluation with evidence of ongoing assessment of ideas used to inform progress and development.

Exemplification for UAL Awarding Body Grade Criteria – Level 2

This guide is to be used in conjunction with the assessment and grading criteria for UALAB qualifications at Level 2.

Research

Planning and production

Practical skills and presentation

Evaluation andreflection

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MeritWork submitted meets all assessment criteria and is of a high standard.

Thorough research and investigation of relevant sources, coherent use of information used to inform and develop ideas.

Effective planning, organisation and subject engagement evidenced. Efficient production against timescales.

Considered and capable demonstration of processes, application of skills and knowledge used to develop ideas and present creative solutions.

Effective evaluation clearly communicated and applied to make reasoned decisions and inform the development of ideas.

DistinctionWork submitted meets all assessment criteria and is of a very high standard.

Thorough and sustained research and investigation of relevant sources. Accomplished and considered interpretation of information used to inform, develop and extend ideas.

Detailed and effective planning and organisation, commitment and subject engagement evidenced. Substantial production against timescales.

Accomplished demonstration of processes, skills and knowledge used to develop alternative ideas and present creative solutions.

Perceptive evaluation and interpretation, demonstrating clarity in thinking and decision making used to inform and progress ideas.

Grade

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Work: Nathan Micallef, Arts University Bournemouth. Copyright UAL.

We believe in transformative education. We design and award creative qualifications that empower and inspire educators to help students reach their potential.

UAL Awarding Body is regulated by Ofqual, Qualification Wales and CCEA and currently offers qualifications in Art and Design, Fashion Business and Retail, Creative Media Production and Technology, Music Performance and Production and Performing and Production Arts. We are also the UK’s leading provider of the Foundation Diploma in Art and Design. Our qualifications have high retention and achievement rates because they are flexible, responsive and relevant to industry needs, and facilitate student progression.

University of the Arts London (UAL) is Europe’s largest specialist art and design university, comprising six renowned Colleges: Camberwell College of Arts, Central Saint Martins,Chelsea College of Arts, London College of Communication, London College of Fashion,Wimbledon College of Arts.

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