South Essex College of Further and Higher Education was formed on the first January 2010 from the merger of Thurrock and Basildon College with South East Essex College of Arts and Technology.

In this report when discussing the BND Fashion & Clothing - Fashion Promotion course and the project, both the South East Essex College and South Essex College names will be used dependent on the time period being discussed.

Project & Report by:

Joanne StringerCurriculum Leader& Course LeaderBND Fashion & ClothingFashion PromotionFaculty of Media& Creative Arts

March 2010

All images by:

BND Fashion & Clothing Fashion Promotion students

1. Why create a specialised Fashion Promotion course at Level 3?

2. The Creative Way Project

3. Identification of Potential Progression Routesand Partners

4. External Links: London Metropolitan University

5. External Links: Canterbury Christ Church University

6. External Links: University for the Creative Arts - Rochester

7. Internal Progression: South Essex Collegeof Further & Higher Education

8. Employer Engagement

9. Development of IAG and Career Guidance Material for Fashion Promotion

10. Current Plans and Future Developments

11. Project Summary & Recommendations

12. Dissemination of the Report

13. Conclusions

14. Acknowledgements

1. Why create a specialised Fashion Promotion course at Level 3?

South Essex College of Further and Higher Education encompasses a large area of South Essex with campuses in Southend, Basildon and Thurrock. It was officially formed on the first January 2010 from the merger of South East Essex College and Thurrock & Basildon College. The Fashion Promotion course sits within the Faculty of Media and Creative Arts.

Until September 2009 the Btec National Diploma Fashion & Clothing course at South East Essex College had run for several years with a choice of two pathways in the 2nd year: Fashion Design and Fashion Communication and Promotion. The structure of this course required students to complete a generic 1st year where a variety of skills were developed. Upon completion of this year, learners were required to decide which pathway to concentrate on during their 2nd year. They were regrouped and moved into their specialism the following September.

In the academic year 2004 - 2005 it was evident that there was disparity between the student numbers on each pathway, with a substantially higher percentage choosing to do Fashion Design. This inconsistency appeared to be occurring as a result of the pathway offering an expansive fashion show and other enticing aspects on the curriculum, including millinery. Noting this as a concern, and sensing students were not always selecting a route which suited their strengths and skills, it was felt that the Promotion pathway needed to have a stronger identity. It needed to offer additional enrichment and appealing elements that would equally engage and attract learners. It also seemed apparent that learners needed to have a stronger understanding of the type of career and progression routes that were available to them in this field. The essence of Fashion Promotion is communication, marketing and branding. The pathway incorporated

specialism’s including photography, graphics, and fashion styling.

To increase interest and development, other elements were introduced including events management and PR. During 2005 - 2009 various employer linked project briefs were introduced; as the pathway evolved these have become increasingly more high profile. Employer led projects included: A fashion trend story for a local newspaper (2006 - 2007), organising and choreographing a fashion show for Debenhams (2008), creating a spring styling event for a local shopping centre (2009), and working with both a film company and the NHS on an eating disorders television commercial (2009). The opportunity to take part in public exhibitions and competitions were provided which have received excellent exposure in the local press. Finally learners were required to create a distinctive and unique End of Year Show organising the promotion & marketing for the event and designing publicity material to demonstrate their skills.The pathway increased in learner numbers annually and in 2008-09 numbers were greater on Fashion Promotion. Much of the growth appeared to be as a result of the successful employer engagement projects and the increased profile. Within this academic year it was decided that it would be appropriate to create two National Diplomas in Fashion & Clothing, where the pathways would become courses ready for delivery in September 2009.

The creation of BND Fashion & Clothing - Fashion Promotion would establish a specialised vocational course at Level 3 which would expose learners purely to the communication, promotion and marketing sectors of the fashion industry. It would have the objective of providing students with the necessary skills for progression into higher education and hopefully meet the demands of 14 -19 learners where it had become evident that there was now an increased interest in this subject.

2. The Creative Way Project

This Creative Way Development Project was predominantly based on the changing course structure of BND Fashion & Clothing and the creation of the new National Diploma in Fashion Promotion. Essentially the focus of the project was to establish successful Level 3 course provision with clear progression routes that met the needs of Level 4 providers within the Thames Gateway region. It was deemed that these links would also encourage strong progression from Level 2 and Key Stage 4 onto Fashion Promotion. This new course had been identified as one of the only kind offering such specialised learning at Level 3 within the East of England and potentially the country. As a 2nd year pathway the course previously only focused on nine units, as a course the harder task would be creating the full eighteen units required for a National Diploma. The course structure would not only need to be appropriate to support progression, but equally maintain excellent retention and continue to build and maintain the strengths already existing.

The project had three core objectives and activities:

a. Curriculum alignment between Level 3 and Level 4 provision. Designed to help facilitate progression onto higher education within the Thames Gateway region. It was evident that more students were choosing to progress to courses within this region and remain closer to home. This liaison with universities and other providers would help with the planning of the course structure and establishing a firm understanding of the expectations from higher education providers. It would also equally help the Course Leader to gain reassurance that material developed on the pathway over the last four years was appropriate and still significant.

b. Move towards establishing progression agreements with higher education institutions.This appeared crucial to help with recruitment onto the Level 3 course. Employment opportunities and progression into higher education is often a topic among both parents and school leavers, when attending open evening events and looking to make applications.

c. The creation of Information, Advice and Guidance material.This was deemed as highly essential for a new course. Not only would this allow for dissemination of information and an opportunity to share good practice with concern to the project, but it was also viewed as essential in clearly defining and outlining exactly what the Fashion Promotion course involved. IAG material would include clear information about the course content, potential progression and career routes. It would be essential to encourage successful growth and raise awareness of this provision, particularly among school leavers and Connexions advisors who are potentially more familiar with the conventional Textile and Fashion courses.

Observations were made over a four year period, of the higher education progression routes undertaken by learners on the Fashion Promotion pathway. Although universities including Southampton Solent, University of Glamorgan, and The Nottingham Trent University annually featured on UCAS forms, there had been an increase of learners choosing to study in the Thames Gateway region particularly Inner London and Kent. It was also evident that progression was not always onto Fashion Promotion related courses but also other routes including Graphic Design and Photography, with learners identifying their personal strengths or aspects of the pathway that had interested them most. These observations were a foundation for identifying potential universities to establish links with.

When initially writing the development plan the project endeavoured to establish contact with a large number of higher education providers. These were viewed as appropriate and relevant for progression or in some cases were institutions where previous learners had continued their studies. On reflection and faced with several challenges throughout the duration of the project, it was not achievable or feasible to meet with all of these institutions. It is hoped that there is potential for links to be established in the future particularly once IAG material is produced. Equally as the new course continues to evolve it is anticipated that further progression opportunities will be identified.

3. Identification of Potential Progression Routes and Partners

4. External Links: London Metropolitan University

4.1 Course Presentation BA (Hons) Fashion Marketing Initially the link that was considered most relevant at London Metropolitan University was with BA (Hons) Fashion Marketing. In November 2008 a visit was made by the Academic Leader for Recruitment and Marketing to discuss this qualification.BA (Hons) Fashion Marketing posed one problem from the outset with concern to progression, simply that it requires students to have a grade C in Mathematics and for those without this qualification to sit a numeracy exam. At the moment all BTEC courses in the Faculty of Media and Creative Arts do not stipulate that students have to have a C in Mathematics or English for Level 3 entry. This is a disparity which is observed as a concern to Level 3 – Level 4 progression, which has increased over the years as more higher education providers begin to request this grade, certainly in the field of Fashion Communication and Promotion.

Entry onto BA (Hons) Fashion Marketing was not dependent on a portfolio but students having the adequate GCSE and BTEC Point Score and a suitable UCAS reference. Meeting these requirements would mean automatic acceptance with no needfor an interview.

In the future it is hoped that links with this course could still be explored, with the objective of ascertaining how learners without a grade C in Mathematics could prepare for the entry exam. These discussions would help with curriculum planning concerning numeracy provision for those courses where it is a requirement. For example it could advocate a need for Functional Skills Numeracy to be implemented and delivered at a higher level to prepare students for progression.

4.2 Progression Route and Course Alignment Meeting – BA (Hons) DesignThe second course explored at London Met was BA (Hons) Design, establishing links was very successful and a number of events subsequently took place throughout the academic year with this course. Initially a meeting was organised in March 2009 to meet with the Course Leader.

This would not have been a course previously viewed when researching progression routes. Sharing practice and discussing curriculum structures was an informative part of the meeting as neither Course Leader was familiar with each other’s practice. Potential alignment and progression was identified by the Course Leader of BA (Hons) Design who considered that the “ethos of the Fashion Promotion course engenders a strong sense of Communication and purpose which lends itself beautifully to the Design Course at London Metropolitan University”.

It was also felt that Fashion Promotion had a good range of ideas generation and creative input which enabled students to develop ideas without losing the creativity which allows design work to be so innovative. Learners develop the skills and a portfolio of work which would make them a desirable candidate when making applications to BA (Hons) Design. It was apparent that there were many elements of this higher education course that were particularly well linked, notably events management, employer engagement, graphic design and photography. It could be an ideal progression route for students who had not necessarily identified a specialism or no longer wished to directly pursue Fashion Promotion. Both tutors observed that a smaller percentage of Fashion Promotion students choose to progress to BA (Hons) Design but there were enough comparable elements between the course structures that would allow for progression links and further curriculum alignment.

4.3 Course Presentation and Introduction to BA (Hons) Design A presentation of BA (Hons) Design was provided to the 2nd year Fashion Promotion students and this was designed to discuss the content, structure and progression opportunities available on the course. This was timetabled when students were completing UCAS application forms.

It had already been identified by both Course Leaders that BA (Hons) Design is not naturally a course that Fashion Promotion students would consider studying. The student feedback following the presentation did support this however it also demonstrated that the presentation proved highly effective in establishing an interest once students had been exposed to the course structure and objectives.

4.4 Rebel Rebel Collaborative Brief and Exhibition One of the key areas identified to aid with progression and a successful element of this project, was the decision to co-write a brief for the Fashion Promotion course. This was designed to introduce students to the type of activities carried out at degree level and prepare them for interview. The brief that was co-written with BA (Hons) Design at London Met, titled Rebel Rebel, was directly inspired by a Visual Communication project completed in 2008, that had required students to tackle the difficult subject of eating disorders. It was felt that this type of brief required learners to demonstrate skills to engage with complex subjects and deeper creative thinking. Alongside introducing a level of creative content expected at higher education, the brief would also instigate delivery of elements relevant to the BA (Hons) Design course.

This collaborative brief allowed the 2nd years to take part in a workshop directly linked to the Rebel Rebel project. This was delivered at South Essex College and it enabled the students to be taught new skills. In this case the development of pop up and interactive flyers, which had been identified as relevant to the BA (Hons) Design course and linked directly to the project. This was far removed from anything learners had encountered before. The workshop also provided students with the opportunity to build a rapport with the Course Leader and to learn more about the provision at London Metropolitan University. This event was very well received and learners could see the benefit from being involved in this type of activity.

The collaborative design brief and activities that took place in the process received positive feedback from both the staff of BA (Hons) Design at London Met and the students who were involved in the project:

“The development of the brief into a show at the end was a superb way to motivate the students and produce a really high standard of work. The end result being that each student will have added to their portfolios in a really focussed and thought provoking way. This will, of course, add to their desirability from the point of view of University applications with both the Design Course at LMU and other courses looking for depth of thought coupled with creativity.” Marianne Forrest – Programme Leader: BA (Hons) Design

“The brief gave us the opportunity to learn skills that we were not previously familiar with and develop these in the lesson to prepare for university.” Hannah Dennis - Y02 BND Fashion Promotion Student

Unfortunately despite the various activity that took place on the course during 2008 -09 which linked to BA (Hons) Design, this year there was no uptake for the course. There was a significant amount of interest raised among the students and several did start to consider making applications, this would not have occurred had the activities not taken place.

4.5 Outline for Progression Agreements and Future Links

• To visit South Essex College in the summer term to provide a course presentation to 1st year Fashion Promotion students.

• To maintain and progress the contact with the learners once they are in their 2nd year by delivering a collaborative brief written between the two institutions and with the objective of introducing elements relevant to BA (Hons) Design.

• A workshop visit to London Metropolitan University as part of the collaborative brief. Allowing 2nd year students to view the campus and facilities.

• Sketchbook building workshop delivered by higher education students. Which enables 1st year learners on Fashion Promotion to view higher education work.

• Course Leaders to maintain contact as the course evolves as this could lead to future progression links.

• Continue to maintain at least one design brief which is not directly fashion orientated in content.

5.1 Progression Route and Course Alignment Meeting – BA (Hons) Photography A visit to Canterbury Christ Church University was arranged early in the project to meet with Principal Lecturer for BA (Hons) Photography. This was as a result of noting an increase of learners choosing to study in just pure photography, and awareness that links had already started to be established between this degree and other Level 3 photography courses at South Essex College.

The existing strengths on Fashion Promotion were indentified: these included the use of both photography and digital media alongside the variety of challenging topics studied. Maintaining photography as the core element of the demanding Visual Communication unit currently delivered on Fashion Promotion, was acknowledged as ideal for alignment between the two courses.

The meeting also exposed other elements that could be introduced to the course, which would enable stronger alignment. The simplicity of some of the briefs at Canterbury Christ Church were observed as a possible avenue to explore as it fuelled a great amount of creativity, the encouragement of students to use different types of cameras, purchasing vintage ones from E-bay was also interesting. It was clear there was a need to introduce more elements of technical photography and applications onto Fashion Promotion, areas including scale, perspective and lighting. Theory and the ability to discuss the different styles of photography on a conceptual and creative level were also identified as appropriate for interview. At the meeting a number of potential progression ideas were discussed that would form part of the agreements between the two institutions.

5.2 Course Presentation and Introduction to BA (Hons) Photography A presentation of BA (Hons) Photography at Canterbury Christ Church was delivered to the Fashion Promotion students. This took place in the autumn term to allow the learners the opportunity to apply for the course prior to the UCAS deadline.The presentation gave students the opportunity to view the course structure, analyse design & photography pieces which provided an indication of the quality of work produced, and to discuss requirements and any further information needed. It provided a great opportunity to meet with the Principal Lecturer and build a rapport prior to making potential applications. The event was very well received by the 2nd year students. Once again it was a course that many would not have necessarily considered or knew existed, however the strength of the presentation created a great amount of interest. From the 12 learners who decided to pursue higher education, 4 of them applied to BA (Hons) Photography at Canterbury Christ Church University.

5. External Links: Canterbury Christ Church University

“Seeing the work that was produced in the PowerPoint raised my interest in the course, the Course Leader provided in depth information that you would not generally get from a prospectus. The opportunity gave you the chance to ask questions which was also helpful equally just to determine that it may or may not be the correct course.” Katie Amor – Y02 - BND Fashion Promotion

“Hearing about BA (Hons) Photography at Canterbury Christ Church helped me to see what is offered at the university, it gave me insight into what is required on the course and I personally feel it is full of opportunities. Having never heard of this university, I found the talk extremely beneficial and I had the chance to meet, listen and talk to the Course Leader. I have now made an application through UCAS and it is one of my first choices for study.”Ashlea Hugh – Y02 - BND Fashion Promotion

Alongside university applications the presentation was also highly successful with raising the student’s interest in photography. Many of the learners purchased a variety of different vintage cameras inspired by the work and techniques they had viewed. Many were keen to do a technical workshop with the university which clarified that this would be excellent to aid both course alignment and progression in the future.

5.3 Outline for Progression Agreements and Future Links

• Course Leaders to meet annually to look at changes occurring on both courses to continue to achieve successful alignment between Level 3 – Level 4 as changes occur.

• To visit South Essex College in the summer term to provide a course presentation to 1st year: Fashion Promotion students.

• The potential for learners to attend a photography workshop at the Broadstairs campus, which can be linked back to the students course of study and prepare them with information for interview. (Dependent on funding)

• Learners will be guaranteed interview provided they also have a supportive reference. Their eventual place would be dependent on them passing and securing the sufficient point score.

• A Photography brief to be introduced onto Fashion Promotion designed to aid progression onto university.

• Continue to maintain at least one design brief which is not directly fashion orientated in content.

6. External Links: University for the Creative Arts

The structure of both courses was discussed to identify whether alignment was occurring and where this could be strengthened. It appeared that many elements being studied were linked, including Fashion Advertising, Packaging & Graphics, Fashion illustration, Fashion Photography, Styling, Brand Development, and Fashion Marketing. The students at Rochester undertake work experience and have placement opportunities and equally work on employer led briefs. The live projects and introduction of the Level 3 Extended Project onto BND Fashion Promotion were both seen as highly appropriate to progression, as they help students to demonstrate independent thinking skills and the ability to work to real briefs alongside demonstrating initiative. Preparation for interview was also essential, the presentation of the portfolio and the type of interview performance that an applicant provides. An area that the Course Leader for BND Fashion Promotion identified could potentially be stronger.

There did appear to be a number of strengths on the National Diploma which would help prepare students for entry onto a course like BA (Hons) Fashion Promotion at Rochester. It was agreed that learners should progress ideally onto the first year of the degree and not the foundation year as they would have already previously been exposed to two years of specialised skills.

A tour of the facilities and identification of the type of computer software, applications and studio space learners worked in also took place, as did the opportunity to meet with most of the course team and to look at some examples of work. Again it was helpful just to see any correlation and to provide reassurance that learners on Level 3 were having appropriate curriculum delivery to prepare them for Level 4.

6.1 Progression Route and Course Alignment Meeting: BA (Hons) Fashion PromotionIn the very initial stages of the development project, University for the Creative Arts was identified as a key link for the Fashion Promotion course. Not only did observations show that a large percentage of learners made applications to the university, but also there was a variety of courses which would be appropriate for progression at both the Epsom and Rochester sites.

Conversations first took place at London Graduate Fashion Week, June 2009, when the Course Leader met unofficially with tutors from both the Epsom and Rochester courses to briefly discuss the Creative Way project and try to establish meetings. The concept was well received, and the existing Fashion Promotion pathway received strong feedback with student portfolios, projects and interview performances all spoken highly of.

There was identification at this stage of potential alignment, particularly with the new BA (Hons) Style Futures course at Rochester, which Course Leaders were concerned would not be as popular. However, for a variety of reasons, it was not until the later stages of the project that a progression route and course alignment meeting was successfully arranged and this was only with the Rochester Campus. Originally several courses had been identified at this site, among these BA (Hons) Style Futures and BA (Hons) Fashion Promotion. In March 2010 a visit was made to the Rochester Campus. It was apparent that since first meeting staff in 2009, the university had undergone some significant changes. This included removing some degree programmes including BA (Hons) Style Futures and merging them onto the structure and content of BA (Hons) Fashion Promotion. This was therefore the course that was discussed with concern to progression opportunities.

Steps towards progression agreements have been slow, however the list below are ideas discussed that were felt would aid progression and could feature as an agreement between the two courses:

“A collaboration agreement between the two courses will enable the students on the BND course to fully prepare for entry to UCA BA (Hons) Fashion Promotion course.”Sheelagh Wright - Course Leader: BA (Hons) Fashion Promotion

It is also hoped that now that there is interest in potential course alignment and progression opportunities from the University for the Creative Arts - Rochester, that further links may start to develop. In the future it is hoped these can be established with the other degree programmes at the Epsom campus.Many students are interested in BA (Hons) Fashion Journalism at Epsom, which is an area of study currently not covered on the National Diploma in Fashion Promotion. It would therefore be highly beneficial to find out more about the course and what skills could be introduced at Level (3) to aid progression. Equally the BA (Hons) Fashion Promotion and Imaging course and BA (Hons) Fashion Management and Marketing are increasingly popular as a progression choice.

6.2 Outline for Progression Agreements and Future Links

• Course Leaders to meet once a year to discuss any changes occurring as each course evolves.

• University for the Creative Arts – BA (Hons) Fashion Promotion staff to visit Southend Campus in the summer term and present the course to the 1st year BND Fashion Promotion students with the objective of promoting the course and links.

• University for the Creative Arts staff to run a portfolio building workshop and discuss what is looked for at interview. This should ideally be delivered to 2nd year students in the autumn term when learners are completing their portfolios.

• UCA staff to co-write a project brief to be delivered at the beginning of year two prior to interview. A similar approach to the Rebel Rebel brief completed in conjunction with London Metropolitan University.

• Progression onto Year one of the degree and not the Foundation level of the programme on the basis that students studying BND Fashion Promotion would have completed two years of specialised study.

7. Internal Progression: South Essex Collegeof Further & Higher Education

A smaller percentage of Fashion Promotion students pursue internal progression. Observations over a four year period 2006 - 2009 identified that although students were making applications they were not always following up an offer of a place. Internal courses were often not listed as a first choice, and there appeared to be more uptake of places on BTEC Foundation Diploma in Art and Design than the degree programmes. This was despite encouragement from course tutors and the promotion of internal progression. When obtaining feedback annually from learners, with concern to internal progression, two clear statements are made:

• A change of location and to move away fromthe area.

Learners often identify a strong interest in the higher education courses; however they have already been studying at the college for either the two year duration of their National Diploma course or in some cases up to three or four years if they were internal progression students from Level 1 and 2 programmes.

• The UCAS Point score is too low.

Learners often interpret a UCAS point score as an indication of the expectation and standard anticipated by a higher education provider from its candidates. If a university requests a lower point score, learners frequently view this as potentially easier for applications and perhaps a less demanding or competitive course. There has been an increase of higher grades both predicted and achieved on Fashion Promotion, patterns show that these students look to those universities requesting higher points.

Prior to this project, activities were already in place to encourage internal progression. These included presentations delivered to 1st years in the summer term and 2nd years in the autumn term.

Course leaders from BA (Hons) Graphic Design, FdA Fashion Communication & Marketing and BA (Hons) Fashion Design met with the students. The knowledge gained from this development project, particularly establishing links with external HE partners helped to identify the type of practice that should also feature internally, encouraging both stronger progression and curriculum alignment. As with external progression, observations showed that since 2006 learners were also selecting a variety of internal progression routes. It was therefore important to not only approach obvious routes such as FdA Fashion Communication & Marketing but also BA (Hons) Graphic Design and BA (Hons) Photography.

7.1 BA (Hons) Photography: Internal Progression Route and Course Alignment Meeting In the academic year 2008-09 the larger percentage of internal progressions were made to BA (Hons) Graphic Design however in 2009 -10 this shifted with 33% of students applying for HE, making applications to BA (Hons) Photography at the college.

Meetings were held with the Course Leader for BA (Hons) Photography to discuss the course content of each course, to identify requirements for progression, expectations at interview and to look at anything that could be potentially added to the Fashion Promotion course structure to support progression. The BA (Hons) Photography course at the college had shifted more towards a development of ideas, conceptualisation and visual communication. Learners on Fashion Promotion were already exposed to these elements and this was viewed as a core strength that would support progression. This was another meeting where it was observed that the National Diploma Visual Communication unit should maintain a photographic direction as this was acknowledged as helpful to the development of portfolios.

“The BND Fashion Promotion course develops an introduction into photographic practices and concepts. This initial investigation links to the BA (Hons) Photography as this programme provides students with a discursive space in the history of photography, functions, institutions and contexts via the study of such modules as Visual Language and Cultural Studies. These can be linked to units delivered on the Fashion Promotion course along with the overall aim of integrating ideas generated from both theory and practice therefore enabling students to develop a sophisticated body of work and to cultivate a disciplined methodology.” Barbara Hartman – Course Leader: BA (Hons) Photography

One area of particular interest was the large element of theory work that the BA (Hons) Photography course included. It was advantageous if learners could demonstrate good written skills during interview alongside a portfolio of work. This appeared to advocate the necessity of students producing a more detailed written study of photographic techniques or comparisons of photographers, as with Canterbury Christ Church University this would aid progression onto Level 4 programmes.

7.1.1 Progression Agreements and Proposed Future Links

• Course Leaders to meet during the summer when course structures are revised and look at the identification of potential links. (Equally any changes occurring to course structures which could affect alignment between Level 3 and Level 4 programmes).

• To provide a presentation in the summer term to 1st year Fashion Promotion students introducing them to the BA (Hons) Photography degree at the college and discussing the course. • To visit learners in the autumn term of their 2nd year and provide a one day workshop and mini brief which could potentially be timetabled on a Saturday. Designed to expose students to techniques primarily not normally used on their current course. For example: focusing on pre-visualisation and conceptual thinking, and exploring different ways to develop film and photographic exposure.

7.2 BA (Hons) Graphic Design: Internal Progression Route and Course Alignment Meeting In 2007 - 2008 there was an increase of learners making applications to Graphic Design related courses.Internally this was naturally another course identified to

“To ensure the ability of the BND Fashion Promotion students to be successful on BA (Hons) Graphic Design is made apparent, I feel it is of benefit to meet with the cohort and allow them to comprehend the scope of the discipline and their potential position within it.” Paul Bailey – Course Leader: BA (Hons) Graphic Design

7.2.1 Progression Agreements and Proposed Future Links

• Course Leaders to meet during the summer when course structures are revised and look at the identification of potential links (Equally any changes occurring to course structures which could affect alignment between Level 3 and Level 4 programmes).

• Fashion Promotion students will be invited to attend both the BA (Hons) Graphic Design 2nd and 1st year shows.

• Summer term - 1st year Fashion Promotion students to attend a critique and presentation where BA (Hons) Graphic Design students will discuss their work and share practice.

• To provide a presentation in the summer term to 1st year BND Fashion Promotion students introducing them to BA (Hons) Graphic Design and discussing the course.

• To visit learners in the autumn term of their 2nd year and provide a one day workshop. This workshop would ideally focus on typography or conceptual/experimental areas of graphic design and could be linked back to the student’s coursework. Led by HE tutors.

7.3 FdA Fashion Communication & Marketing: Internal Progression Route and Course Alignment Meeting The FdA Fashion Communication and Marketing course is clearly identified as the more obvious route for internal progression.

This Foundation Degree has been written with the objective to promote work placement and industry links. Students could opt to take the third year which would mean they complete with a Bachelor of Arts Honours Degree.In the later stages of the project, Course Leaders met to discuss provision and the progress of the Fashion Promotion course. The primary objective was to again look at the structure and any potential alignment. Equally to identify any areas that would aid with internal progression and ideally increase this.

build strong links and course alignment with.The meeting with the Course Leader acknowledged that most of the skills students developed on Fashion Promotion were relevant to the course structure of Graphic Design. Feedback from both industry professionals and external examiners for BA (Hons) Graphic Design documented that the course provides variety, as a result of a specialism not being identified in any particular year. This is similar to the structure of the Fashion Promotion course, with learners also developing different skills and using a variety of techniques and applications. This would naturally support progression and the transition onto the higher level course. The projects undertaken by BA (Hons) Graphic Design candidates encompassed several areas also covered by Fashion Promotion students within their course structure.

“The variety of projects and topics explored upon BND Fashion Promotion prepares a well-informed and knowledgeable student - a necessity within a subject area such as Graphic Design. Many of the outcomes relate to and align with existing practice within Graphic Design (promotion booklets, posters, editorial design and layout), which provides a healthy introduction to the requirements of the subject, along with many transferable skills and invests a confidence in progressing students.”Paul Bailey – Course Leader: BA (Hons) Graphic Design

One concern identified by the Course Leader was the inability for most applicants to describe or have knowledge of the definition, different techniques and various genres within Graphic Design when asked at interview. As with the BA (Hons) Photography course evidence of writing and good research skills were also deemed to be essential, particularly knowing how to formulate a good bibliography and identify constructive source material potentially through a written literacy review.

The introduction of the Edexcel Level 3: Extended Project to Fashion Promotion, was viewed by the Course Leader as being helpful to support progression essentially providing students with good analytical, research skills alongside the production of creative work in response to challenging subject topics. It was recommended that to help students identify what Graphic Design is and the different genres; the introduction of a typography unit may be beneficial to the course. It was felt that this could be something that linked to a higher education workshop.

The structure of the FdA Fashion Communication & Marketing degree contains similarities: Trend Prediction and Styling, Events Management and Live Projects. Editorials, and Fashion Marketing undertaken as a module across each of the two or three years were all comparative subjects to those undertaken at Level 3 on Fashion Promotion. The course is also utilising web design and interactive media which is an area to be introduced onto BND Fashion Promotion in the future.

When looking for further links between the two courses that would assist progression, the following were identified as areas for development: The potential of projects based around the understanding of typography – in terms of choice, knowledge and design. The importance of a continuation of life drawing and mark making projects. This will support learners further at any level of higher education where drawing skills are viewed as a key element to any design practice. This should also support the development stages of their own practice, other than the technical elements already being covered. Like many other higher education providers, the introduction of the Level 3, Extended Project was viewed as relevant to helping support progression. Particularly with effective research and creative thinking.

It was deemed important that when learners worked on editorials they were looking at layout composition, and the position of images on the page. This highlighted the relevance of a recent Fashion Promotion - employer led brief where students had been involved in designing a trend magazine for a local shopping centre. This had allowed them to receive direction concerning layout, page structure and design style by working directly alongside Storm Media, a local graphic design company. The meeting proved highly informative for sharing practice undertaken across the two courses, seeing how each course was evolving and to discuss how the course structure for Year one of the National Diploma Fashion Promotion was working. It was an opportunity to also look at future progression activities which would have the objective of increasing internal progression, particularly as the courses appeared to have so many similar strengths and alignment areas.

“The National Diploma Fashion Promotion course offers learners the opportunity to develop a broad range of skills within the specialist area of fashion promotion and because of this the students are able to explore and expand their own practice, which is a key element for any progressing learner. The use of the new extra curriculum unit – the extended project, will also be beneficial to supporting the learner’s abilities with research skills and critical analysis in readiness for HE.

I look forward to working on several collaborative projects in the academic year 2010.” Jenny Sinton - Course Leader : FdA Fashion Communication & Marketing.

7.3.1 Progression Agreements and Proposed Future Links

• Autumn term - Workshop on portfolio building with 2nd year learners – focused on the understanding of layout, composition, manipulation of images and how to put a portfolio together. This would not be subjective and would not conflict with other portfolio sessions being delivered by other institutions.

• A continuation of the successful presentations provided to the Fashion Promotion students in year one during the summer term and again in the early stages of their 2nd year.

• Autumn term - A one week collaborative project, potentially to include an educational visit. 2nd year National Diploma and FdA students will work together. This will potentially link to Digital Advertisement and Media as this is a specialist area being undertaken by both sets of learners at this time.

• Spring term - A one week collaborative project, potentially to include an educational visit. 1st year National Diploma and FdA students will work together (Project to be confirmed: subject to specification changes).

• Course Leaders to meet during the summer when course structures are revised and look at the identification of potential links. Equally any changes occurring to course structures which could affect alignment between Level 3 and Level 4 programmes.

8. Employer Engagement

Another area identified within the development project was to recognise industry demand and the skills required by professionals. In the early stages of the project the Sector Skills Council for Fashion and Textiles - Skillfast, outlined the possibility of being able to visit companies to view examples of Promotion and Marketing being utilised in the workplace. This would have been highly beneficial to help with generating ideas for the curriculum and the course structure. Unfortunately visits to employers did not happen, and this proved to be one of the more unsuccessful aspects of the project, which incurred several hurdles.

After talking with Skillfast, it became apparent that Fashion Promotion, whilst having clear association to the fashion industry, did not directly fit to this skills sector. This was because it also had links to Media and Graphic Design. So finding employers through Skillfast would be more difficult.

Skillfast also outlined that Fashion Promotion was generally considered not to be a skills shortage industry. It was identified as a popular area with huge demand and a lack of positions because demand was so high for the jobs that exist. A change noted to the fashion industry was the move away from manufacturing proto-types and companies choosing to design these internally through CAD/CAM and digital imaging. Companies were increasingly looking for technical skills. Desirable elements of the Fashion Promotion course would be a student’s ability to use computer software including Adobe Illustrator and Adobe Photoshop and utilise other technical skills. The aspirations of learners to work for fashion magazines, catwalk photographers and stylists would provide more limited career choices, however technical knowledge and good problem solving skills would be desirable elements to an employer.

It was recommended that the live project briefs which exist on Fashion Promotion were maintained as a driving element of the course. These help students to demonstrate practical thinking and problem solving skills. They provide the ability to respond to a brief and take it through to a feasible and practical outcome within set time constraints.

Feedback from Skillfast seemed to conclude the importance of maintaining a course provision at Level 3 that although specialised did enable a student to develop skills in different areas, exposing them to different Level 4 progression options and career choices: the expansion of the course and links with higher education have already demonstrated various career options including:

Fashion Buying, Public Relations, Graphic Designer, Art Director, Fashion Journalism, Fashion Merchandising, Photographer, Digital Image Manipulation, Events Management, Fashion Stylist.

It is felt that some difficulty with getting sector and industry views was due to changes occurring while this project was being developed. For example, it is hoped that the merge of Skillfast with Skillset should hopefully allow alignment and make it easier to discuss employer routes within the sector which relate to Fashion Promotion.

When discussing the progress of the Development plan with the Head of Higher Education & Access (Curriculum) at South Essex College, the importance of employer engagement, identification of career progression and industry demand were further highlighted.

“The challenge for this course, given the highly competitive industries that it directs learners towards, is in ensuring that it grants them the opportunity to develop key transferable skills relevant to the constantly changing demands of employers. Continued engagement with employers through curriculum development, industry briefings and relevant course activities (WBL, live briefs) will be vital in benchmarking the provision. From day one on this programme students are introduced to a range of career options, and are given the space to focus their ambitions and manage their vocational expectations. This directed approach ensures that by the time they leave they are passionate about their futures and are exceptionally well prepared for the challenges that lay ahead.”Andy Rees - Head of Higher Education & Access (Curriculum)

Time was one of the biggest constraints for visiting employers and it is regrettable that this did not happen. It is felt it would have informed further decisions about the course content, and it is hoped this can be pursued in the future. A decision has been made to add an alumni of past students to the IAG material, recording the career paths and higher education courses learners select upon completion of the National Diploma course.

9. Development of IAG and Career Guidance Materialfor Fashion Promotion

Initially a smaller amount of the budget was allocated for Information Advice and Guidance material with the objective of creating a small booklet which contained examples of work and potentially a DVD featuring learners and course information. The purpose of developing effective material was as follows:

• To clearly communicate what the course entailed and its identity. It was anticipated that most school leavers, parents and Connexions/career advisors would be more familiar with subject areas including textile and fashion design.

• Convey information not only about the course but also progression links to higher education. Particularly demonstrating the variety of higher education courses that could be pursued, not only those linking directly to Fashion Promotion.

• Identification of the potential career profiles that the course could lead to.

In the academic year 2009-10 the first year that BND Fashion & Clothing - Fashion Promotion was created, it successfully recruited 39 applicants with a conversion percentage of 91%. Recruitment for 2010-2011 has seen a substantial increase with 90 applications made by early February and 50 places offered by March 2010. However despite the increasing success of learner numbers it was still evident at Open Evenings that there was a need for IAG material as the same following questions consistently featured:

• What does the course involve?• What universities do students progress onto? • What career choices are available?

In the initial stages a small percentage of funding was used to create a flyer ready for the first phase of Open Evenings. This included more information about the links with the Creative Way, liaison taking place with higher education providers and more detailed information about employer engagement.

It is felt that this could have potentially contributed to the increase in applications.

As the project evolved a move away from the initial proposed IAG material was established. It was determined that greater emphasis on interactive and moving image was occurring in the Fashion Promotion Industry. The whole identity of the course had a focus on branding and digital imaging, and therefore the most successful communication method would be a website.

This conclusion was also made on the basis of feedback received from applicants, where most of them had identified that course information had been obtained from the college website instead of through a prospectus. It is also the recognition that these are learners of the digital age.

Therefore a website was the choice for the IAG material, this can be updated annually as changes occur. This will contain not only information about the course but progression routes, links to higher education partner institutions, career progression and an alumni featuring previous students and graduates. The website is available both as a link on the South Essex College website and also accessible if a search criterion for Fashion Promotion is made. The URL address www.fashion-promotion.co.uk was purchased to allow for this to occur. An updated course information leaflet will follow which will include the website address to promote accessibility to new applicants.

Much of the IAG development had to be put on hold as a result of the college going through a merger and re-branding exercise, where financially it would not have been economical to proceed with production of any material until January 2010. This was towards the end of the development project. This proved slightly detrimental as it is felt that the earlier production of the website may have helped encourage more partner links to emerge.

10. Current Developments and Future Plans

10.1 Curriculum Alignment Unfortunately because of time constraints it was impossible to meet with all higher education providers prior to the course beginning in September 2009. Many of the existing elements of the Fashion Promotion pathway were therefore incorporated into year one of the new BND Fashion & Clothing - Fashion Promotion course. Many aspects of course alignment discussed with higher education providers have been allocated to the 2nd year provision or as revisions to year one – September 2010. However as a result of the BTEC National Diploma standards being revised in 2010 this is ideal.

Areas that were introduced were the collaborative brief with London Metropolitan University which took place with the 2nd years in the autumn term of 2009. The feedback from several universities about the importance of the Edexcel Extended Project qualification being appropriate for developing effective research skills, deeper creative thinking and independent learning were also noted. The Extended Project was implemented to year one of the Fashion Promotion course in March 2010.

As a direct outcome of work completed to date on the development project, the following have been identified for course alignment:

• Collaborative brief with University for the Creative Arts – Rochester – mapped to BA (Hons) Fashion Promotion – delivery summer term (Y01) or autumn term (Y02)

• Continuation of collaborative brief with London Metropolitan University - mapped to BA (Hons) Design – delivery summer term (Y01) or autumn term (Y02)

• Introduction of a trend prediction and forecasting brief which will be relevant to the Style Futures

aspects of the BA (Hons) Fashion Promotion course structure at Rochester and the Trend Prediction unitsin place on FdA Fashion Communication & Marketing at South Essex College.

• Introduction of a technical photography brief which will be relevant to progression internally onto BA (Hons) Photography and externally onto the course at Canterbury Christ Church University.

• A written Photography report potentially looking at techniques or photographic genres with clear bibliography and referencing. Advantageous for both external and internal progression onto Photography courses at higher education level.

• Written Graphic Design report identifying the different genres of the specialism with clear bibliography and Harvard referencing. Desirable to the BA (Hons) Graphic Design course at South Essex College.

• Implementation of the Extended Project and for learners to develop skills in effective research, referencing and writing literacy reviews that show knowledge of using effective source material important to most higher education institutions.

• A typography brief which was identified as advantageous by two internal progression courses: BA (Hons) Graphic Design and FdA Fashion Communication and Marketing.

10.2 Further Curriculum Development Observations of the course structure and various skills learners are exposed to on Fashion Promotion have helped to identify that the course does allow for a variety of progression routes. This really has been noted as both a strength and positive feature.

10.3 Possible Pathway in Y02The future development and structure of the course will also partly be determined by feedback from the 2009 -2010 learners who are the first cohort enrolled onto Fashion Promotion as a course instead of a pathway. How they respond to the various design briefs, their feedback and the progression routes they choose in their 2nd year will help with decision making. Equally the course should evolve dependent upon employer needs and include content to meet with skills demand.

It has become apparent through researching for this project that there are various higher education routes available to learners upon completion of the Fashion Promotion course and learners take different directions dependent on their strengths. It is apparent that even by the second term of year one, some learners have already identified where their strengths and interests lie.

Having a pathway on the existing BND Fashion & Clothing course did prove highly effective with retention and maintaining interest, as it appeared to provide the 2nd year of the course with a revised direction. In the future it may be feasible to have a pathway on the Fashion Promotion course. It is hoped that further meetings with higher education providers and potentially employers may help with securing a decision as to whether this will be appropriate. Here are two examples of potential pathway options:

This versatility of the curriculum has been fundamental to deciding on future developments for the course. Feedback from applicants and current students has also exposed this as one of the appealing elements:

“I chose this course because it offers so much. I can specialise in fashion but I can still do elements of textiles, art and design, graphic design, photography and learn about marketing and the business of fashion. I think it will help me in the future.” Y01 – BND Fashion Promotion student

“ I was going to do A-Levels in Media, Art & Design, Business and Photography because I did not want to narrow my options and was scared that doing just one subject on a National Diploma would do this. Then I saw this course and it had so much I wanted to do and seemed to offer so many different courses to progress into after.” BND Fashion Promotion applicant - 2010 - 11 entry

It will be essential to maintain this diversity on the course as not only is it viewed as fundamental to successful retention at Level 3 but also because “choice” appears to promote progression from a Level 2 or KS4 learner onto Level 3 and through to Level 4.

Continuing to maintain links with higher education providers and meeting with employers and identifying changes occurring in the industry will also be essential to curriculum development.

As the development project has evolved, ideas have been generated and the following have already been identified for the academic year 2010 - 2011:

• The introduction of Interactive Design particularly website production which is an increasingly core element of the Promotion Industries.

• Moving Image. It is evident that there is an increase of motion graphics being applied to Fashion Promotion. Show Studio by the fashion photographer Nick Knight demonstrates this and it is evident in the different communication methods used by retailers both in store and on-line.

• A potential journalism brief which would help provide links onto courses in Publishing and Fashion Journalism.

The launch of just those three elements onto the course would not only provide exposure to another specialist area of study at Level 3 but would also provide further progression links into higher education.

Y02 Y02

Pathway (1) Digital Imaging

and Photography

Pathway (1) Fashion Photography

& Styling

Pathway (2)Fashion Promotion &

Journalism

Pathway (2)Graphic Design

& Editorial

10.4 Progression Agreements and Aims to identify further Higher Education PartnersThe signing of progression agreements has been agreed in principle by three external universities and three internal courses; these are viewed as essential for the longevity of the partnerships. Due to time constraints and work schedules at this stage these have not been fully completed, however it is hoped that this will occur before the end of March 2010.

The link with University for the Creative Arts Rochester once fully established will hopefully provide further links to courses at the University for the Creative Arts - Epsom campus which is also a popular progression route among learners. Ideal courses would be: BA (Hons) Fashion Promotion & Imaging and BA (Hons) Fashion Journalism.

A new course has been created at Ravensbourne College of Design and Communication alongside the Fashion Promotion pathway currently available on the BA (Hons) Fashion Design course, the new BA (Hons) Digital Media course will also be an ideal progression opportunity, particularly if this area is pursued in the future on BND Fashion & Clothing - Fashion Promotion. Conversations have started to take place with this provider.

The Course Leader intends to continue to follow up links with universities originally identified as having potential good progression links. Particularly as this project has highlighted the benefit of meeting with higher education providers.

11. Project Summary & Recommendations

Level 3 providers should engage with. The aims of the project were successfully achieved and it is hoped that the objectives of the project will continue to be developed and utilised on the course in the future.

The biggest issue has been time constraints. It would have been more informative to have visited additional higher education providers and certainly employers, however it proved to be incredibly difficult alongside managing a demanding course. It is very easy to reflect in hindsight, and consider all the other activities that could have been undertaken, however the hardest task was balancing the development project alongside daily duties and Course Leader commitments.

The largest challenge was raising the initial interest among higher education providers. It took time to establish meetings and make contact, which at times was incredibly frustrating and perseverance is something that is required to undertake a development project like this. It is also disappointing that despite a lot of effort spent corresponding with various HE institutions, particularly those outlined on the initial list of contacts that many led to no responses.

As a future recommendation, it is felt that had the website been designed in the early stages of the project, this may have helped to raise interest in the project and the course. It is hoped that once complete the Information Advice & Guidance material and the website will be an essential tool with raising interest among higher education providers. It is hoped further project partners and progression agreements can be established in the future.

Since starting this project late in 2008, the BND Fashion & Clothing – Fashion Promotion course was established in September 2009. It had 44 applications and enrolled 39 learners, 91% conversion. During the first six months it maintained 100% retention in Year one and to date only one learner has withdrawn from the course. The Course Leader worked hard to promote the positive activity taking place on the Creative Way development project, and identified how important it was for Level 2 and KS4 students to have knowledge of progression and employment opportunities when considering taking a place on the course. It is felt that the excellent retention in year one reflects the positives of the new course structure. Both this and the knowledge gained from the project could be potential attributes to the rise in recruitment figures for September 2011 entry, where there has been a 106% increase in applications.

The benefits of undertaking the activities for the development project were clearly evident, and there have been so many positives encountered throughout the last year. Predominantly having the opportunity to visit other campuses and share practice has helped to inject new direction and ideas onto the BND Fashion Promotion course. The chance to step outside your own institution and meet other practitioners and lecturers strengthens the curriculum and equally your own understanding of your practice.

One of the most rewarding factors was having the peace of mind, that the projects and curriculum content that had been established over the last four years on the pathway were already appropriate and providing good progression links. Further ideas have been generated which will continue to be implemented onto the course. The value of meeting with higher education providers is paramount to the success of a further education course and this is an activity which is hoped will continue and it is recommended that other

The benefit of selecting a website as a tool for Information Advice and Guidance material is that it will also provide a fantastic public site to promote the project. The National Diploma Fashion & Clothing - Fashion Promotion website will be accessible through www.fashion-promotion.co.uk or as a link through the South Essex College website course pages:www.southessex.ac.uk

The website will display many areas documented in this report, and these will continue to be updated annually as they evolve: Information concerning workshops, progression activities with higher education providers, the structure of the course, employment links, alumni information, and direct access to all partner institutions.

The report will be available on the Creative Way website as an online version to help share practice and provide accessibility for anyone interested in creating a project around new curriculum development and alignment.

Both hard copies and electronic versions will be sent to all partners involved in the project and dissemination will naturally occur internally with copies being sent to senior staff and management within South Essex College.

The project has already received some excellent promotional coverage following the success of the collaborative “Rebel Rebel” brief with London Metropolitan University. It was featured on both the internal college staff bulletin, the college website for direct access by the public, social networks and various blogs from the Creative Way and London Metropolitan University. It is hoped that this will continue to occur as workshops and further collaborations continue to evolve. This report will be published on both the College and Fashion Promotion website to promote good practice.

12. Dissemination of the Report

13. Conclusions

While the creation of BND Fashion & Clothing – Fashion Promotion can be observed as very specialised, what the development project has exposed is that the course actually contains a high level of diversity in its curriculum structure. It is apparent through learner feedback obtained for the purpose of this report, that this has also been a core promotional aspect of the course when school leavers have made their choices. The outcome is that while being specialised the course offers students exposure to many different activities and skills, opening different progression and career pathways. This appears to be fundamental to the success of Level 3 provision.

It is hoped that the outstanding Progression Agreements will be finalised and signed off over the final weeks of the project and the practice undertaken over the last year will continue to be maintained.Not only with the universities and courses where links are established but with other providers both externally and internally to continue to promote progression at all levels.

The introduction of the Information Advice and Guidance material and a highly effective and well designed website will also support this. The website will continue to be updated annually as both progression activity and the course continues to evolve, strengthen and maintain its success.

Applications for BND Fashion & Clothing – Fashion Promotion are high and learners currently in their first year of study are focused and enjoying the various elements that the course offers.

Despite frustration with concern to both time constraints and gaining initial contact with higher education institutions, the benefits of the Creative Way project have been significant on many levels.

• Securing knowledge that most of the practice and the curriculum structure works well to support progression onto Level 4.

• Identification of new areas of development which will help align the course to Level 4 provisions.

• Opening up dialogue between Level 4 and Level 3 tutors allowing practice to be shared.

• The benefit experienced by learners when activities outlined for progression agreements have taken place, including workshops, collaborative briefs and presentations.

• Personal knowledge gained of the subject specialism by the Course Leader.

• The acknowledgement of the importance that clear IAG material has with concern to supporting progression onto BND Fashion Promotion.

14. Acknowledgements

Liz Pearson:Director, The Creative Way

Judy Kenney: Programme Manager (Art, Design and Technical Theatre) The Creative Way

Richard Pyle: Policy & Communication Manager,The Creative Way

Marianne Forrest:Programme Leader, BA (Hons) Design, London Metropolitan University

Cat Austin:Y03 Student, BA (Hons) Design, London Metropolitan University

Michael Upton:Academic Leader for Recruitment and Marketing, London Metropolitan University

Dr Karen Shepherdson:Principal Lecturer, BA (Hons) Photography, Canterbury Christ Church University

Sheelagh Wright:Course Leader, BA (Hons) Fashion Promotion, University for the Creative Arts Rochester

Bill Kenney:Head of Faculty, Media & Creative Arts, South Essex College of Further and Higher Education

Andy Rees:Head of Higher Education & Access (Curriculum), South Essex College of Further and Higher Education

Kirsti Mclean:Academy Manager Fashion, Media & Creative Arts, South Essex College of Further and Higher Education

Tony Foottit:Academy Manager Graphics / Design, Media and Creative Arts, South Essex College of Further and Higher Education

Paul Bailey:Course Leader, BA (Hons) Graphic Design, Media & Creative Arts, South Essex College of Further and Higher Education

Barbara Hartman:Course Leader, BA (Hons) Photography, Media & Creative Arts, South Essex College of Further and Higher Education

Jenny Sinton:Curriculum Leader & Course Leader, FdA Fashion Communication and Marketing, South Essex College of Further and Higher Education

Tom Beasley:Skills Manager, Skillfast-UK, Leeds

Alex Buka and Owen Williams:sixredsquares, Graphic Design Agency, Southend-on-Sea, Essex

Marketing Department: South Essex College of Further and Higher Education

BND Fashion & Clothing - Fashion Promotion:All Year one and Year two Learners enrolled on the course and new applicants who contributed to this report.