BA (Hons) Fashion Design
01 Sep 2026 - 31 Aug 2027
| Course Leader | Sally Phillips |
|---|---|
| Course Team | Steven Wright, Susan James, Torunn Kjolberg, Joanne Terraryoung, Jayne Barne |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Full Time Sandwich, Part Time |
Document Version
| Version | 9 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
The design of the BA (Hons) Fashion Design programme has been informed by the QAA Art & Design Subject Benchmark Statement (2008) and the QAA Framework for Higher Education Qualifications. Additional insight and direction 'For Our Future: The 21st Century Higher Education Strategy and Plan for Wales' (WAG, 2009), with particular reference to graduate employability, the creative industries and digital economy. Links to Relevant Benchmarks and Reference Points UK Quality Guide to Higher Education http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/quality-code-brief-guide.pdfQAA framework for HE, 2008 http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdfArt and Design Subject Benchmarks, 2008 http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/ADHA08.pdfQAA programme specification guidance, 2006 http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/guidelines06.pdfFor Our Future, 2009 http://wales.gov.uk/docs/dcells/publications/091125hedocen.pdfQAA
Subject Benchmarks
The QAA Art & Design subject benchmarks are outlined below and mapped against the Fashion Design programme's learning outcomes. Each module comprises of a sub-set of these learning outcomes, with each outcome assessed at each level of the programme. This is identified clearly within the programme specification and within each module descriptor under the 'assessment criteria' section.
Subject knowledge and understanding, attributes and skills:
1. Articulate and synthesise their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self-fulfilment.
2. Apply, consolidate and extend their learning in different contextual frameworks and situations, both within and beyond the field of art and design.
Subject-specific knowledge and understanding, attributes and skills:
3. Generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity
4. Employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making
5. Select, test and make appropriate use of materials, processes and environments develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes, or texts
6. Manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination
7. Be resourceful and entrepreneurial.
Professional Practice:
8. The critical, contextual, historical, conceptual and ethical dimensions of the student's discipline in particular, and art and design in general
9. The artist's or designer's relationship with audiences, clients, markets, users, consumers, participants, co-workers and co-creators.
10. Implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies, and in interdisciplinary approaches to contemporary practice in art and design.
Generic Skills Self-management - students will have the ability to:1
11. Study independently, set goals, manage their own workloads and meet deadlines;
12. Anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity. Critical engagement - students will have the ability to:
13. Analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation;
14. Source and research relevant material, assimilating and articulating relevant findings;
15. Formulate reasoned responses to the critical judgements of others;
16. Identify personal strengths and needs, and reflect on personal development.
Group/team working and social skills - students will have the ability to:
17. Interact effectively with others, for example through collaboration, collective endeavour and negotiation.Skills in communication and presentation - students be able to:
18. Articulate ideas and information comprehensibly in visual, oral and written forms;
19. Present ideas and work to audiences in a range of situations;
20. Use the views of others in the development or enhancement of their work.Information skills - students will have the ability to:
21. Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources;
22. Select and employ communication and information technologies.Personal qualities:23. Students will have an enthusiasm for enquiry into their discipline and the motivation to sustain it.
Educational Aim
The following take account of QAA Benchmarks in Art and Design and History of Art, Architecture and Design. For clarify, appropriate sections are referred to directly where appropriate.
The BA (Hons) Fashion Design course aims to:
• Provide students with the skills to address the practical and theoretical concerns of two-dimensional and three-dimensional media, materials, and processes specific to design in the worn context; this includes the cognitive skills of inquiry and synthesis, involving a sequence of research, formulation, reflection, iteration and integration of specific subject-based knowledge.
• Enable students to engage in a wide range of design problems involving analysis and synthesis, culminating in the creation of design outcomes, such as hand and computer-aided drawings or images, prototypes, accessories, garments, proposals, or virtual designs, using a range of processes and methods.
• Foster a sense of professional and ethical responsibility in relation to the fashion and associated design industries, including but not limited to intellectual property, sustainability, accessibility, inclusivity, diversity, disability, ergonomics, function and aesthetics.
• Engender in students a holistic view of design thinking, process and fashion practice, enabling students to draw from their divergent learning in order to identify and solve design problems.
• Develop an awareness that design practice and designed objects are situated within various socio-political, environmental, cultural, historical, or professional contexts and that these should be understood and appreciated by the practitioner throughout the design process.
• Develop students’ reasoning, involving flexibility of ideas and methods, informed by an awareness of current and/or past critical debates, including considerations of technology, commerce, ethics and function.
• Facilitate the acquisition of discipline specific as well as more general professional skills to operate in the creative industries, including but not limited to effective written, oral, and visual communication, collaboration, independent working, reflective thinking, adaptability, project management, and decision making.
Learning Outcomes
| A1 | Design KnowledgeDemonstrate knowledge of the theories and principles relating to the practice of design, including understanding of design methods, techniques, technologies, and processes, visual language principles of design embodiment, and design analysis. |
| A2 | Systemic UnderstandingDemonstrate an awareness of the designer’s relationships with audiences, users, consumers, and/or participants and the role of the designer in generating specific responses via these relationships. |
| A3 | Cultural ContextDemonstrate an understanding of the physical, aesthetic, technical, geographical and, social qualities of a design within the scope of a wider context; to understand the fundamental historical and contemporary issues that affect the context for fashion design. |
| A4 | Application of Theory to Practice Engage with the concepts, values, and debates that inform the study and practice of Fashion design; to acquire coherent and detailed knowledge and understanding of these using relevant primary and secondary sources; and to manage one’s own learning by reflecting upon how this knowledge and understanding of the subject relates to their own design practice. |
| B1 | Creative Skills and Design Thinking Conceptualise, investigate, and develop two-dimensional, three-dimensional, or virtual designs through media, materials, and processes specific to a fashion design context; to generate ideas, concepts, proposals, solutions, or positions independently and/or collaboratively in response to set briefs and/or as self-initiated activity; and to employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making. |
| B2 | Research, Analysis, and Synthesis Conduct research using a variety of methods, to break down and critically evaluate a problem, task, design, concept, or a body of evidence, and to bring together ideas from disparate sources in a productive way, in order to identify solutions or to produce logical and structured narratives supported by relevant evidence. |
| B3 | Communication Articulate information, positions, and ideas clearly and succinctly to specialist and non-specialist audiences, verbally, visually, and in writing. |
| B4 | Reflection Critically reflect upon one's own work and the work of others; to identify strengths and weakness in one’s work and routes for moving forward, both independently and with consideration of external feedback; to identify one’s skill or knowledge gaps in relation to one’s desired career path, further study options, or personal development and self-fulfilment. |
| C1 | Project ManagementStudy and work autonomously in a self-directed manner to set goals, make decisions, and manage workloads in relation to a set or self-selected brief; to take responsibility for one’s own work whilst working independently and/or collaboratively. |
| C2 | Professional PracticeAppreciate the issues that influence the processes and delivery of design outcomes in the real world. An understanding of the relationships of those in the industry, the audiences, the processes, the users, society and culture. An understanding of the issues of social and ethical concerns within Fashion Design. |
| C3 | Technical SkillIn a physical and virtual environment, identify and employ appropriate materials, media, techniques, methods, technologies, and tools associated with the production of garments, accessories, worn objects and their associated processes. |
| C4 | Entrepreneurial SkillApply resourcefulness to support one's own practice and/or the practice of others, with the ability to anticipate and accommodate change and work within the contexts of uncertainty and unfamiliarity; the ability to recognise the potential for future opportunities in design practice through feasibility studies, as well as entrepreneurial opportunities within the creative industries. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| FA1S58 | MOD011929 | Fashion Engineering 1 – Fashion Introduction | Running | 20 | specified |
| FA1S59 | MOD011930 | Fashion Engineering 2 – Sustainable Production | Running | 20 | specified |
| FA1S60 | MOD011932 | Fashion Design 1 – Fashion Design Methods | Running | 20 | specified |
| FA1S61 | MOD011933 | Fashion Design 2 – Circular Fashion Design | Running | 20 | specified |
| FA1S63 | MOD011940 | Fashion Communication | Running | 20 | specified |
| FA1S70 | MOD013668 | Fashion Studies | Running | 20 | specified |
| FA1S70W | MOD013739C | Astudiaethau Ffasiwn | Running | 20 | optional |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| FA2S44 | MOD011942 | Fashion Cultures 2 – Fashion and Society | Running | 20 | specified |
| FA2S53 | MOD013364 | Fashion Engineering 3 – Phigital Fashion | Running | 20 | specified |
| FA2S54 | MOD013366 | Fashion Design 4 – Collaborative Design | Running | 20 | specified |
| FA2S58 | MOD013381 | Fashion Engineering 4 – Advanced Pattern Cutting and Materials | Running | 20 | specified |
| FA2S59 | MOD013382 | Fashion Design 3 –Experimental Digital Fashion | Running | 20 | specified |
| FAPU06 | MOD011960 | Fashion Industry Experience Diploma | Running | 120 | specified |
| FA2S60 | MOD013661 | Fashion Industry Experience | Running | 20 | specified |
| FA2S60W | MOD013736C | Profiad yn y Diwydiant Ffasiwn | Running | 20 | optional |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| FA3S44 | MOD011961 | Professional Practice 1- Launching Collection Research | Running | 20 | specified |
| FA3S45 | MOD011962 | Professional Practice 2 - Launching Collection Realisation | Running | 20 | specified |
| FA3S46 | MOD011964 | Critical Research in Fashion | Running | 20 | specified |
| FA3S47 | MOD011967 | Fashion Futures | Running | 20 | specified |
| FA3S48 | MOD011968 | Professional Strategies | Running | 20 | specified |
| FA3S48W | MOD013438C | Professional Strategies | Running | 20 | optional |
| FA3S49 | MOD011970 | Professional Portfolio | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Active/simulation based
Simulation-based learning is used across modules where briefs are aligned to industry design briefs and where we replicate how creative pipelines would work in a real-world scenario. Students would be expected to be behave in a professional way and to follow technical guidance and procedure in a risk-free learning environment.
Lectures
The course is delivered to suit the changing needs of the fashion industry. This approach is used to cover a range of teaching activities from traditional lectures through to project briefings, live briefs and visiting guest speakers.
Seminars
Seminars are used across modules and usually following lectures for the critical or research elements.
Tutorials
1-1 tutorials are available for most modules. 1-1 tutorials for the PAC tutorial scheme runs across all year groups but the hours are not included here.
Groupwork
Groupwork forms part of many modules across the course, allowing students to identify their strengths by working as part of bigger teams.
Work-based
As part of the Academic Blueprint courses must include at least 70 hours of Relevant Work Experience or equivalent (‘RWE’), this is done through the Professional Practice module in Year 2. Students may also undertake additional placements where available and be assessed upon the outcomes of these activities.
Project Supervision
Project supervision is built into longer modules or larger projects to enable us to tailor the support required.
Practical Classes and Workshops
Practical classes and workshops span across all year groups but the majority of this type of teaching will take place in Years 1 & 2.
Supervised time in studio/workshop
Students are engaged in practical activities and set tasks in a studio or workshop setting whilst a member of staff is present in order to achieve intended learning outcomes.
External Visits (including fieldtrips)
We facilitate external visits to UK based agencies, industry and design businesses. Visits to local and national museums and to specialist archives and collections. Also, we have great local links within the South Wales and South West area where we take learners to visit businesses. We have operated annual international trips to Berlin, New York, Stockholm among others.
Directed Study (including Online Learning)
Directed study refers to set exercises or tasks to be undertaken either independently by students or as part of small teams. Usually students will complete the set task or exercise for the following session where the outcomes will be reviewed by staff and their peers.
Independent Study
Students are expected to undertake self-directed learning in the form of Independent study, this includes practical work, research, or other forms of activity. This may contribute directly towards an assignment or serve to broaden their contextual knowledge within the subject area.
Placement
Students are supported to find work placements to form part of their Professional Practice.
Study Abroad
Students can take part in the Erasmus scheme and we offer the sandwich year.
Formative assessment-scheduled
During all project work there is a continuous process of formative assessment both in informal 1 to 1 tutorial and from group work with peers.
Employer Engagement
Visiting Speakers
Each year a selection of industry relevant visiting speakers will be invited in to give talks and provide workshops and seminars. In the first instance these may be targeted towards the learning and teaching of a certain module, however, general talks which apply to all areas of fashion will also be considered.
Fieldwork
Our students will engage in consumer, market, trend and industry research where they are tasked with gathering data, doing observational drawing, street-photography etc.
Fieldtrips
A range of fieldtrips are organised as a part of the learning and teaching of individual modules. For example, year 1 students participate in a day visit to the St Fagan’s Museum of Social History where they conduct object-based research on their extensive teaching collection of historical garments. Every year have at least one trip to London to visit trade fairs and key exhibitions.
Work Placements
Many of our students also do shorter placements over the summer period as an alternative to the year-long placement option.
Sandwich Years
We offer a Placement year after Level 5. This has been a popular and successful option for our students.
Other
Live briefs and the inclusion of industry panel members on student presentations.
Means of Assessment
- Project Output
- Portfolio
- Coursework
- Fieldwork
- Written Assessment
- Oral Assessment
- Practical Assessment
- Presentation
- Dissertation
Learning Support
Personal tutor
All students will be allocated a Personal Academic Coach (PAC). The role of the PAC will be to work with students to consider their academic and profession progress on the course and in university life overall, not just individual assignments or modules. They will also be able to direct students to the best support on any financial, health, disability, learning difference or personal issues students may have.
Where possible and dependant on staff availability the Personal Academic Coach will remain consistent thorough the student's progression on the course.
Office hours
The course team will all have a set amount of office hours, students will be notified when and where lecturers are available for drop-in sessions to discuss course work or any other issues.
The course team are generally available throughout the week during standard office hours, either in the studios or in their office, in case of any enquiries or emergencies.
Tutorials
Tutorials can take the form of a one-to-one or group discussion with a tutor. Each module has a component of tutorial, but the emphasis on this format will change depending on the module.
Seminars
A seminar is normally a group discussion with a tutor in which a small number of students where they can discuss their progress together. This is beneficial as students get an opportunity to see their peers progress, helping build their confidence by providing constructive support to others. This format of learning is well suited to both practical and the theoretical based modules within the course.
Formative Assessment
Formative assessment is integrated in every module, usually around mid-way or ¾ through the module. This provides students with a valuable opportunity for “feed-forward” advice in preparation of the completion of their assignment. The format of the formative assignment may range from presentation on work-in-progress, pitches, draft submission, toile fittings etc.
Progress meetings
Progress meetings are facilitated by the module’s teaching team and cover aspects such as scheduling, technical trouble shooting, advice on progress, and critique.
Research Supervision
For modules such as Critical Research (Dissertation), where students are expected to be working largely independently, they will be allocated a supervisor who will guide them throughout their research. Students and staff will keep in touch using a variety of methods including email and regular supervision meetings. Staff will offer ‘office hours’ for drop-in discussions and will schedule meetings with students.
Online Resources
The University’s online learning environment, UniLearn, provides access to information about the course, through the Course Organisation, and materials and resources for each of the modules to support the students’ learning as set out in the University’s Virtual Learning Environment (VLE) Minimum Requirements Policy.
Further, class-based (closed) Facebook groups provide a useful communication and feedback tool for staff and students. The course’s Instagram feed has also become an important vehicle for showcasing our students’ work, creating a community and communicating our ethos.
Learning Analytics (JISC) is used to enable tracking of students’ progress and engagement. All staff have received training in using DataX Jisc Learning Analytics and have trialled this for online registers and PAC Tutorials for the Academic year 2019-20.
Students are encouraged to develop their own online professional presence and to share useful resources and inspiration with others. Professional collaboration tools such as Google Docs are used to support team working and project management.
Advice Centres
Advice Zones are the first point of contact for advice and information regarding university life. Advice Assistants offer confidential, impartial guidance and advice on a range of issues including extenuating circumstances. Advice Assistants are also able to answer and advise on queries, questions or concerns regarding booking appointments with specialist teams such as Counselling, Disability and Dyslexia, Money Advice and Progression Advice.
DDS Service
The Disability Service provides information, advice and guidance to and co-ordinates support for USW students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g. dyslexia) and autism. A confidential service where students can discuss their individual requirements. DDS can advise on what support is available and help students apply for it.
The Disability Service also has a key role in ensuring the University meets its commitment to providing an inclusive environment for disabled students. See our Policies and Equality Scheme.
IT/Library
IT and media resources are a common thread behind many of the activities which help to enhance students’ learning experience, such as their online student account (giving access to email, printing and payments and more), UniLearn (the online learning environment), open access to computers on each campus, printing services, and media equipment.
USW has a strong commitment to providing technology-based learning environments to support students. Whether studying on campus, at home or elsewhere, students have web access to their course materials anytime and anywhere.
The recently refurbished Library is where students can get the help from specialist librarians who can offer advice on finding resources for their studies. The library contains a wide range of books including copies of every set or recommended texts for each of their modules. USW also provides access to journals and data bases related to the discipline so students can keep up to date with the latest research.
There is also a periodicals collection with newspapers and a range of fashion magazines. Many of these resources are also available digitally. The library staff in consultation with academic staff, work proactively on making sure our offer of books and other resources is current and up-to-date.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3 | Exit |
Progression Route
Graduates can progress into graduate-level roles within fashion design and communication and a whole range of associated creative disciplines. Graduates from the course may establish freelance careers or set up creative communities or companies of their own. The graduate's skillset and transferable skills obtained from the course would enable them to move into other design and digital disciplines. Graduates can also progress to further study at Masters level or other post-graduate provision, such as a PGCE, at either USW or an alternative higher education provider
Entry Requirements
Admission to the course is typically through the following qualifications:
The entry criteria below show the qualification range within which the University will make offers. Most offers we make are at the top of the range, but we take all aspects of an application into consideration and applicants receive a personalised offer. Combinations of qualifications are acceptable and other qualifications not listed here may also be acceptable.
Interview
All applicants are invited to interview.
The portfolio should demonstrate strong artistic and creative abilities, preferably produced during the most recent course of study, and can include any personal work or projects, including Art and textiles, writing, illustration, graphic design, photography, video and a clear interest in Fashion communication.
Entry Requirements
An interview and portfolio are required for this fashion design course.
1. Typical A-Level Offer
BCC - CDD to include a relevant art and design subject (this is equivalent to 104-80 UCAS tariff points).
2. Typical Welsh BACC Offer
Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in the Skills Challenge Certificate and BC - CD at A Level with a relevant art and design subject (this is equivalent to 104-80 UCAS tariff points).
3. Typical BTEC Offer
BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass in a relevant subject (this is equivalent to 112-80 UCAS tariff points).
4. Typical IB Offer
Pass the International Baccalaureate Diploma with a minimum score of 29 overall including 5 or above in English at standard level
5. Typical Access to HE Offer
Pass the Access to HE Diploma with a minimum of 80 UCAS tariff points
6. Additional Requirements
GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances
7. International Entry Requirements
We also welcome international applications with equivalent qualifications. Please visit the country specific pages on our international website for exact details.
a) English Requirements
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.
However, if you have previously studied through the medium of English IELTS might not be required, but please visit the country specific page on our international website for exact details. If your country is not featured please contact us.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
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