Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Means of Assessment

Assessment on the BA (Hons) Fashion Marketing course is designed to be authentic, future-facing, and grounded in real-world practice. Students complete a mix of individual and actively collaborative tasks, scaffolded within each module to ensure clarity, relevance, and progression. Assessment weighting will evolve as students move through the course, gradually increasing expectations for independence, criticality, and professional-level outputs. Assessment literacy is developed through formative activities, in-class feedback, and guided reflection, empowering students to understand expectations and take ownership of their learning. 

Aligned with the QAA Subject Benchmark Statement, the strategy prioritises challenge-based assessment that reflects tasks graduates will encounter in the workplace. Students pitch campaign ideas, analyse consumer data, and develop entrepreneurial concepts, demonstrating their ability to apply knowledge creatively and strategically in professional contexts. Students engage in research-rich learning, drawing on current academic and industry insights to inform their practice. The strategy reflects the rapidly evolving creative industries, shaped by digital ecosystems, hybrid professional roles, inclusivity imperatives, and micro-entrepreneurship. Sustainability is embedded across modules, encouraging responsible and ethical approaches to marketing. 

Recognising the growing significance of GenAI, the assessment design embraces innovation. As Kanbach et al. (2023) observe, GenAI is shifting the human role “from content creation to evaluation and editing,” and the course reflects this by embedding AI literacy as a core graduate attribute. All assessments are mapped to Level 5 on the USW AI in Assessment Scale, positioning AI as a study skill and creative tool rather than a threat to academic integrity. Students are encouraged to use AI critically—for ideation, refinement, and evaluation—while still demonstrating analytical thinking, strategic judgement, and personal input. Uncritical or unrefined use of AI will not meet the required standards, not because AI is used, but because it does not evidence the depth of understanding expected. 

This approach ensures graduates are industry-ready, digitally fluent, ethically aware, and creatively confident—prepared to thrive in a landscape defined by adaptability and innovation. 

Learning Support

Induction 

All students will be invited to an induction week at the start of the academic year, which is where students will have a chance to meet others on the course, be welcomed into academic life, and establish mutual expectations with staff on the course. 

The induction week will include both university-wide events introducing many central university services, as well as course and faculty specific induction events. 

The induction 

Induction events will also be extended throughout the first block of term 1 for new undergraduate students, to allow students a welcoming and managed introduction to their university studies. 

Induction activities will feature an immersive, cross-disciplinary collaborative project with the BA Fashion Design course. This initiative is designed to foster early student engagement, promote peer interaction, and contribute positively to community building and course retention. 

Learner Analytics 

Learner Analytics will be used to track student attendance and engagement across the course.  Students will be introduced to the Learner Analytics system in the first week of teaching in Block 1. 

Office hours 

The teaching team maintain an ‘open door’ policy where students are encouraged to attend the staff offices and resolve any queries at any time.   

Module and Course Leaders will also maintain weekly ‘office hours’ throughout the teaching term, in order for students to have a guaranteed time where they know staff will be available to respond to any queries.  

Tutorials 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, and seminars. 

Seminars 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, and seminars. 

Formative Assessment 

Formative Assessment is a chance for students to receive feedback on their assessed work that does not count towards their formal mark for the module or course.  This is an ongoing process aimed to be developmental and encourage students to improve both their understanding and performance.   

Formative assessment is included throughout the course both formally (through draft submission points in some modules) and throughout the learning process as an integral part of the learning process.  

Progress meetings 

All students on the course will be assigned a Personal Academic Coach, who will be consistent throughout their degree.  A Personal Academic Coach is someone within your course team who supports your overall progress, rather than focusing on individual assignments or modules. All students will have three PAC sessions with their coach in the academic year.  

Research Supervision 

This is not relevant for this course. 

Online Resources and Digital Support 

Students will be provided with online resources through the university’s Virtual Learning Environment, Blackboard.  Each module will include a range of guided and online materials to support students in their learning and achievement of the module aims. 

Library Services 

Library Services?provides a wide range of high-quality library and information services to students, academics and researchers, including access to a range of materials, books, journals, and subscriptions.  

Students will be signposted to Library Services in a session in the first module, as well as integrated sessions in modules in year 2 and 3 of the course. 

Student Development and Study Skills (SDSS) 

USW Study Skills can help students develop the writing, maths, IT, and other skills you need to succeed at your studies.  

Students will be signposted to the Student Development Service in Induction week, and sessions with the Study Skills team will be integrated into the first module of each year to ensure all students are familiar with the service and offering.  

Advice Zone 

The Advice Zone is the first point of contact for all student enquiries. They offer confidential advice on anything that affects your ability to study, and they work with a range of other services to ensure you receive the overall support you need. 

Students will be signposted to the Advice Zone during induction and in the Course Handbook. 

Disability Advice Team 

The?Disability Advice Team?provides information, advice and guidance, and co-ordinates disability-related support for USW students.?This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (eg, dyslexia) and autism. 

Students will be signposted to the Disability advice team on an ad-hoc basis by Personal Academic Coaches whereever necessary, as well as introductions to the whole cohort during induction and via the Course Handbook. 

Mental Wellbeing 

USW has several teams who can support students with mental health and wellbeing. 

Students will be signposted to the range of services in induction and through their course handbooks.   

In the first instance, students will book a Wellbeing Advice Appointment through the Advice Zone Online, and then the advisor will explore student needs and signpost to further support, as well as referring to a mental health adviser or counsellor if appropriate. 

Progression Advice Team 

The?Progression Advice Team?works with students to identify areas of academic concern, advise on options available and suggest a holistic support plan.  

Students will be signposted to the Progression Advice Team via module or course leaders, as well as via their Personal Academic Coach, whenever deemed suitable on an ad-hoc basis. 

Careers Service 

USW Careers?provides support with careers advice, employment, freelancing, work placements, and much more to help you prepare for your future. 

As well as being signposted in the course handbook and induction, the Careers service will be introduced to students in the first module and deeply integrated in the Fashion Industry module, where application pack support will be offered as well as an assessment centre assessment will be run with support from the Careers service. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

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