Diploma in Fashion Design Programme Structure

The module consists of two units.
The units aim to provide the opportunity for students to explore, at some depth fashion wear where they will use inspirational source material to produce fashion wear firstly, to satisfy the needs of a client and secondly, for self-expression. The work will be based on a highly personal approach to innovative ideas and traditional techniques, requiring good practical skills. Underpinning knowledge will be partly provided by the facilitator and further discovered through research.

The module consists of two units.
The units aim to provide the opportunity for students to explore, at some depth fashion wear where they will use inspirational source material to produce fashion wear firstly, to satisfy the needs of a client and secondly, for self-expression. The work will be based on a highly personal approach to innovative ideas and traditional techniques, requiring good practical skills. Underpinning knowledge will be partly provided by the facilitator and further discovered through research.

The learning unit is about cognitive and technical skills needed for students to demonstrate a sound understanding of the purpose and function of technical drawings in the fashion design context.

This module contains three learning units.

This first unit develops the ability to undertake secondary research into topics of a complexity and at a level of intellectual rigour appropriate for higher-level learning. Students will need to be able to use libraries and electronic sources in an informed and structured way with some limited direction and guidance, make judgements about the appropriateness of sources and extract relevant information.

The second unit enables the students to demonstrate an understanding of the relevance of history of fashion and costume as a source of contemporary design inspiration, as well as a historical commentary on socio- economic and cultural change in the context of pre 20th century fashion and costume. The student will be able to demonstrate a basic knowledge of the origins of fashion and the characteristics of the pre 20th century dress.

The third unit enables the individual to play a key part in his or her own development. It provides the opportunity for important transferable knowledge and skills gained in the workplace or through a variety of structured activities to be formally recognised.

The learning unit aims to equip students with a basic understanding of how textile components of products are made and how appropriate fabric or product performance is achieved.

The module consists of two units.
The units aim to provide the opportunity for students to explore, in more depth fashion wear where they will use inspirational source material to produce detailed fashion wear of a more advanced nature within a defined context firstly, to satisfy the needs of a client and secondly, for self-expression. The work will be based on a highly personal approach to innovative ideas and traditional techniques, requiring good practical skills. Underpinning knowledge will be discovered through research and facilitated by the facilitator.

The module consists of two units.
The units aim to provide the opportunity for students to explore, in more depth fashion wear where they will use inspirational source material to produce detailed fashion wear of a more advanced nature within a defined context firstly, to satisfy the needs of a client and secondly, for self-expression. The work will be based on a highly personal approach to innovative ideas and traditional techniques, requiring good practical skills. Underpinning knowledge will be discovered through research and facilitated by the facilitator.

The learning unit is about cognitive and technical skills needed for students to demonstrate a sound understanding of the purpose and function of advanced technical drawings in the fashion design context.

This module contains three learning units.
The first unit develops the ability to work collaboratively with others, employing appropriate communication skills and appreciating how interactions with others affect individual behaviour. They should also be able to keep accurate and structured notes and records of information, and process, analyse and present that information, from various sources and in different formats.

The second unit will provide the students with supporting knowledge required, demonstrating an understanding of fashion in general and the major influence played upon by internationally recognized designers, both in a historical and a current context.

The third unit enables the individual to play a key part in his or her own development. It provides the opportunity for important transferable knowledge and skills gained in the workplace or through a variety of structured activities to be formally recognised.

The learning unit aims to equip students with a solid understanding of textiles (the fibres, yarns, fabrics and finishes) used in the fashion design industry, the interrelationships among these components and their impact on product performance and product satisfaction.

The module consists of three units.
The first unit provides a logical progression from the first learning unit of Fashion Design III, where following preparation of the groundwork, the next stage is to transform the design concept into a three-dimensional work of fashion.

The second unit is about the development of self-expression and personal style culminating in a unique and exemplary product. It provides the opportunity to use a range of creative skills to develop a design idea into a final outcome that satisfies personal needs. The unit builds on the research carried out in the second learning unit of Fashion Design III.

The third unit is about the knowledge and technical ability needed to perform and distinguish between different specialized/advanced techniques in historical and contemporary fashion wear production.

This module contains three learning units.
The first unit enables the individual to play a key part in his or her own development. It provides the opportunity for important transferable knowledge and skills gained in the workplace or through a variety of structured activities to be formally recognised.

Higher-level learning requires that students can apply logic to make sense of experience and recognise how their own values, belief systems and attitudes shape their perceptions of reality. The second unit is concerned with developing this ability and with the student’s capacity to reflect on his or her experiences and use this to enable their learning. They also need to be able to give feedback to, and receive feedback from, others to enable effective learning. These are core skills required for higher-level study, and involve students in taking responsibility for their own learning.

The third unit develops the ability to undertake secondary research into topics of a complexity and at a level of intellectual rigour appropriate for higher-level learning. Students will need to be able to use libraries and electronic sources in an informed and structured way with some limited direction and guidance, make judgements about the appropriateness of sources and extract relevant information. They will also be able to use information extracted in this way to enable them to resolve problems and make reasoned arguments in defence of proposed solutions.