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 Stringer
Curriculum Leader
& Course Leader
BND Fashion & Clothing
Fashion Promotion
Faculty 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 Routes

and 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 College

of 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 b. Move towards establishing

predominantly based on the changing course structure progression agreements with higher
of BND Fashion & Clothing and the creation of the new education institutions.
National Diploma in Fashion Promotion. Essentially This appeared crucial to help with recruitment onto
the focus of the project was to establish successful the Level 3 course. Employment opportunities and
Level 3 course provision with clear progression routes progression into higher education is often a topic
that met the needs of Level 4 providers within the among both parents and school leavers, when attending
Thames Gateway region. It was deemed that these open evening events and looking to make applications.
links would also encourage strong progression from
Level 2 and Key Stage 4 onto Fashion Promotion.
c. The creation of Information, Advice and
This new course had been identified as one of the only
Guidance material.
This was deemed as highly essential for a new course.
kind offering such specialised learning at Level 3 within
Not only would this allow for dissemination of
the East of England and potentially the country. As a
information and an opportunity to share good practice
2nd year pathway the course previously only focused
with concern to the project, but it was also viewed as
on nine units, as a course the harder task would be
essential in clearly defining and outlining exactly what
creating the full eighteen units required for a National
the Fashion Promotion course involved. IAG material
Diploma. The course structure would not only need
would include clear information about the course
to be appropriate to support progression, but equally
content, potential progression and career routes.
maintain excellent retention and continue to build and
It would be essential to encourage successful growth
maintain the strengths already existing.
and raise awareness of this provision, particularly
among school leavers and Connexions advisors who
The project had three core objectives
are potentially more familiar with the conventional
and activities:
Textile and Fashion courses.
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.
 3. Identification of Potential Progression Routes and Partners

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.
 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 need
for 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) Design
The 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. External Links: Canterbury Christ Church University
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.
“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
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.
“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.
 6. External Links: University for the Creative Arts
6.1 Progression Route and Course
Alignment Meeting: BA (Hons) Fashion
Promotion
In 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.
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.
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 College
of 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 from
the 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
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.
“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.
The structure of the FdA Fashion Communication I look forward to working on several collaborative
& Marketing degree contains similarities: Trend projects in the academic year 2010.”
Prediction and Styling, Events Management and Live Jenny Sinton - Course Leader :
Projects. Editorials, and Fashion Marketing undertaken FdA Fashion Communication & Marketing.
as a module across each of the two or three years were
all comparative subjects to those undertaken at Level 3 7.3.1 Progression Agreements and
on Fashion Promotion. The course is also utilising web Proposed Future Links
design and interactive media which is an area to be
• Autumn term - Workshop on portfolio building with
introduced onto BND Fashion Promotion in the future.
2nd year learners – focused on the understanding
of layout, composition, manipulation of images and
When looking for further links between the two courses
how to put a portfolio together. This would not be
that would assist progression, the following were
subjective and would not conflict with other portfolio
identified as areas for development: The potential of
sessions being delivered by other institutions.
projects based around the understanding of typography
– in terms of choice, knowledge and design. The
• A continuation of the successful presentations
importance of a continuation of life drawing and mark
provided to the Fashion Promotion students in year
making projects. This will support learners further at
one during the summer term and again in the early
any level of higher education where drawing skills are
stages of their 2nd year.
viewed as a key element to any design practice.
This should also support the development stages of
• Autumn term - A one week collaborative project,
their own practice, other than the technical elements
potentially to include an educational visit. 2nd
already being covered. Like many other higher
year National Diploma and FdA students will
education providers, the introduction of the Level 3,
work together. This will potentially link to Digital
Extended Project was viewed as relevant to helping
Advertisement and Media as this is a specialist area
support progression. Particularly with effective research
being undertaken by both sets of learners at this time.
and creative thinking.
• Spring term - A one week collaborative project,
It was deemed important that when learners worked on
potentially to include an educational visit.
editorials they were looking at layout composition, and
1st year National Diploma and FdA students will
the position of images on the page. This highlighted
work together (Project to be confirmed: subject to
the relevance of a recent Fashion Promotion -
specification changes).
employer led brief where students had been involved in
designing a trend magazine for a local shopping centre.
• Course Leaders to meet during the summer
This had allowed them to receive direction concerning
when course structures are revised and look at the
layout, page structure and design style by working
identification of potential links. Equally any changes
directly alongside Storm Media, a local graphic design
occurring to course structures which could affect
company. The meeting proved highly informative for
alignment between Level 3 and Level 4 programmes.
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.
 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 Material
for 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 units
in 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.
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.
10.3 Possible Pathway in Y02
The 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:
Y02 Y02
Pathway (1) Pathway (1)
Digital Imaging Fashion Photography
and Photography & Styling
Pathway (2) Pathway (2)
Fashion Promotion & Graphic Design
Journalism & Editorial
10.4 Progression Agreements and Aims to
identify further Higher Education Partners
The 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
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
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.
 12. Dissemination of the Report

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.
 13. Conclusions
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.
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.
 14. Acknowledgements

Liz Pearson: Kirsti Mclean:

Director, Academy Manager Fashion, Media & Creative Arts,
The Creative Way South Essex College of Further and Higher Education

Judy Kenney: Tony Foottit:

Programme Manager Academy Manager Graphics / Design, Media and
(Art, Design and Technical Theatre) Creative Arts,
The Creative Way South Essex College of Further and Higher Education

Richard Pyle: Paul Bailey:

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
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.