LEVEL 3 AWARD, CERTIFICATE AND DIPLOMA IN FASHION RETAIL

Transcription

1 LEVEL 3 AWARD, CERTIFICATE AND DIPLOMA IN FASHION RETAIL QUALIFICATION GUIDANCE Level 3 Award [ ] Level 3 Certificate [ ] Level 3 Diploma [ ] 501/0959/5 501/0960/1 Issue 5 501/1540/6 Jun 17

2 About ABC Awards ABC Awards is a leading national awarding organisation which has a longestablished reputation for developing and awarding high quality vocational qualifications. We are committed to developing qualifications, which help learners and organisations, by cultivating the relevant skills for learning, skills for employment and skills for life. We work with hundreds of centres nationally and thousands of learners achieve an ABC Awards qualification each year. ABC has an on-line registration system to help customers register learners on ABC s qualifications, units and exams. In addition it provides features to view exam results, invoices, mark sheets and other information about learners already registered. The system is accessed via a web browser by connecting to our secure website using a username and password. Sources of Additional Information The ABC website provides access to a wide variety of information. Copyright All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers. This document may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use.

3 Contents Page No Qualification Overview Introduction 2 Aims 2 Target Group 2 Progression Opportunities 3 Tutor/Assessor Requirements 3 Qualification Structure and Content 4 Rules of Combination 5 Unit Details 10 Recognition of Prior Learning (RPL), Exemptions, Credit 81 Transfers and Equivalencies Certification 82 Glossary 83 This is a live document and as such will be updated when required. It is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Guidance is in use. Any amendments will be published on our website and centres are encouraged to check this site regularly. 1

4 Qualification Overview Introduction These qualifications have been developed in association with the Fashion Retail Academy London. They have been developed with the primary aim of enabling learners to acquire the depth of skills and underpinning knowledge to support progress into further education / training or employment (on a management training programme) within a Fashion Retail Company. These qualifications provide opportunities for integrated learning through practical application in-store and academic activities. The assessment methodology combines both practical industry-based assessments, along with the traditional academic methods. This delivery and assessment approach ensures the learners have a fulfilling experience in developing their personal attributes along with skills and knowledge to excel in the fashion retail industry and harbour an entrepreneurial talent. As identified by the sector, a career in retail represents a future of unlimited potential, responsibility and personal development. These qualifications provide a unique opportunity to progress within the sector and provide an excellent opportunity for further progression into higher study (Foundation Degree or Honours Degree) and a fulfilling career within fashion retail. Aims The ABC Level 3 Award / Certificate / Diploma in Fashion Retail: enable learners to develop knowledge, understanding and applied skills of specialist fashion retail management encourage progression by assisting in the development of knowledge, understanding and skills that learners will need to access further or higher education or to enter employment encourage an evaluative approach to personal and professional development Target Group These qualifications are designed for those learners who have achieved a Level 2 Fashion Retail qualification and who wish to continue within the sector into a Further Education vocational programme. 2

5 The Level 3 Award / Certificate / Diploma in Fashion Retail may be offered as freestanding qualifications in their own right or offered to learners on other full / part-time or block release retail / fashion courses who wish to acquire a more detailed knowledge and practice of Fashion Retail. ABC expects approved centres to recruit with integrity on the basis of a learner s ability to contribute to and successfully complete all the requirements of a unit(s) or the full qualification. Progression Opportunities Learners who successfully gain the ABC Level 3 qualifications in Fashion Retail can progress to: further ABC Level 3 and Level 4 Retail qualifications employment on a management training programme within a Fashion Retail company new business start-up or other employment Retail Fashion Management Foundation Degree or Honours Degree or associated HE programmes Centres should be aware that Reasonable Adjustments which may be permitted for assessment may in some instances limit a learner s progression into the sector. Centres must, therefore, inform learners of any limits their learning difficulty may impose on future progression. Tutor/Assessor Requirements We require those involved in the assessment process to be suitably experienced and / or qualified. In general terms, this usually means that the assessor is knowledgeable of the subject / occupational area to a level above that which they are assessing. Assessors should also be trained and qualified to assess or be working towards appropriate qualifications. Language These specifications and associated assessment materials are in English only. 3

6 Qualification Summary ABC Level 3 Award/Certificate/Diploma in Fashion Retail Qualifications Level 3 Award in Fashion Retail (Operational End Date: 30/06/2016) Level 3 Certificate in Fashion Retail Level 3 Diploma in Fashion Retail Regulation The qualifications indicated above are all regulated by Ofqual Internal assessment, internal and external moderation. Assessment Specific requirements and restrictions may apply to individual units within qualifications. Please check unit and qualification details for specific information Award - Pass Grading Certificate Pass Diploma Pass/Merit/Distinction Award 01/09/2010 Operational Start Date Certificate 01/09/2010 Diploma 01/11/2010 Operational End Date Award: 30/09/2016 Certification End Date Award: 30/09/2017 Award: 30/09/2016 Review Date Certificate 31/07/2019 Diploma 31/07/2019 ABC Sector Retail / Warehousing / Distribution Ofqual SSA Sector 7.1 Retailing and Wholesaling Support from sector bodies People 1st Additional guidance and advice to support these qualifications and units is freely available to approved ABC ABC Administering Office centres See ABC web site for the contact details of the administering office 4

7 Level 3 Award in Fashion Retail Rules of Combination: Learners must achieve a minimum of 7 credits at Level 3 Units (minimum of 7 credits) Level Credit Value GLH Page No. Team management skills for Fashion Retail [Y/602/2342] Understanding factors influencing the Fashion Retail environment [R/602/2341] Planning and developing ranges for Fashion Retail [T/602/2347] Designing visual merchandising displays for Fashion Retail [F/602/2349] Developing Fashion Retail brands [A/602/2348] Promotional activities in Fashion Retail [H/602/2344] Styling Fashion Retail customers [D/602/2343] Creating digital image presentations for Fashion Retail [T/602/2350] Understanding the evolution of fashion retailing [L/602/2340] Preparing for personal progression in Fashion Retail [M/602/2346] Numbers in box brackets indicate unit number. If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification. Qualification Purpose B Prepare for further learning or training and/or develop knowledge Learners must have an aptitude and enthusiasm for Fashion Retail. They should have GCSE Maths and English grade C or equivalent. Familiarity with standard software packages would Entry Requirements be an advantage This qualification is a progression route for learners who have successfully completed the ABC Level 2 Fashion Retail qualifications Section 96/97 Pre LARA Aim Reference Recommended GLH 1 Minimum 55 Recommended TQT 2 Credit Value Points Score See ABC web site / Qualifications Directory Contribution to Threshold See ABC Qualifications Directory ASL Option N/A Foundation Learning N/A Type of Funding Available See LARA (Learning Aims Reference Application) Qualification/Unit Fee See ABC web site for current fees and charges Learners who achieve units within this qualification are eligible to claim credit transfer for those units towards the credit Additional Information required for the ABC Level 3 Certificate and Diploma in Fashion Retail Please see ABC web site for qualifications that are eligible for Credit Transfer / RPL / Exemption 1 See Glossary of Terms 2 See Glossary of Terms 5

8 Level 3 Certificate in Fashion Retail Rules of Combination: Learners must achieve a minimum of 30 credits at Level 3 of which 15 credits must come from the Mandatory units in Group A a minimum of 15 credits must come from the Optional units in Group B Units Level Credit Value GLH Group A Mandatory units (total of 15 credits) Team management skills for Fashion Retail [Y/602/2342] Understanding factors influencing the Fashion Retail environment [R/602/2341] Group B Optional units (minimum of 15 credits) Planning and developing ranges for Fashion Retail [T/602/2347] Page No Designing visual merchandising displays for Fashion Retail [F/602/2349] Developing Fashion Retail brands [A/602/2348] Promotional activities in Fashion Retail [H/602/2344] Styling Fashion Retail customers [D/602/2343] Creating digital image presentations for Fashion Retail [T/602/2350] Understanding the evolution of fashion retailing [L/602/2340] Preparing for personal progression in Fashion Retail [M/602/2346] Numbers in box brackets indicate unit number. If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification. Qualification Purpose Entry Requirements B Prepare for further learning or training and/or develop knowledge Learners must have an aptitude and enthusiasm for Fashion Retail. They should have GCSE Maths and English grade C or equivalent. Familiarity with standard software packages would be an advantage This qualification is a progression route for learners who have successfully completed the ABC Level 2 Fashion Retail qualifications Section 96/97 Pre LARA Aim Reference Recommended GLH Recommended TQT Credit Value 30 Points Score Contribution to Threshold ASL Option Foundation Learning Type of Funding Available Qualification/Unit Fee See ABC web site / Qualifications Directory See ABC Qualifications Directory N/A N/A See LARA (Learning Aims Reference Application) See ABC web site for current fees and charges 3 See Glossary of Terms 4 See Glossary of Terms 6

9 Additional Information Learners who achieve units within this qualification are eligible to claim credit transfer for those units towards the credit required for the ABC Level 3 Diploma in Fashion Retail Please see ABC web site for qualifications that are eligible for Credit Transfer / RPL / Exemption 7

10 Level 3 Diploma in Fashion Retail Rules of Combination: Learners must achieve a minimum of 79 credits at Level 3 of which 47 credits must come from the five Mandatory units in Group A a minimum of 32 credits must come from the Optional units in Group B Unit Level Credit Value GLH Page No. Group A - Mandatory units (total of 47 credits) Team management skills for Fashion Retail [Y/602/2342] Understanding factors influencing the Fashion Retail environment [R/602/2341] Planning and developing ranges for Fashion Retail [T/602/2347] Designing visual merchandising displays for Fashion Retail [F/602/2349] Project skills for Fashion Retail development [K/602/2345] Group B - Optional units (minimum of 32 credits) Developing Fashion Retail brands [A/602/2348] Promotional activities in Fashion Retail [H/602/2344] Styling Fashion Retail customers [D/602/2343] Creating digital image presentations for Fashion Retail [T/602/2350] Understanding the evolution of fashion retailing [L/602/2340] Preparing for personal progression in Fashion Retail [M/602/2346] In-store visual merchandising for successful retail [F/502/1479] Understanding security and loss prevention in a retail business [M/502/5818] Understanding the management of stock in a retail business [L/502/5826] Understanding how the effectiveness of store operations can be improved [H/502/5802] Numbers in box brackets indicate unit number. If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification. Qualification Purpose B Prepare for further learning or training and/or develop knowledge Learners must have an aptitude and enthusiasm for Fashion Retail. They should have GCSE Maths and English grade C or equivalent. Familiarity with standard software packages would Entry Requirements be an advantage This qualification is a progression route for learners who have successfully completed the ABC Level 2 Fashion Retail qualifications Section 96/97 Pre LARA Aim Reference Recommended GLH Recommended TQT See Glossary of Terms 6 See Glossary of Terms 8

11 Credit Value 79 Points Score See ABC web site / Qualifications Directory Contribution to Threshold See ABC Qualifications Directory ASL Option N/A Foundation Learning N/A Type of Funding Available See LARA (Learning Aims Reference Application) Qualification/Unit Fee See ABC web site for current fees and charges Some of the units within these Fashion Retail qualifications are also included in other qualifications such as the ABC Level 3 Additional Information Award and Certificate in Retail Knowledge. Please see ABC web site for qualifications that are eligible for Credit Transfer / RPL / Exemption 9

12 Unit Details Unit Title Y/602/2342 Team management skills for Fashion Retail Level 3 Credit Value 8 Guided Learning Hours 60 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Understand the characteristics of effective leadership and team management in Fashion Retail The purpose of this unit is to provide the learner with the knowledge and skills of effective team management within Fashion Retail. The learner will explore what makes an effective team, what their own leadership style is and the possible impact this may have on team management. They will be required to demonstrate their team management skills in at least one Fashion Retail context Assessment Criteria (1.1 to 3.4) The learner can 1.1 Analyse the characteristics of a successful team 1.2 Analyse the features of effective team management 1.3 Analyse own leadership style 1.4 Review the impact own leadership style has on effective team management 2. Be able to use effective communication in the role of a manager in Fashion Retail 2.1 Demonstrate and justify the use of communication techniques and strategies that would be effective in one or more specific team management Fashion Retail contexts to include articulate verbal communication skills confident non-verbal communication skills 3. Understand the link between improved personal performance and team performance 3.1 Explain how personal development plans can improve the performance of the individual and that of the team 3.2 Demonstrate how to set objectives for a minimum of three team members with contrasting roles within a Fashion Retail context 3.3 Demonstrate how to give feedback to the three team members on their performance against objectives 3.4 Demonstrate how to evaluate the impact of an individual s performance on the performance of the team 10

13 Mapping to National Occupational Standards There is a one-to-one relationship with the following Retail NOS E.311(K), E.311(P), E.312(K), E.312(P),E.313(P), E.335(K), E.335(P) 11

14 SUPPORTING UNIT INFORMATION Y/602/2342 Team management skills for Fashion Retail Level 3 INDICATIVE CONTENT An indication of typical areas of learning includes the following Learning Outcome 1. Understand the characteristics of effective leadership and team management in Fashion Retail General characteristics of successful teams could include understanding why the team exists clear expectations commitment adequate resources to succeed (including skills, human and physical resources, support) clear understanding of roles and boundaries/accountability appropriate leadership/direction good communication with each other prioritisation of tasks feedback mechanisms in place Features of effective team management could include time taken to build team to maximise individual contribution commitment to people as well as task (valuing team members) inspiring and motivating teams clear communication of expectations to members providing support as appropriate managing people and time recognition of skills ability to deal with problems with team members Possible leadership styles participative people orientated, building relationships supporting praising listening, etc. empowering letting team have autonomy to make decisions. Team needs to have level of competence to do this directing providing structure, control and supervision democratic consulting autocratic making decisions and passing onto the team laissez-faire letting members have responsibility with minimal supervision bureaucratic procedure driven Link to organisational team structure - sales staff, back of house, cleaners, security and recruitment, etc. Learning Outcome 2. Be able to use effective communication in the role of a manager in Fashion Retail verbal communication oral/face to face/telephone written letters/ s/forms/reports, etc. use of appropriate language/format for audience 12

15 non-verbal body language/movement/gestures/tone of voice/posture/eye contact All communication methods need to be appropriate for context This could link to delivering effective customer service the manager as a role model inspiring success, providing inspirational leadership, commercial leadership standards, service levels and gauging customer feedback Learning Outcome 3. Understand the link between improved personal performance and team performance If all members of team understand own goals and targets which are set in relation to overall aims of team this should help make roles clear set achievable goals highlight areas of improvement highlight strengths to be brought to the task make team and leader aware of issues relating to capabilities make individuals feel valued Could help planning and budgeting performance indicators driving profit through continuous improvement minimising costs staff scheduling, expenditure, stock loss and budgets Link to staff development and training - achieving results through people, establishing a culture of shared expectation, developing relationships and networking, appraisal / performance review training and progression rewards and recognition, pay, bonuses, pensions, incentives and flexible rewards Feedback from group, manager and others will be needed To set objectives learners need to look at the process with targets being specific measurable achievable realistic time constrained evaluative revisited TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit combines theory and practice and needs to relate as much as possible to practices in the real work environment It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT 13

16 Learning activities need to be as practical as possible and relate as closely as possible to the real working environment. They will need to be taught the required skills and have time to practise them prior to assessment. Safe working practices need to be emphasised at all times Delivery could be linked to other units such as R/602/2341 Understanding factors influencing the Fashion Retail environment Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects that staff will be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching Individual units and qualifications are subject to specific additional requirements as stipulated by the Retail Sector s Assessment Principles for the Qualifications & Credit Framework EVIDENCE OF ACHIEVEMENT Evidence is not prescribed but may include any or all of the following* product / presentation evidence observation reports oral / written questions and answers personal development plans reports / notes / reflective diary worksheets / workbooks a small number of sheets of visual and written material, e.g. cuttings, drawings and / or notes witness statements recorded evidence (e.g. video or audio) photographic evidence case studies / assignments simulation (e.g. mock shop activities) role play interview / discussion other suitable supplementary evidence *The most appropriate evidence for the qualification should be used 14

17 The assessment of this qualification is intended to be through holistic assignments, which can span more than one unit where relevant Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Each unit contains assessment guidance specific to the particular unit. However, assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met For more information on assessment and evidence collection, please refer to the ABC web site All evidence must be clearly signposted and made available for the external moderator upon request ADDITIONAL INFORMATION All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 15

18 Unit Title R/602/2341 Understanding factors influencing the Fashion Retail environment Level 3 Credit Value 7 Guided Learning Hours 55 Unit Summary Learning Outcomes (1 to 2) The learner will 1. Understand the importance of the external environment within which a fashion retail outlet operates The purpose of this unit is to provide learners with the knowledge and understanding of external and internal influences on fashion retail outlets. They will assess how these factors can impact on continued success. Learners will also examine how the response of the manager of a fashion retail outlet to these factors can influence an outlet s success Assessment Criteria (1.1 to 2.3) The learner can 1.1 Analyse how a fashion retail outlet can be affected by external influences 1.2 Explain how a fashion retail outlet s response to the external environment will impact upon its continued success 2. Understand the importance of the internal environment within a fashion retail outlet 2.1 Describe the internal factors that can influence the continued success of a fashion retail outlet 2.2 Analyse the impact of specific internal factors upon the success of a fashion retail outlet 2.3 Explain how the manager of a fashion retail outlet affects the continued success of the store by their management of its internal environment Mapping to National Occupational Standards There is a one-to-one relationship with the following Retail NOS E.301(K), E.338(K), E.424(K), E430(K) 16

19 SUPPORTING UNIT INFORMATION R/602/2341 Understanding factors influencing the Fashion Retail environment - Level 3 INDICATIVE CONTENT An indication of typical areas of learning includes the following Learning Outcome 1. Understand the importance of the external environment within which a fashion retail outlet operates External factors, e.g. legislation health and safety issues trading standards and employment law Learning Outcome 2. Understand the importance of the internal environment within a fashion retail outlet Internal factors affecting daily store operations, e.g. staff stock customers Store performance management responsibilities overall accountability planning organising and implementation of strategy making effective decisions taking ownership of business performance Management of daily operational procedures opening and closing security resource management staff stock costs key documentation and its importance use and implementation in order to achieve key performance targets TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit focuses on the theory of factors influencing the Fashion Retail environment. Learners do need to understand how this relates to actual practice in the real work environment It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Learning activities need to be as practical as possible and relate as closely as possible to the real working environment. They will need to be taught the required skills and have time to practise them prior to assessment. Safe working practices need to be emphasised at all times 17

20 Delivery could be linked to other units in the Rule of Combination Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects that staff will be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching Individual units and qualifications are subject to specific additional requirements as stipulated by the Retail Sector s Assessment Principles for the Qualifications & Credit Framework EVIDENCE OF ACHIEVEMENT Evidence is not prescribed but may include any or all of the following* product / presentation evidence observation reports oral / written questions and answers reports / notes / reflective diary worksheets / workbooks a small number of sheets of visual and written material, e.g. cuttings, drawings and / or notes recorded evidence (e.. video or audio) photographic evidence case studies / assignments simulation (e.g. mock shop activities) role play interview / discussion other suitable supplementary evidence *The most appropriate evidence for the qualification should be used The assessment of this qualification is intended to be through holistic assignments, which can span more than one unit where relevant Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts 18

21 Each unit contains assessment guidance specific to the particular unit. However, assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met For more information on assessment and evidence collection, please refer to the ABC web site All evidence must be clearly signposted and made available for the external moderator upon request ADDITIONAL INFORMATION All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 19

22 Unit Title T/602/2347 Planning and developing ranges for Fashion Retail Level 3 Credit Value 9 Guided Learning Hours 70 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Be able to develop a rationale for a fashion range The purpose of this unit is to provide learners with the knowledge and skills to plan and develop a fashion range for a large multiple retailer. They will identify and access appropriate data to inform planning of the range, and they will explore the sales planning process. Learners are required to use typical sector specific software Assessment Criteria (1.1 to 3.2) The learner can 1.1 Develop a rationale for a fashion range taking into account sourcing planning potential to negotiate 2. Be able to develop a fashion range 2.1 Develop a capsule range, using sector typical software, for a targeted customer within a specific fashion retail brand to include analysis of customer profiling current trends appropriate pricing strategy in comparison to competitors 3 Understand key drivers of a fashion retail business 3.1 Analyse the sales planning and phasing of the range 3.2 Interpret and manipulate data, using current sector typical software, to plan sales and profit Mapping to National Occupational Standards There is a one-to-one relationship with the following Retail NOS E.415 (K), E.406 (K), E.406 (P) 20

23 SUPPORTING UNIT INFORMATION T/602/2347 Planning and developing ranges for Fashion Retail - Level 3 INDICATIVE CONTENT An indication of typical areas of learning includes the following Learning Outcome 1. Be able to develop a rationale for a fashion range Range assortments and ratios width / depth, key value, high fashion, core / basics, top / bottom, colours, sizes and point of difference / USP (unique selling point), sales phasing and sales comparisons the effect of critical path factors on range planning internal and external data used for range development Learning Outcome 2. Be able to develop a fashion range Consider width/depth/product mix relationship to broader company objectives, e.g. sales and profit growth, increasing market share, targeting new markets link to seasons/mid season Customer profiling could look at affinity profiling study buying habits of people. Use of data from store cards, etc. demographic profiling look at location, age, marital status, educational background psychological profiling help understand psychological motives, e.g. customer buying high end products, etc. lifestyle coding hobbies and interests, work, etc. may tell you what products may be of interest cluster coding linking class, earning and social activities to target group Current trends, e.g. styles, fabrics, colours. Look at competitors, media, etc. Information sourcing, trend information, sales analysis, seasonal reviews, in-season trading Price structures - pricing policies and margin control (planned and achieved margins) and market positioning Could consider premium pricing high price penetration pricing artificially low to attract customer at start promotional pricing e.g. buy one get one free, etc. economy pricing no frills price skimming high at first as unique, lower as more competitors appear Learning Outcome 3. Understand key drivers of a fashion retail business Consider sales history e.g. good and bad sellers, popular designs, the link between best/worst customers and best/worst stores, reasons for variations emerging trends styles, fabrics, colours 21

24 balance and cohesion of range, e.g. match of design, style colour, fabric, pattern, texture to target market, balance of safe lines and greater risk lines, in line with company image Learners need to use appropriate ICT and software packages used in range planning and development Link to branch planning and merchandising optimising sales opportunities through effective allocation and replenishment strategies, space planning and stock intake management roles and responsibilities of buying and merchandising teams within fashion retail relationships with other departments, e.g. design, production, sales, buyers, merchandising, store personnel role of the buying and merchandising departments within the supply chain TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit is a very practical unit where learners will need to apply knowledge and understanding. Learners do need to understand how this relates to actual practice in the real work environment It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Learning activities need to be as practical as possible and relate as closely as possible to the real working environment. They will need to be taught the required skills and have time to practise them prior to assessment. Safe working practices need to be emphasised at all times Delivery could be linked to other units in the Rule of Combination Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects that staff will be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching Individual units and qualifications are subject to specific additional requirements as stipulated by the Retail Sector s Assessment Principles for the Qualifications & Credit Framework EVIDENCE OF ACHIEVEMENT 22

25 Evidence is not prescribed but may include any or all of the following* product / presentation evidence observation reports oral / written questions and answers reports / notes / reflective diary worksheets / workbooks a small number of sheets of visual and written material, e.g. cuttings, drawings and / or notes witness statements recorded evidence (e.g. video or audio) photographic evidence case studies / assignments simulation (e.g. mock shop activities) role play interview / discussion other suitable supplementary evidence *The most appropriate evidence for the qualification should be used The assessment of this qualification is intended to be through holistic assignments, which can span more than one unit where relevant Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Each unit contains assessment guidance specific to the particular unit. However, assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met For more information on assessment and evidence collection, please refer to the ABC web site All evidence must be clearly signposted and made available for the external moderator upon request ADDITIONAL INFORMATION All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 23

26 Unit Title F/602/2349 Designing visual merchandising displays for Fashion Retail Level 3 Credit Value 9 Guided Learning Hours 70 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Understand the features of Fashion Retail window displays The purpose of this unit is to provide learners with the knowledge and skills to research and plan window displays and develop an in-store concept. Learners will need to work to a specific brief Assessment Criteria (1.1 to 3.1) The learner can 1.1 Analyse the features of at least two fashion retail window displays in terms of their effectiveness in supporting a positive brand image 2. Be able to design a window display 2.1 Demonstrate how to research, plan and design a window display to a given brief position within a window calendar select appropriate fittings props and graphic material 2.2 Explain how to install the window display safely 2.3 Justify the selection and use made of colour lighting styling and grouping props graphics financial and human resources 3. Be able to design an instore concept 3.1 Develop an effective in-store concept for a specified fashion retail store which includes justification in terms of product adjacencies sight lines focal points use of signage atmosphere and ambiance 24

27 Mapping to National Occupational Standards There is a one-to-one relationship with the following Retail NOS C.201(K), C.201(P), C.202(K), C.231(P), C.231(K), C.302 (P), C.302(K) 25

28 SUPPORTING UNIT INFORMATION F/602/2349 Designing visual merchandising displays for Fashion Retail Level 3 INDICATIVE CONTENT Learning Outcome 1. Understand the features of Fashion Retail window displays Could consider colour aesthetics lighting props balance impact themes and schemes brand compatibility effective display of product(s) impact commerciality visual balance drama Learning Outcome 2. Be able to design a window display Preparation and installation of merchandise using correct display equipment considering theories of grouping density configuration and balance Use of mannequins, fixtures, shelves, etc to produce window displays Awareness of health and safety issues Learning Outcome 3. Be able to design an in-store concept Could consider brand identity - use of colour, sight lines, contrasts, coordination lighting, graphics, dressing, styling and grouping of mannequins, props and music in a display that shows understanding of the brand methods of monitoring impact on sales performance using sales data / market research information merchandising layout - use of pause points, visibility and location to create interest and excitement for customers planograms choosing and identifying the correct balance of hard and soft merchandise to fulfil store requirements. Focal points, configuration, stock density and grouping use of mannequins, fixtures, shelves, arms to produce and in-store displays TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit is a very practical unit where learners will need to apply knowledge and understanding. Learners do need to understand how this relates to actual practice in the real work environment 26

29 It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Learning activities need to be as practical as possible and relate as closely as possible to the real working environment. They will need to be taught the required skills and have time to practise them prior to assessment. Safe working practices need to be emphasised at all times Delivery could be linked to other units in the Rule of Combination Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects that staff will be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching Individual units and qualifications are subject to specific additional requirements as stipulated by the Retail Sector s Assessment Principles for the Qualifications & Credit Framework EVIDENCE OF ACHIEVEMENT Evidence is not prescribed but may include any or all of the following* product / presentation evidence observation reports oral / written questions and answers reports / notes / reflective diary worksheets / workbooks a small number of sheets of visual and written material, e.g. cuttings, drawings and / or notes witness statements recorded evidence (e.g. video or audio) photographic evidence case studies / assignments simulation (e.g. mock shop activities) role play interview / discussion 27

30 other suitable supplementary evidence *The most appropriate evidence for the qualification should be used The assessment of this qualification is intended to be through holistic assignments, which can span more than one unit where relevant Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Each unit contains assessment guidance specific to the particular unit. However, assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met For more information on assessment and evidence collection, please refer to the ABC web site All evidence must be clearly signposted and made available for the external moderator upon request ADDITIONAL INFORMATION All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 28

31 Unit Title K/602/2345 Project skills for Fashion Retail development Level 3 Credit Value 14 Guided Learning Hours 100 Unit Summary Learning Outcomes (1 to 4) The learner will 1. Be able to agree a project brief The purpose of this unit is to provide learners with project planning and development skills to develop solutions to problems within a Fashion Retail context. Learners will evaluate how ideas evolve in response to the professional context. They will need to combine knowledge and understanding of many aspects of the fashion retail environment. The outcomes of the project must be presented in a professional manner in line with expectations within the Fashion Retail sector Assessment Criteria (1.1 to 4.1) The learner can 1.1 Agree a project brief in a fashion retail context that facilitates the application of skills and knowledge of at least two of the following visual merchandising range planning styling public relations / branding retail operations 1.2 Produce and present an agreed project brief in accordance with fashion retail industry standards and protocols 2. Plan and carry out the project 2.1 Produce a project plan to include rationale for development resources within the constraints of the budget, including technology skills needed processes and practices required research activities realistic targets measurable outcomes timescales for action possible risks and contingencies method/s by which outcomes will be communicated to intended audience 29

32 2.2 Undertake research, monitor and report upon outcomes and project progress 2.3 Amend and update plan as required to achieve intended outcomes 3. Prepare and present their work 3.1 Prepare own final work for final presentation, selecting and using methods appropriate to a fashion retail environment 3.2 Present own work in accordance with accepted professional practice in the fashion retail sector 4. Review the process and outcomes 4.1 Evaluate own working methods and experiences the final outcome from a personal perspective success in achieving intended outcomes NB This unit is graded Pass/Merit/Distinction Please refer to the Appendix on page 78 of this Qualifications Guide for details Mapping to National Occupational Standards There is a one-to-one relationship with the following Retail NOS E.313 (K), E.313 (P) 30

33 SUPPORTING UNIT INFORMATION K/602/2345 Project skills for Fashion Retail development - Level 3 INDICATIVE CONTENT An indication of typical areas of learning includes the following Learning Outcome 1. Be able to agree a project brief This needs to be in discussion with the learner and provide links with other units in the Rule of Combination Needs to be set in a professional context Professional context conventions and accepted industry practices relevant to the subject specialism such as: retail management practices, legal, health and safety considerations, typical organisational practices and structures, forms of presentation and communication within the organisations, purpose and influence of professional organisations Learning Outcome 2. Plan and carry out the project Research and ideas identifying and pursuing lines of investigation; use of varied research tools and resources (primary and secondary); analysis and review of information; application of findings to ideas generation; progressing from ideas-stage to effective solutions Application of skills and knowledge identifying and applying appropriate skills, knowledge and processes within fashion retail management to progress and produce creative solutions; use of the skills / knowledge as part of the problem-solving process Learning Outcome 3. Prepare and present their work Presentation methods of display and organisation that are appropriate to a professional fashion retail management environment which may include work presented in print or digital form, in exhibition, by portfolio or verbal presentation Learning Outcome 4. Review the process and outcomes Analysis and evaluation identified strengths and weaknesses in the final work; measurement against project intentions and objectives; future development and improvements Could also link evaluation to progression opportunities further training and education, employment opportunities, transferable skills, promotion prospects TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit will enable learners to apply the skills, knowledge and understanding that they have gained during the earlier stages of the course through a practice-based assignment. The unit also requires learners to evaluate their learning and attainment and identify potential personal progression points and vocational applications for their learning. The level of achievement and the quality of the work produced will be recognised through the grading criteria Learning activities need to be as practical as possible and relate as closely as possible to the real working environment. They will need to be taught the required skills and have time to practise them prior to assessment. Safe working practices need to be emphasised at all times 31

34 Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects that staff will be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching Individual units and qualifications are subject to specific additional requirements as stipulated by the Retail Sector s Assessment Principles for the Qualifications & Credit Framework EVIDENCE OF ACHIEVEMENT Evidence is not prescribed but may include any or all of the following* product / presentation evidence observation reports oral / written questions and answers reports / notes / reflective diary worksheets / workbooks a small number of sheets of visual and written material, e.g. cuttings, drawings and / or notes witness statements recorded evidence (e.g. video or audio) photographic evidence case studies / assignments simulation (e.g. mock shop activities) role play interview / discussion other suitable supplementary evidence *The most appropriate evidence for the qualification should be used The assessment of this qualification is intended to be through holistic assignments, which can span more than one unit where relevant This unit is intended to confirm the successful professional application of developed Fashion Retail skills and underpinning knowledge Portfolios do not need to be very large and must contain the learners own work, not an 32