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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Fashion 
SAQA QUAL ID QUALIFICATION TITLE
74129  Diploma in Fashion 
ORIGINATOR
Design Academy of Fashion 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2023-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The Diploma in Fashion has been developed specifically for learners who wish to develop the theoretical knowledge and practical skills to operate as a fashion designer, fashion technician and/or commercial fashion practitioner, in all vocational environments that depend upon this type of knowledge and practice, and that utilize the associated vocational skills.

The qualification has a planned and purposeful set of learning outcomes that have the clear purpose of preparing learners for entry into the associated vocational environments as well as preparing successful learners for further learning pathways. The learning programme allows learners to extend their vocational capacity beyond a single area of competency and therefore provides greater opportunities for eventual employment and/or life-long learning.

The qualification aims to equip learners with relevant knowledge and skills and provide a basis for the South African environment to grow and develop.

The learning programme is saturated with up-to-date trends in terms of good practice standards (both nationally and internationally), creative content, and technical & technological content, to ensure that successful learners contribute to the broader transformation of the South African economic context, and are articulate in both the local and international context.

Rationale:

The Diploma in Fashion aims to provide qualifying learners with the skills and knowledge required to enter into the world of work, within the fashion industry.

The Diploma in Fashion (NQF Level 6) has been developed to meet the changing vocational demands of the fashion design and manufacturing industry, and to meet local demand for high quality training and development with a vocational focus in the fashion design and related fields.

As an identified priority growth area (Department of Trade and Industry) clothing and textiles requires talented, original and motivated creative designers with an aim to provide maximum impact on the design field. Competent fashion designers and technologists are essential for South African to grow in this field.

This qualification will provide a means to give recognition to practitioners at the vocational entry level for fashion designers, commercial fashion practitioners and technologists to increase their employment prospects or to provide a solid foundation for further learning in the higher education band, and at the same time provide a means whereby organizations can appoint practitioners in line with proven competencies. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner entering this qualification will have the following:
  • Knowledge, comprehension and application of language at NQF Level 4/Grade 12, or equivalent.
  • Learners need to be competent in the providers language of instruction.
  • Mathematical Literacy on NQF Level 4.
  • A mature learner (23) may access the qualification based upon their workplace experience.

    Recognition of Prior Learning:

    The Diploma in Fashion, NQF Level 6 allows for open access and may be achieved in part or in whole through the process of Recognition of Prior Learning (RPL). Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this qualification. Candidates must be able to demonstrate their Fashion and Design aptitude through submission of a portfolio, interviews, and knowledge and skills tests. Such competencies may help gain access to the programme leading to this qualification, or advanced placement therein.

    Access to The Qualification:

    The admission criterion for this programme is National Senior Certificate (NSC) with a minimum of 30% in the English language. An appropriate equivalent qualification at NQF Level 4 will be considered. This together with an achievement rating of 3 (Moderate Achievement, 40 - 49%) or better in four NSC 20 credit subjects.

    Access to the qualification will also be allowed via Recognition of Prior Learning of the adults competency in order to widen access to the Higher Education qualification. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The learning programme leading to this qualification should consist of:
  • Fundamental; 5 Credits.
  • Core; 350 Credits.
  • Elective; 5 Credits.

    Total credits at NQF Levels:
  • NQF Level 5; 118 Credits.
  • NQF Level 6; 120 Credits.
  • NQF Level 7; 122 Credits.

    Total for qualification with Exit Level at NQF Level 6; 360 Credits. 

  • EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    The graduates must demonstrate that they have acquired/developed competency in the following:

    Knowledge:
  • Explain the theory of design and make use of elementary research and analysis techniques in order to produce story-boards and technical reports in keeping with various market segments of the fashion industry.
  • Estimate generic trend indicators which tie back to embryonic forecasting balloons prior to the manufacture of collections.
  • Explain the theory of the S-Curve diffusion and make use of backcasting techniques to plot the diffusion trends.
  • Know and explain the concept of grading.
  • Know and explain the history of costume used in ancient civilization, medieval design and 16th century costume and research an era of choice using the knowledge and skills learnt.
  • Know and explain the history of costume used in the 17th, 18th, 19th and 20th Century and research an era of choice using the knowledge and skills learnt.
  • Describe the language of fashion and consider trend forecasting as a result of historical influences of costume.
  • Describe various techniques to render full colour figures and garment illustrations.
  • Know how to incorporate emotion, themes and moods into rendering techniques on life drawings.
  • Know and explain the foundational concepts of marketing and specifically fashion marketing.
  • Know and explain the marketing dynamics of mass marketing and market segmentation, positioning and the intricacies involved in marketing fashion.
  • Know and explain basic management skills necessary to run a small business, compile a realistic business plan.
  • Describe merchandising principles and practice for the fashion industry, considering the broader context of fashion.
  • Know and explain textile composition, nature and finishes as well as the various benefits to the fashion industry.

    Applied Competencies:
  • Demonstrate the ability to make use of the windows operating system, conduct basic research on the internet and make use of design programme and related hardware as per requirements set by the industry.
  • Apply the Adobe Photoshop and Illustrator computer programmes to produce technical drawings, graphics, moodboards and backgrounds for presentation.
  • Demonstrate and produce own fashion drawings, full detail technical drawings, detailed story boards for presentation.
  • Apply knowledge and skills in the workplace.
  • Draw basic fashion figures, basic design templates and design simple garments including detail design with a view to creating moodboards and storyboard representations.
  • Effectively incorporate design principles into design outputs, present a unique storyboard for a variety of ranges and design an outfit for presentation at a fashion show.
  • Follow a design brief, combining various trend indicators, in the couture and tailored market segments, design own range and compile a professional portfolio of work.
  • Demonstrate sewing skills across a range of themes, using basic and more complex construction techniques.
  • Demonstrate advanced sewing skills and fabric manipulation techniques.
  • Demonstrate garment construction techniques using a technically accurate couture and tailored garment, presentation of a final range of garments for presentation at a fashion show.
  • Apply the principles of grading to basic and more complex patterns.
  • Draft a basic pattern set and apply basic principles of adaptation and manipulation.
  • Apply underlying pattern making principles to working patterns, mock-ups and final patterns.
  • Apply underlying pattern making principles to tailored, couture and final range patterns, mock-ups and final patterns.
  • Draw garments as technical flats and become familiar with basic terminology.

    Values and Attitudes:
  • Communicate effectively with all stakeholders in the workplace, enhance ones personal abilities and consider social issues in the workplace.

    Specific Outcomes:

    A student can be assessed:
  • By observation (practical exercises/demonstrations, presentations, projects, role-playing or simulations).
  • By evaluation of what student has made or done (assignments, presentations, case studies, examinations/tests, log books, practical exercises/demonstrations, portfolios, projects or questionnaires).
  • By questioning (various types of questions/questioning, examinations/tests, assignments, case studies, log books, portfolios, projects, role-playing or simulations).

    By using these formative and summative assessment methods, the student shall be able to:

    Fundamental:

    1. Explain the theory of design and make use of elementary research and analysis techniques in order to produce story-boards and technical reports in keeping with various market segments of the fashion industry.

    2. Communicate effectively with all stakeholders in the workplace, enhance ones personal abilities and consider social issues in the workplace.

    Core:

    3. Demonstrate the ability to make use of the windows operating system, conduct basic research on the internet and make use of design programme and related hardware as per requirements set by the industry.

    4. Apply the Adobe Photoshop and Illustrator computer programmes to produce technical drawings, graphics, moodboards and backgrounds for presentation.

    5. Demonstrate and produce own fashion drawings, full detail technical drawings and detailed story boards for presentation.

    6. Apply knowledge and skills in the workplace.

    7. Draw basic fashion figures, basic design templates and design simple garments including detail design with a view to creating moodboards and inspiration based storyboard presentations.

    8. Effectively incorporate design principles into design outputs, present a unique storyboard for a variety of ranges and design outfits for presentation at a fashion show.

    9. Follow a design brief, combining various trend indicators, in the couture and tailored market segments, design own range and compile a professional portfolio of work.

    10. Estimate generic trend indicators which tie back to embryonic forecasting balloons prior to the manufacture of collections.

    11. Explain the theory of the S-Curve diffusion and make use of backcasting techniques to plot the diffusion trends.

    12. Demonstrate sewing skills across a range of themes, using basic and more complex construction techniques.

    13. Demonstrate advanced sewing skills for stretch, menswear and fabric manipulation techniques.

    14. Demonstrate garment construction techniques using a technically accurate couture and tailored garment, presentation of a final range of garments for presentation at a fashion show.

    15. Know and explain the concept of grading.

    16. Apply the principles of grading to basic and more complex patterns.

    17. Know and explain the history of costume used in ancient civilization, medieval design and 16th century costume and research an era of choice using the knowledge and skills learnt.

    18. Know and explain the history of costume used in the 17th, 18th, 19th and 20th Century and research an era of choice using the knowledge and skills learnt.

    19. Describe various techniques to render full colour figures and garment illustrations.

    20. Know how to incorporate emotion, themes and moods into rendering techniques on life drawings.

    21. Know and explain the foundational concepts of marketing and specifically fashion marketing.

    22. Know and explain the marketing dynamics of mass marketing and market segmentation, positioning and the intricacies involved in marketing fashion.

    23. Draft a basic pattern set and apply basic principles of adaptation and manipulation.

    24. Apply underlying pattern making principles to working patterns, mock-ups and final patterns for sportswear, soft tailoring, menswear and fabric manipulation.

    25. Apply underlying pattern making principles to tailored, couture and final range patterns, mock-ups and final patterns.

    26. Describe merchandising principles and practice for the fashion industry, considering the broader context of fashion.

    27. Draw garments as technical flats and become familiar with basic terminology.

    28. Know and explain textile composition, nature and finishes as well as the various benefits to the fashion industry.

    Electives: (Choose 1)

    29. Describe the language of fashion and consider trend forecasting as a result of historical influences of costume.

    30. Know and explain basic management skills necessary to run a small business, compile a realistic business plan.

    Critical Cross Field Outcomes:

    The programme aims to develop the SAQA critical cross-field outcomes listed below:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community.
  • Organise and manage oneself and one's activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Specific Outcomes 1:

    Assessors should ensure that learners demonstrate the following competencies:
  • Relevant research in the field of fashion is performed and appropriate research methods and techniques are mastered
  • Essays are professionally written, clear definitions are used critical analysis and understanding of the chosen topic is presented and the correct referencing method(Harvard) is applied.
  • Moodboards are professionally developed in line with needs of the market segment and are presented.
  • Market segments are researched, visually represented and defined.
  • Adjectival descriptions are understood.

    Associated Assessment Criteria for Specific Outcomes 2:

    Assessors should ensure that learners demonstrate the following competencies:
  • Awareness of contemporary social, economic and cultural influences on fashion is demonstrated.
  • Areas for personal development are identified and a plan of action is put in place.
  • Clear communication techniques are used in a variety of situations.
  • Social issues are considered in light of the local and international context.
  • A sense of responsibility to the environment is displayed.

    Core:

    Associated Assessment Criteria for Specific Outcomes 3:

    Assessors should ensure that learners demonstrate the following competencies:
  • The knowledge and ability to save, retrieve and printout a drawing file to scale using industry Adobe computer aided drawing software is demonstrated.
  • Various operating systems are used in relation to the needs of the fashion environment.
  • File management is undertaken.
  • Scanning is successfully carried out, the scan is then manipulated in the appropriate software.
  • Adobe Illustrator and Photoshop tools are used in order to design a final illustration.

    Associated Assessment Criteria for Specific Outcomes 4:

    Assessors should ensure that learners demonstrate the following competencies:
  • Computer aided illustrating techniques and methods are investigated and used in keeping with the needs of the fashion industry.
  • The knowledge and ability to utilise the systems commands to produce appropriate graphic illustrations and presentations including custom typography is demonstrated using Adobe Photoshop and Illustrator software.
  • The ability to scan and or import files or images from a range of sources and export to a range of programmes is demonstrated.
  • Appropriate technical drawings are produced in keeping with the needs of the fashion industry.
  • Illustrator software is used to proficiently illustrate manufacturing outputs.
  • Operating systems are used to produce Moodboards and various backgrounds are created and presented.

    Associated Assessment Criteria for Specific Outcomes 5:

    Assessors should ensure that learners demonstrate the following competencies:
  • Illustrator is successfully used and manipulated to create fashion drawings in the learners own style.
  • Full detailed technical drawings are produced using Illustrator, they are explained and motivated.
  • Detailed story boards are created, printed and presented using both Illustrator and Photoshop software.
  • Visual and oral presentations are done in the classroom setting to a group of peers, feedback is received and improvements made.

    Associated Assessment Criteria for Specific Outcomes 6:

    Assessors should ensure that learners demonstrate the following competencies:
  • Fashion design knowledge and skills are applied in the workplace.
  • Working within an organisation as a team member is demonstrated and the outcomes of the programme are reflected on.
  • Knowledge of the function of the industry within the fashion sector and ability to identify industry needs is documented.
  • The ability to critically reflect on personal and company performance is evident.

    Associated Assessment Criteria for Specific Outcomes 7:

    Assessors should ensure that learners demonstrate the following competencies:
  • The ability to make use of design equipment appropriately is illustrated in the production of realistic, balanced, anatomically proportioned line figure drawings.
  • Detailed fashion drawings with accurate facial features, hands and feet are drawn.
  • Various life like garments are illustrated making use of a storyboard with figures, fabric swatches and all storyboard elements/requirements are met.
  • Demonstrate the ability to assimilate information, make use of the colour palette and developmental drawings in order to create designs.
  • Clothing Design principles are defined and illustrated.
  • Two outfits are researched, developmental sketches illustrated and presented, and full colour figures are created.
  • Design moodboards and storyboards are created and presented in line with the requirements stipulated.

    Associated Assessment Criteria for Specific Outcomes 8:

    Assessors should ensure that learners demonstrate the following competencies:
  • Design outputs for active/sportswear for teens is in keeping with the requirements of the brief and incorporates the principles and elements of design, all research is presented, technical drawings are accurately rendered, they are professional and show the design details.
  • An active/sportswear range is designed, three storyboards are presented and both visually and orally motivated.
  • Fundamental principles of designing for the soft tailoring and men's wear market segments are interpreted, research is undertaken, developmental sketches are produced and a moodboard is created and presented.
  • Male designs are translated into technical drawings which are accurately rendered, professional, in keeping with market needs and show all design details, a storyboard including male fashion figures and designs are presented.
  • Design outputs for street wear and children's wear is in keeping with the brief and incorporates all principles and elements of design, research is presented, technical drawings are accurately rendered, they are professional and show the design details.
  • Various fabrics are experimented with, research regarding various fabrics and characteristics is conducted, samples of fabric manipulation techniques are demonstrated and a contemporary, commercial but unconventional avant garde design is made for presentation at a fashion show. A storyboard is produced for the design.
  • Problems are identified, critically analyzed and synthesised.

    Associated Assessment Criteria for Specific Outcomes 9:

    Assessors should ensure that learners demonstrate the following competencies:
  • Couture and Tailored garments are designed and professional storyboards produced incorporating the requirements for research, illustration of developmental sketches.
  • Technical drawings are produced for Couture and Tailored designs they are accurately rendered, professional and all design details are present.
  • Trend indicators for Couture and Tailoring are forecasted, wherein the seasonal colour and fabrics are identified, local and international trends are considered and moodboards are presented.
  • Final ranges for a market segment of own choosing is developed and executed in all aspects of fashion design requirements (design, forecasting, technical drawings, moodboards and storyboards).
  • A professional portfolio is presented.

    Associated Assessment Criteria for Specific Outcomes 10:

    Assessors should ensure that learners demonstrate the following competencies:
  • Trend forecasting is analyzed and explained.
  • Key trends are identified and trends are historically analysed and explained.
  • Trend related research is undertaken leading to a professionally written report (including visuals) which is properly referenced and presented.

    Associated Assessment Criteria for Specific Outcomes 11:

    Assessors should ensure that learners demonstrate the following competencies:
  • The concept of forecasting and backcasting for selected apparel items is utilised in order to analyse, diffuse and predict trends historically.
  • Findings are presented visually and orally.
  • Design outputs are analysed in relation to the trends identified, findings are presented and formal reports are made available.

    Associated Assessment Criteria for Specific Outcomes 12:

    Assessors should ensure that learners demonstrate the following competencies:
  • The relationship between pattern making, fashion design and garment construction is explained coherently.
  • Basic sewing skills are demonstrated.
  • Various garments including a skirt, bodices, sleeves, collars, pants and a fashion show garment are sewn using the correct garment construction techniques, checked and adjusted where necessary to meet the requirements of the various briefs.
  • Garment construction components such as fabric choice, quality assurance, various technical skills are discussed and explained.
  • Sewing is executed in accordance with the design brief.

    Associated Assessment Criteria for Specific Outcomes 13:

    Assessors should ensure that learners demonstrate the following competencies:
  • Advanced sewing techniques and construction techniques relating to stretch, sportswear, soft tailoring, menswear and fabric manipulation are discussed and explained.
  • The principles behind fusing, uses, fusing choices and benefits are defined and explained.
  • Appropriate inter-construction techniques are used in the garment construction process.
  • All garments sewn comply with high quality standards and are neat as is expected from the fashion industry.
  • Sewing is executed in accordance with the design brief.

    Associated Assessment Criteria for Specific Outcomes 14:

    Assessors should ensure that learners demonstrate the following competencies:
  • Technically accurate full scale couture and tailored garments are constructed using extreme contouring and corsetry techniques which are discussed and demonstrated
  • Final range consisting of 6 full scale outfits is produced incorporating appropriate aspects of garment construction, pattern making and fashion design.
  • Various construction techniques, predominantly neat and accurate hand sewing is demonstrated and explained.
  • Various advanced inter-construction techniques are demonstrated, explained and used.
  • Sewing is executed in accordance with the design brief.

    Associated Assessment Criteria for Specific Outcomes 15:

    Assessors should ensure that learners demonstrate the following competencies:
  • The concept of grading is explained and discussed and the need for grading is explained and discussed.
  • Basic block patterns are resized using the correct grade, markings and shifting and principles are accurately applied and demonstrated.
  • More complex basic blocks and menswear patterns are resized applied, graded accurately and demonstrated using the manual shift method.

    Associated Assessment Criteria for Specific Outcomes 16:

    Assessors should ensure that learners demonstrate the following competencies:
  • The final range (own design) is graded for re-sizing.
  • The grade is accurately applied and the process is explained.

    Associated Assessment Criteria for Specific Outcomes 17:

    Assessors should ensure that learners demonstrate the following competencies:
  • Costume and terminology relating to ancient civilization is analysed, explained and discussed.
  • Research data is gathered, ordered and sorted into a coherent storyboard in accordance with a design brief.
  • Findings and storyboards are explained and presented.
  • Costume and terminology relating to medieval and 16th Century is analysed, explained and discussed.
  • Research data is gathered, ordered and sorted into a coherent storyboard in accordance with a design brief.
  • Findings and storyboards are explained and presented.

    Associated Assessment Criteria for Specific Outcomes 18:

    Assessors should ensure that learners demonstrate the following competencies:
  • Costume and terminology relating to 17th and 18th Century is analysed, explained and discussed.
  • Research data is gathered, ordered and sorted into a coherent storyboard in accordance with a design brief.
  • Findings and storyboards are explained and presented.
  • Costume and terminology relating to 19th and 20th Century is analysed, explained and discussed.
  • Research data is gathered, ordered and sorted into a coherent storyboard and essay in accordance with a design brief.
  • Findings and storyboards are explained and presented.

    Associated Assessment Criteria for Specific Outcomes 19:

    Assessors should ensure that learners demonstrate the following competencies:
  • Line drawings and sketches of the human figure are anatomically correct, proportion and the proportion of the head is realistically illustrated.
  • Illustrations demonstrate various mediums for delivery.
  • A human figure is illustrated and rendered using effective composition techniques.
  • Texture and value rendering techniques are discussed and illustrated using various mediums.
  • The theory and practice of colour is explained and demonstrated.
  • Colour is used for effect, including the principles of combination, tone and contrast which are explained and demonstrated.
  • Full colour illustrations are accurately and fully rendered, explained and presented.

    Associated Assessment Criteria for Specific Outcomes 20:

    Assessors should ensure that learners demonstrate the following competencies:
  • Hands, feet and heads are accurately rendered from different perspectives.
  • Speed and mood are captured in a life drawing illustration.
  • Advanced textural and colour techniques with regards to figure illustrations (making use of a variety of mediums) in order to accurately capture the mood and feel of the pose and the garment are applied.
  • Personal styling technique is developed which captures the mood and the pose which is illustrated.
  • Advanced illustrative styling for personality and attitude is demonstrated and explained.

    Associated Assessment Criteria for Specific Outcomes 21:

    Assessors should ensure that learners demonstrate the following competencies:
  • Fundamental knowledge of consumer buyer drivers and organisational buying are analysed and explained.
  • Market research is conducted, analysed and explained in the fashion context.
  • Information on what drives consumer and organisational buying is provided and discussed.
  • Consumer profiles are compiled.

    Associated Assessment Criteria for Specific Outcomes 22:

    Assessors should ensure that learners demonstrate the following competencies:
  • Target marketing the terms and principles associated with managing the marketing mix, fashion marketing and marketing planning are explained and discussed in the context of the fashion industry.
  • Professional oral and written presentation of principles and concepts is demonstrated.
  • The principles and theory associated with fashion marketing, communications and advertising and evaluation thereof are explained and discussed.

    Associated Assessment Criteria for Specific Outcomes 23:

    Assessors should ensure that learners demonstrate the following competencies:
  • The pattern making environment is critically evaluated and discussed.
  • Pattern sets are drafted, changed and basic principles of adaptation and manipulation are demonstrated.
  • Measurements are taken accurately.
  • Basic skirt block according to own measurements is developed.
  • A technical sketch to develop a skirt pattern relating to a design brief is analysed.
  • Pattern for a skirt is drafted from the design brief and fitted.
  • Patterns for the basic bodice, dart manipulations, collars, button stands, yokes and sleeves are developed and explained and fitted.
  • Basic pants block, fly zip, waistbands, pants pockets, leg variations are manipulated and applied to a basic pattern.
  • Technical sketch to develop patterns relating to the design brief are analysed.
  • Pattern for an outfit from a design brief is drafted and pattern is fitted.

    Associated Assessment Criteria for Specific Outcomes 24:

    Assessors should ensure that learners demonstrate the following competencies:
  • Principles for stretch are applied to sportswear.
  • Basic blocks for sportswear are drafted.
  • The sportswear design brief is used to draft and fit a pattern.
  • The differences between soft tailoring and tailoring principles relating to patterns are identified.
  • Basic soft basic tailored jacket pattern is drafted.
  • A technical sketch to develop a soft tailored jacked pattern is analysed, drafted and fitted.
  • Blocks for menswear patterns are drafted.
  • A technical sketch to develop a pattern for a menswear outfit is analysed, drafted and fitted.
  • The menswear design brief is used to draft and fit a pattern.
  • Patterns are constructed by 'draping on the dummy'.
  • A technical sketch to develop patterns for a creative outfit is analysed.
  • Patterns for a creative outfit, making use of either 'draping on the dummy' or the flat pattern method is drafted from the design brief and the garment is fitted to the dummy.

    Associated Assessment Criteria for Specific Outcomes 25:

    Assessors should ensure that learners demonstrate the following competencies:
  • The underlying principles of couture and tailoring are applied to working patterns, mock ups and final patterns.
  • The principles of deconstruction are applied.
  • A technical sketch to develop a couture pattern is analysed.
  • Patterns for couture garments are drafted from the design brief and the garment is fitted to the dummy.
  • Tailoring principles are demonstrated.
  • A technical sketch to develop a tailored pattern is analysed.
  • Patterns for tailored garments are drafted from the design brief and the garment is fitted to the dummy.
  • Patterns incorporating all aspects of pattern making principles are produced in accordance with the design brief.
  • Apply patternmaking principles to a range of designs for a specific market segment.

    Associated Assessment Criteria for Specific Outcomes 26:

    Assessors should ensure that learners demonstrate the following competencies:
  • A fundamental knowledge of merchandising principles and practices for the fashion industry is demonstrated.
  • A fundamental knowledge of the role of the buyer is demonstrated.
  • Fundamental knowledge of the role of the merchandiser is assimilated and explained.
  • A fundamental knowledge of the legislative and regulatory framework in which buying practices operate is demonstrated.
  • Merchandising planning, practices and buying cycles information is assimilated and explained.
  • The significance of and practice of market planning, retail formats, visual merchandising for the fashion retail environment is discussed and presented.
  • Sourcing, supply chain management and future trends in buying and merchandising are discussed and presented.

    Associated Assessment Criteria for Specific Outcomes 27:

    Assessors should ensure that learners demonstrate the following competencies:
  • Technical illustration techniques and terminology are discussed and explained.
  • Technical drawing skills and a glossary relating to women's garments is developed and explained.
  • Technical drawing skills and a glossary relating to men's garments are developed and explained.
  • Technical drawing skills and a glossary relating to a fashion show including technically accurate design information for manufacturing purposes is developed and explained.

    Associated Assessment Criteria for Specific Outcomes 28:

    Assessors should ensure that learners demonstrate the following competencies:
  • Basic terms and principles relating to natural and man made fibre are defined.
  • The composition of natural and man made fibres are determined.
  • Fabric swatches are gathered and a fabric glossary is compiled.
  • Basic terms and principles relating to extrusion, conversion, weaves and finishes are classified.
  • Research information on two fabrics (one natural and one man made) in preparation for reporting purposes at which time the information is analysed and summarised.
  • A report is written.

    Electives: (Choose 1)

    Associated Assessment Criteria for Specific Outcomes 29:

    Assessors should ensure that learners demonstrate the following competencies:
  • The language of fashion, dress and adornment is explained.
  • A sub-culture and its associated fashions, iconography, music, beliefs, symbols and other related information is researched and presented in the form of a moodboard.
  • Moodboards and findings are presented and explained.
  • Historical influences for future apparel trends in various market segments are considered and discussed.
  • Story boards illustrating 3 designs of historical garments are modernised taking current trends into consideration and presented a full scale garment is made in illustration.

    Associated Assessment Criteria for Specific Outcomes 30:

    Assessors should ensure that learners demonstrate the following competencies:
  • A viable business plan is compiled.
  • Business related documentation is developed.
  • Basic market research, finances, projections, human resource issues are explained.

    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration. 

  • INTERNATIONAL COMPARABILITY 
    The qualification is comparable with the following programmes at the following institutions internationally:
  • Bachelor in Design (Fashion) at Otago Polytechnic (in Tauranga or Dunedin - New Zealand).
  • Higher National Diploma in Fashion HO Polytechnic Ghana.
  • BA Hons Fashion Design - Sheffield Hallam University (United Kingdom). 

  • ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on NQF Level 6 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant modules that have been passed at the previous institution and could enrol for a relevant certificate level programme.

    Successful learners will be able to articulate vertically to a programme in Fashion Design NQF Level 7. 

    MODERATION OPTIONS 
  • Formative assessment will be conducted internally with internal moderation being conducted.
  • Moderation must include external moderation of assessments at exit point of the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least on NQF Level 6.
  • Have workplace experience in the relevant field. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Design Academy of Fashion 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.