UDINTDGN - BA Interior Design
|Highest award||Bachelor of Arts||Level||Honours|
|Possible interim awards||Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Art, Architecture and Design|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
BA (Hons) Interior Design aims to provide students with the knowledge and skills for entering the design profession in one of the following areas: interior design, retail design, exhibition design, interior visualisation, commercial design and development, theatre design and for entry to interiors courses at MA level.
Consideration has been given to the following: the Subject Benchmark Statement (Art and Design 2017), the HE Qualification Framework, the University’s Strategic Plan and Student Charter, the University’s Undergraduate Regulations, the views and feedback of students, external examiners and employers/ clients, developments within the subject area, and the changing needs of the cultural/ commercial sectors and professions. Due consideration has also been given to inclusivity in course and assessment design.
Embedded in the Cass School of Art, Architecture and Design, the course draws on the strengths of teaching staff from across the School and the wide circle of academic and cultural contacts and collaborators attached to the School and University.
The course seeks to provide and foster:
• learning through direct experience, connecting academic and creative studies;
• student choice in subject and style of learning;
• a culture of independent and critical thought, encouraging the challenging of received ideas and practice;
• employability attributes, through live projects engaging with external partners, institutions and companies that create a realistic environment of professional expectations for students, preparing students for graduate-level employment;
• engagement across the School and University, providing opportunities for collaborative project work during study;
• individualised learning and study support opportunities, that cater for different learning styles;
• awareness of the duty of all to understand the impact of their decisions and actions as interior designers and to strive to act responsibly.
The course operates within a programme of related interior design undergraduate awards, bringing together best practice from related fields. Three cognate BA awards (Interior Architecture and Design, Interior Design, Interior Design and Decoration) enable students to explore the fundamental aspects of design for interiors, through the particular lens of the built environment, the client, and/or decoration and detailing.
The learning and teaching strategies of BA (Hons) Interior Design aim to inspire vision and enable effective learning through progressive development of relevant practical and intellectual knowledge and understanding of industry practice and process, providing an environment that encourages critical engagement within a meaningful context. Our philosophy embraces experiential learning. This process of discovery and progressive development through the stages and levels of degree studies encourages students to fully understand their discipline through reflection, peer review and self-assessment.
Students work through assignments and projects, steadily building on existing skills, developing and realising new ideas and concepts. This approach ensures that the student is guided through the acquisition of key knowledge, skills and critical development, as the course progresses.
Each year, the course comprises four year-long (30 weeks, 30 credit) modules in the areas of design concept and realisation, interior technologies and production, and cultural and contextual studies and professional practice.
As a common basis of engagement, the design studio encompasses lectures, seminars, study visits, critiques, workshop activities, group and individual tutorials with tutors, industry professionals and subject specialists. Project work and theoretical studies offer opportunities for presentation: visual, spoken and textual, using digital technologies, blogs, videos, photography and websites. The course seeks to foster development across a range of learning styles.
Teaching methods include: lectures, seminars, tutorials, external visits, live briefings and feedback from partners, group critiques, workshops and opportunities for studio practice. Teaching and learning adopts a student-centered approach that identifies individual learning styles and accommodates them.
Lectures provide and encourage a critically informed view of a topic, contextualising the subject and illustrating applied approaches. Lectures provide students with a managed introduction to a theme, enabling them to continue with suggested or directed self-study.
Seminars enable students to debate and explore subjects, questions and assignments with peers and tutors, encouraging an open and collaborative approach to shared learning.
Tutorials support individual learning, allowing for individual approaches to study, and catering for individual interests. Tutorials can be diagnostic or can support specific assignment or project-related questions, and support differing student paths to achievement of learning outcomes.
External visits offer opportunities for vital direct experience with objects and sites of study, and to communicate with and learn from experts and specialists attached to partner institutions and bodies.
Live briefings and feedback are an important aspect of work-based learning, exposing students to experience of professional ways of working, of professional expectations of standards, and of the most current professional practice.
Critiques allow students to benefit from feedback on their own and others’ work, to contribute to that feedback, and are a valuable part of the peer-to-peer learning that is a core expectation and reason for University study.
Workshops offer students opportunities to engage in creative practice. Opportunities will be available to students to undertake workshop and studio practice relevant to their assignments or collaborative projects. The objective is to apply knowledge and/or acquire technical competence, to think critically and creatively, to master technique and develop the capacity to work independently and within teams.
Blended learning utilises the University’s VLE platform to support and reinforce reflective learning, to monitor progress through assignments, to foster peer-to-peer communication and collaborative research activity ,and to facilitate tutorial support for students and flexible approaches to learning
Project briefs develop from year to year in accordance with contemporary practice and opportunities for engagement with external partners that arise. Disciplinary research skills are embedded at the beginning of the course, and are built upon each academic year to ensure the maximum exploitation of the learning opportunities that projects and assignments offer. Students will graduate with a portfolio of work that will include written work and outcomes that exhibit analyses through the creation, manipulation, examination or curation of artefacts.
Critical and Contextual Studies run in parallel to the design and creative industry practice modules. These modules focus on transferable graduate skills in the field of academic scholarship and writing (alongside professional practice). Students need to be able to retrieve, analyse, interpret, articulate and structure information and knowledge for different purposes and audiences. These modules frame key skills of research within the specific context of art/ architecture/ design history and theory, taking into account the practice requirements of the industry, and its professional, legal, ethical and institutional contexts. Intensive blocks of learning in seminar and lecture presentations, alongside site visits, image analysis, case studies, and workshops aid acquisition of skills in presentation, visual and textual analysis and representation.
Digital Literacy is embedded in the curriculum through the use of the VLE and in curriculum delivery and expectations of digital capabilities as appropriate to task set and the level of study. Students make use of digital platforms alongside traditional approaches to research, develop and communicate their projects.
The teaching team includes professional interior, retail, exhibition, theatre, and commercial designers, and interior architects. Industry links provide students with a clear understanding of future employment opportunities. The School is bustling with creativity and energy and expertise including in furniture, architecture, textiles, model-making, filmmaking, digital design, animation and other 2D and 3D design disciplines, all of which students are encouraged to take advantage of.
The course aims are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
The course aims to provide a high quality design education relevant to commercial interior design. It seeks to ensure that its graduates are knowledgeable, creative, flexible, culturally and environmentally aware, technically proficient and of value to future employers. The course fosters individual curiosity and a sense of enquiry, competence in research, analysis and presentation, independence of thought, self-reliance, confidence and openness to professional development. Furthermore, the School is committed to design practice that is actively engaged with the socially orientated and ethical dimensions of design through linking with local and wider communities in design activity.
The course aims to:
1. promote risk-taking, exploratory and innovative strategies for designing spatial environments and control their narrative, function and experience, through evidence-based design;
2. encourage penetrating research and analysis, developing a rigorous and professional approach to the practice and challenges of the interior design profession that will develop entrepreneurialism and career opportunities;
3. ensure responsible ethical practice in relation to cultural, environmental, material and social circumstances and the needs of peoples and communities;
4. develop understanding of the working practices, roles and regulatory environment of the sector;
5. foster critical enquiry and understanding of the cultural, psychological, emotional, political, technological and economic factors related to the design, production, and use of aspects of the built environment and its component artefacts;
6. develop curiosity, independent enquiry and capacity to reason, critique and reflect upon practice through an integrated approach to practice and theory, research and analysis;
7. through working with 2D and 3D material/s in both traditional and digital processes and platforms, develop design and realisation skills for professional practice aligned with sector requirements.
8. combine intellectual processes, personal creative vision and technical skills in detailed design resolutions to test proposals for interior spaces with peers, clients and agencies;
9. develop confident and persuasive presentational and communication skills utilising multidisciplinary approaches and production techniques;
10. produce graduates who can work independently, manage their own time and tasks and those of others, reflect objectively on their own performance, and plan effectively for the future, including for their careers;
11. support the growth of the individual; fostering self-reliance and commitment to personal and professional development, ensuring that graduates remain well-informed about current and developing thought and practice, and therefore maintain their employability.
Course learning outcomes
On completion of this course, students will be able to:
Knowledge and Understanding:
1. recognise the relationship existing between design, culture, environment, manufacture and the economy (both historically and contemporaneously) and their relevance to design intention and critical theories (CA 5,6);
2. describe, understand and explore a range of interior design concepts and contextual theories associated with design intention, process, dissemination and users/ communities (CA 1,2,5);
3. apply principles and techniques (including ethical and regulatory issues) that are required for the conduct of professional practice and management (CA 3,4);
Cognitive Intellectual Abilities:
4. apply intellectual skills to resolve design problems; utilising observation, research, independent critical appraisal, articulate reasoned argument, selection, organisation, structure (CA 2,6,8);
5. develop and challenge design concepts through understanding of contextual and critical issues and make decisions based upon social, ethical, environmental and economic issues (CA 2,3,8);
6. consider the needs and views of the client, user, brand, community and/or wider public in response to specific projects; investigating physical, practical, functional, experiential and sensory needs of people within interior environments (CA 3,8);
7. independently and collaboratively present and communicate concepts and design proposals to ‘design teams’, associated industry professionals, clients, invested communities and the general public, through effective use of appropriate production technologies (CA 7,9,10);
8. communicate ideas, principles and concepts effectively by oral, written and visual means with clarity and confidence (CA 4,9);
9. exercise independently led project management skills, including time management, team negotiation and collaboration, reflective practice and self-promotion (CA 10,11);
Subject-Specific Practical Skills:
10. generate complex design concepts, narratives and proposals suitable for interior and other multidisciplinary design projects, through sketching, model making and digital processes (CA 1,7,8);
11. develop confident industry-led and entrepreneurial skills to effectively communicate, present, publish and exhibit projects to the interior design profession (CA 2,9);
12. exhibit understanding of the roles and expertise of the extended team within the design and construction industries and work effectively in that context, enabling continuous self-development (CA 4,10,11).
Course learning outcomes / Module cross reference
Module Title Module Code Learning Outcomes
CCS 1 CP4015 LO1, LO5, LO8,
Interior Materials and Technologies DN4008 LO3, LO4, LO7, LO8, LO12,
Spatial Design Development DN4015 LO1, LO2, LO4, LO7,
Design Principles for Interiors DN4009 LO1, LO2, LO7, LO10, LO11,
CCS 2 CP5015 LO1, LO5, LO6, LO8,
Interiors Technologies and Production DN5010 LO2, LO3, LO4, LO6, LO7, LO8, LO12,
Human Scale DN5002 LO1, LO2, LO3, LO5, LO9, LO10,
Design Details DN5004 LO3, LO9, LO10, LO11, LO12.
CCS 3: Dissertation CP6015 LO1, LO5, LO8, LO9,
Integrated Design Practice DN6029 LO3, LO4, LO6, LO8, LO12,
Project Design and Development for Interiors DN6020 LO1, LO2, LO4 ,LO5, LO6, LO9, LO10,
Major Project Realisation: Interior Design DN6018 LO2, LO3, LO6 , LO7, LO9, LO10, LO11,
Principle QAA benchmark statements
Subject Benchmark Statement: Art & Design (2017)
Subject Benchmark Statement: History of Art, Architecture and Design (2017)
The assessment strategy for the course has been designed holistically, to ensure manageable timing, workloads and clarity of expectations for students, and to avoid duplication of assessment of learning outcomes.
The assessment regimes for the modules and tasks are designed together with the briefs, prior to the start of the year, taking into account student, external examiner, professional collaborator and colleague feedback from previous instances. The requirements of briefs and their components, the assessment criteria, grading scheme and descriptors are published and explained to students at the start of the year and are designed to be used as consistently as possible, to avoid unnecessary complication. Assessment is related to the achievement of learning outcomes; qualification frameworks and subject benchmark statements are consulted to ensure clear language that is appropriate to level of study. Students are informed of the procedures for first, second and parity marking, and external examiner scrutiny of the assessment process and marks, to ensure that they understand and have confidence in the probity of the process and security of the final marks.
In every case, there is required formative assessment and feedback prior to summative assessment at set points. This is recorded so that it can be used by both students and staff to track further progress and engage support where it is required. Feedback follows good pedagogic practice in that it is constructed as ‘feed-forward’, with a focus on specific actions and strategies as to how to improve, not only on what requires improvement. Challenge to students is managed, so that students performing well in-year are encouraged to strive for excellence, while those performing less well experience clear, targeted and structured guidance, including notice of where they are doing well or are showing potential.
The course adheres to the University’s requirements for assessment and feedback turnaround times and to academic regulations for marking and second making sampling. Additionally, the course engages in Subject and School parity exercises to ensure that assessment standards are consistent. This is especially important in relation to studio delivery through which students on the same modules will be undertaking differing projects.
• Assessment and feedback practices are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship.
• Staff and students engage in dialogue to promote a shared understanding of the basis on which academic judgements are made.
• Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice.
• The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.
• Formative assessment supports students in developing for summative assessment.
• Feedback on assessment is timely, constructive and developmental.
• Processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process.
Organised work experience, work based learning, sandwich year or year abroad
Work- related learning is embedded in the course both formally in DN5010 and throughout the course through live projects, industry visits, visiting speakers and events such as ‘Making a Living’ and ‘Celebration’ weeks.
Work-related learning is an integrated and mandatory part of the course, in line with the University’s policy of securing a work related learning opportunity for each undergraduate student during their studies, with at least 70 hours working on live projects for real organisations delivered through placement, live briefs, real entrepreneurial activities or short in term work placements built into the course. Students will experience a competitive recruitment process or pitching for opportunities, and they will be required to reflect on their experience of the project or placement and undertake forward career action planning.
The majority of tutors and lecturers on the course are practitioners and share their knowledge and experience with students throughout their course of study. The studio delivery of the course means that opportunities for work related learning through collaboration with external companies, agencies, institutions, competitions and professionals can be taken up as they arise, if appropriate to the programme of study.
Studios function as simulations of professional workplaces, with expectations of professional standards, conduct and delivery building as students progress from level to level. During their final year, students are expected to work independently towards completion of professional portfolio of projects, culminating in exhibition of these in the annual summer show and associated events.
Course specific regulations
ACADEMIC PROGRESSION: As a condition of progressing from level 4 to 5 and level 5 to 6, students are required to have gained 120 credits per level, that is, by achieving pass marks (40%) in all four modules in the preceding level of study.
Level 6: In order to achieve an honours degree award on this course, students must have completed and passed each Level 6 module at 40% or above.
PART-TIME MODE OF STUDY
Part-time study is defined as 60 credits per year. Consequently, in part-time mode, the duration of study for a 360-credit degree will be 6 years. The pattern of study in CASS degrees shall be as follows:
Year 1 – DN4015 & DN4009
Year 2 – CP4015 & DN4008
Year 3 – DN5010 & DN5002
Year 4 – CP5015 & DN5004
Year 5 – DN6020 & DN6018
Year 6 – CP6015 & DN6029
Modules required for interim awards
• DN4015 Spatial Design Development
• DN4009 Design Principles for Interiors
• CP4015 Critical and Contextual Studies 1 (Interiors)
• DN4008 Interior Materials and Technologies
• DN5002 Human Scale
• DN5010 Interior Technologies and Production
• CP5015 Critical and Contextual Studies 2 (Interiors)
• DN5004 Design Details
• DN6020 Project Design and Development for Interiors
• DN6018 Major Project Realisation: Interior Design
• CP6015 Critical and Contextual Studies 3: Dissertation (Interiors)
• DN6029 Integrated Design Practice
Arrangements for promoting reflective learning and personal development
The School’s studio system of curriculum delivery embeds reflective learning and personal development planning throughout the course.
Most summative assessment is at the end of year-long modules, with several formative assessment points formally instituted in the course of the year. At these interim formative assessment and feedback points, students reflect on their progress to date with their peers and course staff (with the benefit of feedback from professional partners), seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. The feedback and student reflection is recorded and forms an action plan for the next period of study.
This system is highly individualised, but also benefits from peer engagement in studio critiques. The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.
Throughout the modules and the course therefore, in this way, students build bodies of work, including reflections on progress and achievement, and planning for their future achievement of targets.
Other external links providing expertise and experience
British Institute of Interior Design Code of Conduct and Professional Ethics
Career, employability and opportunities for continuing professional development
Careers advice is integral to the course. Design related employment agencies are invited to lecture and support the review of student CVs and portfolio surgeries are carried out through which the student is given encouraging and specific advice in regards to their presentational focus. Students are mentored by industry professionals throughout their final year and students are encouraged and supported to seek internships and work experience. Competition, exhibition and publicity opportunities exist throughout the course and external exhibitions and trade fairs enable students to develop further career opportunities. Students are supported throughout to reflect upon their own practice so that they are able to progress successfully to their chosen field within the professional interior design sector.
Successful completion of the course offers enhanced career opportunities in the design industry. Students leave with a high quality portfolio of work and a range of practical, professional and academic skills, providing an excellent base for both work and further study. Most of our graduates go on to practice in interior architecture and interior design, design more generally or are employed within architectural practices or progress to postgraduate study. Graduating from the BA (Hons) Interior Design is the start of lifelong learning and an exciting and varied career in design. It provides graduates with core and transferable knowledge and skills that enable individuals to seek work in a wide variety of areas connected to the built environment and other related professions.
Students can also benefit from support and guidance from the Careers and Employability services and the University’s business incubator unit, ‘Accelerator’.
This course will prepare you to work with confidence as a specialist in a design or architectural practice. On entering the workplace you will find your role requires a range of skills and experience beyond the purely creative. The collaborative nature of the projects you’ll complete whilst studying are ideal for preparing you for interacting with other professionals and performing construction industry processes.
Recent graduates have been employed by design companies including Gensler, BDP, Turner Bates, Black Sheep, Fitch, AI Architects, Woods Bagot, Foster and Partners, Seen Displays, Areen, My Beautiful City, and Avante Garde.
We also have graduates who have chosen to work for set designers, interior design magazines and in museum and gallery curation.
Others have chosen to continue onto postgraduate study. Graduates of this course are well-suited to pursuing further studies in interior design, sustainable design, architecture and environmental design and strategic brand management at postgraduate level. We have a variety of suitable courses at London Met, such as:
- Interior Design MA
- Environmental, Sustainable and Regenerative Design MA
- Architectural History, Research and Writing MA
- Public Art and Performance MA
Every student who studies on one of our three interiors courses has the opportunity of a work placement at a leading London design practice. We place our students in the top 150 interior and architectural practices in London including Penson, Gensler, turnerbates, Fitch and WeAreYourStudio.
In addition to the University’s standard entry requirements, you will normally be expected to obtain:
- a minimum grade BBC in three A levels from relevant subject areas such as the arts, humanities and social sciences (or a minimum of 112 UCAS points from an equivalent Level 3 qualification in relevant art and design subjects)
- a portfolio review
- English language GCSE at grade C/grade 4 or above
We encourage applications from international/EU students with equivalent qualifications. We also accept mature students with diverse backgrounds and experiences.
Suitable applicants living in the UK will be invited to a portfolio interview. Applicants living outside the UK will be required to submit a portfolio of work via email.
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Interior Design (with Preparatory Semester) BA Hons or our Interior Design (including foundation year) BA (Hons).
Portfolios and interviews
Your portfolio should be selected but have enough work to show the range of your interests and talents. We are interested in seeing how you develop a project from beginning to end, not only finished work.
Interior designers make models as well as flatwork, so 3D work may be relevant as well as 2D.
If you cannot bring it to portfolio interview, take photographs and include them.
We always want to see traditional drawing whether observational, life or concept generating, so please include this, even if you have good CAD skills already.
Finally, be ready to talk about your work and how you see your future as an interior designer.
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Sep 2013||Last validation date||01 Sep 2013|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||W250 (Interior Design): 100%|
Stage 1 Level 04 September start Offered
|CP4015||Critical & Contextual Studies 1 (Interiors)||Core||30||CITY||AUT+SPR||TUE||PM|
|DN4008||Interior Materials and Technologies||Core||30||CITY||AUT+SPR||TUE||AM|
|DN4009||Design Principles for Interiors||Core||30||CITY||AUT+SPR||MON||PM|
|DN4015||Spatial Design Development||Core||30||CITY||AUT+SPR||THU||PM|
Stage 1 Level 04 January start Offered
|CP4015||Critical & Contextual Studies 1 (Interiors)||Core||30||CITY||SPR+SUM||THU||PM|
|DN4008||Interior Materials and Technologies||Core||30||CITY||SPR+SUM||THU||AM|
|DN4009||Design Principles for Interiors||Core||30||CITY||SPR+SUM||WED||AM|
|DN4015||Spatial Design Development||Core||30||CITY||SPR+SUM||FRI||PM|
Stage 2 Level 05 September start Offered
|CP5015||Critical & Contextual Studies 2 (Interiors)||Core||30||CITY||AUT+SPR||THU||AM|
|DN5010||Interior Technologies and Production||Core||30||CITY||AUT+SPR||THU||PM|
Stage 3 Level 06 September start Offered
|CP6015||Critical & Contextual Studies 3: Dissertation (...||Core||30||CITY||AUT+SPR||WED||AM|
|DN6018||Major Project Realisation: Interior Design||Core||30||CITY||AUT+SPR||FRI||PM|
|DN6020||Project Design and Development for Interiors||Core||30||CITY||AUT+SPR||TUE||AM|
|DN6029||Integrated Design Practice||Core||30||CITY||AUT+SPR||THU||AM|