BA (Hons) Interior Architecture and Design

• UCAS Tariff Points: 240 - 280
• GCE A Levels: 240 UCAS tariff points, to include one GCE A level grade C or above
• Irish Certificate: 240 UCAS tariff points, to include 3 x ILC higher at B1
• Scottish Highers: 240 UCAS tariff points, to include 3 x higher at B
• International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
• BTEC Level 3 Extended Diploma: MMM (240)
• BTEC Level 3 Diploma: DD (240)
• C & G Level 3 Extended Diploma: Merit (240)
• C & G Level 3 Diploma: Distinction (240)

English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:

• 5.5 with a minimum of 5.0 in all elements for a Further Education course
• 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
• 6.0 with a minimum of 5.5 in all elements for a degree
• 6.5 with a minimum of 5.5 in all elements for a postgraduate degree

If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.

STAGE ONE

• Studio 1 - This module introduces students to generic art and design principles that apply to spatial design. Through a series of investigations students develop an insight into their field of study and the contextual issues that influence art and design thinking and practice. SPATIAL IMAGING: Through a series of studio-based design projects, visual research and practical workshops, the first semester aims to encourage students to initiate a process of exploratory and reflective learning, adopting an experimental and investigative approach when originating, processing and testing ideas. Project content will focus on: art and design principles and theories, the creative process, approaches and methodologies in originating and developing ideas, the identification and interpretation of themes and contexts and the representation and communication of ideas. SPATIAL RESPONSE: Semester 2 introduces students to the notion of the existing site as a physical environment with contextual properties that influence the design process and the definitive outcome of all interior architecture and interior design projects. Site can be interpreted in the broadest spatial design terms of reference to include buildings, street furniture, exterior free-standing structures or installations. Later project work brings a shift of emphasis from foundation projects that encouraged the student to focus on his/her own explorations, experimentations and interpretations in the realisation of the design outcome, to an approach that requires an engagement with the site and an analysis of the various contextual issues that will inform the outcome. Subsequent Design Studio modules will build on these foundation experiences by introducing subject specific contexts, specialist skills and knowledge relevant to interior architecture and design.
• Design Theory - The module introduces students to basic principles of architectural theory such as form, proportion, rhythm, space, habitation, representation and the social impact and demands of architecture and 3-Dimensional design. Students will become familiar with an appropriate language with which to understand and interpret architectural form whilst developing a critical awareness of historical and contemporary practice in the diverse field of design. Furthermore, students will concentrate on the study and critical evaluation of 20th and 21st Century movements in art, architecture and design. Students will continue to develop their research and presentation skills and will be required to formulate and develop their own views, interpretations and ideas based on their own research and analysis of these attitudes. They will also develop writing and presentation skills across digital and non-digital media, including the development and presentation of correctly referenced views, the process of constructing an argument, an ability to contextualise an idea or manifesto and to summarise effectively and correctly written or visual material.
• Technical Studies 1 - In order to realise a design project it is necessary for a designer to develop an awareness of the principles, materials and processes of construction to ensure that proposals are workable in concept, strategy and detail. Also they must be able to communicate creative ideas in a manner understood by other professionals involved with the technical design and on-site construction of a design project. This module introduces students to the technical and practical nature of design practice: the use of measured drawings to explore and communicate the existing site and proposal using industry conventions; the need to tailor the design detail to the user through application of anthropometric and ergonomic data; and an awareness of appropriate use of materials, building services, structure, construction techniques and environmental issues. The module is delivered through practical exercises, supported by seminars and tutorials, workshop sessions and study visits. Students are initially taught hand-drafting techniques which show the value of 2D orthographic and isometric projections to communicate complex forms. In later sessions 2D CAD is introduced as a professional tool for efficient production of site information and communication of proposals.
• Design Communication 1 - The communication strand of the course deals with the atmospheric communication of design proposals The module is designed to develop industry- and sector-appropriate analytical, technological and communication skills. Delivery of the module aims to meet the needs of a diverse student profile and will therefore adopt a flexible approach which will enable all students to reach their full potential and develop useful and useable skills. The ability to communicate narrative and design ideas through the use of semiotics, industry-standard conventions, graphic techniques and verbal presentation is introduced. Students will be introduced to various media and methods – sketching, model-making, collage etc. as well as various digital applications (Photoshop, InDesign etc.) commonly used to communicate design ideas and the atmosphere of a design proposal. The nature of contemporary design practice dictates that graduates must be proficient in use of digital media, not only in order to produce presentation material, but also to investigate and develop the potential of their designs and progress to a realisation of those ideas. Competence in the use and integration of digital media across a number of software applications will be developed in focused teaching environment and reinforced in the design studio projects running parallel to this module.
• Creative Learning - This module is designed to develop the skills required for creative learning which in turn (according to David Spendlove and Dominic Wyse) leads to new or original thinking – the very quality identified by most employers as vital to the creation of innovative design proposals. In order to learn effectively to construct an idea or outcome which is new, original and well-founded, a variety of skills is required, for example: the ability to research; to observe and analyse what you see; comprehension of what you read; the articulacy to explore and express your ideas verbally and in written form; the ability to communicate in visual formats such as drawing or graphics; and to present your ideas clearly and confidently. Organisational skills such as identifying areas for development and planning personal development strategies, goal-setting to achieve your aims, time management and the ability to prioritise appropriately will also lead to efficient, creative learning. In time and with practice, the skills and knowledge from other areas of the curriculum construct or synthesise into new information or ideas. This module aims to deliver and develop these essential skills within a design context to provide the academic and professional skills essential for successful study and employment. The diverse nature of student profiles make it necessary to adopt a flexible approach which is centred on individual personal development needs. It is intended to provide a foundation for the development of graduate level academic and professional skills later in the course. ‘…Therefore, creative learning is learning which leads to new or original thinking which is accepted (by appropriate observers) as being of value.’ Spendlove, D and Wyse, D (2005) Definitions and barriers: teachers’ perceptions of creative learning. Paper presented at Documenting Creative Learning Symposium: What, How and Why? University of Cambridge, April 2005.

STAGE TWO

• Studio 2 - This module addresses two fields of study that increasingly define the contemporary practice of interior architecture and design: the ADAPTIVE REUSE or re-modelling of buildings and NARRATIVE SPACE. The module presents continuity with the Design Studio 1 in Level 4, through the progression to a more specific engagement with the building within an interior architecture and design context. In NARRATIVE SPACE we will explore expressive areas of spatial design such as exhibitions, museums/galleries, film and television, events or collaboration with other creative disciplines. At one scale this may involve working on the building’s interior, considering elements of the immediate environment when inhabiting a space such as planning, surfaces, materials, lighting and furnishings. At another scale this will involve proposing structural interventions to the interior and exterior of the building, considering building construction and interior detailing, as well as wider social and environmental issues. In ADAPTIVE RE-USE, analysis of the context goes beyond the immediate exterior/interior physical attributes of the building and its surrounding environment requiring an empathic reading and sensitive response that brings out its innate character in the adaptive reuse proposal. Students are encouraged to develop a sense of the responsibilities placed on architects and designers though the consideration of the issues surrounding: community, user groups, demographics, and sustainability. The focus is on narrative spaces that may be within an adaptive reuse programme or in the public realm where similar agendas are applicable.
• Theory Blender - The module provides a platform for the support and enhancement of interdisciplinary research addressing contemporary issues, theories and philosophies. Students will study topics that influence and inform the design process such as politics, science, social science, technology, urban planning, sustainability and the arts in order to develop a holistic awareness of the current context. Students are expected to research, reflect and challenge the work of contemporary designers and theorists in order to develop their own research interests across different disciplines. The assessments will include collaborative projects and practical pieces of work.
• Technical Studies 2 - This module is designed to develop further knowledge and skills of technical and practical aspects of construction and design in the built environment. Students are introduced to and start to apply knowledge related to mandatory areas of building design such as legislation and the integration of building services. CAD skills are further developed in 2D and are introduced to 3D tools and visualisation. The latter part of the module is intended for students to gain competency and independence in resolving design problems against a number of constraints. The information, skills and knowledge developed in this module is explored and applied through design projects worked in the linked Studio modules.
• Design Communication 2 - Students will develop their proficiency in the use of graphic, visual and plastic techniques. They will be introduced to industry-standard digital media, including 3D computer modelling and rendering, and manual techniques in order to further improve their skills as 3 Dimensional designers able to produce compelling and legible presentation material. These skills, which build on those introduced in Design Communication 1, will be presented in a focused teaching environment and developed by the students’ own work in design studio projects running parallel with this Module. This module is intended to further develop scholarly and professional communications skills in an integrated way in the context of the built environment, design and academic sectors. It is intended that module will allow subject specific benchmark standards as defined by the Quality Assurance Agency for Higher Education (QAA) to be incorporated.
• Design Focus - This module addresses the diversity of the Interior Architecture and Interior Design Sector by providing the students with the opportunity to develop a focus in their design practice. Students will develop integrated scholarly and professional skills in the context of their career aspirations, industry sector and academic discipline. Having the design process as the core the module offers students an elective element through which they start to focus on areas represented in the strands of the course structure: Design Technology; Design Communication; Professional Practice and Design Theory. The outcomes of this module will span across a range of conceptual, theoretical and practical applications within the professional and social context. In continuing with their personal development planning students will gain a deeper understanding of the need for the development of professional and managerial skills within their industry and the development of research skills appropriate to their academic discipline. The module begins by enabling students to develop a critical understanding of career development, and the process of personal development planning for their careers. The module acts as a precusor for the Design Thesis and the Design Thesis Research in Level 6, providing a basis for students’ academic and professional progression. It also provides the opportunity for students to develop a promotional package (including portfolio of work, website and business identity) which will aid employability for interim work placements or permanent positions upon graduation.

STAGE THREE

• Design Lab - This module acts as a platform for experimentation using design processes in order to produce creative solutions to challenges defined by emerging issues in architecture and interiors. Building on the practical, intellectual and conceptual skills that are developed in Studio 3 and 4, students will work in groups and individually in order to develop a given project brief working in a collaborative manner. Live collaborations with professionals from the design sector or other disciplines is strongly encouraged. Students will work closely with academics and industry professionals in order to analyse an idea, then define the challenge, develop a proposal, seek the appropriate tools in order to solve it and finally deliver and evaluate the outcome. Competition briefs might be used as a way to set the design brief. Students will design and fabricate a part of their design proposal and will demonstrate an understanding of the use of appropriate materials and construction techniques used for this task. The module aims to address the diversity of the Interior Design sector by engaging with a variety of projects according to the interests and skills of student cohorts and current practice in the creative industries.
• Design Thesis - The Design Thesis is intended to enable students further to develop their design skills by undertaking a substantial project in which they have the opportunity to explore in depth a major design proposal from concept to presentation, dealing with specific issues of interest and importance and developing proposals to a high standard. The Design Thesis is also designed to develop independent learning, self-reliance, work planning skills and a professional approach to the design process. Interior Architecture and Design students will develop their understanding of their specialism through a self-directed project that responds to social, cultural, economic, historical and architectural contexts relevant of their chosen site. They will apply the results of their investigative research carried out in this and linked modules: these may be contextual, theoretical or conceptual in nature and should directly inform the design project. Students will extend their knowledge of three-dimensional and spatial design in the development of a fully resolved design project. In addition they will be expected to develop their presentation skills to produce presentations of professional standard through hand and CAD drawings, models and other modes of design communication appropriate to their proposal.
• Design Thesis Research - This module comprises the written research element of the Design Thesis module. Students develop an interrogative approach and critical examination of their chosen subject for their Design Thesis, the theme of which could be identified in the Design Focus Module in Level 5. They will be expected to analyse, test and evaluate their prior learning of history and art and design theory in order to develop a well-argued and original design rationale /concept for their Design Thesis. Students will compose a written dissertation which will act as a feasibility report for their final design project in the Design Thesis Module. They will address the contextual issues surrounding their chosen subject of focus, including appropriate precedent studies, theories that apply in the development of their brief, analysis of the existing building and context, sustainability issues and relevant regulations and policies.
• Advanced Technical Studies - This module further develops and applies advanced knowledge of the technical and practical aspects of workable, beautifully resolved design proposals. The module integrates research, technological & environmental issues, experimentation and practical knowledge to develop and support the dissertation design project. Students are encouraged to adopt an analytical and creative approach to resolving relevant, conflicting elements such as client / end-user needs, legislation, inclusivity, environmental implications, structure, materials, construction techniques and processes, efficient servicing, cost and durability of finishes, all whilst maintaining the aesthetic and functional intentions of a live project. Students produce a comprehensive professional quality working drawing package which acknowledges current legislation and contemporary issues. The package includes general arrangement drawings, services drawings, detailed areas, construction drawings, detailed sections and design details. A research report supports development of the design details.
• Advanced Communication - This module provides students the opportunity to perfect their communication skills with regard to progression into industry/practice and/or further academic study. Students will review and evaluate their position as a graduate designer ensuring that they are competent and confident in all aspects of academic, industry specific and professional standards for the communication of design ideas and strategies. The student will also develop communication strategies for self-marketing. The module content will guide students to appraise their employability, by facilitating the identification of entry points and requirements into the industry, the evaluation of self-marketing and communication strategies and self-review of abilities. The module will comprise of both group and individual study and assessment, and will culminate with the design and building of the final graduate exhibition.
• Professional Practice - Interiors - The aim of this module is to develop knowledge and critical understanding of the roles and responsibilities expected of professionals in the creative industries: Students explore contemporary professional practice through personal interaction with a number of design businesses. In light of these visits students are required to evaluate their own skills, knowledge and personal qualities through reflection on their work, enterprise, employability and opportunities for personal development. In addition, students further develop understanding of studio practice and project management through application to a linked design project.