University of Kent - Programme Specification
September 2010
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if he/she passes the programme. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of each module can
be found in the programme handbook. The accuracy of the information contained in this
specification is reviewed by the University and may be checked by the Quality Assurance Agency
for Higher Education.
BA (Hons) Interiors
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University of Kent
University of Kent
Canterbury
University of Kent
BA (Hons)
Interiors
KW12
Art and Design
10. Applicable cohort(s)
June 2005/Sept 2007 / Sept 2008 / Sept
2009 / Sept 2010
2010 entry all stages
Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
11. Educational Aims of the Programme
The programme aims to:
1. Provide students with the knowledge and skills to equip them for a career in interior
design. [SB]
2. Develop students’ individual, aesthetic sensibility and capacity for creativity. [SB]
3. Develop students' critical, analytical and creative skills in relation to the practice of
interior design. [SB]
4. Assist the students to develop the skills required for both autonomous practice and
team working. [SB]
5. Develop students’ competence in applying relevant and appropriate knowledge of
technology and materials to reconfigure existing spatial envelopes.
6. Develop students’ understanding of the historic and contemporary cultural context of
the design of interiors.
7. Provide students with an understanding and knowledge of the relationship between
the practice of the design of interiors and of architecture.
8. Provide students with the knowledge and skills necessary to design interior
environments which have a variety of life spans and are contained within a range of
spatial envelopes
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12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas. The programme
outcomes have references to the subject benchmarking statement Art and Design (SB).
There is a common programme for Stage One across the two BA programmes of Architecture
and Interiors, with an identical set of modules and learning outcomes. After successful
completion of Stage One, students may apply to change to the other cognate programme of
Architecture.
Students with 120 credits at level C who cannot progress into, or who fail to complete, stage 2
may be eligible for the award of a certificate (Certificate of HE) as an exit award. Students who
satisfy the credit requirements for stage 1 and 2 but who cannot progress into, or who fail to
complete, stage 3 may be eligible for the award of a diploma (Diploma of HE) as an exit award.
Alternatively they may apply to change to the other cognate programme of Architecture.
In Stage Two, there are two e common modules with Architecture (Post Enlightenment Interior
and Advanced Computer Modelling)
In Stage Three, there is one common module with Architecture (Options).
STAGE ONE
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and Understanding of:
1. The critical and contextual dimensions of
architecture and design with respect to
cultural, social, ethical, historical and
theoretical considerations.
2. Design processes and the development of a
design/architectural language.
3. The influence of environmental design
technology on the production of a
sustainable, safe and healthy built
environment.
4. Structural and constructional principles, the
properties and meanings of materials, and
the ways that these may inform and
influence design decisions.
5. The integrative relationship between space,
structure, environment and materials.
6. The history of, and current debate about,
design and architecture.
7. The verbal and graphical means of
communicating design solutions to both
professional and non-professional
audiences.
8. The relationship between the disciplines of
the design of interiors and of architecture.
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Teaching and learning:
Lectures, studio based projects, seminar
groups, workshops, tutorials
Assessment:
Coursework, written submission, drawn and
modelled submission, studio presentations,
seminar presentations.
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Skills and Other Attributes
B. Intellectual Skills:
1. Apply the skills needed for academic study
and enquiry.
2. Evaluate research and a variety of types
and sources of information and evidence
critically.
3. Synthesise information from a number of
sources in order to gain a coherent
understanding of theory and practice.
4. Apply strategies for appropriate selection of
relevant information from a wide source
and large body of knowledge.
5. Utilise problem solving skills.
6. Analyse, evaluate and interpret the
evidence underpinning design practice
critically and initiate change in practice
appropriately
7. Demonstrate an awareness of the
legislative constraints and guidance on the
development of the built environment
Teaching and learning:
Lectures, studio based projects, seminar
groups, workshops, tutorials
Assessment:
Coursework, written submission, drawn and
modelled submission, studio presentations,
seminar presentations.
C. Subject-specific Skills:
1. Understand creative design skills such as a
consistent and methodological approach
within a theoretical context
2. An awareness of the advantages of
collaborative working practices.
3. Test and analyse architectural and technical
design options against developed briefs.
4. The ability to manipulate both colour and
light to modify the character of space and
surface.
5. An ability to plan in response to functional,
spatial, aesthetic, technical and social
requirements, within the scope and scale of
a wider environment
6. Demonstrate the ability to communicate
verbally and graphically, using appropriate
media and drawing conventions.
Teaching and learning:
Lectures, studio based projects, seminar
groups, workshops, tutorials
Assessment:
Coursework, written submission, drawn and
modelled submission, studio presentations,
seminar presentations.
D. Transferable Skills:
1. Research and consider sophisticated
design problems in the light of
contemporary criticism.
2. The ability to analyse information and
experiences, formulate independent
judgements, and articulate reasoned
arguments through reflection, review and
evaluation..
3. Develop an ability to solve design problems
and articulate solutions comprehensibly in
visual, oral, and written forms.
4. An ability to engage in design thinking
which is logical and imaginative.
5. Acquire independent judgement, critical self
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Teaching and learning:
Integrated into modules and coursework
Group project design and survey work
Design projects of increasing complexity will
explore appropriate areas of concern
Assessment:
You will be able to provide evidence of these
skills through your assessments as described
above.
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awareness and ability to identify strengths
and weaknesses.
6. Ability to manage time effectively.
For more information on which modules provide which skills, see the module mapping.
STAGE TWO and STAGE THREE
Knowledge and Understanding
Teaching/learning and assessment methods
and strategies used to enable outcomes to
be achieved and demonstrated
A. Knowledge and Understanding:
Teaching and learning:
Teaching and learning will be in the main studio
and project based. Tutorial sessions will be
supplemented by visual and verbal presentation
of project work at pin-up reviews or crits.
Specialist subject tutorials will review the
content of lectures and seminars
1. Generate interiors design ideas, concepts,
proposals and solutions in response to set
briefs or from self initiated activity [SB]
2. Select, test and make use of appropriate
materials and processes.[SB]
3. Develop ideas through to material
outcomes [SB]
4. Understand the history of, and
contemporary nature of interiors design
and its relationship to its broader cultural
context
Lectures related to the current project.
Visits to investigate and / or survey a site
Visits to experience and study historical and
contemporary architecture and cities
5. Employ materials, media, techniques,
methods and technologies associated with
interior design with skill and imagination
whilst observing good working practice [SB]
Assessment:
Design projects, seminars and workshops.
6. Understand the relationship between the
practice ofthe design of interiors and of
architecture
Central to the assessment of project work will
be the presentation, resulting critique and
discussion. There will be an explicit expectation
in all project briefs that students exercise
initiative in determining the final content of work
submitted for assessment.
7. Be aware of the environmental and
structural implications of design solutions
Skills and Other Attributes
B. Intellectual Skills:
Teaching and learning:
Self initiated preparation and assembly of a
portfolio of work
Subject specific lectures
Design projects of increasing complexity will
explore appropriate areas of concern.
1. Employ both convergent and divergent
thinking in the processes of observation,
investigation, speculation, visualisation and
manifestation. [SB]
2. Study independently, set goals, manage
workloads, and meet deadlines [SB]
Assessment:
3. Produce written work using appropriate
academic conventions, including quoting
from and acknowledging written sources
correctly.
Design Journals, model-making, the appropriate
use of computer aided design and other
software
4. Analyse information and experience, to
formulate independent judgements, and
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Written dissertation
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articulate reasoned argument. [SB]
Presentation drawings
5. Formulate reasoned responses to the
critical judgements of others [SB]
Student-led seminars
6. Develop a facility for self criticism
C. Subject-specific Skills:
Teaching and learning:
1. Propose viable interiors design solutions
which respond to the needs of a client or
user [SB]
Visits to experience and study historical and
contemporary interiors
2. Propose effective space planning solutions
to given problems [SB]
Lecture series on cultural context
Group investigation of brief development: studio
based discussions and presentations
3. Analyse and understand the functional
requirements of a project, and source and
specify appropriate materials and
equipment [SB]
Speculative methods of representation
4. Apply resourcefulness and managerial skill
in support of the practice of the design of
interiors.[SB]
Assessment:
Visual and verbal presentation of project work ,
a resulting critique and discussion of the
attributes of the scheme.
Group project work, design projects and local
projects and competitions.
5. Analyse and understand the manifestation
of cultural activity and incorporate it into the
practice of interiors design
6. Understand and incorporate the
requirements of other professional
members of the building team.
Environmental investigations of design project
work
7. Produce both modelled and drawn
information in both digital and
analoguemedia, which successfully
communicates the intended meaning, and
does so in an aesthetically appropriate way.
[SB]
Model-making
8. Manipulate colour and light to modify the
character of space and surface
D. Transferable Skills:
Teaching and learning:
1. Articulate ideas and information
comprehensibly in visual, oral, and written
forms [SB]
Transferable and key skills are integrated into
modules and course work.
Group project design and survey work
Design projects of increasing complexity will
explore appropriate areas of concern
2. Present ideas and work to audiences in a
range of situations. (SB)
3. Interact effectively with others, for example
through collaboration, collective endeavour
and negotiation [SB]
Assessment:
Design Project presentation
4. Anticipate and accommodate change [SB]
Seminar presentations
5. Respond to the various pressures and calls
on one’s time, evaluate priorities and
manage personal emotions and stress
Report writing
There will be an explicit expectation in all
project briefs that students exercise initiative in
determining the final content of work submitted
for assessment
6. Act in a responsible and ethically
acceptable, professional manner
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13. Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The programme is studied over three years full-time and is divided into a number of study blocks
called modules. Each module is designated at one of three ascending levels: Certificate (C),
Intermediate (I) or Honours (H). Single-weighted modules carry 15 credits and double-weighted
modules 30 credits. One credit corresponds to approximately 10 hours of ‘learning time’. This
includes all taught and supervised classes and all private study and research. Thus, for a full-time
student each year of study involves approximately 1200 hours of learning time.
The programme is divided into three stages, each comprising 120 credits. For full-time
students each stage represents an academic year of study. You must pass all modules and
achieve all the credit for that stage (120 credits) before being permitted to proceed to the
next stage. There is no opportunity for the compensation or condonement of failure. You
will normally have the opportunity to resubmit assessments for any failed modules over the
Summer break prior to progressing to your next level of study subject to exam board
approval. At most, two such resubmission opportunities will be permitted per module.
To be eligible for the award of an honours degree students normally have to obtain 360 credits, at
least 210 of which must be Level I or above, and at least 90 of which must be level H or above.
Your overall degree classification will be calculated on the basis of 20% of your Stage Two marks
and 80% of your Stage 3 marks. Further information relating to Credit Requirements for Awards
can be found in Annex 4 of the Credit Framework for Taught Programmes at:
http://www.kent.ac.uk/registry/quality/credit/creditinfoannx4.html
The programme as laid out in terms of available modules is subject to change.
STAGE ONE
Modules common to ARCHITECTURE, ANDINTERIORS Programmes
LEVEL
CODE
TITLE
CREDITS
TERM
C
AR311
Enlighten
15
Autumn
C
AR317
Folio
30
Autumn and Spring
C
AR307
House and Housing
15
Autumn
C
AR315
Oasis
15
Autumn
C
AR316
Caravanserai
15
Spring
C
AR304
Western Architecture
15
Spring
C
AR314
Enclose
15
Spring
Total
120
n.b. At the end of Stage One, students may request a transfer from their enrolled
programme into either of the two other courses taught in common in the first year.
Students who have successfully passed all Stage One modules will normally be granted
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permission to transfer.
STAGE TWO
LEVEL
CODE
AR535
TITLE
Process and Fragment
AR515
CREDITS
I
TERM
30
15
Autumn
Autumn
15
Autumn
I
AR506
Advanced Computer Modelling
(ACM)
Post Enlightenment Interior
I
ARxxx
Paradox and Symbiosis
15
Spring
I
AR524
Synthesis and Metamorphosis
30
Spring
I
AR530
Contemporary Manifestos and
Theories
TOTAL
15
Spring
120
STAGE THREE
LEVEL
CODE
TITLE
H
AR508
Evolution
15
Autumn
H
AR507
Event
30
Autumn
Options: select one of the
following three modules:
15
Autumn
H
AR519
AR521
H
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CREDITS
TERM
Autumn
Dissertation option
Autumn
Interdisciplinary option
AR518
Building Appraisal option
ARxxx
Major Work
60
TOTAL
120
Autumn
7
Spring
14. Support for Students and their Learning
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General Regulations, Students’ Union Code of Practice, Student Charter (University
Handbook)
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Induction Programme and Student Handbook
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Library provision of recommended books
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Student:staff ratio of approximately 18:1
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Fully equipped design studios and computing suite
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University central support services, via Unit for the Enhancement of Learning & Teaching,
careers service, medical centre, counselling service etc.
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Students will be given individual module ‘briefs’, explaining fully what is required for
assessment etc.
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The Senior Tutor is responsible for overseeing student progress and will identify and
contact students who are experiencing difficulties, offering them appropriate support or
referring them to other agencies within the University. Student may also elect to see the
Senior Tutor for advice and support.
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A subject concessions committee meets to consider cases from students who have been
unable to submit work due to illness or other unforeseen circumstances
15. Entry Profile
Entry Route
Entry Route: For fuller information, please refer to the University prospectus and
the UCAS listing for the programme.
You must be able to satisfy the general admissions requirements of the
University and the School of Architecture.
Minimum Requirements:
Age
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You must be at least 17 years old by 20th September in the year you begin your
programme. There is no upper age limit.
Qualifications: one of the following (for other equivalent approved qualifications, please refer to the
University’s admissions officer)
 Five GCSE passes at C or above, including English Language or Use of English and
Mathematics, and at least two subjects at A Level.
 Portfolio showing creative ability.
 320 BB UCAS tariff points over 3.5 A-level equivalents
 Vocational A level (double award 12 units) and a pass in an approved Language
qualification
 A satisfactory pass in an approved Foundation or Access programme. Please check with
the University beforehand that we will accept the Access/Foundation syllabus you took.
 BTEC National Diploma (Distinction/Distinction/Merit overall) and a pass in an approved
English Language Qualification.
 International Baccalaureate at 35 points (including 16 at Higher Level)
 Irish Leaving Certificate at 320 UCAS tariff points from five subjects at least three of which
must be taken at higher level.
 Completion of a degree course including all the required examinations at a university in
the United Kingdom or at another approved university
 The Greek apolytirion is not acceptable on its own for stage 1 entry. It would need to be
at a level of about 17.0 (including 11 in maths to cover the GCSE C maths requirement)
and supplemented by a foundation course acceptable to the university OR by one or
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preferably two A levels at grades BC which should NOT include Modern Greek
Mature Students
 For students over the age of 21, the qualifications above may be waived dependent upon
your education and employment experience
Portfolio
 Applicants to the Programme will need to demonstrate interest and enthusiasm in space,
form and surface and a potential ability to communicate these. In the case of students
offering subjects in Art and Design or CDT at A level or equivalent school leaving
examinations (such as the IB, Scottish Highers etc) no further proof is required. In cases
where applicants do not offer such subjects, then they are required to demonstrate these
aptitudes by submitting a general art portfolio. This portfolio (which may be submitted in
electronic or reduced format) may either be sent in or, if the applicant is invited to an
interview, may be brought along on this occasion.
Advanced Entry procedures
Applicants are usually considered for entry to the full three years duration of study. In exceptional
circumstances they may be considered for advanced entry. In this case, they are considered
under APE/CL (Accreditation of Prior Experiential/Certificated Learning).
Applicants wishing to be considered for advanced entry are requested to declare which stage they
wish to be considered for in their UCAS application. Prior to this they should consult the School
website, where the academic criteria for stages two and three will be located. Applicants will be
invited for interview if the School is considering offering a place. At the interview, any ‘grey areas’
can be discussed, and additional information brought to bear on the application. Applicants will be
assessed as to whether they have met the academic criteria of the stages of the programme it is
proposed they miss.
The first stage in the entry procedure is for applicants to make a normal UCAS application.
Potential applicants may make an informal enquiry of the School prior to completing this ‘official’
application.
Once the School has decided to offer an applicant a place, an External Examiner is consulted.
Once approval from the External Examiner has been obtained, all cases for advanced entry are
submitted to the University central APE/CL Board for its approval. It is the responsibility of the
School Admissions Officer to oversee all cases of advanced entry, to all stages of its
undergraduate degree programmes.
What does this programme have to offer?
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A high quality, design led course which prepares students for the professional practice of the
design of interiors. Excellent, integrated teaching which allows students the opportunity to
develop their own personal design identity
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Tuition and project work which approaches the practice of interiors design in an intellectually
challenging manner
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A course of study which sets the practice of interior design within the broader context of
contemporary cultural activity
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Integrated teaching at stage 1 which allows students the opportunity of working with other
students studying parallel design disciplines
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Excellent, newly equipped facilities within the newest School of Architecture in the UK
Personal Profile
This course is suitable for:
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Students wishing to prepare for the professional practice of the design of interiors.
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Students wishing to be at the forefront of a multidisciplinary and interdisciplinary approach to
art and design in study, research and practice.
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Students interested in the theory, history and cultural context of design.
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Students interested in applying theoretical knowledge to the practice of making interior
environments.
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Students interested in an exploratory and experimental approach to design.
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Students interested in future design for future need.
16. Methods for Evaluating and Enhancing Quality and Standards of
Teaching and Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards
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Student evaluations are carried out periodically to gauge student’s satisfaction with
the modules of study and the learning environment
Annual reports are produced for the programme which identify strengths and areas
for improvement
External examiners' reports monitor the quality and standards set by the profession
and the government
Periodic programme review takes place annually to make minor changes and every 4
years to consider any major changes in direction.
Annual staff appraisal provides the means for staff to identify their own developmental
needs and ensures that students receive the best possible teaching
Peer observation amongst staff mirrors that of the student critique where students
learn form each other and gives staff the opportunity to improve their teaching
methods and skills
Committees with responsibility for monitoring and evaluating quality and
standards
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Staff/student Liaison Committee meetings are held regularly to help solve any day to
day issues and identify more long term matters that should be considered at formal
committee meetings
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Departmental Learning and Teaching Committee
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Faculty Learning and Teaching Committee
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The University Learning and Teaching Board
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The Board of Examiners
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The Board of Examiners (including External Examiners)
Mechanisms for gaining student feedback on the quality of teaching and their
learning experience
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Student evaluations are conducted annually to gauge their satisfaction with the
programme
Staff/Student Liaison Committee
Student representation on other committees
Programme monitoring takes place annually to enhance and develop provision.
Approximately every four to five years the programme is subject to review.
The Quality Assurance Agency also conducts institutional audits of the University’s
quality and enhancement standards.
National student survey.
University complaints procedures.
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Staff Development priorities include:
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PGCHE requirements
Staff appraisal scheme
Staff development courses
Professional body requirements
Mentoring of new and part-time members of staff
Dissemination of good practice on teaching and assessment methods
Knowledge and implementation of current professional practice
Knowledge of issues relating to widening participation and equal opportunities
Programme team meetings
Research seminars
Conferences
17. Indicators of Quality and Standards

All programmes are monitored on an annual basis. This includes analysis of a student
satisfaction questionnaire

The course is subject to the University’s rigorous quality assurance procedures, which involve
subject specialist and internal peer review and approval of the course at periodic intervals of
normally some three to five years
The following reference points were used in creating these specifications:

QAA Benchmarking Statement for Art and Design

University of Kent Plan and Learning and Teaching Strategy

Publications by the University of Kent QA and Validation Office, specifically the Codes of
Practice for Quality Assurance
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