BA (Hons) Interior Design
01 Sep 2026 - 31 Aug 2028
| Course Leader | Heddus Davies, Aimee Ward |
|---|---|
| Course Team | Emma Marshman |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time, Full Time Sandwich |
Document Version
| Version | 4 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Educational Aim
The following take account of QAA Benchmarks in Art and Design and History of Art, Architecture and Design. For clarity, relevant sections are referred to directly where appropriate.
The BA (Hons) Interior Design course aims to:
• Provide students with the skills to address the practical and theoretical concerns of two-dimensional and three-dimensional media, materials, and processes specific to Interior Design; this includes the cognitive skills of enquiry and synthesis, involving a sequence of research, formulation, reflection, iteration and integration of specific subject-based knowledge.
• Enable students to engage in a wide range of design problems involving analysis and synthesis, culminating in the creation of design outcomes, such as hand and computer-aided drawings or images, models, proposals, or virtual designs, using a range of processes and methods.
• Foster a sense of professional and ethical responsibility in relation to the practice of Interior Design, including but not limited to intellectual property, sustainability, accessibility, inclusivity, heritage and conservation.
• Engender in students a holistic view of Interior Design practice, enabling students to draw from their divergent learning in order to identify and solve design problems.
• Develop an awareness that design practice and designed objects are situated within various socio-political, environmental, cultural, historical, or professional contexts and that these should be understood and appreciated by the practitioner throughout the design and build process.
• Develop students’ reasoning, involving flexibility of ideas and methods, informed by an awareness of current and/or past critical debates, including considerations of expressive, functional, or stylistic issues that are commercially driven or socially motivated.
• Facilitate the acquisition of discipline specific as well as more general professional skills to operate in the creative industries, including but not limited to effective written, oral, and visual communication, collaboration, independent working, reflective thinking, adaptability, project management, and decision making.
Learning Outcomes
| A1 | Design KnowledgeDemonstrate knowledge of the theories and principles relating to the practice of Interior Design, including understanding of design methods, techniques, technologies, and processes, the basic principles of design embodiment, and design evaluation. |
| A2 | Systemic UnderstandingDemonstrate an awareness of the designer’s relationships with audiences, clients, users, consumers, and/or participants and an appreciation for how Interior Design in practice impacts upon specific individuals or groups, society more broadly, and the environment. |
| A3 | Cultural ContextForm considered judgements about the physical, spatial, aesthetic, technical, functional, and social qualities of a design within the scope of a wider context; to understand the fundamental historical and contemporary issues that affect the context for Interior Design; to acquire a broad and comparative knowledge and understanding of the aspects of international culture with a more concentrated focus on specific periods and places; and to develop an awareness of the limitations and partiality of all historical knowledge. |
| A4 | Application of Theory to PracticeEngage with the concepts, values, and debates that inform the study and practice of Interior Design; to acquire coherent and detailed knowledge and understanding of these using relevant primary and secondary sources (at least some of which are at the forefront of the discipline); and to manage one’s own learning by reflecting upon how this knowledge and understanding of the subject relates to their own design practice. |
| B1 | Creative Skills and Design ThinkingConceptualise, investigate, and develop two-dimensional, three-dimensional, or virtual designs through media, materials, and processes specific to Interior Design; to generate ideas, concepts, proposals, solutions, or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity; and to employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making. |
| B2 | Research, Analysis, and SynthesisConduct research using a variety of methods, to break down and critically evaluate an argument, task, design, concept, or a body of evidence, and to bring together ideas from different sources in a productive way, in order to identify solutions or to produce logical and structured arguments supported by relevant evidence. |
| B3 | CommunicationArticulate information, arguments, and ideas clearly and succinctly to specialist and non-specialist audiences, verbally, visually, and in writing. |
| B4 | ReflectionCritically reflect upon one's own work and the work of others; to identify strengths and weakness in one’s work and routes for moving forward, both independently and with consideration of external feedback; to identify one’s skill or knowledge gaps in relation to one’s desired career path, further study options, or personal development and self-fulfilment. |
| C1 | Entrepreneurial SkillApply resourcefulness to support one's own practice and/or the practice of others, with the ability to anticipate and accommodate change and work within the contexts of uncertainty and unfamiliarity; the ability to recognise the potential for future opportunities in design practice through feasibility studies, as well as entrepreneurial opportunities within Interior Design and/or creative industries. |
| C2 | Project ManagementStudy and work autonomously in a self-directed manner to set goals, make decisions, and manage workloads in relation to a set or self-selected brief; to take responsibility for one’s own work whilst working independently and/or collaboratively. |
| C3 | Professional PracticeAppreciate the issues that influence the processes and delivery of design outcomes in the real world. Understand the relationships of those in the industry such as clients, suppliers, users, society and culture. Appreciate the regulatory frameworks and an ability to respond to the broad issues of social and ethical concerns within Interior Design. |
| C4 | Technical SkillIdentify and employ appropriate materials, media, techniques, methods, technologies, and tools associated with the production of Interior Design output. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| DT1S25 | MOD011659 | Building Analysis | Running | 20 | specified |
| DT1S26 | MOD011660 | Ethical and Sustainable Design | Running | 20 | specified |
| DT1S27 | MOD011661 | Interior Architectural Communication 1 | Running | 20 | specified |
| DT1S28 | MOD011662 | Interior Design Core Skills | Running | 20 | core |
| DT1S29 | MOD011663 | Interior Design in Context 1 | Running | 20 | specified |
| DT1S2 | MOD011664 | Interior Design Projects 1 | Running | 20 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| DT2D02 | MOD011669 | Interior Design Projects 2 | Running | 40 | core |
| DT2S30 | MOD011665 | Conservation Principles and Sustainability | Running | 20 | specified |
| DT2S31 | MOD011666 | Interior Architectural Communication 2 | Running | 20 | specified |
| DT2S32 | MOD011668 | Interior Design Professional Skills | Running | 20 | specified |
| DT2S33 | MOD011667 | Interior Design in Context 2 | Running | 20 | specified |
| FAPU02 | MOD010919 | Employment Experience Diploma (Interior Design) | Closed | 120 | optional |
| FAPU03 | MOD011774 | Employment Experience Diploma (Interior Design) | Running | 120 | specified |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| DT3D01 | MOD011672 | Interior Design Major Project | Running | 40 | specified |
| DT3S02 | MOD011671 | Critical Research in Interior Design | Running | 20 | specified |
| DT3S01 | MOD011670 | Competition and Exhibition | Running | 20 | specified |
| DT3S05 | MOD011673 | Production Information | Running | 20 | specified |
| DT3S04 | MOD011674 | Professional Practice | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Active/simulation based
The open studio accessible to all years encourages a working culture to emulate a real studio environment.
Lectures
Lectures are relatively informal and encourage discussion and questions. Project briefings are delivered in a similar way, enabling students to engage in the briefing process.
Seminars
The informal seminars also follow a similar format with small groups being encouraged to engage in dialogue. These are particularly effective for presenting research findings and context discussions.
Tutorials
Teaching based on tutorial sessions, either 1 to 1 or in small groups.
Groupwork
This is a key part of the learning experience at Level 4 with some group work at Level 5, which better reflects a design team format giving responsibilities to each member. Groupwork at the outset at Level 6 also establishes a healthy peer support culture that is critical for the final year.
Work-based
There are several briefs at Levels 4 and 5 that are live projects, including 70 hours work experience or equivalent at Level 5.
Project Supervision
Project work is guided throughout the development process, with greatest emphasis at Level 6.
Demonstration
'This is achieved when certain processes are demonstrated, such as using digital and traditional workshops, where the demonstration is key to building confidence in using these tools.
Practical Classes and Workshops
The nature of the subject means that practical work is integral to learning the design process, as well as the skills to communicate their work.
Fieldwork
Due to the nature of the subject, site visits are an integral part of the course, where students undertake a measured building survey as well as a photographic documentation and a drawn analysis of the building.
External Visits (including fieldtrips)
It is also a key part of the learning experience to visit buildings and places for the students to immerse themselves in the physical environment.
Directed Study (including Online Learning)
This is usually a set task that is expected before the next session, either independently or set out as a group activity.
Independent Study
This is continuously encouraged, in order to further students' understanding and fuel their interests in the subject area. Each brief requires a commitment to undertake some independent study, which may include research, visits, events or workshops. The extent to which the students engage in this activity can have a direct influence on the quality of their work and depth of enquiry/exploration.
Placement
Opportunities for work placements arise through the network of companies linked with the course in the region and further afield across the UK. The course format also offers opportunities as a part of the work placement incentives project at Level 5.
Study Abroad
Students are encouraged to consider the opportunities of studying abroad through the Erasmus programme which is introduced at induction and set points during the year.
Formative assessment-scheduled
During all project work there is a continuous process of formative assessment both in informal 1 to 1 tutorial and from group work with peers
Formative assessment-independent
During the final year they are encouraged to engage with their external mentors and seek feedback independently.
Employer Engagement
Visiting Speakers
The course has a diverse range of professionals from industry supporting the teaching of two full time members of staff. This format is invaluable at all levels of study, benefitting from specialist discipline input. In addition to this, the faculty regularly invite speakers from a wide scope of disciplines in the creative industries covering TV, Media, Music, as well as Design.
Students are encouraged to also attend cross faculty events where speakers from other specialist areas share their expertise. This encourages building networks within their specialist discipline, the creative industries in general and beyond.
Volunteering
Students are given opportunities to volunteer on a variety of external projects to gain experience, as well as being encouraged to look for their own. As a part of this activity, the students must engage with the individuals and groups who co-ordinate this work or these projects. The students could give design input, as well as assisting in simple fit out projects with charities or community groups who are working with initiatives to also upskill young people.
Fieldwork
Site visits are an integral part of project work where students survey, document and analyse a building or space, usually along with the client or project representative. This is a valuable chance for discussing and questioning other individuals outside of the university network.
Fieldtrips
Visiting buildings and specific places of interest for projects, industry events, as well as international trips presents a good opportunity for the students to show initiative to engage in intellectual discussion with individuals who are there to discuss subjects relative to these spaces.
Work Placements
There is ample opportunity on the course to prompt industry experience, as well as formal work placements. This is facilitated through externally set briefs, industry guided project work, portfolio reviews or mentor support. Students are also encouraged to seek opportunities through their own contacts or through networking events. Where appropriate, we also advise students when positions are available.
Work-based Learning
The course includes numerous live briefs, so students will encounter industry contact over the three years of the degree. Design briefs are often set relative to live projects working with real organisations and clients to reflect industry processes. Often, these projects work to prompt initial concept ideas for projects to be procured in the future by the client with sometimes further input from students. Students may also pursue additional work-based learning.
Sandwich Years
The year placement is an accredited option for students wanting to do a year out during their 3rd year and return to study in the 4th. This is predominantly facilitated by work placement incentive projects as a part of Level 5 that run with partner companies. This is supported by the faculty’s work placement adviser to seek opportunities beyond this set up.
Employer Forums
Due to the format of the course, we can maintain a continuous and proactive dialogue with industry partners, professional mentors and placement employers. We also engage in wider industry specific events that are at the forefront of the discipline.
Means of Assessment
Practical Assessment
Written Assignment
Portfolio
Project Output
Oral Assessment
Dissertation
Learning Support
Induction
The induction week is predominantly a chance to settle in and get to know the other students on the course as well as the teaching staff. There is an introduction to the course generally and 1st year more specifically ensuring the new students understand what to expect. The key thing at induction is to make sure that they feel comfortable with what is ahead and that they have all the required information about the course and module format, the timetable and an overview of the content. There is one formal session to do this, with the rest of the week all about activities to settle in and get to know the staff, their peers, the faculty, Cardiff and South Wales.
There is also a chance during induction week to begin some research relating to the immersive project, which allows students to work collaboratively (with students on their course or within the faculty) to begin to develop core skills relative to Interior Design.
Personal tutor
Every student is allocated a Personal Academic Coach (PAC) who is there to discuss any issues relative to their academic progress. These sessions are set out as required in the faculty PAC system relative to updates in the scheme also working with the learner analytics support. This tutor will also advise on how to seek support for any personal matters arising that may affect their studies.
Office hours
Staff will advise when set office hours are available for drop-in sessions and tutorials for specific coursework.
Tutorials
The course specialism and its desired outcomes for assessment requires regular tutorial input. This encourages independent development guided by 1 to 1 tutorials and small group discussions where appropriate. Due to the nature of the design process, the format of the tutorials is flexible and extremely proactive and tailored to work with each individual’s needs.
Seminars
Seminars as regular group discussions are effective in allowing the students to share their progress and opinions, as well as learn from others’ input. It also encourages involvement from all students, so that they can build confidence in presenting their ideas and working progress. On Contextual Studies modules, Seminars provide opportunity for thematic discussion.
Formative Assessment
Some assignments and modules will allow for formative assessments at key stages in the project development at proposal and concept stages, for example. This allows us to provide valuable feedforward input. The studio culture and tutorial discussions also allow regular and consistent guidance through informal feedback.
Progress meetings
During project modules, there are regular group meetings to discuss general progress, clarify brief aims, achieved outcomes and aspirations of the coursework in process. This is an open discussion to ensure that everyone is clear on the agenda of the project and what needs achieving for the final presentation and assessment hand in. We ensure this happens also to meet the expectations of any external clients or organisations involved. We advocate these meetings both for individual outcomes as well as the group work projects.
Research Supervision
Students are guided through their research methods and activity by the Contextual Studies tutor at all levels of study, and this ensures consistency in what they learn and how they do this. It forms an important work ethic that also informs their studio practice. Research Supervision is prevalent on the final year Critical Research in Interior Design module, where students are supervised on their dissertations. The contact is through email, studio discussions, meetings and drop-in sessions, apart from timetabled sessions.
Online Resources
All course resources, learning materials, course handbook and module content are available on Blackboard, the University’s Virtual Learning Environment (VLE). Here, there are also further resource links to relevant information within each module page. There are course Twitter and Facebook pages that highlight activity and any information about networking events. We inform the students about the use of a number of online journals to support their studies, as well as directing them to links for products and specifiers’ technical information. We also advise on the use of some specific online software tools to help with additional support for software tutorials.
Advice Centres
We make sure that the students are aware of the help and support that they can receive from the Student Advice Team at the Atrium with any issues, especially if this is affecting their studies. This is particularly important with matters around health and wellbeing. We also make sure that they are aware that there is valuable support in Student Development and Study Skills and advice for any student finance concerns.
DS Service
The Disability Service is there to provide confidential and tailored support and guidance for students who have disabilities, both seen and unseen, as well as advice on help available for any learning difficulties
IT/Library
In addition to the resources available at any time via the VLE, we have a great selection of reference material available in the library covering all aspects of the subject area with a fantastic collection of books and journals. Some of these are also available to access online. The course works closely with the librarian to make sure that the content is relevant and as easily accessible as possible for the students. The librarian introduces the library resources in the first few weeks of the year to the new first year students. Along with their online student account that gives access to Unilearn, email, printing and account activity, the students can use computers and digital equipment available for them in the studio and workshop. These all have industry standard software and also a license to the Autodesk suite to use on their own laptops. They can also access the media loans to borrow any additional IT devices.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3 | Exit |
Progression Route
Graduates of the BA (Hons) Interior Design degree at USW are prepared for a wide range of opportunities within the design industry. The areas of potential employment cover all areas relating to the built or spatial environment.
This ranges from architectural, interior, retail, product/furniture, event, media, theatre and exhibition design, 3D visualisation, interior branding to project management.
Many graduates also decide to establish as a freelance designer, supported by the Careers and Enterprise Team/Freelancers Academy and based on work undertaken whilst at university.
Some students also decide to progress onto further study on an MA in Interior Design/Interior Architecture or a relevant master's course, such as the MA Graphic Communication at USW.
Entry Requirements
Admission to the course is typically through the following qualifications:
A-levels – BCC
A-levels plus Welsh Bac – BC+C@WB
B-Tec -- Distinction/Merit/Merit
GCSE Requirements – Five GCSEs at grade C or above, including Mathematics and English language (or equivalent qualifications)
Clearing -- A level: CDD; BTEC: Merit/ Merit, Pass; A level+WB: CD+C@WB
Access to HE -- Pass with 15 Distinctions from, a further 21 Merits and 9 Passes. Other combinations equating to same level of UCAS tariff points are also acceptable.
We interview and/or assess all applicants (e.g. assessing digital portfolios or telephone/skype interviews where applicants are unable to attend an interview in person).
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
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Methods Of Quality Standards
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Quality Of Standards Indicators
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