Our Interior Design (including foundation year) BA (Hons) is the perfect choice if you want to pursue a career in interior design but don’t hold traditional qualifications or can’t meet the requirements to enter the standard undergraduate degree. You’ll graduate with the same award and title as students who study the traditional three-year course.
This four-year course has a built-in foundation year that is both preparatory and diagnostic, meaning we’ll help you discover your strengths, find areas of improvement and prepare you for the subsequent three years of study.
Our Interior Design (including foundation year) BA (Hons) involves an exciting range of projects in the cultural, social and commercial fields that will prepare you for a successful career in interior design.
The foundation year will prepare you for academic study by equipping you with skills such as essay writing, reading, research and critical analysis. You’ll also be introduced to working in studios and workshops, while completing intensive short-term projects. These will be followed by interpretive and longer projects, which aim to give you a sense of direction and a personal perspective on interior design, as well as on the broader art and design field.
You’ll share your foundation year with students from our other foundation year courses, allowing you to gain new perspectives on and ideas for your own work. There will be opportunities to view work from other students and present your own finished and work-in-progress projects. This year will be excellent preparation for the end-of-year exhibition, where you’ll present your project to your peers, tutors and the general public.
On completion of the foundation year you’ll begin more focused study of interior design, sharing the classroom with students who have started on the traditional three-year course. You’ll study the same course content and have the same choice of modules as those students. You can learn more about the subsequent three years of study by visiting the Interior Design BA (Hons) course page.
If towards the end of your foundation year you decide that you’d like to specialise in a different subject area there will be flexibility to do so.
You will be assessed via project work, essays and an individual portfolio.
In addition to the University's standard entry requirements, you should have:
You will need to attend an interview with your portfolio of creative work. 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 small portfolio of work via email.
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 0 modules include:
The Critical and Contextual Studies module introduces a range of cultural and contextual practices and is diagnostic in helping students to identify areas of reading, writing, information gathering and research in relation to their abilities, needs and aspirations. The intention is to prepare students for critical and theoretical work in Higher Education.
The focus of the Critical and Contextual Studies module is on the ability to ask questions and find answers; specifically, those bearing on architecture, art, design and media in the broad sense and to the conventional means to present these. The experience of the module is structured by a sequence of three submissions: an initial patchwork assignment that includes a Learning Reflection element, an analysis of the works of a particular creative practitioner and a final submission is a self-directed essay.
The contents include answers to questions that range from practical or theoretical ‘how to’ or ‘what is’ exercises; to simple ‘what do you think?’ form of analysis or reflection; to complex structured responses in the form of the essay.
The module is constructed around three core blocks of intensive study. Each block has a thematic structure to allow the exploration of different topics and approaches, for example: ‘Contexts’, ‘Connections’, ‘Themes in creative practice’. The first assessment includes the Learning Reflection element.
The module aims to motivate and aid the student to find out about and engage in the practice and culture of architecture, art, design and media. The module should help inform the student about their future direction of study as well as providing useful insights into their potential and abilities. Students learn how to ask and begin to answer questions about the discipline they are interested in and its broader context. They should acquire a portfolio of methodological and critical writing and communication skills that enable them and know how to apply themselves to the various forms of study and assessment ahead following progression to the next level in Higher Education.
The Formats module is in a relatively objective position in relation to the Project and Techniques modules; whereas their focus is on aspects of an individual’s creative practice Formats addresses what is shared or common across creative practices, such as colour, composition, having and using ideas, collecting and categorising, curating, presenting and exhibiting. It is used to integrate the individual project-related work with knowledge, methods and formats from creative practice more widely.
Relations are explored between individual creative practice and other creative practices through producing work in different digital and analogue formats – including document, journal, process diary, book, album, brochure, instruction manual, worksheet, competition entry, exhibition, pop-up event, etc.
The different formats relate to ways of working and ways of thinking presented in different contexts; acting as multifunctional/responsive spaces that uses a range or combination of materials, methods and presentation environments, eg drawing, painting, photography, collage, transcribing, recording, notation, animation, film, commentary, diagram, on-line algorithm, collection and categorising, mind-maps, and ‘Thinking Hats’, etc.
There is an emphasis on the process of learning from self-evaluation and critical reflection towards propositions using both prescribed tasks and imaginative/conceptual interpretation eg colour theory – wheels/ swatches/ assemblage; reflection/ illustrated journal; composition/ narrative; exhibition/ publication; teamwork/ peer review; collecting/ curating, etc.
The module develops evidence of independent and discriminating thought and action in the research, approach and development of creative work using existing knowledge alongside diverse experience, self-reflection and critical reflection to learn about, understand and develop creative practice.
It introduces practical strategies for the formation and growth of nascent creative work and ideas; and seeks to introduce methods of thinking, recording, collecting, documenting, reading, mapping, reworking, reflecting and evaluating to evolve creative habits. It aims to evidence increasing subject-area knowledge and to develop understanding of the relationship between practical, conceptual and intellectual methods associated with different creative practices.
It encourages self-assessment of skills and knowledge to contribute to and participate in team-work and collaborative outcomes. It guides navigation between the rigorous/professional (criteria, formats and deadlines) and the imaginative/innovative (novelty, diversity and questioning).
A project develops ideas through conceptual and material processes towards outcomes that can be evaluated in relation to the initial idea; and other related contexts that may arise during the time-frame of the project. The Project module is an introduction to the project as a key feature of creative practice.
The projects in the Project module vary considerably in aim, structure and duration to reflect their application in a wide range of creative practices. The definition, implementation, development and outcome of the projects is transferred from tutor to student as the course proceeds. The projects are inherently student-centred with course demands satisfied by developing the student’s independent inquiry, discovery and production.
Each project requires direct engagement, participation and responsibility in relation to ideas, productivity and the reflection on and evaluation of creative work.
Practical elements of project-work are built-up by a close relation with the Techniques module. Critical reflection and self-evaluation encourage the development of self-organisation and effective time-management.
The Project module provides a broad, varied, stimulating and diagnostic experience of a range of creative practices that allows for self- assessment of individual interests and aptitudes towards developing a creative practice in relation to making an informed choice of a progression pathway ahead.
It enables the development of a productive, disciplined and critical approach to visual and practical enquiry; and to individual independent thinking, making and communicating. It develops the individual’s portfolio of work in a distinctive and ambitious way as evidence of a personal creative practice in the context of a specific subject area. Assignments and study trips will open up London as a source of limitless research potential and creativity.
The Techniques module delivers the skills-based, technical aspects of creative practices in relation having, developing and resolving ideas through processes towards media/material outcomes. It concerns the quality of making, considerations of care, appropriateness and endeavour. It encourages recognition of the intrinsic formal and structural qualities of different media as essential elements in visual/aural communication. The module involves a series of learning experiences that introduce and develop many of the key skills and techniques needed for a range of making practices across various subject areas; the outcomes are in the context of and further developed in close relation with the Project module.
The Techniques module introduces a wide range of materials, methods, techniques and processes to make work in a broad sense. It is closely aligned with the Project module to develop understanding of the limitations and potential of selected media, materials and techniques in the development project work. Responsible attitudes aligned to ethical and professional contexts are applied and considered in relation to imaginative experimentation and exploitation for innovation.
The Techniques module links the analysis and evaluation of technical quantitative properties with qualitative aesthetic discernment and judgment and introduces a common vocabulary, technical/professional language, core skills and reference models. It introduces safe and appropriate studio/workshop/site practice.
Year 1 modules include:
Critical and Contextual Studies (CCS) Level 4 aims to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice.
The module helps students to reflect on what they see, and to read connections between different ideas that have shaped their discipline. In particular the module investigates how thinking and articulating ideas about practice in their field might be framed – for example in relation to history, the economy, society and the environment, or through theory and practice.
The module introduces students to a range of academic skills needed to produce a graduate-level study in their final year. It helps students to develop their own interests, and to reflect on and take responsibility for the development of their own learning. This includes surveys in the history of their discipline, research and writing workshops, seminars, library sessions, visits and tours in addition to guided independent learning.
Successful design outcomes are reliant on sound design principles. These design principles inform and create opportunities for students to apply their creativity to the conception, development and eventual realisation of effective design solutions.
Design is intent on bringing about change, impacting on human experience. This module introduces a range of contemporary and traditional discipline-related design approaches and processes, some of which will be tested in design exercises and some of which may be realised in studios and projects carried across other modules. Students will be introduced to systems and methods of research, observation and analysis, ranging from human behaviour, experience and cultural context to site, building and materials. The module will develop an understanding of spatial awareness linked to design and the organisation of space, interventions and added elements.
Design concepts will be tested through the application of exercises, workshop and studio methods through a range of drawing techniques, modelling and making. Materials, processes and technologies are introduced, developing creative outcomes relevant to the possibilities and constraints of the context, the needs of the client and users, and industry conventions and regulations.
Students are encouraged to develop a critically informed and personal approach to the process of design. Studio practice and projects encourage the development of strategies, idea generation in practice and the testing of concepts in the context of a rapidly changing contemporary culture with ever-developing needs and problems. In this way, by engaging with materials, media and, processes, interior designers become agents of change through their design practice.
By progressing from the scale of the building to that of interior components and materials, this module provides an introduction to technologies, materials and the communication and making practices of designers working with the interior. Students will be asked to investigate historic and contemporary uses and design within a given interior.
It specifically establishes an understanding of key building technology by introducing typical building construction of historic and contemporary buildings. The principles of building services and environmental design in the design of interior spaces will also be introduced. Materials, their properties, selection and application will be considered and tested.
Additionally, students will develop communication techniques appropriate to the diversity of information designers use and audiences targeted. These will include the use of different orthogonal drawing conventions, diagrams and sketches, and a range of model making types and making processes.
The module will use different methods to establish this knowledge; site visits and surveys, case studies, making and drawing workshops, as well as lectures, seminars and the utilisation of a wide variety of published sources.
This module introduces students to the ‘spatial journey’, a critical term used throughout the subject field of interior design.
This module encourages students to explore and manipulate the spatial qualities of interiors by applying design principles relating to, for example, the rhythm, pattern and differentiation of architectural and environmental features in their contexts, which are often termed the spatial journey throughout the interiors industry.
It considers human responses, both ergonomic and anthropometric, to commercial and community spaces and environments, and the specific impact of these spaces on people. Students will observe the physical and emotional values of space and learn how to relate space to its purpose. Examples of real spatial environments will be surveyed and documented, using industry standard recording and publishing techniques and tools.
Students will develop and present proposals relating to a spatial journey, exploring ways to manipulate spatial choices and realising ideas visually through drawings, models and visualisation techniques. They will be introduced to sector-specific traditional and digital design modelling techniques, and the visualisation and presentation skills necessary for the practising designer. The module will be delivered through the design studio, normally including a range of exercises within teams and as individuals and through an approach that supports the generation and development of design proposals, the module will facilitate the realisation of concepts and projects generated in other modules.
Year 2 modules include:
Critical and Contextual Studies 2 continues to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice. It builds on studies undertaken in Level 4 and prepares students as independent thinkers, capable of selecting an appropriate topic and producing a sustained piece of independent study in the form of a dissertation in Level 6.
The module continues to situate the student within the process of constructing knowledge about their discipline, its history, context, and its professional and ethical dimension. It rehearses the analytical and discursive skills students need to become knowledgeable about the authorities, objects and methods in their field; to understand the roles, locations and responsibilities of important players whilst examining the broader ethical questions relevant to their discipline; and to become conversant with current debates across the subject area. This process may be approached from the point of view of the producer or consumer, the critic or the professional, the academic or the practitioner.
Students are encouraged to think creatively and to take responsibility for the development of their own learning. The module recognises that the student is also an active contributor in the process: what students bring to the construction of knowledge counts – and how effectively they construct this knowledge depends on how well they understand the field of their discipline.
Materiality (form, colour, surface and texture) affects meaning and value in all design. This module requires your critical evaluation of subtle and implicit design details, reflecting ethical and environmental design proposals expressed through materials and construction, considering how material selection and manipulation endows the artefact and/or interior with qualities and values.
Students will explore and experiment with both physical and virtual material representation, drawing on concepts and ideas originally generated within the studio. Outcomes will be developed through material and/ or constructional experimentation including scaled interventions or working models. Students will realise relevant design solutions for studio briefs, in response to specific end-users and/or sites.
Through in-depth practice-led research, students will consider the sustainable, social, functional and environmental impacts of material choices and the performance of these upon designed-spaces or objects.
Students will work towards a professional standard of presentation, developing a logical and creative approach to design problem solving, appropriate to the needs of users and clients.
As humans, we live in a continuous and ongoing relationship with the made world, where the former and the latter each inform the other. This module aims to show how understanding of the human body (its scale, proportions and movement) and awareness of sociological and physiological human behaviour are key aspects of successful design. This module will examine how humans live and work together and how the body is a site for debate, performance and politics through contemporary and historical civilizations.
Close observation of the interaction between the body and its immediate environment will be at the core of this area of study. It will show how analysis of the human being, at a range of scales, is vital to relevant, safe and ethical, innovative design that responds to physical and sensory needs. Environmental observation and reflection will be documented through a range of media, analysed to support the generation of concepts and design ideas.
Informed selection and application of material processes are an intrinsic part of the design and production of both objects and the made environment. Workshop activities will explore and test ideas, resolving design issues through modelling in traditional and digital materials and technologies. Material experimentation and knowledge will enhance both the concept and its communication.
You will normally select from a range of studio projects, working with contemporary ideas and practicing designers, mentored by professional practices as appropriate to the project.
This module develops and applies the knowledge and skills established in DN4008 Interior Materials and Technologies, and in preparation for DN6029, Integrated Design Practice, at Level 6. The module will develop students’ understanding and confidence in approaching the production of interior spaces through strategic and detailed design processes.
The module focuses in detail, through a series of analytical and reflective precedents, on how different aspects of context and history, and of material, construction, services and environmental design, interact in the context of large or complex interiors and buildings. The module will provide a progressively more detailed knowledge of the interior from structure through interior organisation, to details of fixings, fittings and surfaces.
The module introduces methods, terms and techniques that can be used to evaluate and describe the range of different relationships that appear under the heading of technology. In particular, the module investigates interiors that may involve multiple clients, for example, retail, hotels or public buildings. It examines how and why standards are developed as well as the remit for research and experiment.
The development and production of a range of drawn (manual and CAD) and written information is used to establish an understanding of professional standards in design communication and the individual’s scope to represent ideas and decisions precisely.
The module features a work placement adding practical, relevant, insightful experience to the curriculum where a strategic and informed approach to the workplace can start to develop, this is embedded and developed through CV and portfolio development techniques.
Year 3 modules include:
Critical and Contextual Studies (CCS) Level 6 results in an independent dissertation. It builds on two years of undergraduate study that critically engages students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice.
Students undertake an enquiry into a topic of their own choice and, based on this enquiry, develop a sustained critical study in support of their practice, building on techniques and knowledge developed in previous years. This study demonstrates the student’s ability to thoroughly research a topic, use appropriate methods of investigation, and work in a methodical and organised way to develop a coherent argument. It affords a sophisticated instrument for interrogating, testing and presenting ideas, and encourages the student to deploy and develop a variety of skills to show how well they can conduct and present a critical investigation.
The module rewards criticality and innovation, and provides a platform for ambitious independent work. To this end, it offers individual supervision designed to support the student’s learning. The subject matter of the dissertation can be theoretical, technical, or historical. In terms of format, the dissertation may be envisaged in different ways and can include visual, technical or other non-written material which may form the subject of the enquiry and comprise an integral part of the whole.
The dissertation may be practice-based and include field-work and primary research in its methodology; or it might be academic and theoretical in its outlook and draw predominantly on secondary sources. Its form and approach can reflect a broad range of discipline-specific approaches based on discussion and agreement with the supervisor and/or course leader.
The module provides a link between the completion of their undergraduate studies and interior design practice. It establishes a student’s ability to integrate the key areas of their interior design knowledge within the context of their major design project and through this, their readiness for professional practice.
The coursework records and responds to the process of design development and, using a range of specialist contributions, introduces a range of issues, interests and perspectives. The process is recorded, evaluated, presented and reviewed in relation to the comprehensive design project.
At the end of their undergraduate studies the module aims to provide students with the means to demonstrate, through and in relation to their own design work, the extent of their understanding and evaluation of key areas of professional interior design knowledge informing a design project.
This module aims to enable students to demonstrate that within their comprehensive design project they have a knowledge, understanding of and ability to evaluate the following five areas of study and that this is effectively and appropriately communicated:
A. cultural context
B. professional and regulatory requirements
C. environmental and sustainability
D. construction, materials and specification
This Major Project module enables Interior Design students to prepare for independent practice in the workplace or to progress onto higher studies. It is the opportunity to synthesise their specialist knowledge and skills and effectively communicate these. In this module, they will carry out the project conceived and developed in the parallel Project Design and Development module, fully realising it in appropriate form by the end of the module.
Students will exercise and display their abilities in selecting, analysing and applying knowledge, skills and understanding to a negotiated and fully researched project in order to properly understand strengths, interests and position in the field, and the potential for future professional development.
Students will show that they understand the complex and changing nature of problems in the professional sector of Interior Design and can devise and apply realistic strategies for constructing, applying and managing a process designed to provide solutions.
A professional standard of realisation, contextualisation and presentation will be expected, providing the elements for a portfolio of practice with which they may enter the field of employment or self-employment or further studies.
Together with their Major Project Realisation module, this module is intended to prepare interiors students for independent practice, entry into the professional workplace, or for higher study.
Through synthesis of knowledge of processes and principles, using an appropriate range of intellectual, creative and practical skills, students will research, analyse, design and develop a self-directed project. This will naturally require in-depth investigation of a site, its cultural context, human inhabitation, activity and enterprise through a well-constructed design process involving practical and digital 2D and 3D methods of exploration and communication as a significant body of creative work for public exhibition.
A negotiated and approved proposal will confirm the individual project. Using creative exploration and experimentation, students will undertake research, selection, concept development, material investigation, modelling/ prototyping and visualisation. The final outcome will be produced in the course - specific Major Project Realisation modules, and will be distinctive to the course in approach, scale, communication and visualisation or making and modelling.
This module will ensure that students critique and reflect upon their own work and position in the creative sector. The module emphasises self-direction and personal focus whilst acknowledging external and professional expectations and constraints.
You’ll graduate with skills to become a successful interior designer in areas including:
On graduation you might also find that the transferable skills you’ve gained through your degree will also allow you to work in a range of careers. Some of our students have gone into work in animation, lighting design and journalism.
This is a four-year degree course with a built-in foundation year (Year 0). A foundation year at The Cass is the starting point for many of our art, architecture and design students and acts as an introduction to the wide range of creative practices explored within the University. You may join us with a clear idea of the subject you intend to study or you may use it as an opportunity to explore a number of different directions or experiment with your creativity. A foundation year degree is also a great choice if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
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Start your course in January
You don't have to wait until September to start this course at London Met – why not start in January?
If you're a UK or EU student, you can simply call our January hotline on or complete our fast-track online application form.
If you're an international student, you'll need to complete our standard online application using the "Apply direct" button.
If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.
UK/EU applicants for part-time study should apply direct to the University.
Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
All applicants applying to begin a course starting in January must apply direct to the University.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.
Please select when you would like to start:
Latest yearbook celebrates student work and achievements in 2018-19 academic year.
Cass graduate Megan Chandler included in Mix magazine's annual roundup of rising stars in Interior Design
Students from The Sir John Cass School of Art, Architecture and Design showcase their talent with a season of summer events.
27 November 6pm
Public panel event as part of Making a Living Week explores what – and how – we create for children.
A project by Aberrant Architecture, a practice co-led by Cass interiors lecturer Kevin Haley, is on the longlist for two categories of the international Interior design awards
Cass Alumna co-lead of the design team behind Starbucks's most ambitious project.
Cass interiors graduate wins National Association of Shopfitters Design Partnership Award
Latest yearbook celebrates student work and achievements in 2017-18 academic year.
Students from London Met’s Sir John Cass School of Art, Architecture and Design showcase their talent with a season of summer events.
First year Interiors students are investigating new typologies within architecture and were afforded the opportunity to visit the Old Oak Collective, a large co-living space.
Cass interiors students work with artist and author Rachel Lichtenstein on a project at UK's oldest surviving Ashkenazi Synagogue.
By Suzanne Smeeth-Poaros
Interactive session to discuss ideas for re-purposing a shipping container for a community project.
Two Cass alumni have returned to their alma mater to support the annual Making a Living Week.
Susanna Edwards has been asked to use her expertise to visualise what Southampton will be like in 2117.