The MSc Design: Products and Technology course is designed to enable students to acquire advanced design, technological and manufacturing skills to enhance their potential to become leading professional product designers and technologists. The course encourages a broad and diverse range of approaches to design practice which include manufacturing, computer science and technology, artificial intelligence for control, robotics, project management, inclusive design and emerging technologies such as advanced internet techniques.
The course provides opportunities to develop professional design and technology skills,and to acquire a critical understanding of the roles of advanced technologies in product development using modern tools and techniques within a manufacturing environment.In addition to providing a broader, analytical and integrated study of technologies and strategies, the course emphasises the importance of independent learning, collaborative team working, creative problem solving and self-organisation skills.
The main emphasis of this course is exploration of the technological relationships, strategies and interfaces between the user and the product in a manufacturing context. With strong industrial relationships and input, the course aims to provide you with a rich design multidisciplinary experience, providing you with the tools, knowledge and critical thinking to drive process and practice in the commercial world.
You'll study modules designed to expand your awareness and understanding of product design while developing a wider appreciation of a designer's role within modern society, and the impact of new thinking in business in the design industry.
Through it's project-based nature, the course emphasises the importance of independent learning, collaborative team working, creative problem solving and self-organisation skills. You'll develop a practice-based project for your final Major Study Project via the creation of a learning agreement as part of the Research Methods module; this is written in consultation with tutors and informs your final learning outcomes.
Learning and teaching methods will comprise:
This course has been developed to meet the needs of industry in the UK and overseas. It is specifically designed to increase the employability of its graduates in a business context by identifying new service, strategy and product opportunities, and conducting projects in collaboration with industrial partners. You'll become more strategically aware and technically literate, and will communicate concepts and outcomes at an advanced level in an ever changing global market place.
On completion, graduates will have acquired skills and knowledge to set up their own businesses, to work in manufacturing industries, design consultancies, and research and development organisations, or to progress to PhD study by engaging in further research.
The University's Employability Team is available to all students, offering individual consultation and support.
Take a look at our postgraduate fees and funding page for more information on scholarships, loans, and other funding opportunities.
Our programme centres on the exploration of problem spaces, understanding that much of what product designers do is redefine and reinterpret products and their contexts, enabling people to lead engaged, productive and meaningful lives.
Product design is a broad discipline, which we understand through an ethnomethodological lens. At the heart of our programme are people; particularly those who currently struggle with existing objects in identified circumstances. We embrace a variety of approaches to people-centred design practice including participatory action research; affective design; design for disruption and inclusive design. The core of our approach is to speculate and build preferred futures, based on design-led evidence constructed through observation and engagement with others. Our aim is to understand the agency of objects and configure intended impacts on communities of people moving through and across various services and systems.
You will join a vibrant, international community of creative practitioners and researchers. We are involved in a variety of research interests relevant to design production, maintaining partnerships in allied disciplines such as engineering, informatics, anthropology, sociology, health and business.
There are two semesters in your first year, each providing the opportunity to engage three courses: one core requirement, and two elective options from supporting programmes relevant to the ethos of the programme.
Core courses foster exploration and development of ethnomethodological approaches to product design research and development, with a strong emphasis on action research, ethnographic observation, participation and prototyping, driven through a strong iterative approach to practice.
One-year MA degree
If you choose to pursue the one year MA degree, you will engage your dissertation in the summer period following the first year of study, focusing on the development of an individual project which emphasises product theory in context.
Emphasis on the MA degree pathway is to prepare students with interests in design management, policy or direction, or pursuing further academic research programmes such as the PhD.
Two-year MFA degree (Under review for 2018 entry)
Students enrolled on the two year MFA degree demonstrate interest in pursuing a career as autonomous designers, often establishing their own studios of practice.
In Year 2 of the MFA, you will undertake an additional four courses, with a core component in semester 1 entitled "Incubator", which is designed to help develop your skills in researching, developing and delivering a practice-led thesis.
The MFA dissertation takes place in your final semester, and culminates in the presentation of a significant body of work presented in exhibition format, showcasing exceptional skills in making, prototyping and manufacturing of high-quality, proof of concept models which articulate your understanding of theory in practice through artefacts, images and text relevant to people-centred design.
The professional knowledge, skills and abilities developed on this programme will prepare you for a rewarding career as a product/industrial designer, designer-maker, user-experience designer, user-interface designer, design manager, production manager, or a variety of other related roles within design-related industries.
Our graduates have an excellent track record moving into employment in a variety of sectors following graduation.
Recent data and predictions on the forthcoming rate of urbanisation make cities the most common living environment now and in the future. What kind of life will it be for the seven billion people who will live in existing or developing cities? Cities hold tremendous potential, but at the same time are sources of stress, inequalities and pollution.
In 2015, the United Nations recognised this through the 2030 Agenda for Sustainable Development, which included 17 new Sustainable Development Goals (SDG). Goal 11 is dedicated to urban settlements, with the aim to 'Make Cities Inclusive, Safe, Resilient and Sustainable'.
This means that getting the design of cities right has never been so important. The questions are: what kind of design should we adopt, and who should be in charge? Our course explicitly addresses these questions, and teaches how to design responsive, resilient, sustainable cities for all their inhabitants, thus preparing socially responsible urban design professionals of the future.
Designed for both students and practitioners, the course treats the city as a complex, dynamic system.
The course is closely linked to the Urban Design Studies Unit research agenda. Everything taught in classes and the studio is based on our excellent research record and helps advance it.
Your course is delivered through studio work, lectures, seminars and a research project.
The major topic of studio is the design of the resilient city. We will address this at all scales, from the metropolitan to the neighbourhood with all its special places. We normally work on a authentic client commission, therefore the work is real; you will work against deadlines, and in multidisciplinary teams, employing professional methods. Your designs will be based on UDSU’s approach to city design called ‘Masterplanning for Change’.
Taught classes give you the theoretical grounding for everything you do in studio and inform the next phase of research. They take you through the history and theory of ideas that shaped cities up to the present day. They illustrate the current challenges faced by cities, with all the approaches available to tackle them This culminates with the very unique principles behind our Masterplanning for Change approach to the design of the city. These classes also aim to provide you with the basic skills to develop and express urban design ideas at best. Finally, they provide you with an understanding of the political, economic and practical realms of urban design.
The Masters thesis is a substantial piece of student-led work on a topic of particular personal interest, or suggested by staff to advance the Urban Design Studies Unit agenda. It is the completion of this piece that grants students the RTPI accreditation.
There are two fully-networked design studios; one dedicated to student self-study, the other to interactive design teaching.
In addition to the main University library, we have our own, on-site, reference library. Our collection is developed in direct response to the teaching delivered in the department.
A full range of hand and portable power tools are available (complete with instruction).
We offer plotter printing, scanning and laser cutting services.
The course receives Specialist Accreditation from the Royal Town Planning Institute, an important professional recognition from one of the largest planning bodies in the World.
Our department works in a joint Partnership Board with Glasgow University’s Department of Urban Studies, a world-class department whose renowned teachers and researchers contribute real estate and policy and practice teaching to our course.
Taught classes take place over Semesters 1 and 2, and include compulsory and optional choices. Compulsory classes will teach you the basic principles of what makes a sustainable and resilient city. Urban Design History and Urban Theory provide a historic overview of all major changes in the form of cities, with a focus on their social, political and economic contexts. The principles and theories of Sustainability are explored as well as the role of Development Processes and the practice and policy of Urban Design (theory) on the shape and density of cities
Optional classes offer you the chance to specialise in an area of interest. These include Urban Landscape Design, Urban Design Representation and other classes which you might find useful from the wider Faculty of Engineering offering.
The course director helps each student build up their curriculum on the basis of their background and interests.
Courses are taught through lectures, seminars and studio work as well as a piece of research (MSc students only).
Lectures and seminars are delivered through a variety of modes including short intensive sessions to allow for flexible booking by CPD and part-time students. There's also occasional site visits.
The taught element of the course starts from a solid grounding in urban design history and theory. It then concentrates on current urban challenges, from climate change to the pressures for development in both developed and developing countries. It culminates with the research work carried out in the Urban Design Studies Unit and teaches you the unit’s ethos and approach to urbanism.
Assessment criteria are linked to the learning outcomes set for each individual class and these are published in the modules descriptors which are available to students. The criteria is also explained by staff at the start of each class, to make sure that you're comfortable and clear with what is expected of you.
The assessment of studio work is developed collaboratively between staff and students. Learning outcomes are linked to criteria and performances. This increases your sense of ownership of the learning process and is integral to the course.
On successful completion of studio and classes you’ll be awarded a Postgraduate Diploma. If you complete an additional research element you’ll receive an MSc in Urban Design.
Our Inclusive Arts Practice MA is aimed at artists or individuals from related fields who are working in healthcare, education, the arts or the community sector.
It may be a suitable programme if your employer is looking to support relevant training and development opportunities for their staff.
The course aims to equip students with the necessary skills to initiate and manage truly inclusive arts projects with diverse and marginalised groups, for example those with learning difficulties or experiencing social exclusion due to economic or health reasons.
You can choose to study for either a full MA award or a PGCert. There are opportunities to work in diverse settings from schools, galleries, artist studios and design studios to day centres, photographic studios and FE colleges.
Past students have worked with a range of individuals and participant groups including people with learning disabilities, children, young people, elders, those experiencing homelessness, asylum seekers and youth offending teams. They have contributed both locally and to international projects in countries including Romania and Ukraine.
We value and encourage work across a range of art forms, including visual art, design, illustration, performance, film and photography.
Studies are based around a core of experiential work-related learning, integrated with theory. The course is designed to support participants' development and creativity as art practitioners within the contexts of inclusion, learning disability and marginalised community groups. Students work alongside diverse groups of people in a workshop setting, sharing experiences as partners in the process of learning.
The course is delivered through seven modules, including one related optional module. PGCert students study the Working Together and Issues and Debates modules only.
Assessment takes place through presentations, seminar discussions, practical work and workbooks. The final research project is assessed through an exhibition rather than a dissertation.
Working Together: Introducing Practical Collaboration
This module is a practical introduction to inclusive arts practice that explores processes of collaborative working and art facilitation skills. You undertake a series of supported arts workshops in local artists studios, working alongside the learning disabled Rocket Artist Group. You establish key philosophies and practices of inclusive practice suitable for transference to other community groups later in the course and your future practice. There are also opportunities for you to think about and develop your own work in the context of collaboration.
Participatory Practice and Creative Exchange: Inclusive Approaches to Collaboration
This module introduces and interrogates the ideas and practices of inclusive arts practice through key readings, tutor-facilitated workshops and peer discussion. It includes issues and debates around the similarities and differences between disability arts, art therapy, occupational therapy and inclusive arts practice, and other approaches to collaboration and inclusion. Within this module students will have the opportunity to work in the newly developed Switch House Building at Tate Modern, as part of a short creative exchange project.
Research in Progress
This module is designed to support students in the development, implementation and completion of their individual research projects. A series of work-in-progress seminars and workshops run alongside the delivery of students’ ongoing practical art projects.
Practice as Research
This runs in parallel with the Research in Progress module, giving you the chance to capture and present your research findings through a public exhibition or performance, and to demonstrate good practice and the impact of inclusive arts.
Looking Ahead: Continuing Professional Development
This module is designed to enhance the professional practice of arts practitioners and equip students with the skills and contacts to manage their future career paths. It covers areas such as working with museums and galleries, funding, public programming, health and safety, budget management, partnership development, and marketing.
Making sure that what you learn with us is relevant, up to date and what employers are looking for is our priority, so courses are reviewed and enhanced on an ongoing basis. When you have applied to us, you’ll be told about any new developments through our applicant portal.
On completion of the course, students are ideally placed to seek employment in a range of art, disability, community, health and education settings. Recent graduates have gone on to work for various organisations including Project Art Works, The Royal Academy and Kings College Hospital Trust as inclusive arts practitioners and workshop facilitators.
The course would also make a significant contribution to an artist's independent studio practice. Recent alumni have exhibited work at various locations including Phoenix Arts, Brighton Dome and Pallant House. Others have founded organisations such as Red Octopus Sensory Theatre and contributed to a wide range of projects and events including:
Students and alumni have successfully secured funding for inclusive arts projects and research through the Springboard Grant scheme, the Santander/Beepurple Social Enterprise Award, Arts Council England and the Winston Churchill Award. Others have progressed to PhD research through scholarship funding.
This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students.
We encourage you to create exciting, questioning and stimulating learning environments.
You'll explore how young people develop their own forms of exploration, expression and communication.
You'll learn about current educational initiatives and agendas and wider political and conceptual issues related to art and design education and how to design, develop, resource and organise art and design lessons, and how to monitor, record, evaluate and assess the art and design practices of young people.
A central philosophical position of the Goldsmiths PGCE is the importance and essential element of your practice as an artist/designer/craftsperson and how this can contribute to your development as an educator.
It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.
As well as your PGCE fees, you will have to cover your travel costs to your school placements.
We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.
There are practice-based Art and Design workshops, lectures and seminars and individual and group tutorials, which are conducted by Goldsmiths lecturers, artist teachers and gallery/arts educators.
The content of the lectures and seminars focus on current issues including:
During the Autumn Term you are placed in a secondary school Art and Design department to observe, participate in and teach alongside experienced teachers.
You'll visit a primary school to develop an understanding of younger children’s work and how the Art and Design curriculum is taught.
During the Spring and Summer terms you are placed in a second school, where you will experience a sustained experience of teaching in which you develop competence in the Professional Standards.
Throughout the course you will develop and implement Art and Design practices in all Key Stages of the curriculum including post-16.
A range of teaching methods are employed across the PGCE programmes, including:
As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.
The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Join like-minded visionaries on a rich learning journey, and spend a year working both individually and with others where expertise, life experience, passion and innovation converge to support new possibilities and ideas.
The MPhil Inclusive Innovation is a one-year modular programme designed to be a collaboration between GSB faculty and pass innovators. The MPhil curriculum is structured around three main components: learning, engaging, and reflecting and creating – this can be referred to as praxeology (the study of purposeful human action).
The programme provides a grounding in the fundamentals of inclusive innovation, as well as the challenges facing those working on social and environmental issues in Africa today. A typical class flows from student presentations and group feedback to focusing on topics such as values-based leadership and business model innovation, integrative thinking and design thinking.
From the start of the programme, innovators identify a problem of interest and start developing a deep understanding of the context behind the issue they’d like to address. They conduct independent research, including a literature review, field studies, interviews, observations and assessment of market needs. This scholarly approach leads to a fuller understanding of the practical possibilities for contributing to the issue concerned.
3. Reflecting and creating
Personal reflections and peer-to-peer feedback all help to spur on the intellectual development of inclusive innovators and their ideas.
The MPhil’s desired outcomes are:
Inclusive innovators who complete the MPhil will be skilled at:
You will gain the following during the MPhil in Inclusive Innovation programme:
This MPhil degree encourages inclusive innovators to think critically and innovatively to meet new demands. The programme gears participants towards becoming advanced strategic and systems thinkers.
Shorter invention cycles
MPhil innovators will test assumptions and prototype solutions in a “living lab” environment. It’s a free-thinking cross disciplinary space that helps shorten the cycle time from invention to application of innovations and solutions through interaction and debate with consumers, experts, industry and organisations in the relevant ecosystem.
Access to industry experts
Innovators will be exposed to key local and global specialists – from deep-content experts to market experts in the community. The insight and feedback they receive will help them iterate and improve their solutions at various stages.
Inclusive innovators will build personal relationships with leading experts across different industries and will be plugged into the next generation of African innovators.
Self-reflection, introspection and personal growth are core elements of the programme. The MPhil develops inclusive innovators who boldly pursue ambitious ideas and dreams.
The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. It will give students the ability to analyse, evaluate and synthesise evidence, theory and practice, and help them to apply conceptual and theoretical frameworks to professional policy and practice.
By the end of the programme, students should be able to:
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a dissertation (60 credits) or three optional modules (90 credits) and a research report (30 credits).
In addition to the two core modules students take at least one module from the following:
Students choose either one or two further options from the list above or, subject to the Programme Leader's approval, from elsewhere at the UCL Institute of Education.
All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation or 6,000 to 7,000-word report.
Teaching and learning
The MA is taught through lectures, group discussions, small group one-to-one tutorials, and computer lab classes. Compulsory and optional modules are assessed by a range of assessment strategies including presentations and a 4,000-5,000 word written assignment; students may choose from a range of assessment titles. In addition, students may choose to write either a report (6,000-7,000 words) or a dissertation (10,000-12,000 words).
NB: This MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.
Further information on modules and degree structure is available on the department website: Special and Inclusive Education MA
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. Some are working as managers in mainstream and special schools and other educational settings, while others support those with special educational needs and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with special educational needs and/or disabilities.
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability, and educational psychology, working with internationally recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide.
The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.
This programme attracts students with rich and varied professional and personal experience, both nationally and internationally, and fellow students provide a valuable networking resource.
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well established partnership with over 800 secondary schools and colleges across the North West region and beyond.
Successful trainees are in demand to teach this national shortage subject and these routes will equip you with the skills and experience to teach at GCSE and A/AS levels, also on vocational courses. You will specialise in one aspect of design and technology, either Resistant Materials, Food or Textiles, depending on your degree subject and will be trained to teach a minor subject that you will be teaching to Key Stage 3.
A minimum of 120 days school based practice training is combined with university based training and periods of independent study. Trainees are supported throughout by university and placement mentors.
We will consider applications from people without a degree directly related to D&T if you have relevant industry experience. Subject to confirmation of DfE funding, we usually run free pre-entry Subject Knowledge Enhancement courses for national priority subjects, including Design and Technology. These will be identified at interview for applicants who need support in some areas and confirmed with a PGCE place offer.
This PGCE is available via University led and School Direct routes.
We also offer an Assessment-Only route to Qualified Teacher Status (QTS) aimed at experienced, but unqualified graduate teachers, wishing to complete a formal qualification.
-State-of-the-art design and technology specialist teaching facilities
-Subject Knowledge Enhancement courses and minor subject training available (subject to DfE funding and eligibility)
-Experience in a diverse range of schools and colleges
-Opportunity to apply for enrichment experience overseas
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Course includes 60 Masters Level CATS points, or one third of a Masters degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute
School placements are central to the course. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.
Placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.
Trainees on School Direct routes will be attached to a particular school within an alliance of schools during their PGCE year.
Trainees also have the opportunity to apply for a four week enrichment experience overseas. These help to develop an international educational perspective and provide the chance to gain some teaching experience in an international school. Enrichment is in addition to PGCE units of study and opportunities may differ year on year, for example, in 2016 trainees were placed at British International Schools in Kazakhstan, Cyprus or Norway or public schools in Orleans, France.
This course will provide you with a critical framework for understanding recent developments in the Design and Technology curriculum. Taking account of your particular academic strengths and specialisms you will be prepared to teach National Curriculum Design & Technology and be equipped with an understanding of GCSE, A/AS Levels and vocational courses.
You will be supported in developing your subject knowledge through the use of a subject audit which identifies individual strengths and areas for development. Assignments and teaching experiences are designed to confirm your broad understanding of professional issues and confidence in your curriculum area.
This course includes:
We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.
You will engage with current educational issues and recent and relevant research in order to further develop your understanding and to generate challenging and lively debate.
There will be a focus on: