Curriculum design has occupied the attention of academics throughout the ages. In design
related degrees the subject matter itself should inspire careful consideration of the structure of
an academic programme. A wide range of approaches are possible, some of which
approximately fit within general categories. A common approach in the United Kingdom
involves developing core skills at the start of a degree programme and then building on these
in subsequent years adding sophistication and depth. This paper explores the rationales of
degree structures in fields relating to design and the relative importance of educational
objectives. The question of whether to allow students to demonstrate, explore and develop
their creative skills at the start of a degree programme is asked and an example of where they
have been allowed to do this illustrated.