This presentation analyses the development of a progressive writing program for final-year undergraduate design students through collaborative educational leadership. Based on curriculum development in Unit 10 of Central Saint Martins' BA Graphic Communication Design course, it demonstrates how writing can be effectively integrated as a creative practice within design education through scaffolded learning approaches.
The research examines how breaking down learning outcomes into specific writing modes (descriptive, critical, reflective) creates accessible frameworks for design students approaching significant writing projects. The study documents the evolution of teaching resources from task-oriented documents to conceptual roadmaps connecting writing lectures, academic support, and studio workshops into coherent learning journeys.
Methodologically, the research combines curriculum design analysis with qualitative assessment of student outputs and feedback data. Evidence was gathered through collaborative review sessions with tutors and students.
Findings indicate that explicit connections between writing modes and design processes significantly improved student engagement with critical writing. Roadmap approaches demonstrated measurable improvements in student understanding of assessment criteria and learning outcomes. Furthermore, collaborative staff development sessions led to more consistent teaching approaches across diverse tutor teams.
This research contributes to scholarship on writing pedagogy in art and design education by proposing transferable models for scaffolding critical academic writing development. It offers practical approaches for educational leaders seeking to integrate writing more effectively within design education while maintaining creative, practice-based learning environments.

Authors:
Andrea Lioy, University of the Arts London - Central Saint Martins, United Kingdom

About the Presenter(s)
Mr Andrea Lioy is currently Design Practices Coordinator on the BA Graphic Communication Design at Central Saint Martins, UAL. Specialising in establishing writing as creative practice in design education.

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