Source: https://www.scribd.com/document/87962814/Bachelor-of-Architecture-Definitive-Document-2010-11
Timestamp: 2017-05-23 07:59:21
Document Index: 567074755

Matched Legal Cases: ['art 2', 'art 2', 'art 1', 'art 1', 'art 2', 'art 3', 'art 2', 'art 2', 'art 1', 'art 2', 'art 2', 'art 3', 'art 1', 'art 1', 'art 2', 'art 2', 'art 2', 'art 2', 'art 2', 'art.12', 'art 3', 'art 1', 'art 2', 'art 1', 'art 1', 'art 1', 'art.4', 'art 2', 'ART 2', 'art 2', 'art.5', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'ART 2', 'art 2', 'Arts 9']

Bachelor of Architecture Definitive Document 2010-11 | Educational Assessment | Academic Degree
ScribdExploreEXPLORE BY INTERESTSCareer & MoneyBusiness Biography & HistoryEntrepreneurshipLeadership & MentoringMoney ManagementTime ManagementPersonal GrowthHappinessPsychologyRelationships & ParentingReligion & SpiritualitySelf-ImprovementPolitics & Current AffairsPoliticsSocietyScience & TechScienceTechHealth & FitnessFitnessNutritionSportsWellnessLifestyleArts & LanguagesFashion & BeautyFood & WineHome & GardenTravelEntertainmentCelebrity Biography & MemoirPop CultureBiographies & HistoryBiography & MemoirHistoryFictionChildren’s & YAClassic LiteratureContemporary FictionHistorical FictionLGBTQ FictionMystery, Thriller & CrimeRomanceScience Fiction & FantasyBROWSE BY CONTENT TYPEBooksAudiobooksNews & MagazinesSheet MusicUploadSign inJoinOptionsJoinSign InUploadBachelor of Architecture Definitive Document 2010-11Uploaded by Betty JiangEducational AssessmentAcademic DegreeDesignUniversity And College AdmissionThesis0.0 (0)DownloadEmbedView MoreCopyright: Attribution Non-Commercial (BY-NC)List price: $0.00Download as PDF, TXT or read online from ScribdFlag for inappropriate contentat The University of Manchester School of Environment and Development and The Manchester Metropolitan University Faculty of Art andDesign
Bachelor of Architecture DEFINITIVE DOCUMENT 2010/11
Validation Date 07/08
UNIT PROFORMA
FORM UP/1
Programme Specification 3
1 Admission Regulations 16
Standard Entry Requirements Admission with Exemption Admission with Specific Credit Accreditation of Prior (Experiential) Learning (AP(E)L) 2 Curriculum Design and Organisation 18
Curriculum Design Overview Level Descriptors Unit Syllabus Proformae Relationship to Subject Benchmark Statement(s) Relationship to Professional, Statutory or Regulatory Body Expectations 3 Assessment Regulations 67
MMU Regulatory Framework Programme-specific regulations 4 Programme Management and Student Support 67
Programme Committee Programme Leader Studio Route Leaders Student Support Strategy APPENDIX 1 Agreement with partner institutions APPENDIX 2 Student Progress Files (SPF) and Personal Development Planning (PDP) 71 77
Programme Specification Form PS/1 1 Programme title
Mode[s] and duration
The Manchester Metropolitan University and University of Manchester
Teaching institution[s]
The Manchester Metropolitan University and the University of Manchester
Final award[s]/title[s]
NQF position
Stage award[s]/title[s]
Single stage award – Bachelor of Architecture on completion
Faculty of Art and Design MMU/School of Environment and Development UoM
UCAS code[s]
Type of collaborative provision
Degree awarded jointly by MMU and UoM
Collaborative partner[s]
Manchester Metropolitan University / University of Manchester
Date/outcome Last MMU review/approval
Minor modifications July 08
PS/1 effective date intake
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER, 2010
assimilate and present information in any appropriate medium and from a range of sources Specific Programme Aims To offer a diversity of choice. To develop further abilities in design practices to enable students to create. develop and communicate buildings. encouraging independent judgement and critical self-awareness.
This course is designed to deliver all the professional criteria as set out by the Architect’s Registration Board. their artefacts and environments in appropriate response to known
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. These criteria are identified in the individual unit proformas and are the criteria against which all work is assessed in the form of the academic portfolio. problem solving skills. analytical and creative approach. specialisation and self direction to enable the student to advance to a high level of knowledge. and the ability to locate. 2010
. understanding and judgement. RIBA validation (unconditional) 2008 -2012
Programme Aims and Learning Outcomes 19 Programme Aims
MMU General Educational Aims To stimulate and develop in students their intellectual and imaginative powers. skills and understanding in the theoretical and practical principles of architecture to a level beyond the first degree expressed both in scholarship and design practice.September 2006
QAA Benchmark Statement[s]
Date/outcome of last Subject Review
April 2006 Satisfactory
Professional or Statutory Body/[Bodies]
Architects Registration Board/Royal Institute of British Architects
Date/outcome of last PSB approval[s]
ARB prescription awarded 2008 – 2012. To provide an education that meets the Criteria set out by the ARB and the RIBA for Part 2 of the professional examination in architecture. an enquiring. their ability to communicate. to see relationships within what they have learned and to perceive their field of study in a broader perspective.
To introduce the profession of architecture.and predicted social. Methods will include self assessment/ evaluation. To develop scholarship in the history and theory of architecture and the allied visual arts and to develop abilities in research methods through the researching and writing of a significant dissertation. the roles of associated professions. workshops. cultural. seminars) are typically organised in short blocks explicitly connected to each unit or element of assessment.
Stage Learning Outcomes
The BArch programme is not a staged award.
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. This process is significant in engaging the interests of students with the specialist knowledge of teaching staff within the school. These are stated in the unit proformas as learning outcomes. developing specialisation and reflect their ambition and direction in the context of professional practice. Learning in design practice is further articulated by personal learning agreements for Studio units that allow students to define areas of personal interest. The integral coherence of learning is promoted through the potential for relationships between units in studio. Formal learning events (lectures. Students are encouraged to continue their development as independent and autonomous learners through the development of their research and learning skills and through self-evaluation and reflection. dissertation.
Learning/Teaching and Assessment Strategies
Learning/Teaching Learning and Teaching strategies in this second phase of architectural education reflect the requirements of the subject to be treated broadly but at the same time to encompass the increasing maturity of the student. In order to achieve professional qualification at Part 2 level students must attain all learning outcomes in the final academic portfolio. Learning outcomes are defined for each credit unit and these outcomes are mapped with the prescription and validation criteria of professional and statutory regulating bodies (the ARB and RIBA). 2010
. peer assessment and tutor assessment. Formative assessment is provided on completion of units of work to provide opportunities for feedback and discussion on student progress. the role of the architect. the industries. technology and management and professional studies within a culture that can be predominantly understood as Project Based Learning centred on the interests and ambitions of each student. Assessment The unit assessment criteria are identified in the individual unit proformas and are directly mapped against relevant ARB criteria. environmental and technical problems and possibilities according to their preferences and talents appropriate at graduate level To continue to develop an understanding of the theoretical basis of architecture in its historical context. regulations and procedures involved in the process of building. its modern cultural context and its modern technological context and to sharpen the theoretical basis of design. organisations.
Assessment is a matter of judgement. the extent to which available literature. Thus in determining the final recommendation to be made in respect of a student. individual contacts and field observations have been examined. Students may be required to expose their understanding of the decision making process through the display of background work Summative assessment occurs at the end of each academic year for units fully completed within that year. overall layout of the work and bibliography. The purpose of assessment is to enable students to demonstrate that they have fulfilled the objectives of the programme of study and achieved the standard required for the award they seek. Progression is subject to the decision of an Internal Examinations Board.the body of scholarship utilised. Graduation is subject to the decision of an Examinations Board including External Examiners who will interview students and inspect work from all credit units within the programme.Summative assessment occurs at the end of each academic session for completed credit units without pre or co-requisites. Marks grades and percentages are not absolute values but symbols used by examiners to communicate their judgement of different aspects of a student's work. spatial or mathematical as appropriate. the Board of Examiners shall take into account such evidence as in its judgement are relevant. 2010
. Presentation . using attainment indicators as a description of the level achieved. Work is assessed strictly according to the learning outcomes stated in the unit proformas. The attainment indictors used for grading assessments are as follows:
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. precedents.Use and relevance of illustrative material.the way in which available material has been critically analysed and ordered. The overall level of achievement is assessed against attainment indictors. All coursework is assessed on a pass/fail basis. verbal. All Academic Portfolios will be scrutinised with a Final ARB Compliance Assessment Sheet before being eligible for the award and assessed (these will accompany subject area compliance sheets used for assessment purposes with individual units). The ability to communicate lucidly and cogently reflecting mature control of language and grammar. in order to provide information on which the final decision on a student's fulfilment of programme objectives and ARB Criteria may be based. At this point Tutors formally mark all course work to indicate student achievement prior to final assessment at the end of the second academic year when all programme units are completed. the balance of the judgements made in synthesis. Argument . not simply of computation. and its relevance to the topic demonstrated. on project and assignment briefs and on learning agreements and in accordance with the following considerations as appropriate: Content . Final assessment for the award occurs at the end of the second academic year in which all programme units are completed.
Some evidence of research and reading is displayed. if not integrated into the proposition. full referencing. Work scoring at this level would indicate the candidate’s potential to be considered for further study at MA level. This work displays a sound understanding of critical analysis. evidence of wide knowledge of the subject. and innovative and original conclusions/design proposal. An excellent piece of work/presentation. ARB Criteria are attained. and sound and original conclusions/design proposal. The work would be ambitious and conscious of its value to the subject area. Work scoring at this level would indicate the candidates potential for further study at MA level. and precedent sources. The detailed mark depends on how well the criteria have been met. with a very high level of analysis. Theoretical material is relevant and has been assimilated into the presentations. Theoretical material is well represented and communicated. with argument supported by evidence. extensive evidence of a wide knowledge of the subject. meriting a pass at BArch. A good piece of work/design which responds effectively to the project set. excellent referencing.Assessment level descriptors % Qualitative description
Outstanding work/presentation in every regard. ARB Criteria are attained. ARB Criteria are attained. with evidence of the value of this to the subject area. This is a sophisticated and partly original presentation. There may be lapses in consistency and presentation of argument and application. The presentation evidences a partial review of the relevant issues of context. Work is well presented in a clear and consistent manner. ARB Criteria are attained. The work would be presented with a complete command of the chosen method. At this level there is adequate analysis and degree of reflection displaying competence but of limited originality. and of relevance to the analysis and content of the project. The lower end of this band is considered a minimum pass. The presentation contributes to the understanding of the subject. showing exceptional command of the material required. A basic understanding of the subject is shown. While information is provided. The detailed mark depends on how well the criteria have been met. both physical and social. and would be subject to recognition through the vehicle of Distinction in studio. displaying knowledge of its contexts. 2010
>85 76-85
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. A piece of work that tends to be more descriptive than analytical/ prosaic rather than inventive design. showing a firm knowledge of the subject and displaying a well-rounded understanding of the issues involved. Well presented with an understanding and use of presentational possibilities and extensive use of research and precedent. An A grade would consist of a cogent and informative presentation that makes a largely original contribution to the discipline in a way that is supported by evidence and communicates to a peer audience. it is not always relevant to the question. Assiduous but not especially deep or broad research is evidenced. with a critical awareness of the relevant context. and/or commendation in dissertation. An excellent piece of work/presentation with high level of analysis. make extensive use of research and precedent and contain a sophisticated and critical knowledge of its context. ARB Criteria are attained. but the approach/design is muddled and incomplete. The information given/presentation is sufficient to suggest that the candidate has a very basic understanding of the topic area. The presentation is considered but not fully resolved. both physical and social. and makes reference to the relevant issues in a well considered form. Some information relevant to the task set is given. ARB Criteria are attained.
ARB Criteria are not attained. ARB Criteria are not attained. It is completely unstructured and often irrelevant.It demonstrates little discernible understanding of the work set. ARB Criteria are not attained. and which makes no real effort to answer a set question or requirement.30-39
This is fail level work. 2010
. This is fail level work. ARB Criteria are not attained.
Evidence on which assessment is based The evidence on which assessment is based is defined for each credit unit and typically includes :Portfolio submissions containing two dimensional art/design work Electronically/digitally generated text and imagery and audio-visual material Three-dimensional models and artefacts Journals and sketchbooks showing development working and thinking Essays Dissertations Major Project Reports
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. and the work/presentation fails to satisfy the requirements at BArch level. Presentation lacks evidence of a review of the relevant sources. Presentation is inaccurate. the basic knowledge level is insufficient. or major areas of the subject are absent. There is an absence of consideration of contextual issues. The presentation is poorly resolved and fails to communicate the issues which have been addressed. There is no submission or an incomplete submission. poorly organised and incomplete in its level of information. ARB Criteria are not attained. There is little critical analysis and reflection and displays some competence but lacking in originality or consistency. This is fail level work. providing little relevant information. No indication is given of a real grasp of the issues involved in the work set. There is an absence of any theoretical position or content. This is fail level work that fails by a significant margin to reach the standard necessary for the award of Certificate. There is a serious shortfall in quality and/or an absence of factual information/design understanding. Diploma or Masters degrees. A blank script/presentation or failure entirely to answer a question or respond to a task. While some elements of the task set are answered. Work which scores at this level. This is fail level work which comprises the equivalent of no more than a few sentences. The work lacks a coherent content with no reflection upon issues of context or precedent. but where some comment warrants the award of a token mark. Theoretical material is lacking or of no relevance to the presentation. without agreed mitigating circumstances would be unlikely to be suitable for further development. The depth and breath of the content of the work is insufficient. There is no critical analysis or connection with the programme. Fundamental aspects of the task set are not addressed.
It follows an award that has led to an equivalent to an ARB/RIBA recognised Part 1 professional qualification. Students might expect to receive approximately 1 hours contact for each credit. The award cannot be made unless ARB Part 1 has first been received. External examiners will examine all credit units combined in their weightings in final assessment for the award. The programme consists of 240 credits for nominally 2400 hours of student effort overall making a 20-credit unit equivalent to nominally 200 hours of student effort and a 40-credit unit 400 hours.23
Programme structures. Credit Unit Structure Studio 1 Studio 2 Studio 3 Studio 4 Technology Dissertation Professional Studies 20 credits 40 credits 40 credits 40 credits 40 credits 40 credits 20 credits
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. levels. awards and curriculum map
The BArch is a structured sequence of credit units in a single stage leading to a non-Honours award. credits. All 240 credits of the programme are at the same level and equally weighted in assessment. This can facilitate a more positive engagement with practical training experience and associated career development in addition to broadening the possibilities of participation in the programme. 2010
. Credit units within the programme are primarily structured sequentially and integrally but can be undertaken at different speeds to suit the circumstances of each student.
predominantly project based-learning programme which is initially informed.
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. seminars and assignments are intended to boost the students’ academic credentials and stimulate an informed academic discussion which is initiated on commencement of the course to be of maximum value to project work. Theory lecturers.PROGRAMME MAP
The programme map shown below as an illustration. 2010
YEAR 1 (5th year)
Semester 1 20 credits
YEAR 2 (6th year)
Dissertation 3 and 4
(Lectures begin semester 2 Year 1)
Studio Technology Parts C&D
20 credits Studio 1
40 credits Studio 2
40 credits Studio 3
40 credits Studio 4
20 credits Positional Technology Parts A & B
Design report 5
Design report 6
Lectures: Research methods History and theory Critical Ideas Visiting lecturers
Lectures: Professional practice lectures Visiting lecturers
Lectures: Staff lectures Visiting lecturers Professional Practice lectures Critical Ideas History and theory
Lectures: T&E Consultations (Tech and environment) Visiting lecturers
Generally the course is a single-stage. conceptual frameworks and academic research. in year 1. which then progresses to more self-directed studio work in year 2. by an emphasis on cultural contexts. By positioning the time for nd advanced exploration of technological issues alongside the 2 year thesis project it is intended to be seen as a potential expression of excellence in studio work rather than the site of compliance and competence as it will be informed by the cultural context exploration in year 1. The course is intended to promote coherence and excellence in design.
The Management course is undertaken in the 6 yr th (with lectures beginning in the 5 yr) as it is seen as a course which will be applicable immediately after graduation. The structure allows easy transfer from MA. and is a discrete taught component. Illustrative diagram of course:
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. 2010
. with less course work and compulsory lectures allowing the time to further investigate the conceptual and th propositional grounding of the first year. Students transferring from the MA with Approved Prior Learning are accommodated by undertaking both their technology components in one year.The course is structured in second year to place emphasis on studio. whilst maintaining coherence between theoretical and technical emphases for BArch students.
where students learn through the medium of a variety of projects within studio units. so the programme can be developed with the aim of creating the greatest motivation and deriving most from the talent of the student.Colleges Teaching groups will be organised around “colleges” with the number of staff in each college th th capped at 2 creating mixed teaching groups with 11-13 5 years and 11-13 6 years. since student numbers per college will be restricted. Staff in colleges develop the programme of study for students in their Studio Units on the basis of their research. By virtue of its basis in staff research. It may be the case that staff split into a number of smaller subgroups for different periods which brings further choice and variety to the Design Studio. College provision will be made through a preference and selection system. A student will. During the two years. For example it is designed to enable a th th vertical mix of 5 and 6 year students in each college who could be working on the same college programme consisting of some introductory projects and a major project. Studio Units will be delivered to coordinate with management and technology. There will be provision for between 6 and 9 colleges. Studios can be undertaken with specialist staff organised under a College system. exhibitions and visits. on the basis of their declared interest choose or be assigned teaching staff associated with a college. The development of high skills in communication and visualisation is regarded as essential in all areas of work. The details for each Design Studio are developed from a dialogue between the staff and electing students concerning the nature and intention of the projects to be undertaken. depending on final student numbers operating a diverse range of programmes. Every student has the opportunity to change colleges between years. Each College runs a variety of projects based on its own special interests and those of its students. practice interests and expertise thus providing the opportunity to explore and understand an aspect of architecture in depth. A high level of analytical and creative thinking and expression is demanded as a test of quality and there is a demand for a professional attitude with an emphasis on motivation. The system is designed to provide opportunities for a mix of experiences and students and to enable student portfolios to contain a range of projects. acquiring design skills within this specialist area. The precise number and subject area of the colleges will be subject to change as they will be based on the teaching interests and expertise of the available staff and a degree of variation will be welcomed. which will aim to provide first choices wherever possible but cannot be guaranteed. Increasingly therefore study in a Design Studio
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. visiting lecturers and critics. Each Design Studio supports and builds on the project work with lectures and seminars from staff and students. Given that this is done through the architectural project as the main educational vehicle then the appropriate development of holistic understanding and abilities in architectural design is ensured. Students with an average mark of above 60 who desire to continue in the same unit have the right to continue in the same college (assuming that the provision is available). The individual student can define and develop along with staff the more specific content and organisation of their design project. practice interests and expertise each Design Studio is related to an area of research in the School. whilst creating some continuity by allowing a few students to continue for a further year if they meet the criteria and their thesis is judged strong enough to benefit from an extended investigation Design Studio Designing within the Studio is the hub of the programme. 2010
. Final decisions are at the discretion of the Programme leader and teaching team. as the work of the individual student unfolds.
It consists of a comprehensive programme of lectures and workshops which aim to develop a high level of knowledge and understanding of the building industry. It is assessed using audit reports and the lecture programme. subject to agreement with the programme leader and the individual student’s design studio tutor. As part of the Design Studio courses there is a compulsory study tour to a place of interest and relevance to the subject of the Design Studio. The dissertation of about 10.
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER.
Management Practice Law The Professional Studies course draws on the awareness and experience of professional matters previously gained from undergraduate years and office practice experience. The course is taught by professionals from practice augmented by school staff.000 words provides the opportunity to explore through study and writing an aspect of architecture in depth.
Study Abroad Students also have the choice. Structures and Environmental Design. History and Theory / Dissertation The History and Theory course focuses on architecture in the context of the debate concerning historicism. Students are required to write up their notes from this tour and submit a sketchbook and a critical analysis. seminar courses and the requirement for a substantive dissertation. and post-modernism and sets out to penetrate at a deeper level these contemporary debates and place them in their historical perspective. It plays an essential role in the development of students' intellectual capabilities and forms the primary vehicle through which the skills of scholarship and research are cultivated and tested. Technology The Technology course seeks to deepen the understanding of Materials. related to the special interests of the student that might also be reflected in their design work in studio units. about 10 at present. It is an aim of each Design Studio to develop its work into publications and exhibitions wherever possible. This provides the opportunity to study the growing international nature of practice as well as the essential cultural differences and contexts for architecture. building legislation and building economics. Dissertation tutors are assigned on the basis of common interest or expertise with the content proposed by students. 2010
. professional responsibilities. some of them under the European SOCRATES scheme. This is achieved by analysis and development of technological areas of architecture related to the core studio project. of spending time in one of the European Schools of Architecture with which Manchester has an exchange agreement. Students from the BArch can arrange an exchange for the second semester of year 5.will provide credit to Higher Degrees for those wishing to continue their studies. supported by a programme of invited lecturers discussing contemporary strategies and practice of technological realization. The work and character of the BArch is enriched by both the experience which these students bring back to the School and the visiting exchange of students from the other schools participating in the schemes. modernism. There are research methods. procurement. Construction. process and office practices.
two years full time education for the BArch award (prescribed at Part 2) and a further 12 months of Practical Training prior to final examination at Part 3 (usually undertaken via RIBA NW for msa graduates).
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER. This proposal is intended to broaden and inform the existing route to Part 2. an arrangement that is mutually beneficial to both the practice and academic environment. Regulations The regulations for the course are those for the current year laid out in the Manchester Metropolitan University Regulations for Undergraduate Programmes of Study. students will find it increasingly necessary to combine paid work and education. In response to these changes. 2010
. In line with most Schools. MSA has designed a flexible delivery of existing teaching units in the Part 2 with the intention of facilitating a closer integration of Professional training Post Part 1 between academic institution and practice. With the introduction of top up fees. drawing upon the teaching and research expertise within both institutions. In the flexible delivery mode individual learning agreements are set up for students with the aim of tailoring delivery of the programme to a student’s needs. Under such a system a student may choose to be based in practice for longer periods between teaching modules. Collaborative Partners The Manchester School of Architecture is a collaboration between the Manchester Metropolitan University and the University of Manchester.ARB/RIBA Recognition The award of the degree of Bachelor of Architecture is recognised as equivalent to the Part 2 examination of the Royal Institute of British Architects and meets the standards required for Part 2 of the Architects Registration Board and meets the criteria for the European Community Directive. Prizes and Awards Various prizes and awards are available to students on the BARCH degree. this comprises a year of Practical training. Both Universities contribute to the resources and management of the School and the courses offered lead to the award of a joint degree of the University of Manchester and the Manchester Metropolitan University. Flexible Delivery Students in the Manchester School of Architecture currently take four years (minimum) following graduation from BA (Hons) Architecture to gain Part 3 qualification. Articles 3 and 4. rather than replace it with an alternative. The School of Architecture maintains strong links with the local architectural profession and the branch and regional levels of the RIBA through representation on the Manchester Society of Architects.
Internal Operating Statement of the School of Architecture Annual Quality Action Plans MMU Common Regulatory Framework for Academic Awards MMU Framework for Quality Handbook Faculty Validation/Review Steering Group Reports MMU Learning and Teaching Strategy BARCH Student Handbook External ARB Criteria for Prescription RIBA Criteria for Validation ARB Procedures for Prescription RIBA Procedures for Validation QAA Subject Benchmark statement QAA National Qualifications Framework QAA Code of Practice QAA Subject Review Report
1 Standard Entry Requirements 1.2 Responsibilities 4.4 Relationship to Subject Benchmark Statement(s) 2.1.1 Student attendance and absence 4 Programme Management and Student Support
4.1 MMU Regulations for Undergraduate/Postgraduate Programmes of Study (as applicable) 3.2 Programme-specific regulations 3.1 Programme Committee 4.2 Accreditation of Prior (Experiential) Learning (AP(E)L)
2.1 Membership 4.3 Other Staff Responsibilities 4.4 Student Support Strategy
Agreement(s) with Partner Institution(s) – Memorandum of understanding between MMU and UM
PDP Faculty of Art and Design Framework
DOCUMENT LAST MODIFIED ON 21 SEPTEMBER.1 Curriculum Design Overview 2. 2010
.3 Unit Syllabus Pro-formae 2.1 Entry to Year 1 1.2 Programme Leader 4.1.2.Part Two
1.5 Relationship to Professional/Statutory Body Expectations 3 Assessment Regulations
3.1.2 Level Descriptor 2.
However in the case of the BArch evidence of previous study will only be accepted by proxy after part 1 exemption has been achieved directly from the ARB.1. although not exclusively. All applicants shall be considered having regard for the University’s equal opportunities policy and such anti-discrimination legislation as may be in force. Typically. Candidates must have a sufficient command of the language(s) in which the Programme is taught to be able to meet the requirements of the Programme in every respect. All AP(E)L applications will be approved in line with the University’s overall policy on the award of AP(E)L.1 Entry to Year 1
a) Applicants for admission to the Degree of Bachelor of Architecture will normally have: a first degree (equivalent to a UK Honours Bachelors degree class 2.1 Standard Entry Requirements 1.1. as described by the University’s Postgraduate Admissions Policy.2 or above) or equivalent qualification from a recognised institution.
DOCUMENT LAST MODIFIED ON 10 SEPTEMBER 2009
. b) All applicants must meet the minimum English language requirements of their chosen programme. 1. this will be in the field of architecture and will be a degree recognised by the RIBA/ARB as providing exemption from Part I of the RIBA professional examination. The admissions regulations set out below shall be subject to such policies on entry requirements as the Academic Board may from time to time determine (for example Curriculum 2000 Admissions Policy and the Scheme for the Admission of Students with Advanced Standing following the accreditation of Prior Learning). 1. The award of credits can be based upon learning for which certification has been awarded by an educational institution or another education/training provider (APL) or un-certificated learning gained from experience (AP(E)L).1
The admission of a student to the Programme is based on the reasonable expectation that the student will be able to fulfil the objectives of the Programme and achieve the standard required for the award.2 Accreditation of Prior (Experiential) Learning (AP(E)L)
A student may be permitted to receive an award of credits on the basis of demonstrated learning that has occurred at some point in the past.
Studio units are intended to allow the student to develop their propositional investigations into a significant project for exploration. 3. Study takes place primarily in a studio based environment with support modes for technology. through the medium of a propositional project with supporting mixed media reports. subject area specific workshops within design studio units Where ideas and techniques are explored through problem based learning and engagement with clearly structured issues. and performances. with dissertation subject informing the theoretical rigour and technological investigations promoting clear strategies for actual resolution. either individually or as part of a group. presentations.1 Curriculum Design Overview Bachelor of Architecture The Bachelor of Architecture is a problem-based learning environment and is predominantly taught in studio groups.
. Synthesis/Realisation: Within the agreed area of study. which provide close contact with mentoring staff who assist in the structuring of an individual programme of learning for each student within the overall course structure. This provides a base from which individual areas of study are identified Conception/Development: The identification and outlining and agreement of a field of exploration. Course Structure Studio teaching takes place in 4 studio credit units. reinforced by an engagement with critical discussion of theoretical and practical issues and approaches.2
2. At this point the parallel units of technology and history and theory/dissertation are designed to interlock with the studio work. History and theory lectures and Dissertation seminar groups Technology and environment Lectures and seminar groups Studio: Studio 1. The alignment with critical issues is fundamental to the development of an individually centred study set within a collective discourse. developed in response to the personal interests of the student and ideas explored in the Methodologies courses. The exercises in this studio section are also intended to create focus for intellectual engagement in theoretical discourse related to the studio proposition. using the skills and theoretical understanding developed through the course. which typically begin with introductory projects and scenarios which are derived from the design studio unit’s theoretical position and proceed onto more student directed investigations typically resulting in a “thesis” project at the end of each year. 2. professional practise management and history and theory: Lecture/Seminar: Professional Management. Each of the 4 studio credit units engages in problem based learning which can be seen as having 4 iterative teaching and learning stages which are collaborations with the teaching staff: Methodologies/Proposition: A range of exploratory and skills based study units provide a knowledge base for the extension of their study. models. Synthesis/Realisation provides the space for the coherent framing and resolution of a design based discourse. 4 Where design ideas and techniques are developed and synthesised within a dynamic critical environment. Workshop: individually prepared.
and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline). They will have the qualities needed for employment in circumstances requiring sound judgment.3
Unit Syllabus Proformas
. or informed by.or identify a range of solutions .2. to make judgements. the ability to manage their own learning. Conceptual understanding that enables the student: to devise and sustain arguments. and to initiate and carry out projects. They will be able to deal with complex issues both systematically and creatively. ideas. and they will show originality in tackling and solving problems. some of which are at the forefront of a discipline. c communicate information. ambiguity and limits of knowledge. consolidate. or equivalent advanced scholarship. b critically evaluate arguments. the forefront of defined aspects of a discipline.to a problem. and solutions to both specialist and nonspecialist audiences. and to frame appropriate questions to achieve a solution . assumptions. an appreciation of the uncertainty.
The following is the QAA approved generic level descriptor for a course at the level of Barch. using ideas and techniques. and/or to solve problems. extend and apply their knowledge and understanding. an ability to deploy accurately established techniques of analysis and enquiry within a discipline. and they will understand how the boundaries of knowledge are advanced through research. Students on Barch will already have an undergraduate degree in architecture or a related discipline with project based work providing exemption from the professional architectural bodies’ part 1 exemption. problems. and will have the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility. at least some of which is at or informed by. the forefront of an academic or professional discipline. and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. 2. including acquisition of coherent and detailed knowledge. Descriptor for a qualification at Honours (H) level: Bachelors degree with Honours Honours degrees are awarded to students who have demonstrated: a systematic understanding of key aspects of their field of study.2 Level Descriptor Much of the study undertaken at Bachelor of Architecture will have been at. and to describe and comment upon particular aspects of current research. decision-making in complex and unpredictable contexts. in the discipline. personal responsibility and initiative in complex and unpredictable professional environments. holders of the qualification will be able to: a apply the methods and techniques that they have learned to review. abstract concepts and data (that may be incomplete). Students will have shown originality in the application of knowledge. Typically.
e. Subject Area
6 Unit Leader
Programme Leader / College Coordinators
7 Credit Value Credits At 1 Level: 2 3 X Class Contact Time [Hours] 4 5
8 Amount Of Student Effort [Hours]
9 Unit Status Mandatory Core x 10 Pre-requisites
Core Option Elective
.The Manchester Metropolitan University Faculty of Art and Design
Form UP/1 1 Unit Title 21 September 2010
2 Unit Code Number
3 Home Course/Subject
4 Home Department
5 QAA Unit of Review i.
and for reasons such as sustainability and budget. COMMUNICATION Students will demonstrate an ability to: Use architectural representations having critically appraised the most appropriate techniques available Produce documentation and reports which are clear. economic and professional context that guides building construction An understanding of: Briefs and how to critically appraise them to ensure that the design response is appropriate to site and context. And ability to: Generate and systematically test. and draw conclusions which display methodological and theoretical rigour. the design of cities. An appropriate philosophical approach which reveals an understanding of theory in a cultural context . The histories and theories of architecture and urban design.
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere. Dissertation
DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social. theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The influences on the contemporary built environment of individual buildings. political. past and present societies and wider global issues. analytical and logical covering a range of architectural issues of culture. the history of ideas. analyse and appraise design options. cultural studies and landscape studies and its application in critical debate.Technology A. and the related disciplines of art. Work as part of a team.
Students choose from a range of Design Colleges which offer different expertise and areas of particular interest and approach to architectural design. reports. 170 hours self-directed study. All students may be subject to interview by external examiner
. Students undertake problem based design work on an individual and group basis.
Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. completed drawings. sketchbooks and notebooks based upon individually or college defined brief. 20 hours individual and group tutorials. Design projects are defined through personal learning agreements. Assessment is undertaken initially by design tutors in a design panel format (crit/review). Under the aegis of each College studio design projects explore the full range of issues which impact on the design process.
100% coursework Critical reviews of design projects represented in a portfolio which may include. models. with subsequent moderation panels involving tutors from all colleges.
3 and 4 are finally and summatively assessed at the end of the Part 2 Programme strictly against the entirety of the ARB Criteria (with reference to the production of “Coherent Architectural Designs”). Studio Units 1. BArch is a single stage course in which all units must be completed to pass.16
Assessment criteria for unit/Elements of assessment
All work will be assessed strictly against the stated learning outcomes. The entirety of all learning outcomes will be assessed for all students at the final assessment point.
Indicative Reading Separate reading lists will be defined by students and advised by staff / college. 2.
Date of most recent consideration: May 2006
Technology A.e. B
16182009
and for reasons such as sustainability and budget An appropriate philosophical approach which reveals an understanding of theory in a cultural context Generate and systematically test. theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The inter-relationship between people. analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences Use architectural representations having critically appraised the most appropriate techniques available Produce documentation and reports which are clear. and draw conclusions which display methodological and theoretical rigour COMMUNICATION Students will demonstrate ability to: Use visual. buildings and the environment and an understanding of the need to relate buildings and the spaces between them to human needs and scale And ability to: Independently define. digital and electronic techniques) to represent the testing. and critically appraise. analytical and logical covering a range of architectural issues of culture.12
DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social. political. their ideas in relation to a design and to the work of others
. verbal and written communication methods and appropriate media (including sketching. modelling. analyse and appraise design options. economic and professional context that guides building construction An understanding of: Briefs and how to critically appraise them to ensure that the design response is appropriate to site and context.
.MANAGEMENT PRACTICE LAW Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere.
This design project can also form the basis for undertaking technology and professional studies components of the course. All students may be subject to interview by external examiner. with subsequent moderation panels involving tutors from all colleges.
Students continue work on their design projects. Design projects are defined through personal learning agreements. These are assessed separately. Studio Units 1.13
Student proposals are developed in dialogue with College staff with suitable design expertise. 3 and 4 are finally and summatively assessed at the end of the Part 2 Programme strictly against the entirety of the ARB Criteria (with reference to the production of “Coherent Architectural Designs”). completed drawings. sketchbooks and notebooks based upon individually or college defined brief. Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. models. 2. Assessment is undertaken initially by design tutors in a design panel format (crit/review). Students undertake problem based design and work on an individual or group basis.
All work will be assessed strictly against the stated learning outcomes. reports. BArch is a single stage course in which all units must be completed to pass. 5 hours lectures based upon college themes 25 hours individual and group tutorials. 370 hours self-directed study
100% coursework Critical reviews of design projects represented in a portfolio which may include. Under the aegis of each College studio design projects explore the full range of issues which impact on the design process. The entirety of all learning outcomes will be assessed for all students at the final assessment point.
Additional notes and comments Date of approval: May 2006
Indicative Reading Separate reading lists will be defined by students and advised by staff /college.
5 QAA Unit of Review i.e. Subject Area
Studio 1.2. Technology A and B.
including the needs of the disabled. analyse and appraise design options. recognising the importance of current methods in the construction industry Students will demonstrate ability to: Use visual. and draw conclusions which display methodological and theoretical rigour Work as part of a team COMMUNICATION Students will demonstrate understanding of: The contribution of other professionals in the design process showing an appropriate use of team working skills. health and safety legislation and building regulations and development control. that guide building construction An appropriate philosophical approach which reveals an understanding of theory in a cultural context And ability to: Generate and systematically test. modelling. digital and electronic techniques) to represent the testing. verbal and written communication methods and appropriate media (including sketching. with particular reference to matters relating to health and safety and universal design for access
. analytical and logical covering a range of architectural issues of culture. theory and design MANAGEMENT PRACTICE & LAW Students will demonstrate knowledge of: The fundamental legal.Professional Studies. analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences Use architectural representations having critically appraised the most appropriate techniques available Produce documentation and reports which are clear. professional and statutory requirements as they are relevant to building design and practice. Technology C
DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate an understanding of: The regulatory requirements.
codes of practices and health and safety both during the construction and occupation of a project And ability to: Devise structural and constructional strategies for a complex building or group of buildings. environmental design and construction methods in relation to: o human well-being o the welfare of future generations o the natural world o the consideration of a sustainable environment o the impact The impact on design of legislation. thermal and acoustic environments Climatic design and the relationship between climate. Technology and Environment Learning Outcomes are additionally assessed in Technology C Design Studio Co-requisite. the design of cities. life style. the ability to integrate knowledge of: The principles and theories associated with visual.
. the history of ideas. and the related disciplines of art. within coherent architectural designs and academic portfolio. cultural studies and landscape studies and its application in critical debate TECHNOLOGY & ENVIRONMENT Students will demonstrate. energy consumption and human well-being Understanding of: Building technologies.CULTURAL CONTEXT Students will demonstrate understanding of: The influences on the contemporary built environment of individual buildings. built form construction. employing integrative knowledge of: o structural theories o construction techniques and processes o the physical properties and characteristics of building materials and components and the environmental impact of specification choices o the provision of building services
Note: Management Practice Law Learning Outcomes assessed here are additionally assessed Professional Studies Unit. past and present societies and wider global issues The histories and theories of architecture and urban design.
Studio Units 1. sketchbooks and notebooks based upon individually or college defined brief. models.
Separate reading lists will be defined by students and advised by issued by staff/college. 370 hours self-directed study.13
Student design proposals are developed by individual College staff with appropriate design/other expertise together with external specialist tuition.
Students continue to work with staff associated with one of the Colleges for their design projects. Assessment is undertaken initially by design tutors in a design panel format (crit/review).
. completed drawings. Under the aegis of each college studio design projects explore the full range of issues which impact on the design process. BArch is a single stage course in which all units must be completed to pass. reports. Students undertake problem based design work on an individual or group basis. The entirety of all learning outcomes will be assessed for all students at the final assessment point. with subsequent moderation panels involving tutors from all colleges. Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. These are assessed separately but in the context of this project.
Assessment Strategies 100% coursework
Critical reviews of design projects represented in a portfolio which may include.2. 30 hours individual and group tutorials.
All work will be assessed strictly against the stated learning outcomes. This design project also forms the basis for undertaking the technology and professional studies components of the course. All students may be subject to interview by external examiner.3 and 4 are finally and summatively assessed at the end of the Part 2 Programme strictly against the entirety of the ARB Criteria (with reference to the production of “Coherent Architectural Designs”).
The Manchester Metropolitan University Faculty of Art and Design
16183009
5 QAA Unit of Review i. Subject Area
9 Unit Mandatory Core Status x 10 Pre-requisites
Studio 1. Dissertation.e. Professional Studies 11 Co-requisites
. B.3 . Technology parts A. C.2.
analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences. their ideas in relation to a design and to the work of others MANAGEMENT PRACTICE LAW Ability to identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification
. economic and professional context that guides building construction. and critically appraise. Produce documentation and reports which are clear. verbal and written communication methods and appropriate media (including sketching. modelling.DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social. Students will produce and demonstrate coherent and well resolved architectural designs that integrate an understanding of: Briefs and how to critically appraise them to ensure that the design response is appropriate to site and context. political. An appropriate philosophical approach which reveals an understanding of theory in a cultural context. aesthetic. analytical and logical covering a range of architectural issues of culture. And ability to: Generate and systematically test. technical and social qualities of a design within the scope and scale of a wider environment Independently define. and for reasons such as sustainability and budget. COMMUNICATION Students will demonstrate an ability to: Use visual. buildings and the environment and an understanding of the need to relate buildings and the spaces between them to human needs and scale And ability to: Critically appraise and form considered judgements about the spatial. theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The inter-relationship between people. digital and electronic techniques) to represent the testing. and draw conclusions which display methodological and theoretical rigour Work as part of a team. analyse and appraise design options.
with subsequent moderation panels involving tutors from all colleges. Under the aegis of each college studio design projects explore the full range of issues which impact on the design process.
Student design proposals are developed by individual College staff with appropriate design/other expertise together with external specialist tuition. sketchbooks and notebooks based upon individually or college defined brief. 370 hours self-directed study. models. The entirety of all learning outcomes will be assessed for all students at the final assessment point. completed drawings. Assessment is undertaken initially by design tutors in a design panel format (crit/review). Students undertake problem based design work on an individual or group basis. This design project also forms the basis for undertaking the technology and professional studies components of the course.
Teaching continues to be undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. BArch is a single stage course in which all units must be completed to pass.
Indicative Reading Separate reading lists will be defined by students and advised by staff /college. reports. Studio Units 1. 5 hours lectures 25 hours individual and group tutorials.
100% coursework Critical reviews of design projects represented in a portfolio which may include. 3 and 4 are finally and summatively assessed at the end of the Part 2 Programme strictly against the entirety of the ARB Criteria (with reference to the production of “Coherent Architectural Designs”). These are assessed separately but in the context of this project. All students may be subject to interview by external examiners.
All work will be assessed strictly against the stated learning outcomes.
.e.The Manchester Metropolitan University Faculty of Art and Design
Co-requisites Studio 1. 3.
analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences. energy consumption and human well-being. And ability to: Devise structural and constructional strategies for a complex building or group of buildings.TECHNOLOGY & ENVIRONMENT Students will demonstrate the ability to integrate knowledge of: The principles and theories associated with visual. environmental design and construction methods in relation to: o human well-being o the welfare of future generations o the natural world o the consideration of a sustainable environment The impact on design of legislation. modelling. life style. Understanding of: Building technologies.
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere. digital and electronic techniques) to represent the testing. employing integrative knowledge of: o structural theories o construction techniques and processes o the physical properties and characteristics of building materials and components and the environmental impact of specification choices o the provision of building services COMMUNICATION Students will demonstrate understanding of: The contribution of other professionals in the design process showing an appropriate use of team working skills.
. verbal and written communication methods and appropriate media (including sketching. codes of practices and health and safety both during the construction and occupation of a project. recognising the importance of current methods in the construction industry And ability to: Use visual. built form construction. thermal and acoustic environments Climatic design and the relationship between climate.
The unit consists of four elements of assessment undertaken in sequence all relating to the structured development of technological knowledge and capability evidenced in the context of a personal design project. Part D: Building Realisation And Climate Change (BRACC) – (10 Credits) 10 hours of staff assisted workshops/external consultancy 90 hours self directed study related to Studio 4.(5 credits) 10 hours of associated lectures / seminars. 10 hours of associated lectures / seminars. Part B: Group Report . waste management. structural systems. including reference to site analysis.
The integration of constructional technology within the fabric of a building. furniture and equipment and environmental design.(15 credits) 3000 word illustrated and bound A4 essay outlining an ethical position born out of the technological/environmental position of college and architectural interests. drainage and waste management. programme analysis. control systems.
Parts A & B . Part C: Building Design And Climate Change (BDACC) – (10 Credits) 10 hours of staff assisted workshops/external consultancy 90 hours self directed study related to Studio 3. 140 hours of self directed study. and materials specification.Climate Change College Propositions (CCCP) Part A: Seminar Series / College Presentations .
100% coursework All elements of assessment are equally weighted and combined to form a unit mark. All elements of assessment must achieve a pass mark for a pass to be achieved in the unit. energy management. 40 hours of self directed study. elemental construction.
Assessment criteria for unit/Elements of assessment The assessment will comprise written reports. Examiners will assess reports and designs on the basis of technology learning outcomes and the level of effective integration within studio: 17 Indicative Reading Separate reading lists will be issued by each lecturer.
Technology Elements. A. architectural drawings and models and web pages which will be examined by subject area tutors. The entirety of all learning outcomes will be assessed for all students at the final assessment point.B.C and D are finally and summatively assessed at the end of the Part 2 Programme strictly against the entirety of the ARB Criteria (with reference to the production of “Coherent Architectural Designs”). 18 Additional notes and comments An inspirational lecture series delivered by staff and Visiting lectures will support the programme 19 20 Date of approval: May 2006
. BArch is a single stage course in which all units must be completed to pass. Detailed environmental and elemental designs are related to studio projects and area assessed by studio tutors with subject area tutors.
Sally Stone/Dr Ralf Brand
7 Credit Value Credits At 1 Level: 2 3 4 x Class Contact Time [Hours] 5
5 QAA Unit of Review i.e.
the history of ideas. past and present societies and wider global issues The histories and theories of architecture and urban design. technical and social qualities of a design within the scope and scale of a wider environment COMMUNICATION Students will demonstrate an ability to: Produce documentation and reports which are clear. analytical and logical covering a range of architectural issues of culture. aesthetic. and the related disciplines of art.12
CULTURAL CONTEXT Students will demonstrate within coherent architectural designs and academic portfolio understanding of: The influences on the contemporary built environment of individual buildings.
. buildings and the environment and an understanding of the need to relate buildings and the spaces between them to human needs and scale And ability to: Critically appraise and form considered judgements about the spatial. theory and design
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere. the design of cities. cultural studies and landscape studies and its application in critical debate The inter-relationship between people.
The unit is comprised of four sequential elements of assessment supporting the production of a dissertation. A research methods course is followed by a seminar programme that develops a draft dissertation output for review prior to the final submission of the completed dissertation. These elements are supported by Critical ideas seminars and a History and Theory lecture series, and visiting lecturers. Research Methods (Dissertation 1) is a taught programme developing methodological capability consistent with the discipline of dissertation production. It would result the framing of the subject and associated reference data. A seminar programme (Dissertation 2) would develop the capacity to analyse and interpret research data. It would result in the further definition of the subject through discussion and argument. A draft submission (Dissertation 3 ) would clarify and consolidate the structure and content of the dissertation. The final submission (Dissertation 4) would confirm and present the content for final assessment. Students are encouraged to develop the subject of their enquiry in dissertations in parallel with their interests, career aspirations and the content of studio units. The subject chosen will reflect the symbiosis between design practice and theory, and allow for scholarship within individual specialisms to be placed within a deeper understanding of architecture as a whole.
A Research Skills course A Research Theory course Group Seminars and Individual tutorial sessions 370 hours self directed study forming a written dissertation in draft and full.
100% coursework Defined outputs from attendance at research methods ( Dissertation 1) and seminar courses (Dissertation 2) would form the pass only basis for progression to a draft submission ( Dissertation 3) leading to final full submission ( Dissertation 4). Dissertation 3 would require a draft submission at 5,000 words or equivalent. Dissertation 4 is defined as 10,000 words or equivalent. Assessment in terms of a unit mark is based on the final full submission ( Dissertation 4)Outputs submitted in Dissertation 1, 2 and 3 are pass only for the purpose of progression between each stage.
The assessment will comprise written reports by two readers, reading independently, in exceptional circumstances a third reader will be appointed. Examiners will assess dissertations as academic documents on the following criteria: research and analysis, argument, writing and presentation, use of source material. – Assessment Criteria will match onto the Learning Outcomes (see above) to ensure that all candidates meet required ARB criteria.
Generic references on dissertation writing are issued as part of the research methods course. Separate reading lists will be defined by students and advised by staff.
The style or media employed in communicating the enquiry in a dissertation may be varied by agreement, which may affect the word count. In all cases the Learning Outcomes and Assessment Criteria stated above will remain identical.
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere. as defined and described in the Codes and Standards relating to their professional practice The contribution of other professionals in the design process showing an appropriate use of team working skills. recognising the importance of current methods in the construction industry And ability to: Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification
Produce documentation and reports which are clear. administer and manage an architectural project.MANAGEMENT PRACTICE & LAW Students will demonstrate knowledge of: How cost control mechanisms operate within the development of an architectural project Understanding of: The basic principles of business management and factors related to running a design practice and how architects organise.
. recognising current and emerging trends in the construction industry such as partnering. professional and statutory requirements as they are relevant to building design and practice. and how these are defined and effected through a variety of contractual and organisational structures The fundamental legal. analytical and logical covering a range of architectural issues of culture. value engineering and risk management The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects. integrated project process. with particular reference to matters relating to health and safety and universal design for access The professional duties and responsibilities of architects.
office structures and management.
Practitioners from the construction industry and professions with support from staff will deliver the lecture and workshop series. health and safety. fee structures and appointment. building regulations other legislative frameworks for construction projects. business and employment legislation. Office structures and procedures. A 6-lecture course on finance and the profession. practical completion.
Introductory lectures on roles of the architect and professionalism. A 8-lecture course on planning. bills of quantities specifications and the QS. contract types and procurement routes. indemnity and liability. procurement routes and contract types.
Separate reading lists will be assigned to each workshop. health and safety. changes in professional frameworks and roles. A short report on the management structure of various practice types. professional indemnity and negligence. budgeting. coordination with consultants.Team building and management. participants and their influence upon design. practice viability and fees. All Management Practice and Law assignments are assessed against the Learning outcomes set out above. handover and building occupation. architects instructions contract documentation and certificates. liability and the law. budgets and timescales. professionalism and the role of the architect.
. construction site procedures and safety. post contract procedure. post completion maintenance and feedback. cost constraints.
A series of assignments and reports related to studio projects dealing with criteria defined in the workshops and supported by lectures. 100% coursework
Audit reports containing information and analysis relevant to each workshop as illustrated through the medium of design studio project 2. contract administration. Briefing and the client. tendering procedures and documentation. working structures and organisation. the cdm regulations. accounting and business finance. factors affecting cost prediction. legislative planning framework. building regulations fire certificates and environmental legislation.
8). amass a minimum of two years of monitored practical training and pass an examination in professional practice for the final Part 3 exemption. In the academic session 1999-2000 there were 35 validated first degree programmes. the Dearing Report on higher education (1997). the design of rural. These bodies began to establish a codified corpus of knowledge and methods of practice for each discipline. We have sought. we have embraced the breadth to the discipline while also recognising the threshold standard for professional validation. Barch equivalent. or might wish to offer. the outline syllabus for Part 1 described by the Joint Validation Panel documents (1997). they are required to undergo professional accreditation as well as subject review. In preparing the benchmark statement for architecture. Students studying at Barch level. two years full time (or its equivalent) for Part 2 exemption.0 Introduction This benchmark addresses first degrees in architecture. the Stansfield Smith Review of architectural education (1999). parts of buildings and collections of buildings.4 Relationship to Subject Benchmark Statement(s)
No specific QAA benchmark is currently available for the appropriate level of study – I. architecture is typically understood as concerned with the planning. The professional and statutory validation of courses. and a small number of candidate courses for validation. The act of building is as old as that of settlement. alongside the Royal Incorporation of Architects of Scotland and the Royal Society of Ulster Architects (RSUA) in these countries. the Latham and Egan Reports on the construction industry (1997. programmes and awards in the UK is carried out jointly by the Royal Institute of British Architects (RIBA). and largely took the form of office based tutelage. to delineate the discipline's boundaries so as to allow undergraduate awards in architecture to embrace a broad constituency. British architectural education was growing within the existing forms of higher education. recognising that some of them will impinge upon and overlap with the subject of architecture. and the Rogers Report of the Urban Task Force (1999). Included below for information is the benchmark for a first undergraduate degree in Architecture. It is for this reason that this document sets out a benchmark standard for undergraduate architecture courses whether they are professionally recognised or not. But in its fullest sense. or on a larger scale. a landscape. The past 40 years have seen it become firmly embedded in the university structure. would be expected to be able to demonstrate the implied and explicit competences and skills from this Benchmark statement and in addition those indicated in the following extract from the ARB criteria for validation particular to RIBA part ii exemption.. The education of architects at the time was ad hoc. Our starting points have been the European Commission Architecture Directive (1985).
. Concurrently. but the post-classical articulation of architecture as an intellectual discourse began during the Italian Renaissance. design and production of buildings. These processes became enshrined in statute in the 1930s. The majority of undergraduate courses in Britain which adopt Part 1 or associated named awards carry both a professional qualification and award an undergraduate degree. insisting on a sense of intellectual enquiry beyond the professional practice of the subject. the RIBA Examination in Architecture for Office Based Candidates (1997). one must typically study three years full time (or its equivalent) for Part 1 exemption.Architecture
1. In order to be registered as an architect. This may include a piece of furniture. These will either exist already.2. architecture is enmeshed in the design and construction of things and spaces in response to various constituencies or users. As a discipline. It is not intended as a curriculum. exemption from the first part of the examination for professional qualification. and require conservation or modification. Collective professional bodies were first organised in Britain in the 19th century in response to an increasingly complex.e a second undergraduate degree in Architecture. and the Architects Registration Board (ARB). a virtual environment. or will be newly developed. industrialising world. given that the responsibilities for the monitoring and upholding of professional standards lies with the professional bodies. most of which offer. If they carry Part 1 exemption. This document encourages individual schools to describe the territory within which they locate themselves. helping to make explicit the distinction between architectural education and architectural practice. however. suburban or urban environments.org. We have also consulted QAA benchmark statements for first degrees in other subjects. In architecture it also involved an assumption of the role of protecting the building client and the title and status of architect.pdf
QAA Benchmark statement for a first degree in architecture Academic standards . The full ARB and RIBA benchmark criteria document is available online at http://www.uk/education/arbcriteria/Prescription%20of%20Qualifications%20ARB%20Criteria.arb.
political and virtual environments. forms. understanding and skills that an architecture education imparts is broad. historical. understanding our place within differing physical. as befits a distinct. including the application of structure. The student will have a knowledge and understanding of the principles of building technologies. criticised and realised. 3. academic discipline. varied and by definition interdisciplinary. Architecture draws together conceptual.0 Knowledge. contextual. reflection.2. aesthetic and technical requirements an ability to conceive architectural designs on a specific site within the broader landscape and context of urban planning an ability to research. design programme and design projects raises issues of how projects can be developed. Architectural education is therefore rich. materials and environmental design in relation to human needs.0 Description of the subject The discipline of architecture draws on knowledge and skills from the human and physical sciences. Students tend to come to architectural education from numerous backgrounds. iteration and integration of specific subject-based knowledge. cities and landscapes in which we live. Students entering architecture courses have. The relationship among design process. Indeed it is the contested nature of design as an activity that provokes debate. can inform design processes. the roles of those who collaborate in the making process and the impact of the design upon the wider community. encourages diversity. Design is the core activity of an architectural education. Design-specific skills are: an ability to conceptualise. and does so through an engagement with the spaces. Most people studying architecture at degree level do so with the intention of pursuing a route which will lead to professional accreditation. This is amplified by the other parts of the teaching programme to provide a broad education which supports design.
3. It addresses the accommodation of all human activity in all places under all conditions. cultural. and along with architecture practice. programmes and proposals. no single. Architecture proposes. communicated. and the existing physical and cultural context. received. buildings. and transforms our built environment. holistic and of value in itself. however. and brings to bear a wide range of knowledge. But the knowledge. and the fine and applied arts. It involves a complex sequence of research. however. understanding and skills attained during an architectural degree can be grouped into the following interrelated five headings: 3. intentions and operations that gives the core of the subject area its distinctiveness. the needs and aspirations of clients or users. unified theory of design which is generally accepted. and allows universities the opportunity for diversity in their delivery of undergraduate courses. has an important role to play in how this industry changes and develops. the humanities.1 Design The design project will be informed by an understanding of the ways that architectural histories and theories. Architectural education is a part of the construction industry. social. The student will understand and appreciate the importance of communication and dialogue in the development and discussion of design ideas. Many areas of study are thus being introduced for the first time. investigate and develop the design of three-dimensional objects and spaces an ability to create architectural designs that integrate social.1. Nor is design a single category of activity. with the aim of applying these to a design project. bringing to the schools the very diversity of disciplines and modes of inquiry that an architecture course requires and imbues. This has.1 Subject-specific knowledge. in general. ethical and material considerations in the realisation of space or form. little or no experience of design or other key subjects. There is. or to a career in a related field. understanding and skills Architecture requires inquiry and synthesis. formulate and respond to programmes or briefs that are appropriate to specific contexts and circumstances an ability to work in an interdisciplinary environment and collaborate with others
. and which invariably emphasise some subjects over others consonant with that school's (or even teaching group's) interpretation of design. construction. many benefits. The student will understand and appreciate the impact on design of regulatory frameworks. understanding and skills The subject-specific knowledge. understanding and skills. It is the interaction of ideas. and advances the subject. Students awarded a degree in architecture may go on to work in a number of fields.
and the ways that regulatory frameworks and systems relate to wider social and ethical concerns. listen and respond to feedback. safety and comfort. design requires an appreciation of the impact of statutory instruments for health. cultural studies and landscape studies.1. It is also necessary to have the ability to select the appropriate medium. the history of ideas. Communication-specific skills are: an ability to understand the conventions of architectural representation an ability to use a range of visual. Culture-specific skills are: an ability to form considered judgments about the spatial. the relationships of those in the construction. communicate them to others.3. and the impact that design decisions may have upon the natural world and its resources. both during the construction and subsequent occupation of a project. and the ways that these may inform and influence design decisions. whether in informal or formal groups.1. It requires an understanding of the relationship of these to the climate.1. The processes of design demand knowledge and understanding of structural and constructional principles. global issues.1.2 Cultural context The cultural context of architecture is centred on the histories and theories of architecture and urban design. well-being and protection. written and verbal techniques in order to communicate architectural designs and ideas an ability to select and use various media in order to communicate to the intended interest group an ability to select and use design using design-based software and multimedia applications an ability to listen and engage in informed dialogue
3. Environment/technology-specific skills are: an ability to produce designs that demonstrate the integrative relationship of structure.5 Professional studies Professional studies provide an appreciation of the issues and constituencies which influence the processes and delivery of design. the design of cities. past and present societies and wider. service systems and energy supply an ability to exercise informed and reflective judgment in the development of sustainable design
3. and the related disciplines of art. for instance. the development of a sustainable environment. the properties and meanings of materials. it is important for the student to have a knowledge and understanding of the breadth of graphic and modelling techniques within a wide range of media. Professional-specific skills are: an ability to work collaboratively within an interdisciplinary environment
. aesthetic. building materials and constructional elements an ability to produce designs that demonstrate an understanding of the integrative relationship between climate.4 Communication In order to develop design ideas. technical and social qualities of a design within the scope and scale of a wider environment an ability to reflect upon and relate their ideas to a design and to the work of others 3.3 Environments and technologies Architectural design requires a knowledge and understanding of the theories and principles of environmental technologies. and to be proficient in verbal and graphic techniques. The student will recognise and appreciate the influences on the contemporary built environment of individual buildings. and an awareness of their impact upon human comfort. culture and other industries. Similarly.
and its existence is a major contribution to the specific and intensive qualities of architectural education. Architecture students learn from the outset to synthesise a variety of information. Architectural education does employ the usual teaching processes of lectures and seminars. However like design. During the project. Architecture schools typically refer to the process of design as occurring in a studio environment. These include the ability to: communicate effectively with other people using visual. Students thus need to learn and retain knowledge and understanding from more conventionally academic disciplines that are linked to the humanities and to the physical and human sciences. with other students. But there are characteristics common to all processes in schools of architecture. bringing them to bear on the design project. each student's work typically is reviewed in a pin-up session in front of an audience of fellow students. the relationship between the desire and intention to form an outcome. and its full or partial realisation. Through dialogue with oneself. logical and lateral thinking in their solution be flexible and adaptable in the approach to and development of an issue. 4. The nature of the discussion might involve verbal. graphic. and the importance and variety of effective means of communication. It is a considerable part of the learning process. the coursework in these areas is often investigative. the student transforms a field of inquiry into a proposition or scheme. Firstly. the student or group of students present their proposal to the audience. 4. Students learn from talking with each other and their tutors. the learning and assessment processes mirror one another. The most important learning experience comes from what is known in other disciplines as self-reflection. and arrangements where students work and discuss things together formally and informally. a skill central to the acquisition of all architectural knowledge and skills. students work predominantly with means which are abstracted from the intended final outcome. judgments concerning quality are reached by consensus. However configured physically. to be prescriptive in describing the learning process in the design project.
. It balances the creative process with a critical awareness of more objective criteria in the development of a proposition. Each design outcome tends to be unique. problem or opportunity
4. and use innovation. non-repetitive and immanent in its conception and development. Secondly. It is their base. understanding and skills.2 Transferable skills As well as the above list of subject-specific knowledge. but it is at heart project-oriented. It is not possible.0 Teaching and learning The methods and contexts of learning in architectural education are distinguished by the central role of the design project. the specificity of the design process. group tutorials. written and verbal means work autonomously in a self-directed manner. Thirdly. At these sessions. the profusion of accepted design approaches. is exploratory and developmental. 4. facts and disciplines. approaches. speculative and creative in intent while developing core skills. and from the comments from other people invited to the project reviews.3 Review of work and assessment The continual and consensual nature of the assessment process is distinctive to architectural education. The learning process is characterised by continual dialogue. with and among tutors. and one that is consciously developed. the studio will be the place where design tutorials take place and where students can display and discuss their work with others. an undergraduate course in architecture engenders a broad range of transferable skills. thereby developing the practices of reflection and of lifelong learning work in teams manage time and work to deadlines use digital and electronic communication techniques analyse problems.2 The design project The time allowed for a design project can vary from a single day to an academic year. Methods and intentions can vary considerably. and occur and develop concurrently. tutors and visiting critics from inside and beyond the institution. written or graphic means.1 The design studio The core activity of architectural design is taught through a combination of individual tutorials. semi-public and public presentations (known as project reviews or crits).an ability to respond to a broad constituency of interests and to the social and ethical concerns of the subject
3. or desirable here. At the end of the time allowed for the design project. interpretations.
papers and project-based work. The external examiner system and the academic reviews established by the QAA will monitor adherence to these standards. These project assessments are then reviewed by staff and external examiners.1 Design The student will demonstrate: an ability to produce an architectural design an understanding of the ways that the analysis. programmes and proposals knowledge and understanding of the principles of building technologies in relation to human needs an understanding of the impact on architectural design of regulatory frameworks.1. research. such as coursework. 4. usually in the form of a design portfolio.4 Variety of submission Architectural education requires many types of submission. Other parts of the undergraduate architecture course are usually assessed through methods which are more standard to university disciplines. written and graphic forms. of physical and cultural contexts. 5. which the student builds into a portfolio of work that demonstrates knowledge and skills across the range of the course.5 Teaching and learning methods In addition to more conventional methods of learning through lectures. The types of submission include: review presentation of project work through graphic and three-dimensional means review presentation of project work through digital and electronic media portfolio presentation of drawings. and of the ways that they can inform design processes. digital work and other visual material three-dimensional artifacts. development and preparation of an architectural programme or brief can inform design knowledge of architectural histories and theories.who then comment on and discuss the issues that it raises and the quality of the proposal. It is then followed by a brief description of what would be expected from a typical student. seminars and tutorials.0 Standards This section sets out the minimum achievement that a student would be expected to have demonstrated before they are awarded an Honours degree in architecture. examinations. and the requirements of the wider community
.1 The threshold standard for a student in architecture will be demonstrated through their performance under the following five headings: 5. physical models and installations seminar presentations written examinations and coursework project-based work 4. Each institution will have its own method of determining what constitutes appropriate evidence of a student's relative achievement. architectural education requires: visual and verbal presentation of project work at pin-up reviews or crits preparation and assembly of a portfolio of work group project work short design projects and workshops (typically lasting between a day and a week) specialist subject tutorials visits to investigate and / or survey a site visits to experience and study historical and contemporary architecture and cities visits to buildings in the process of construction environmental investigations of design project work model-making the use of computer aided design and other software self-directed study
5. Critical commentary may be given to students in verbal. the needs and aspirations of clients and building users.
the design of cities.5. the typical student will meet not only the threshold standards. the design of cities. construction methods and architectural technology on human comfort and well-being. cultural studies and landscape studies and its application in critical debate – The inter-relationship between people. cultural studies and landscape studies an appreciation of the influences on the contemporary built environment of individual buildings. and the related disciplines of art.4 Communication The student will demonstrate: an ability to use a range of graphic and modelling techniques drawn from a variety of media an ability to communicate architectural ideas and designs through visual. both during the construction and the occupation of a project 5.2 Typical standard On completion of the undergraduate course in architecture.1. but will also demonstrate an integration and understanding of the relationships among most of the specified headings. the development of a sustainable environment. culture and other industries knowledge of the ways that regulatory and economic frameworks and systems relate to wider social and ethical concerns 5. and how these may inform and influence design decisions an understanding of the relationship of environmental design. the history of ideas. past and present societies and wider global issues – The histories and theories of architecture and urban design.1. He or she will be expected to produce well-resolved design projects. written and verbal means 5. construction methods and architectural technology to the climate.1. as demonstrated through an articulate and coherent portfolio of work
RIBA/ARB criteria for validation for Part 2
PART 2: CULTURAL CONTEXT At Part 2 students will demonstrate within coherent architectural designs and academic portfolio understanding of: – The influences on the contemporary built environment of individual buildings. and the related disciplines of art.5 Professional studies and management The student will demonstrate: an appreciation of the issues which influence the processes and delivery of design an understanding of the roles and relationships of those in the construction. technical and social
. the properties and meanings of materials. aesthetic.3 Environments and technologies The student will demonstrate: knowledge and understanding of the theories and principles of environmental technologies an awareness of the impact of environmental design.2 Cultural context The student will demonstrate: knowledge and understanding of the histories and theories of architecture and urban design. buildings and the environment and an understanding of the need to relate buildings and the spaces between them to human needs and scale And ability to: – Critically appraise and form considered judgements about the spatial. past and present societies and wider global issues 5. safety and comfort. and the ways that they may inform and influence design decisions an appreciation of the impact on design of statutory instruments for health. and the impact that design decisions may have upon the natural world and its resources knowledge and understanding of structural and constructional principles.1. the history of ideas.
economic and professional context that guides building construction An understanding of: – Briefs and how to critically appraise them to ensure that the design response is appropriate to site and context. including the needs of the disabled. political. within coherent architectural designs and academic portfolio. environmental design and construction methods in relation to: – human well-being – the welfare of future generations – the natural world – the consideration of a sustainable environment – The impact on design of legislation. recognising current and emerging trends in the construction industry such as partnering. and critically appraise. modelling. administer and manage an architectural project. recognising the importance of current methods in the construction industry And ability to: – Use visual. and draw conclusions which display methodological and theoretical rigour – Work as part of a team PART 2: TECHNOLOGY & ENVIRONMENT At Part 2 students will demonstrate. that guide building construction – An appropriate philosophical approach which reveals an understanding of theory in a cultural context And ability to: – Generate and systematically test.qualities of a design within the scope and scale of a wider environment – Independently define. professional and statutory requirements as they are relevant to building
. theory and design
PART 2: DESIGN At Part 2 students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: – The social. energy consumption and human well-being Understanding of: – Building technologies. health and safety legislation and building regulations and development control. employing integrative knowledge of: – structural theories – construction techniques and processes – the physical properties and characteristics of building materials and components and the environmental impact of specification choices – the provision of building services PART 2: MANAGEMENT PRACTICE & LAW At Part 2 students will demonstrate within an academic portfolio knowledge of: – How cost control mechanisms operate within the development of an architectural project Understanding of: – The basic principles of business management and factors related to running a design practice and how architects organise. analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences – Use architectural representations having critically appraised the most appropriate techniques available – Produce documentation and reports which are clear. built form construction. and for reasons such as sustainability and budget – The regulatory requirements. codes of practices and health and safety both during the construction and occupation of a project And ability to: – Devise structural and constructional strategies for a complex building or group of buildings. value engineering and risk management – The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects. digital and electronic techniques) to represent the testing. their ideas in relation to a design and to the work of others PART 2: COMMUNICATION At Part 2 students will demonstrate within coherent architectural designs and academic portfolio understanding of: – The contribution of other professionals in the design process showing an appropriate use of team working skills. thermal and acoustic environments – Climatic design and the relationship between climate. integrated project process. verbal and written communication methods and appropriate media (including sketching. the ability to integrate knowledge of: – The principles and theories associated with visual. analytical and logical covering a range of architectural issues of culture. life style. and how these are defined and effected through a variety of contractual and organisational structures – The fundamental legal. analyse and appraise design options.
4 Credit Unit References
Studio 1. political economic and professional context that guides building construction An understanding of: Briefs and how to critically appraise them to ensure that the design response is appropriate to site and context. ARB Criteria PART 2: DESIGN At Part 2 students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social. This Matrix shows where criteria are normally evidenced and assessed. health and safety legislation and building regulations and Studio projects can specifically focus upon issues of deliverability and regulatory frameworks.design and practice. 2. It should be read alongside the Programme ARB Criteria Matrix which indicates where criteria are additionally evidenced. 2. and are the vehicle for undertaking the professional studies assignments. Each of the four studio credit units is described in the studio unit proformas attached to the programme handbook. with particular reference to matters relating to health and safety and universal design for access – The professional duties and responsibilities of architects. Studio 1. Commentary The development of coherent architectural designs is organized through the Design Studio credit units. 4
Studio 3 Professional Studies
. including the needs of the disabled. and for reasons such as sustainability and budget The regulatory requirements. The contextual position of each project is defined by the college. and are described within the respective studio proformas. All components of the BArch course have a relationship with the studio design projects. based upon the studio learning outcomes. Learning outcomes and assessment criteria define the required attainment levels for each project. as defined and described in the Codes and Standards relating to their professional practice And ability to: – Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification
ARB Criteria Mapping In the following table RIBA/ARB validation/prescription criteria as set out above within individual units are mapped against the BArch course learning outcomes.
Students will gain this understanding through the Technology Unit (through presentations. 2. 3 Team working is encouraged in part of the design studio programme. seminars and lectures and subsequent research) and its application in
Studio 3 Technology Professional Practice
Studio 1. 3. that guide building construction An appropriate philosophical approach which reveals an understanding of theory in a cultural context All projects have are set within a philosophical/theoretical framework defined by the colleges. and draw conclusions which display methodological and theoretical rigour Work as part of a team
Credit Unit References
Studio projects explore a range of issues and scales involving design and appraisal of options in relation to rigorous and systematic analysis. Studio 1. Studio 1 tends to act as a vehicle for reorientation of students within the college structure and includes a greater degree of group work. 4
ARB Criteria PART 2: DESIGN continued: And ability to: Generate and systematically test. 2. 4
Studio 1. analyse and appraise design options. principally within the initial analytical stages. 3. Opportunities for cross fertilization between studio and dissertation are encouraged. Studio 3 also involves a degree of group work during the initial stages of a project.
At Part 2 students will demonstrate within coherent architectural designs and academic portfolio understanding of: The contribution of other professionals in the design process showing an appropriate use of team working skills.development control.
analytical and logical covering a range of architectural issues of culture.recognising the importance of current methods in the construction industry
An Ability to: Use visual.. but also through the Professional practice lecture course. 3. digital and electronic techniques) to represent the testing.
Studio 1. analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences Studio 2. 2. Students will all deploy a diverse range of communication types to describe complex ideas and designs to a high level of clarity.
Studio 1. and especially Studio 3. theory and design PART 2: CULTURAL CONTEXT At Part 2 students will demonstrate within coherent architectural designs and academic portfolio understanding of: The influences on the contemporary built environment of individual buildings. the design of
Reports and other drawn. 3. 2. analytical communication in Professional Studies and Design Reports (Studio) are integral to the student’s learning experience and the development of architectural design within the academic portfolio.
Dissertation Studio 1 Studio 3
Use architectural representations having critically appraised the most appropriate techniques available
Studio groups will discuss architectural representation throughout the design development and focus on the issue of appropriate use of technique. modelling. 4 Dissertation Professional Studies
Research methods History and Theory Seminars and a range of guest/staff lectures deliver an understanding of this material. 4 Technology
All students will demonstrate skills in the stated communication methods throughout the programme. verbal and written communication methods and appropriate media (including sketching. Here the student will engage with other specialists from the industry from outside of the School to advance aspects of design development. Presentation of visual work and written reports are integral to the academic portfolio at every stage of its development. 3
Produce documentation and reports which are clear.
In a more general sense the ability is developed during every studio session where the student is required to engage in critical discussion of the designs that are in progress. and of other examples that are brought to view for comparison/instruction.cities. technical and social qualities of a design within the scope and scale of a wider environment In part this ability is developed in the thesis that is formulated within the dissertation. the history of ideas.
Dissertation Studio 2 Studio 4
An ability to: Critically appraise and form considered judgements about the spatial. The dissertation plays an essential role in the student’s ability to developi an understanding of complex theoretical/historical material and its relationship to architectural design and the contemporary debate. their ideas in relation to a design and to the work of others
This skill is particularly evidenced in Studio 2 where the student is actively developing their individual strategic design ideas and regularly engaging in critical review and reflection with the Studio group (College). The relationship between people/buildings and spatial context is fundamental to all teaching within the Studio units. Dissertation Studio 4
Independently define.
ARB Criteria PART 2: TECHNOLOGY AND ENVIRONMENT
. past and present societies and wider global issues The histories and theories of architecture and urban design. All students undertake design at the scale of the city and in doing so develop an understanding of the design historically as this will be analysed as part of the design process. and the related disciplines of art. and critically appraise. aesthetic. cultural studies and landscape studies and its application in critical debate The inter-relationship between people. A part of this teaching and debate takes place within the studio groups (Colleges) that further facilitates an understanding of the link between ideas and design. buildings and the environment and an understanding of the need to relate buildings and the spaces between them to human needs and scale
Students have individual tutorials for dissertation development.
And ability to: Devise structural and constructional strategies for a complex building or group of buildings. Both are applied through the design undertaken in Studio units. within coherent architectural designs and academic portfolio.
Studio 3 Technology
Understanding of: Building technologies. Legislation is covered both within the technology unit. energy consumption and human well-being
The development of coherent architectural designs is organized through the Design Studio credit units.
Studios are focused towards resolution at a detailed level.b.
. life style. and are integral to the technology component. thermal and acoustic environments Climatic design and the relationship between Climate built form construction. the welfare of future generations. and also applied through the scheme design undertaken in studio 3 The detailed understanding of technology is evidenced in most studio projects. codes of practice and health and safety both during the construction and occupation of a project. with studio forming the focus of the study through the application of the technology unit. the consideration of a sustainable environment the impact on design of legislation.At Part 2 students will demonstrate. applied specific teaching groups. the natural world.c and d) to demonstrate these criteria. and are described within the technology proforma. and in the professional studies unit.
Studio 3 Technology Professional Studies
A fully integrated building design project has to be undertaken in studio that incorporates technology (a. employing integrative knowledge of: structural theories construction techniques and processes the physical properties and characteristics of building materials and components and the environmental impact of specification choices the provision of building
The principles of environmental design are part of the core requirements of the technology unit. Environmental design and construction methods in relation to: human well-being. the ability to integrate knowledge of: The principles and theories associated with visual. Learning outcomes and assessment criteria define the required attainment levels for each project. or thematic colleges.
contract administration. as defined and described in
These criteria are taught through lectures on roles of the architect and professionalism. Assessment of the assignments detailed in the programme documentation is strictly against these criteria. contract types and procurement routes. and how these are defined and effected through a variety of contractual and organisational structures The fundamental legal. cost constraints. integrated project process. with particular reference to matters relating to health and safety and universal design for access The professional duties and responsibilities of architects.
Professional Studies Studio 3
Professional Studies Additionally evidenced in Studio 3
Additionally students demonstrate this knowledge through application to studio projects. building regulations other legislative frameworks for construction projects. budgeting. indemnity and liability. professional and statutory requirements as they are relevant to building design and practice. recognising current and emerging trends in the construction industry such as partnering. health and safety. A 8-lecture course on planning.services
ARB Criteria PART 2: MANAGEMENT PRACTICE LAW At Part 2 students will demonstrate within an academic portfolio knowledge of: – How cost control mechanisms operate within the development of an architectural project Understanding of: The basic principles of business management and factors related to running a design practice and how architects organise. the cdm regulations. office structures and management. A 6-lecture course on finance and the profession. administer and manage an architectural project. practice viability and fees. value engineering and risk management The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects.
Professional Studies Studio 2 Studio
.the Codes and Standards relating to their professional practice And ability to: Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification and human well-being This criteria is evidenced in the student’s PDP’s in Design reports for Studio 2 and 4.5
Relationship to Professional/Statutory Body Expectations
The Bachelor in Architecture is fully accredited/validated by the ARB/RIBA for RIBA part II exemption.
Assessment Regulations 3. its delivery and standard. v.1. student and/or staff led critiques and guided studio practice sessions. the monitoring and evaluation of the Programme and in particular evaluating its operation. group tutorials. ensuring the Programme operates in accordance with the approved programme scheme. briefings.1 Student attendance and absence Students are required to attend for all taught components of the programme and these will typically include lectures. its curriculum aims and students’ needs. the assessment and examination of students [in conjunction with the Board of
. the content of the curriculum.1 MMU Regulations for Postgraduate Programmes MMU REGULATIONS APPLY 3. personal tutorials.
Programme Management and Student Support 4. considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to: the Programme.
iii. teaching and learning. seminars.2
The committee will be responsible for: i. iv.2 Programme-specific regulations 3.2.1 Membership
The Programme Committee will consist of the following members: Programme Leader [Chair] Head of School [ex officio] Dean of Faculty [ex officio] Full-time and part-time staff teaching on the Programme A representative of the University Library A representative from the technical staff team Student representatives (2)
4.1. ii. peer assessment sessions. the maintenance and enhancement of the academic standards of the Programme. its teaching methods. agreeing recommendations for changes to the Programme [content and structure] and on any matter affecting the operation of the Programme.1 Programme Committee 4.
outnumber staff.1. Responsibilities The Committee [which reports to the Programme Committee] will be responsible for providing feedback on matters relating to: i. While students are represented on the Programme Committee this additional committee provides a further opportunity to gather student feedback concerning quality and standards. ix. Two academic staff members. above.Examiners]. This is a student led forum and in terms of membership students should. scholarship and Programme related staff development. in advance of Programme Committees. wherever possible. advising the Academic Board on such matters as v. criteria for admission of students. viii advising the Head of Development and the Dean of Faculty through the Programme Leader on the resources needed to support the Programme. research. ensuring the academic development of the Programme. [one of whom will act as Chair and another as secretary].3 Student Staff Consultative Committee
Each Programme has a Student Staff Consultative Committee that meets at least twice a year. contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board. vi. ii. iv. vii. in particular when agenda items require input from other students and/or staff or where the specialisms covered within the Programme demand wider student/staff participation. Representative from the technical staff team. iii. Curriculum and Learning Outcomes Assessment and Achievement Teaching and Learning Progression and Achievement Learning Resources and their deployment Any other matters not covered by the above that are deemed to be of concern to the student body. the appointment of external examiners vi. v.
Membership The Student Staff Consultative Committee will normally consist of the following members:
Two students elected from the programme. one of whom should be the Programme Leader.
. The Committee has the power to co-opt members. 4.
planning and co-ordinating the day to day running of the Programme.3 and 4. participating in the implementation of MMU QME procedures at a Programme level. recommending external examiners to the Programme Leader and liaising with external examiners. liaising with the Programme Leader and Course Committee ensuring the academic integrity of the Studio Route in dialogue with the Programme Leader and students. Their responsibilities will include: preparation of the definitive course material relating to specialist research area.1 Tutors
Tutors will occupy and fulfil various roles within the course.
4. ensuring the academic integrity of the Programme through dialogue with the Programme Team and students.4
Student Support Strategy 4. Programme committee recommendations shall be addressed through the Programme Leader to the Head of School and/or the Head of Development who in turn shall report to the Dean of Faculty.4. the Head of School and the Head of Development and administrators through existing University/Faculty structures. the full time staff will provide a tutorial network across the course which will provide a forum for debating and
.2. planning and co-ordinating the day to day running of the Studio Routes. attending meetings and sitting on committees as required. convening and contributing to cross-programme and Faculty discussions. making formative and summative assessments and moderations.2
Programme Leader The appointment and duration of office of a Programme Leader shall be determined by the Head of School in consultation with the Dean of Faculty. liaising with the Programme Team. convening and chairing the Programme Committee.
4. Collecting feedback and feedback response sheets. and any other duties agreed with the Head of School. working with the Programme Team to ensure the maintenance and development of external and/or collaborative links appropriate to Programme needs. overseeing student recruitment and admission procedures. organising and overseeing any part time staff or visiting lecturers for the Studio Route.3
Studio Route Leaders Studio Route Leaders will convene and lead Studios 1. Responsibilities of the Programme Leader include: preparation of the definitive document [as and when appropriate] and the student handbook. recommending external examiners to the Head of School and liaising with external examiners. overseeing formative and summative assessment arrangements.4. the Head of Development and the Dean of Faculty. In addition to teaching a broad range of interests.
should be discussed with the Course Leader. These seminars will deal with academic/practical problems identified as being common or important. It is currently progressing from first year last year to now encompass all BA(Hons) students for the first time. This will be carried out within the Faculty of Art and Design framework (see Appendix 2)
. Personal tutors will have responsibility for a small number of students in each Level of the course. Any serious problems. Personal tutors can be sought at other times if students find themselves in difficulty or seek clarification. who will be responsible to. The tutor will arrange particular times. offer potential strategies for future development and will deal with any problems or difficulties students have found in relation to the course. Tutors will debate with and inform/counsel students about possible potential developments they might pursue on the course. regarding individual students may be seen by them. The intention is to continue this progression into the BArch course structure from 2006/7. on file. the strengths and weaknesses of the course. At least twice per semester. or those which in some way may detrimentally affect other students. throughout the year. at specified times. studio / workshop discussions etc. to see students with their work. seminars. 4. The tutorial network is designed to give support to students. All collated information. These tutorials will highlight students strengths and weaknesses. Personal tutors will have a pastoral role in as much as they will help students with any personal problems. which have an effect on the student’s academic development.4 Personal Development Planning This is progressively being implemented in the Manchester School of Architecture. Tutors will informally meet after these seminars to discuss any problems or potential exciting developments. The tutor will consult with appropriate studio staff about specific students and will be in a position to take an over view of the students strengths. Therefore. Tutors will. personal tutors will hold a group seminar for their tutees. Throughout the year. 4.4. students should notify their personal tutor if they are absent due to illness or for other reasons.4. 4. be responsible for monitoring student absence.2 Personal Tutors
Personal Tutors (usually the Studio Tutor) will be responsible for monitoring the development for each student allocated to them and their progression throughout the course. Tutors will direct and contribute to lectures. monitoring in turn. particularly those of a common nature. Tutors will also have a pastoral and record keeping responsibility. Personal tutors will discuss developments in the theoretical work as well as the practical. and is carried out within the Faculty of Art and Design framework (see Appendix 2).3 Tutorial System
All students will be allocated a personal tutor who will monitor their development for the duration of the course. discussed and updated at any time. work reviews.concerns. students will have personal discussion with their personal tutor. weaknesses and potential development possibilities. also. These areas will be seen as a whole rather than as separate. also to offer support for students. and may refer to.4. the Head of School.
Appendix 1 Agreement with Partner institution
This is to enable you to clarify what and how you are learning. 2) Any written or verbal feedback that you have been given following assessments or tutorials. In most programmes this will involve you keeping a journal that will act as your SPF but in some programmes other forms of documenting and recording experience will be used. The agenda for your IDT and the content of your progress file (journal or equivalent) are your responsibility.Appendix 2 Student Guide to Student Progress Files (SPF) and Personal Development Planning (PDP) Introduction
All students in Higher Education are now required to be involved with Personal Development Planning (PDP) and keep a Student Progress File (SPF).uk/pdp
. These programme-based commentaries should provide you with a clear indication of how well you are performing in relation to the standards required by the programme. These will be developed through units in your programme of study. through other resources made available by the University (e.ac. 3) Your development of skills specific to your subject area (contextual/professional studies). to help you to understand what you want to achieve and how to set about attaining your goals. They are not assessed in a conventional way but should be considered as a means of supporting and extending your development as an individual and enabling you to achieve your personal goals. reflective manner. or it may be separate. It’s about you developing as an individual who has a sense of direction. There are three strands of PDP that feed into your IDT.g. numeracy & learning how to learn).artdes. Faculty of Art & Design Framework SPF/PDP will be organised in your programme in a way that supports you as an individual and builds on your specialist area of study. As part of PDP everyone will have an Individual Development Tutorial (IDT) at least once in each stage of their programme (for MA students an Individual Development Review will normally take place during the masters stage of the programme). Learning Support and the Careers Service) and through resources external to the University. communication. as well as key skills (e. This is fundamental to your development and will include your personal reflections on: The subject studied How your practice/studies are developing Professional and cultural contexts that inform your practice/studies Your ability to extend your learning and understanding. This is about more than career planning and employability. Further details of PDP in Art & Design are available electronically at http://www. Your IDT may be part of other personal or teaching tutorials. the ability to communicate and interact with others and to think in an informed. information technology. Before you have an IDT you will need to have pulled together and reflected on: 1) Your ongoing reflective thinking.g.mmu.
Documents Similar To Bachelor of Architecture Definitive Document 2010-11Skip carousel3-Revalidation Document BA Mass Communication Media Arts 9-4-2012 (1)Https Workspace.imperial.ac.Uk Mechanicalengineering Public Files Prog Spec Ma Msc GidADONISProg Specification 2012Towards a Network of Quality Assurance in Higher Education a Pakistani Modelmap of canada intro lesson 2ten apples up on top stemscience 9 - solar system lessonemail correspondenceUnits Outlinemath lesson observedATHE - Level 5 Management SpecificationNazar Daily Routine Unit Structure EDTC650Diversity Coverage Report - University Studies 2011.1Telangana Government _ 2Classnotesa v 35ºWork is dignifying 2013eled 3221 edtpa indirect lp solar ovenimpact of technologies lpObservation and AssessmentENTREPRENEURSHIP SCHEMESLanguage and Literature Assessmentppa indicators Training and Development
Bab I Barujob interview Q&AArt in Social Studies AssessmentsPredicting Performance - A Comparison of University Supervisors Predictions and Teacher Candidates Scores on a Teaching Performance Assessment - Sandholtz and Sheaessential dispositions tabular representationecc 70300 - pre-k lesson plan 2 - 5 sensesDocuments About Educational AssessmentSkip carouselPsychological Assessment in South AfricaA Guide to Assessing NeedsEvaluating Teacher EffectivenessIFC's Performance Standard 1Early Grade Reading Assessment ToolkitNational Assessments of Educational Achievement Volume 5Pisa 2015 Results in FocusAs 2907-2001 Shorthand Speed TestsHow to support the capacity of open data initiatives with assessment toolstmp2BFE1e0c79_2718a7f68da642a09e9244d50c727e40[1]Home Language Survey Data Quality Self-AssessmentCourse 3Level-3 DiplomasQualificationsstructuresPainPB-TEval-Hinchey_0Towards a Life Cycle Sustainability Assessmenttmp871B.tmpPEFC GD 1007:2012 Endorsement and Mutual Recognition of National Systems and their RevisionEdelman Data Breach Assessment Observation Note-Taking and Summary Form_ Jan. to MarCopy of Assessment Inventory Seaford SD CompositeHow to Improve Your Library InstructionAs ISO 13822-2005 Basis for Design of Structures - Assessment of Existing Structures (ISO13822-2001 MOD)DPAS-II for Teachers Specialists--SY2014-15 Proposed Path Forward_February__2014EL Reclassification Working Paper_11 05 15English Learner Students' Readiness for Academic SuccessTraining Needs Assessment and Training Outcome EvaluationMoving Toward a More Common Definition of English Learner-FinalAssessment of Oregon Child Welfare SystemDocuments About Academic DegreeSkip carouselDaily Nation 19.05.2014Analysis2009 House of Representatives Compensation StudyQatar contractWIW2-FullReportBeing ChoosyCIU Today_June2015.pdfUber Ergo contract emails2011 National Household Survey5 Fair empl.prac.cas. 17, 5 Empl. Prac. Dec. P 7996 Paul Spurlock v. United Airlines, Inc., 475 F.2d 216, 10th Cir. (1973)A Collection of College Words and Customs by Hall, Benjamin Homer, 1830-1893Breaking Into the Engineering IndustryLong-form questionnaire, 2006 censusExchange Students 2012 HandbookGraduate Diploma in Education and Postgraduate Education 2012 HandbookShould Everyone Go To College?National Colloquium BRO56673_2000-2004Pursuing law and practicing law are two different things.pdfKamayou vs UMass-LowellDepartment of Education letter to Michigan Jewish InstituteState clarifies reduction of education level for CPS workersCAPELLA EDUCATION CO 10-K (Annual Reports) 2009-02-25Education and Tech EntrepreneurshipCIU Seminary Catalog 2009-2010CIU Seminary Catalog 2010-2011Business & Economics Program Information LeafletEmployer List Fall Job and Internship Fair 2010 - Communication and LAS Charles Darwin University International Prospectus 2009The College Conundrum