Bachelor of Architecture Definitive Document 2010-11

at The University of Manchester School of Environment and Development and The Manchester Metropolitan University Faculty of Art and
Design
Bachelor of Architecture DEFINITIVE DOCUMENT 2010/11
Validation Date 07/08
UNIT PROFORMA
FORM UP/1
CONTENTS
Part One
Programme Specification 3
Part Two
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
UNIT PROFORMA
FORM UP/1
The Manchester Metropolitan University

Faculty of Art and Design
Programme Specification Form PS/1 1 Programme title

Bachelor of Architecture
2 3 4 5
Mode[s] and duration

FT/PT
Awarding institution
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]
Bachelor of Architecture
6 7 8
NQF position
Honours
Stage award[s]/title[s]
Single stage award Bachelor of Architecture on completion
Home Department
Manchester School of Architecture
9 10 11
Home Faculty
Faculty of Art and Design MMU/School of Environment and Development UoM
UCAS code[s]
Not applicable
Type of collaborative provision

Degree awarded jointly by MMU and UoM
12 13 14
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
September 2006
15
QAA Benchmark Statement[s]

Architecture
16
Date/outcome of last Subject Review

April 2006 Satisfactory
17 18
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, 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, understanding and judgement, problem solving skills, their ability to communicate, to see relationships within what they have learned and to perceive their field of study in a broader perspective, an enquiring, analytical and creative approach, encouraging independent judgement and critical self-awareness; and the ability to locate, assimilate and present information in any appropriate medium and from a range of sources Specific Programme Aims To offer a diversity of choice, specialisation and self direction to enable the student to advance to a high level of knowledge, 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. 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.
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Programme Learning Outcomes

This course is designed to deliver all the professional criteria as set out by the Architects Registration Board. 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. To develop further abilities in design practices to enable students to create, develop and communicate buildings, their artefacts and environments in appropriate response to known
and predicted social, cultural, 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, its modern cultural context and its modern technological context and to sharpen the theoretical basis of design. 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. To introduce the profession of architecture, the role of the architect, the roles of associated professions, the industries, organisations, regulations and procedures involved in the process of building.
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Stage Learning Outcomes

The BArch programme is not a staged award.
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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. 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. 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). Learning in design practice is further articulated by personal learning agreements for Studio units that allow students to define areas of personal interest, developing specialisation and reflect their ambition and direction in the context of professional practice. This process is significant in engaging the interests of students with the specialist knowledge of teaching staff within the school. Formal learning events (lectures, workshops, seminars) are typically organised in short blocks explicitly connected to each unit or element of assessment. The integral coherence of learning is promoted through the potential for relationships between units in studio, dissertation, 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. These are stated in the unit proformas as learning outcomes. In order to achieve professional qualification at Part 2 level students must attain all learning outcomes in the final academic portfolio. Formative assessment is provided on completion of units of work to provide opportunities for feedback and discussion on student progress. Methods will include self assessment/ evaluation, peer assessment and tutor assessment.
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Summative assessment occurs at the end of each academic session for completed credit units without pre or co-requisites. 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. All coursework is assessed on a pass/fail basis, using attainment indicators as a description of the level achieved. Work is assessed strictly according to the learning outcomes stated in the unit proformas, on project and assignment briefs and on learning agreements and in accordance with the following considerations as appropriate: Content - the body of scholarship utilised; the extent to which available literature, precedents, individual contacts and field observations have been examined. Argument - the way in which available material has been critically analysed and ordered, and its relevance to the topic demonstrated, the balance of the judgements made in synthesis. Presentation - Use and relevance of illustrative material, overall layout of the work and bibliography. The ability to communicate lucidly and cogently reflecting mature control of language and grammar, verbal, spatial or mathematical as appropriate. The overall level of achievement is assessed against attainment indictors. 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. Progression is subject to the decision of an Internal Examinations Board. Final assessment for the award occurs at the end of the second academic year in which all programme units are completed. 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). 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. 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. Assessment is a matter of judgement, not simply of computation. 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, in order to provide information on which the final decision on a student's fulfilment of programme objectives and ARB Criteria may be based. Thus in determining the final recommendation to be made in respect of a student, the Board of Examiners shall take into account such evidence as in its judgement are relevant. The attainment indictors used for grading assessments are as follows:
Assessment level descriptors % Qualitative description

Outstanding work/presentation in every regard, showing exceptional command of the material required. ARB Criteria are attained. An excellent piece of work/presentation, with a very high level of analysis, full referencing, extensive evidence of a wide knowledge of the subject, and innovative and original conclusions/design proposal. ARB Criteria are attained. An excellent piece of work/presentation with high level of analysis, excellent referencing, evidence of wide knowledge of the subject, and sound and original conclusions/design proposal. ARB Criteria are attained. 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. The work would be presented with a complete command of the chosen method, make extensive use of research and precedent and contain a sophisticated and critical knowledge of its context, both physical and social. 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 would be subject to recognition through the vehicle of Distinction in studio, and/or commendation in dissertation. A good piece of work/design which responds effectively to the project set, showing a firm knowledge of the subject and displaying a well-rounded understanding of the issues involved. The detailed mark depends on how well the criteria have been met. ARB Criteria are attained. This is a sophisticated and partly original presentation, with a critical awareness of the relevant context, both physical and social. Well presented with an understanding and use of presentational possibilities and extensive use of research and precedent, with evidence of the value of this to the subject area. Theoretical material is well represented and communicated, and of relevance to the analysis and content of the project. Work scoring at this level would indicate the candidates potential to be considered for further study at MA level. A piece of work that tends to be more descriptive than analytical/ prosaic rather than inventive design. While information is provided, it is not always relevant to the question. A basic understanding of the subject is shown. ARB Criteria are attained. The detailed mark depends on how well the criteria have been met. This work displays a sound understanding of critical analysis, and makes reference to the relevant issues in a well considered form. Work is well presented in a clear and consistent manner. Assiduous but not especially deep or broad research is evidenced, displaying knowledge of its contexts. Theoretical material is relevant and has been assimilated into the presentations. The presentation contributes to the understanding of the subject, with argument supported by evidence. Some information relevant to the task set is given, 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, meriting a pass at BArch. The lower end of this band is considered a minimum pass. At this level there is adequate analysis and degree of reflection displaying competence but of limited originality. ARB Criteria are attained. The presentation evidences a partial review of the relevant issues of context, and precedent sources. The presentation is considered but not fully resolved. There may be lapses in consistency and presentation of argument and application. Some evidence of research and reading is displayed, if not integrated into the proposition.
>85 76-85
70-75
60-69
50-59
40-49
grade
Letter
30-39
This is fail level work. While some elements of the task set are answered, the basic knowledge level is insufficient, and the work/presentation fails to satisfy the requirements at BArch level. ARB Criteria are not attained. There is little critical analysis and reflection and displays some competence but lacking in originality or consistency. There is an absence of consideration of contextual issues. Presentation lacks evidence of a review of the relevant sources. The presentation is poorly resolved and fails to communicate the issues which have been addressed. Theoretical material is lacking or of no relevance to the presentation. The depth and breath of the content of the work is insufficient. This is fail level work. Fundamental aspects of the task set are not addressed, or major areas of the subject are absent. No indication is given of a real grasp of the issues involved in the work set. There is a serious shortfall in quality and/or an absence of factual information/design understanding. ARB Criteria are not attained. There is no submission or an incomplete submission. There is no critical analysis or connection with the programme. The work lacks a coherent content with no reflection upon issues of context or precedent. Presentation is inaccurate, poorly organised and incomplete in its level of information. There is an absence of any theoretical position or content. Work which scores at this level, without agreed mitigating circumstances would be unlikely to be suitable for further development. This is fail level work that fails by a significant margin to reach the standard necessary for the award of Certificate, Diploma or Masters degrees. ARB Criteria are not attained.It demonstrates little discernible understanding of the work set, providing little relevant information. It is completely unstructured and often irrelevant. This is fail level work which comprises the equivalent of no more than a few sentences, and which makes no real effort to answer a set question or requirement. ARB Criteria are not attained. This is fail level work. A blank script/presentation or failure entirely to answer a question or respond to a task, but where some comment warrants the award of a token mark. ARB Criteria are not attained.
20-29
10-19
5-9
<5%
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
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Programme structures, levels, credits, awards and curriculum map

The BArch is a structured sequence of credit units in a single stage leading to a non-Honours award. It follows an award that has led to an equivalent to an ARB/RIBA recognised Part 1 professional qualification. The award cannot be made unless ARB Part 1 has first been received. 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. 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. 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. Students might expect to receive approximately 1 hours contact for each credit. All 240 credits of the programme are at the same level and equally weighted in assessment. External examiners will examine all credit units combined in their weightings in final assessment for the award. 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
PROGRAMME MAP
The programme map shown below as an illustration.
YEAR 1 (5th year)

Semester 1 20 credits
Dissertation 1 and 2
Semester 2 Semester 1
YEAR 2 (6th year)

Semester 2
20 credits
Dissertation 3 and 4
20 credits
Management
(Lectures begin semester 2 Year 1)
20 credits
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
Introduction
Generally the course is a single-stage, predominantly project based-learning programme which is initially informed, in year 1, by an emphasis on cultural contexts, conceptual frameworks and academic research, which then progresses to more self-directed studio work in year 2. The course is intended to promote coherence and excellence in design. 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. Theory lecturers, 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.
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The course is structured in second year to place emphasis on studio, with less course work and compulsory lectures allowing the time to further investigate the conceptual and th propositional grounding of the first year. 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, and is a discrete taught component. The structure allows easy transfer from MA, whilst maintaining coherence between theoretical and technical emphases for BArch students. Students transferring from the MA with Approved Prior Learning are accommodated by undertaking both their technology components in one year. Illustrative diagram of course:
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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. Every student has the opportunity to change colleges between years. 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). College provision will be made through a preference and selection system, which will aim to provide first choices wherever possible but cannot be guaranteed, since student numbers per college will be restricted. Final decisions are at the discretion of the Programme leader and teaching team. 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. 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, 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, where students learn through the medium of a variety of projects within studio units. Studios can be undertaken with specialist staff organised under a College system. There will be provision for between 6 and 9 colleges, depending on final student numbers operating a diverse range of programmes. 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. A student will, on the basis of their declared interest choose or be assigned teaching staff associated with a college. Each College runs a variety of projects based on its own special interests and those of its students. Studio Units will be delivered to coordinate with management and technology. Staff in colleges develop the programme of study for students in their Studio Units on the basis of their research, practice interests and expertise thus providing the opportunity to explore and understand an aspect of architecture in depth, acquiring design skills within this specialist area. 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. 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. During the two years, as the work of the individual student unfolds, so the programme can be developed with the aim of creating the greatest motivation and deriving most from the talent of the student. Each Design Studio supports and builds on the project work with lectures and seminars from staff and students, visiting lecturers and critics, exhibitions and visits. 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 development of high skills in communication and visualisation is regarded as essential in all areas of work. The individual student can define and develop along with staff the more specific content and organisation of their design project. 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. By virtue of its basis in staff research, practice interests and expertise each Design Studio is related to an area of research in the School. Increasingly therefore study in a Design Studio
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will provide credit to Higher Degrees for those wishing to continue their studies. It is an aim of each Design Studio to develop its work into publications and exhibitions wherever possible. 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. Students are required to write up their notes from this tour and submit a sketchbook and a critical analysis. History and Theory / Dissertation The History and Theory course focuses on architecture in the context of the debate concerning historicism, modernism, and post-modernism and sets out to penetrate at a deeper level these contemporary debates and place them in their historical perspective. There are research methods, seminar courses and the requirement for a substantive dissertation. 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. The dissertation of about 10,000 words provides the opportunity to explore through study and writing an aspect of architecture in depth, related to the special interests of the student that might also be reflected in their design work in studio units. Dissertation tutors are assigned on the basis of common interest or expertise with the content proposed by students. Technology The Technology course seeks to deepen the understanding of Materials, Construction, Structures and Environmental Design. This is achieved by analysis and development of technological areas of architecture related to the core studio project, supported by a programme of invited lecturers discussing contemporary strategies and practice of technological realization.
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. 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, professional responsibilities, procurement, process and office practices, building legislation and building economics. The course is taught by professionals from practice augmented by school staff. It is assessed using audit reports and the lecture programme.
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Additional information
Study Abroad Students also have the choice, subject to agreement with the programme leader and the individual students design studio tutor, of spending time in one of the European Schools of Architecture with which Manchester has an exchange agreement, about 10 at present, some of them under the European SOCRATES scheme. This provides the opportunity to study the growing international nature of practice as well as the essential cultural differences and contexts for architecture. 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. Students from the BArch can arrange an exchange for the second semester of year 5.
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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, Articles 3 and 4. 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. In line with most Schools, this comprises a year of Practical training, 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). With the introduction of top up fees, students will find it increasingly necessary to combine paid work and education. In response to these changes, 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. In the flexible delivery mode individual learning agreements are set up for students with the aim of tailoring delivery of the programme to a students needs. Under such a system a student may choose to be based in practice for longer periods between teaching modules, an arrangement that is mutually beneficial to both the practice and academic environment. This proposal is intended to broaden and inform the existing route to Part 2, rather than replace it with an alternative. Prizes and Awards Various prizes and awards are available to students on the BARCH degree. 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. Collaborative Partners The Manchester School of Architecture is a collaboration between the Manchester Metropolitan University and the University of Manchester, drawing upon the teaching and research expertise within both institutions. 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. 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.
14
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Points of reference
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
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Part Two
1
Admission Regulations
1.1 Standard Entry Requirements 1.1.1 Entry to Year 1 1.2 Accreditation of Prior (Experiential) Learning (AP(E)L)
2
Curriculum Design and Organisation
2.1 Curriculum Design Overview 2.2 Level Descriptor 2.3 Unit Syllabus Pro-formae 2.4 Relationship to Subject Benchmark Statement(s) 2.5 Relationship to Professional/Statutory Body Expectations 3 Assessment Regulations
3.1 MMU Regulations for Undergraduate/Postgraduate Programmes of Study (as applicable) 3.2 Programme-specific regulations 3.2.1 Student attendance and absence 4 Programme Management and Student Support
4.1 Programme Committee 4.1.1 Membership 4.1.2 Responsibilities 4.2 Programme Leader 4.3 Other Staff Responsibilities 4.4 Student Support Strategy
Appendix 1
Agreement(s) with Partner Institution(s) Memorandum of understanding between MMU and UM
Appendix 2
PDP Faculty of Art and Design Framework
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Admission Regulations
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. 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). All applicants shall be considered having regard for the Universitys equal opportunities policy and such anti-discrimination legislation as may be in force. 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. 1.1 Standard Entry Requirements 1.1.1 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 2.2 or above) or equivalent qualification from a recognised institution. Typically, although not exclusively, 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. b) All applicants must meet the minimum English language requirements of their chosen programme, as described by the Universitys Postgraduate Admissions Policy. 1.1.2 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. 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). 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. All AP(E)L applications will be approved in line with the Universitys overall policy on the award of AP(E)L.
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DOCUMENT LAST MODIFIED ON 10 SEPTEMBER 2009
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Curriculum Design and Organisation
2.1 Curriculum Design Overview Bachelor of Architecture The Bachelor of Architecture is a problem-based learning environment and is predominantly taught in studio groups, 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. Course Structure Studio teaching takes place in 4 studio credit units, which typically begin with introductory projects and scenarios which are derived from the design studio units theoretical position and proceed onto more student directed investigations typically resulting in a thesis project at the end of each year. The exercises in this studio section are also intended to create focus for intellectual engagement in theoretical discourse related to the studio proposition. Studio units are intended to allow the student to develop their propositional investigations into a significant project for exploration. At this point the parallel units of technology and history and theory/dissertation are designed to interlock with the studio work, with dissertation subject informing the theoretical rigour and technological investigations promoting clear strategies for actual resolution. 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, reinforced by an engagement with critical discussion of theoretical and practical issues and approaches. 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, developed in response to the personal interests of the student and ideas explored in the Methodologies courses. The alignment with critical issues is fundamental to the development of an individually centred study set within a collective discourse. Synthesis/Realisation: Within the agreed area of study, using the skills and theoretical understanding developed through the course, Synthesis/Realisation provides the space for the coherent framing and resolution of a design based discourse, through the medium of a propositional project with supporting mixed media reports, presentations, models, and performances. Study takes place primarily in a studio based environment with support modes for technology, professional practise management and history and theory: Lecture/Seminar: Professional Management. History and theory lectures and Dissertation seminar groups Technology and environment Lectures and seminar groups Studio: Studio 1, 2, 3, 4 Where design ideas and techniques are developed and synthesised within a dynamic critical environment, either individually or as part of a group. Workshop: individually prepared, subject area specific workshops within design studio units Where ideas and techniques are explored through problem based learning and engagement with clearly structured issues.
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2.2 Level Descriptor Much of the study undertaken at Bachelor of Architecture will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgment, personal responsibility and initiative in complex and unpredictable professional environments.
Generic Descriptors
The following is the QAA approved generic level descriptor for a course at the level of Barch. 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. 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, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; an ability to deploy accurately established techniques of analysis and enquiry within a discipline; Conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; an appreciation of the uncertainty, ambiguity and limits of knowledge; the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline). Typically, holders of the qualification will be able to: a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and nonspecialist audiences; and will have the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. 2.3
Unit Syllabus Proformas

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The Manchester Metropolitan University Faculty of Art and Design
Unit Proforma
Form UP/1 1 Unit Title 21 September 2010
Studio 1
2 Unit Code Number
16182008
3 Home Course/Subject
BArch Architecture
4 Home Department

5 QAA Unit of Review i.e. Subject Area
Architecture
6 Unit Leader
Programme Leader / College Coordinators

7 Credit Value Credits At 1 Level: 2 3 X Class Contact Time [Hours] 4 5
20
8 Amount Of Student Effort [Hours]
170
9 Unit Status Mandatory Core x 10 Pre-requisites
none
20
Core Option Elective
11
Co-requisites
20
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Technology A, Dissertation
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Unit Learning Outcomes

DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social, 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, and for reasons such as sustainability and budget. An appropriate philosophical approach which reveals an understanding of theory in a cultural context . And ability to: Generate and systematically test, analyse and appraise design options, and draw conclusions which display methodological and theoretical rigour. Work as part of a team. 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, analytical and logical covering a range of architectural issues of culture, theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The influences on the contemporary built environment of individual buildings, the design of cities, past and present societies and wider global issues. The histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies and its application in critical debate.
Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) are assessed elsewhere.
The
21
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Curriculum Outline
Students choose from a range of Design Colleges which offer different expertise and areas of particular interest and approach to architectural design. Under the aegis of each College studio design projects explore the full range of issues which impact on the design process.
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Teaching/Learning Strategies
Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. Students undertake problem based design work on an individual and group basis. Design projects are defined through personal learning agreements. 20 hours individual and group tutorials. 170 hours self-directed study.
15
Assessment Strategies
100% coursework Critical reviews of design projects represented in a portfolio which may include, completed drawings, models, reports, sketchbooks and notebooks based upon individually or college defined brief. Assessment is undertaken initially by design tutors in a design panel format (crit/review), with subsequent moderation panels involving tutors from all colleges. All students may be subject to interview by external examiner
22
TH
16
Assessment criteria for unit/Elements of assessment

All work will be assessed strictly against the stated learning outcomes. BArch is a single stage course in which all units must be completed to pass. Studio Units 1, 2, 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 entirety of all learning outcomes will be assessed for all students at the final assessment point.
17
Indicative Reading Separate reading lists will be defined by students and advised by staff / college.
18
Additional notes and comments
19 20
Date of approval:
July 2007
Date of most recent consideration: May 2006
23
TH
Unit Proforma
Studio 2
2 Unit Code Number
16182009
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Programme Leader / College Coordinators

7 Credit Value Credits At 1 Level: 2 3 x Class Contact Time [Hours] 4 5
40
370
Studio 1
30
11
Co-requisites
Technology A, B
24
TH
12

DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social, 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, 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, analyse and appraise design options, and draw conclusions which display methodological and theoretical rigour COMMUNICATION Students will demonstrate ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, 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, analytical and logical covering a range of architectural issues of culture, theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The inter-relationship between people, 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, and critically appraise, their ideas in relation to a design and to the work of others
25
TH
MANAGEMENT PRACTICE LAW Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification
26
TH
13
Curriculum Outline
Student proposals are developed in dialogue with College staff with suitable design expertise. Under the aegis of each College studio design projects explore the full range of issues which impact on the design process.
14
Students continue work on their design projects. Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. Students undertake problem based design and work on an individual or group basis. Design projects are defined through personal learning agreements. 5 hours lectures based upon college themes 25 hours individual and group tutorials. 370 hours self-directed study
15
100% coursework Critical reviews of design projects represented in a portfolio which may include, completed drawings, models, reports, sketchbooks and notebooks based upon individually or college defined brief. Assessment is undertaken initially by design tutors in a design panel format (crit/review), with subsequent moderation panels involving tutors from all colleges. All students may be subject to interview by external examiner.
16

All work will be assessed strictly against the stated learning outcomes. BArch is a single stage course in which all units must be completed to pass. Studio Units 1, 2, 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 entirety of all learning outcomes will be assessed for all students at the final assessment point. This design project can also form the basis for undertaking technology and professional studies components of the course. These are assessed separately.
27
TH
17
Indicative Reading Separate reading lists will be defined by students and advised by staff /college.
18 19 20
Additional notes and comments Date of approval: May 2006
28
TH
Unit Proforma
Studio 3
2 Unit Code Number
16183008
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Programme Leader / College coordinators

40
370
Studio 1,2; Technology A and B; Dissertation
30
11
Co-requisites
29
TH
Professional Studies, Technology C
12

DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate an understanding of: The regulatory requirements, including the needs of the disabled, 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, analyse and appraise design options, 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, recognising the importance of current methods in the construction industry Students will demonstrate ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, 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, 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 and statutory requirements as they are relevant to building design and practice, with particular reference to matters relating to health and safety and universal design for access
30
TH
CULTURAL CONTEXT Students will demonstrate understanding of: The influences on the contemporary built environment of individual buildings, the design of cities, past and present societies and wider global issues The histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies and its application in critical debate TECHNOLOGY & ENVIRONMENT Students will demonstrate, within coherent architectural designs and academic portfolio, the ability to integrate knowledge of: The principles and theories associated with visual, thermal and acoustic environments Climatic design and the relationship between climate, built form construction, life style, energy consumption and human well-being Understanding of: Building technologies, 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, 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, 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. Technology and Environment Learning Outcomes are additionally assessed in Technology C Design Studio Co-requisite.
31
TH
13
Curriculum Outline
Student design proposals are developed by individual College staff with appropriate design/other expertise together with external specialist tuition. Under the aegis of each college studio design projects explore the full range of issues which impact on the design process.
14
Students continue to work with staff associated with one of the Colleges for their design projects. Teaching is undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. Students undertake problem based design work on an individual or group basis. 30 hours individual and group tutorials. 370 hours self-directed study.
15
Assessment Strategies 100% coursework

Critical reviews of design projects represented in a portfolio which may include, completed drawings, models, reports, sketchbooks and notebooks based upon individually or college defined brief. Assessment is undertaken initially by design tutors in a design panel format (crit/review), with subsequent moderation panels involving tutors from all colleges. All students may be subject to interview by external examiner.
16

All work will be assessed strictly against the stated learning outcomes. BArch is a single stage course in which all units must be completed to pass. Studio Units 1,2,3 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 entirety of all learning outcomes will be assessed for all students at the final assessment point. This design project also forms the basis for undertaking the technology and professional studies components of the course. These are assessed separately but in the context of this project.
17
Indicative Reading
Separate reading lists will be defined by students and advised by issued by staff/college.
18
32
TH
19 20
Date of approval:
May 2006
33
TH
Unit Proforma
Studio 4
2 Unit Code Number
16183009
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Programme Leader / College coordinators

40
370
9 Unit Mandatory Core Status x 10 Pre-requisites
30
Studio 1,2,3 ; Technology parts A, B, C; Dissertation; Professional Studies 11 Co-requisites
34
TH
Technology D
12
35
TH
DESIGN Students will produce and demonstrate coherent and well resolved architectural designs that integrate knowledge of: The social, political, economic and professional context that guides building construction. 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, and for reasons such as sustainability and budget. An appropriate philosophical approach which reveals an understanding of theory in a cultural context. And ability to: Generate and systematically test, analyse and appraise design options, and draw conclusions which display methodological and theoretical rigour Work as part of a team. COMMUNICATION Students will demonstrate an ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences. Produce documentation and reports which are clear, analytical and logical covering a range of architectural issues of culture, theory and design CULTURAL CONTEXT Students will demonstrate understanding of: The inter-relationship between people, 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, aesthetic, technical and social qualities of a design within the scope and scale of a wider environment Independently define, and critically appraise, 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
36
TH
13
Curriculum Outline
Student design proposals are developed by individual College staff with appropriate design/other expertise together with external specialist tuition. Under the aegis of each college studio design projects explore the full range of issues which impact on the design process.
14
Teaching continues to be undertaken through individual and group tutorials supplemented by staff presentations illuminating the college themes. Students undertake problem based design work on an individual or group basis. 5 hours lectures 25 hours individual and group tutorials. 370 hours self-directed study.
15
100% coursework Critical reviews of design projects represented in a portfolio which may include, completed drawings, models, reports, sketchbooks and notebooks based upon individually or college defined brief. Assessment is undertaken initially by design tutors in a design panel format (crit/review), with subsequent moderation panels involving tutors from all colleges. All students may be subject to interview by external examiners.
16

All work will be assessed strictly against the stated learning outcomes. BArch is a single stage course in which all units must be completed to pass. Studio Units 1, 2, 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 entirety of all learning outcomes will be assessed for all students at the final assessment point. This design project also forms the basis for undertaking the technology and professional studies components of the course. These are assessed separately but in the context of this project.
17
Indicative Reading Separate reading lists will be defined by students and advised by staff /college.
18
37
TH
19 20
Date of approval:
May 2006
38
TH
Unit Proforma
Technology
2 Unit Code Number
16180002
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Craig Martin
40
340
none
40
39
TH
11
Co-requisites Studio 1, 2, 3, 4
12
40
TH
TECHNOLOGY & ENVIRONMENT Students will demonstrate the ability to integrate knowledge of: The principles and theories associated with visual, thermal and acoustic environments Climatic design and the relationship between climate, built form construction, life style, energy consumption and human well-being. Understanding of: Building technologies, 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, 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, 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, recognising the importance of current methods in the construction industry And ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences.
41
TH
13
Curriculum Outline
The integration of constructional technology within the fabric of a building, including reference to site analysis, programme analysis, structural systems, elemental construction, drainage and waste management, furniture and equipment and environmental design, waste management, energy management, control systems, and materials specification. 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.
14
Parts A & B - Climate Change College Propositions (CCCP) Part A: Seminar Series / College Presentations - (5 credits) 10 hours of associated lectures / seminars. 40 hours of self directed study. Part B: Group Report - (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. 10 hours of associated lectures / seminars. 140 hours of self directed study. 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. 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.
15
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.
42
TH
16
Assessment criteria for unit/Elements of assessment The assessment will comprise written reports, architectural drawings and models and web pages which will be examined by subject area tutors. Detailed environmental and elemental designs are related to studio projects and area assessed by studio tutors with subject area tutors.
All work will be assessed strictly against the stated learning outcomes. BArch is a single stage course in which all units must be completed to pass.
Technology Elements, A,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). The entirety of all learning outcomes will be assessed for all students at the final assessment point. 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. 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
43
TH
Unit Proforma
Dissertation
2 Unit Code Number
16180001
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Sally Stone/Dr Ralf Brand

7 Credit Value Credits At 1 Level: 2 3 4 x Class Contact Time [Hours] 5
40
370
None
30
11
Co-requisites
none
44
TH
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, the design of cities, past and present societies and wider global issues The histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies and its application in critical debate The inter-relationship between people, 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, aesthetic, 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, theory and design
45
TH
13
Curriculum Outline
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.
14
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.
15
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.
46
TH
16

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.
17
Indicative Reading
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.
18

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.
19 20
Date of approval:
May 2006
47
TH
Unit Proforma
Professional Studies
2 Unit Code Number
16183501
BArch Architecture
4 Home Department

Architecture
6 Unit Leader
Andrew Crompton
20
170
none
30
11
Co-requisites
48
TH
Studio 3
12
49
TH
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, administer and manage an architectural project, recognising current and emerging trends in the construction industry such as partnering, integrated project process, value engineering and risk management The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects, and how these are defined and effected through a variety of contractual and organisational structures The fundamental legal, professional and statutory requirements as they are relevant to building design and practice, with particular reference to matters relating to health and safety and universal design for access The professional duties and responsibilities of architects, 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
COMMUNICATION
Produce documentation and reports which are clear, analytical and logical covering a range of architectural issues of culture, theory and design.
13
Curriculum Outline
50
TH
Team building and management, working structures and organisation. Office structures and procedures, professionalism and the role of the architect, changes in professional frameworks and roles, business and employment legislation, accounting and business finance. Briefing and the client, fee structures and appointment, participants and their influence upon design, budgets and timescales, factors affecting cost prediction, health and safety, legislative planning framework, building regulations fire certificates and environmental legislation, coordination with consultants, procurement routes and contract types, tendering procedures and documentation, bills of quantities specifications and the QS, post contract procedure, architects instructions contract documentation and certificates, liability and the law, professional indemnity and negligence, construction site procedures and safety, practical completion, handover and building occupation, post completion maintenance and feedback.
14
Introductory lectures on roles of the architect and professionalism. A 6-lecture course on finance and the profession, practice viability and fees, office structures and management. A 8-lecture course on planning, building regulations other legislative frameworks for construction projects, health and safety, the cdm regulations, cost constraints, budgeting, contract types and procurement routes, contract administration, indemnity and liability.
15
A series of assignments and reports related to studio projects dealing with criteria defined in the workshops and supported by lectures. A short report on the management structure of various practice types. 100% coursework
16

Audit reports containing information and analysis relevant to each workshop as illustrated through the medium of design studio project 2. All Management Practice and Law assignments are assessed against the Learning outcomes set out above.
17
Indicative Reading
Separate reading lists will be assigned to each workshop.
18

Practitioners from the construction industry and professions with support from staff will deliver the lecture and workshop series.
19
Date of approval:
May 2006
51
TH
20
52
TH
2.4 Relationship to Subject Benchmark Statement(s)

No specific QAA benchmark is currently available for the appropriate level of study I.e a second undergraduate degree in Architecture.. Included below for information is the benchmark for a first undergraduate degree in Architecture. Students studying at Barch level, 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, Barch equivalent. The full ARB and RIBA benchmark criteria document is available online at http://www.arb.org.uk/education/arbcriteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdf
QAA Benchmark statement for a first degree in architecture Academic standards - Architecture
1.0 Introduction This benchmark addresses first degrees in architecture, most of which offer, or might wish to offer, exemption from the first part of the examination for professional qualification. We have sought, however, to delineate the discipline's boundaries so as to allow undergraduate awards in architecture to embrace a broad constituency, insisting on a sense of intellectual enquiry beyond the professional practice of the subject. This document encourages individual schools to describe the territory within which they locate themselves. It is not intended as a curriculum. The act of building is as old as that of settlement, but the post-classical articulation of architecture as an intellectual discourse began during the Italian Renaissance. As a discipline, architecture is typically understood as concerned with the planning, design and production of buildings, parts of buildings and collections of buildings. These will either exist already, and require conservation or modification, or will be newly developed. But in its fullest sense, architecture is enmeshed in the design and construction of things and spaces in response to various constituencies or users. This may include a piece of furniture, a virtual environment, a landscape, or on a larger scale, the design of rural, suburban or urban environments. Collective professional bodies were first organised in Britain in the 19th century in response to an increasingly complex, industrialising world. These bodies began to establish a codified corpus of knowledge and methods of practice for each discipline. In architecture it also involved an assumption of the role of protecting the building client and the title and status of architect. These processes became enshrined in statute in the 1930s. The education of architects at the time was ad hoc, and largely took the form of office based tutelage. Concurrently, British architectural education was growing within the existing forms of higher education. The past 40 years have seen it become firmly embedded in the university structure, helping to make explicit the distinction between architectural education and architectural practice. It is for this reason that this document sets out a benchmark standard for undergraduate architecture courses whether they are professionally recognised or not. The professional and statutory validation of courses, programmes and awards in the UK is carried out jointly by the Royal Institute of British Architects (RIBA), alongside the Royal Incorporation of Architects of Scotland and the Royal Society of Ulster Architects (RSUA) in these countries, and the Architects Registration Board (ARB). In the academic session 1999-2000 there were 35 validated first degree programmes, and a small number of candidate courses for validation. In order to be registered as an architect, one must typically study three years full time (or its equivalent) for Part 1 exemption; two years full time (or its equivalent) for Part 2 exemption; amass a minimum of two years of monitored practical training and pass an examination in professional practice for the final Part 3 exemption. 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. If they carry Part 1 exemption, they are required to undergo professional accreditation as well as subject review, given that the responsibilities for the monitoring and upholding of professional standards lies with the professional bodies. In preparing the benchmark statement for architecture, we have embraced the breadth to the discipline while also recognising the threshold standard for professional validation. Our starting points have been the European Commission Architecture Directive (1985), the outline syllabus for Part 1 described by the Joint Validation Panel documents (1997), the RIBA Examination in Architecture for Office Based Candidates (1997), the Stansfield Smith Review of architectural education (1999), the Latham and Egan Reports on the construction industry (1997,8), the Dearing Report on higher education (1997), and the Rogers Report of the Urban Task Force (1999). We have also consulted QAA benchmark statements for first degrees in other subjects, recognising that some of them will impinge upon and overlap with the subject of architecture.
53
TH
2.0 Description of the subject The discipline of architecture draws on knowledge and skills from the human and physical sciences, the humanities, and the fine and applied arts. It addresses the accommodation of all human activity in all places under all conditions, understanding our place within differing physical, historical, cultural, social, political and virtual environments. Architecture proposes, forms, and transforms our built environment, and does so through an engagement with the spaces, buildings, cities and landscapes in which we live. Architectural education is therefore rich, varied and by definition interdisciplinary. Design is the core activity of an architectural education. There is, however, no single, unified theory of design which is generally accepted. Indeed it is the contested nature of design as an activity that provokes debate, encourages diversity, and advances the subject. Nor is design a single category of activity. The relationship among design process, design programme and design projects raises issues of how projects can be developed, communicated, received, criticised and realised. It is the interaction of ideas, intentions and operations that gives the core of the subject area its distinctiveness, and allows universities the opportunity for diversity in their delivery of undergraduate courses. This is amplified by the other parts of the teaching programme to provide a broad education which supports design, and which invariably emphasise some subjects over others consonant with that school's (or even teaching group's) interpretation of design. Students entering architecture courses have, in general, little or no experience of design or other key subjects. Many areas of study are thus being introduced for the first time. This has, however, many benefits. Students tend to come to architectural education from numerous backgrounds, bringing to the schools the very diversity of disciplines and modes of inquiry that an architecture course requires and imbues. Most people studying architecture at degree level do so with the intention of pursuing a route which will lead to professional accreditation, or to a career in a related field. Architectural education is a part of the construction industry, and along with architecture practice, has an important role to play in how this industry changes and develops. But the knowledge, understanding and skills that an architecture education imparts is broad, holistic and of value in itself, as befits a distinct, academic discipline. Students awarded a degree in architecture may go on to work in a number of fields.
3.0 Knowledge, understanding and skills Architecture requires inquiry and synthesis, and brings to bear a wide range of knowledge, understanding and skills. It involves a complex sequence of research, reflection, iteration and integration of specific subject-based knowledge, with the aim of applying these to a design project. Architecture draws together conceptual, contextual, ethical and material considerations in the realisation of space or form. 3.1 Subject-specific knowledge, understanding and skills The subject-specific knowledge, understanding and skills attained during an architectural degree can be grouped into the following interrelated five headings: 3.1.1 Design The design project will be informed by an understanding of the ways that architectural histories and theories, and the existing physical and cultural context, can inform design processes, programmes and proposals. The student will have a knowledge and understanding of the principles of building technologies, including the application of structure, construction, materials and environmental design in relation to human needs. The student will understand and appreciate the impact on design of regulatory frameworks, the needs and aspirations of clients or users, the roles of those who collaborate in the making process and the impact of the design upon the wider community. The student will understand and appreciate the importance of communication and dialogue in the development and discussion of design ideas. Design-specific skills are: an ability to conceptualise, investigate and develop the design of three-dimensional objects and spaces an ability to create architectural designs that integrate social, 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, 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
54
TH
3.1.2 Cultural context The cultural context of architecture is centred on the histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies. The student will recognise and appreciate the influences on the contemporary built environment of individual buildings, the design of cities, past and present societies and wider, global issues. Culture-specific skills are: an ability to form considered judgments about the spatial, aesthetic, 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 3.1.3 Environments and technologies Architectural design requires a knowledge and understanding of the theories and principles of environmental technologies, and an awareness of their impact upon human comfort, well-being and protection. It requires an understanding of the relationship of these to the climate, the development of a sustainable environment, and the impact that design decisions may have upon the natural world and its resources. The processes of design demand knowledge and understanding of structural and constructional principles, the properties and meanings of materials, and the ways that these may inform and influence design decisions. Similarly, design requires an appreciation of the impact of statutory instruments for health, safety and comfort, both during the construction and subsequent occupation of a project. Environment/technology-specific skills are: an ability to produce designs that demonstrate the integrative relationship of structure, building materials and constructional elements an ability to produce designs that demonstrate an understanding of the integrative relationship between climate, service systems and energy supply an ability to exercise informed and reflective judgment in the development of sustainable design
3.1.4 Communication In order to develop design ideas, communicate them to others, listen and respond to feedback, whether in informal or formal groups, 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. It is also necessary to have the ability to select the appropriate medium, and to be proficient in verbal and graphic techniques. Communication-specific skills are: an ability to understand the conventions of architectural representation an ability to use a range of visual, 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
3.1.5 Professional studies Professional studies provide an appreciation of the issues and constituencies which influence the processes and delivery of design; for instance, the relationships of those in the construction, culture and other industries, and the ways that regulatory frameworks and systems relate to wider social and ethical concerns. Professional-specific skills are: an ability to work collaboratively within an interdisciplinary environment
55
TH
an ability to respond to a broad constituency of interests and to the social and ethical concerns of the subject
3.2 Transferable skills As well as the above list of subject-specific knowledge, understanding and skills, an undergraduate course in architecture engenders a broad range of transferable skills. These include the ability to: communicate effectively with other people using visual, graphic, written and verbal means work autonomously in a self-directed manner, 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, and use innovation, logical and lateral thinking in their solution be flexible and adaptable in the approach to and development of an issue, problem or opportunity
4.0 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, the profusion of accepted design approaches, and the importance and variety of effective means of communication. Architectural education does employ the usual teaching processes of lectures and seminars, but it is at heart project-oriented. 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, non-repetitive and immanent in its conception and development. Architecture students learn from the outset to synthesise a variety of information, approaches, interpretations, facts and disciplines, bringing them to bear on the design project. 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. However like design, the coursework in these areas is often investigative, speculative and creative in intent while developing core skills. 4.1 The design studio The core activity of architectural design is taught through a combination of individual tutorials, group tutorials, semi-public and public presentations (known as project reviews or crits), and arrangements where students work and discuss things together formally and informally. The nature of the discussion might involve verbal, written or graphic means. Architecture schools typically refer to the process of design as occurring in a studio environment. However configured physically, the studio will be the place where design tutorials take place and where students can display and discuss their work with others. It is their base, and its existence is a major contribution to the specific and intensive qualities of architectural education. 4.2 The design project The time allowed for a design project can vary from a single day to an academic year. During the project, the student transforms a field of inquiry into a proposition or scheme. The learning process is characterised by continual dialogue. Students learn from talking with each other and their tutors, and from the comments from other people invited to the project reviews. The most important learning experience comes from what is known in other disciplines as self-reflection, a skill central to the acquisition of all architectural knowledge and skills, and one that is consciously developed. It is not possible, or desirable here, to be prescriptive in describing the learning process in the design project. Methods and intentions can vary considerably. But there are characteristics common to all processes in schools of architecture. Firstly, the relationship between the desire and intention to form an outcome, and its full or partial realisation, is exploratory and developmental. Secondly, students work predominantly with means which are abstracted from the intended final outcome. Thirdly, the learning and assessment processes mirror one another, and occur and develop concurrently. Through dialogue with oneself, with other students, with and among tutors, judgments concerning quality are reached by consensus. 4.3 Review of work and assessment The continual and consensual nature of the assessment process is distinctive to architectural education. It is a considerable part of the learning process. At the end of the time allowed for the design project, each student's work typically is reviewed in a pin-up session in front of an audience of fellow students, tutors and visiting critics from inside and beyond the institution. At these sessions, the student or group of students present their proposal to the audience,
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who then comment on and discuss the issues that it raises and the quality of the proposal. Critical commentary may be given to students in verbal, written and graphic forms. These project assessments are then reviewed by staff and external examiners, usually in the form of a design portfolio. Other parts of the undergraduate architecture course are usually assessed through methods which are more standard to university disciplines, such as coursework, examinations, papers and project-based work. 4.4 Variety of submission Architectural education requires many types of submission, which the student builds into a portfolio of work that demonstrates knowledge and skills across the range of the course. 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, digital work and other visual material three-dimensional artifacts, physical models and installations seminar presentations written examinations and coursework project-based work 4.5 Teaching and learning methods In addition to more conventional methods of learning through lectures, seminars and tutorials, 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
5.0 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. It is then followed by a brief description of what would be expected from a typical student. Each institution will have its own method of determining what constitutes appropriate evidence of a student's relative achievement. The external examiner system and the academic reviews established by the QAA will monitor adherence to these standards. 5.1 The threshold standard for a student in architecture will be demonstrated through their performance under the following five headings: 5.1.1 Design The student will demonstrate: an ability to produce an architectural design an understanding of the ways that the analysis, research, development and preparation of an architectural programme or brief can inform design knowledge of architectural histories and theories, of physical and cultural contexts, and of the ways that they can inform design processes, 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, the needs and aspirations of clients and building users, and the requirements of the wider community
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5.1.2 Cultural context The student will demonstrate: knowledge and understanding of the histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies an appreciation of the influences on the contemporary built environment of individual buildings, the design of cities, past and present societies and wider global issues 5.1.3 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, construction methods and architectural technology on human comfort and well-being, and how these may inform and influence design decisions an understanding of the relationship of environmental design, construction methods and architectural technology to the climate, the development of a sustainable environment, and the impact that design decisions may have upon the natural world and its resources knowledge and understanding of structural and constructional principles, the properties and meanings of materials, and the ways that they may inform and influence design decisions an appreciation of the impact on design of statutory instruments for health, safety and comfort, both during the construction and the occupation of a project 5.1.4 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, written and verbal means 5.1.5 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, culture and other industries knowledge of the ways that regulatory and economic frameworks and systems relate to wider social and ethical concerns 5.2 Typical standard On completion of the undergraduate course in architecture, the typical student will meet not only the threshold standards, but will also demonstrate an integration and understanding of the relationships among most of the specified headings. He or she will be expected to produce well-resolved design projects, 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, the design of cities, past and present societies and wider global issues The histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies and its application in critical debate The inter-relationship between people, 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, aesthetic, technical and social
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qualities of a design within the scope and scale of a wider environment Independently define, and critically appraise, 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, recognising the importance of current methods in the construction industry And ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, 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, analytical and logical covering a range of architectural issues of culture, 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, 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, and for reasons such as sustainability and budget The regulatory requirements, including the needs of the disabled, 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, analyse and appraise design options, 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, within coherent architectural designs and academic portfolio, the ability to integrate knowledge of: The principles and theories associated with visual, thermal and acoustic environments Climatic design and the relationship between climate, built form construction, life style, energy consumption and human well-being Understanding of: Building technologies, 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, 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, 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, administer and manage an architectural project, recognising current and emerging trends in the construction industry such as partnering, integrated project process, value engineering and risk management The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects, and how these are defined and effected through a variety of contractual and organisational structures The fundamental legal, professional and statutory requirements as they are relevant to building
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design and practice, with particular reference to matters relating to health and safety and universal design for access The professional duties and responsibilities of architects, 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. This Matrix shows where criteria are normally evidenced and assessed. It should be read alongside the Programme ARB Criteria Matrix which indicates where criteria are additionally evidenced. 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, 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, and for reasons such as sustainability and budget The regulatory requirements, including the needs of the disabled, health and safety legislation and building regulations and Studio projects can specifically focus upon issues of deliverability and regulatory frameworks, and are the vehicle for undertaking the professional studies assignments. Commentary The development of coherent architectural designs is organized through the Design Studio credit units. Each of the four studio credit units is described in the studio unit proformas attached to the programme handbook. Learning outcomes and assessment criteria define the required attainment levels for each project, and are described within the respective studio proformas. All components of the BArch course have a relationship with the studio design projects. The contextual position of each project is defined by the college, based upon the studio learning outcomes. Studio 1, 2, 4 Credit Unit References
Studio 1, 2, 4
Studio 3 Professional Studies
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development control, 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. Opportunities for cross fertilization between studio and dissertation are encouraged. Studio 1, 2, 3, 4
ARB Criteria PART 2: DESIGN continued: And ability to: Generate and systematically test, analyse and appraise design options, and draw conclusions which display methodological and theoretical rigour Work as part of a team
Commentary
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, 2, 3, 4
Studio 1, 3 Team working is encouraged in part of the design studio programme, principally within the initial analytical stages. Studio 1 tends to act as a vehicle for reorientation of students within the college structure and includes a greater degree of group work. Studio 3 also involves a degree of group work during the initial stages of a project.
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, Students will gain this understanding through the Technology Unit (through presentations, seminars and lectures and subsequent research) and its application in
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Studio 3 Technology Professional Practice
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recognising the importance of current methods in the construction industry
Studio, and especially Studio 3, but also through the Professional practice lecture course. Here the student will engage with other specialists from the industry from outside of the School to advance aspects of design development.
An Ability to: Use visual, verbal and written communication methods and appropriate media (including sketching, modelling, digital and electronic techniques) to represent the testing, analysis and critical appraisal of complex design proposals and their resolution to a range of professional and lay audiences Studio 2, 3, 4 Technology
All students will demonstrate skills in the stated communication methods throughout the programme. Presentation of visual work and written reports are integral to the academic portfolio at every stage of its development. Students will all deploy a diverse range of communication types to describe complex ideas and designs to a high level of clarity.
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.
Studio 1, 2, 3
Produce documentation and reports which are clear, analytical and logical covering a range of architectural issues of culture, 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, analytical communication in Professional Studies and Design Reports (Studio) are integral to the students learning experience and the development of architectural design within the academic portfolio..
Studio 1, 2, 3, 4 Dissertation Professional Studies
Research methods History and Theory Seminars and a range of guest/staff lectures deliver an understanding of this material.
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Dissertation Studio 1 Studio 3
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cities, past and present societies and wider global issues The histories and theories of architecture and urban design, the history of ideas, and the related disciplines of art, cultural studies and landscape studies and its application in critical debate The inter-relationship between people, 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. The dissertation plays an essential role in the students ability to developi an understanding of complex theoretical/historical material and its relationship to architectural design and the contemporary debate. 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. 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. The relationship between people/buildings and spatial context is fundamental to all teaching within the Studio units.
An ability to: Critically appraise and form considered judgements about the spatial, aesthetic, 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. 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. Dissertation Studio 4
Independently define, and critically appraise, 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).
Studio 2
ARB Criteria PART 2: TECHNOLOGY AND ENVIRONMENT
Commentary
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At Part 2 students will demonstrate, within coherent architectural designs and academic portfolio, the ability to integrate knowledge of: The principles and theories associated with visual, thermal and acoustic environments Climatic design and the relationship between Climate built form construction, life style, energy consumption and human well-being
The development of coherent architectural designs is organized through the Design Studio credit units, applied specific teaching groups, or thematic colleges.
Studios are focused towards resolution at a detailed level, and are integral to the technology component. Learning outcomes and assessment criteria define the required attainment levels for each project, and are described within the technology proforma.
Studio 3 Technology
Studio 3 Technology
Understanding of: Building technologies, 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; codes of practice 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, 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
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The principles of environmental design are part of the core requirements of the technology unit, and also applied through the scheme design undertaken in studio 3 The detailed understanding of technology is evidenced in most studio projects, with studio forming the focus of the study through the application of the technology unit. Legislation is covered both within the technology unit, and in the professional studies unit. Both are applied through the design undertaken in Studio units.
Studio 3 Technology
Studio 3 Technology Professional Studies
A fully integrated building design project has to be undertaken in studio that incorporates technology (a,b,c and d) to demonstrate these criteria.
Studio 3 Technology
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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, administer and manage an architectural project, recognising current and emerging trends in the construction industry such as partnering, integrated project process, value engineering and risk management The inter-relationships of individuals and organisations involved in the procurement and delivery of architectural projects, and how these are defined and effected through a variety of contractual and organisational structures The fundamental legal, professional and statutory requirements as they are relevant to building design and practice, with particular reference to matters relating to health and safety and universal design for access The professional duties and responsibilities of architects, as defined and described in
Commentary
These criteria are taught through lectures on roles of the architect and professionalism. A 6-lecture course on finance and the profession, practice viability and fees, office structures and management. A 8-lecture course on planning, building regulations other legislative frameworks for construction projects, health and safety, the cdm regulations, cost constraints, budgeting, contract types and procurement routes, contract administration, indemnity and liability. Assessment of the assignments detailed in the programme documentation is strictly against these criteria.
Professional Studies Additionally evidenced in Studio 3
Additionally students demonstrate this knowledge through application to studio projects.
Professional Studies Studio 3

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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 students PDPs in Design reports for Studio 2 and 4. Professional Studies Studio 2 Studio
2.5
Relationship to Professional/Statutory Body Expectations
The Bachelor in Architecture is fully accredited/validated by the ARB/RIBA for RIBA part II exemption.
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Assessment Regulations 3.1 MMU Regulations for Postgraduate Programmes MMU REGULATIONS APPLY 3.2 Programme-specific regulations 3.2.1 Student attendance and absence Students are required to attend for all taught components of the programme and these will typically include lectures, seminars, briefings, group tutorials, personal tutorials, peer assessment sessions, student and/or staff led critiques and guided studio practice sessions.
Programme Management and Student Support 4.1 Programme Committee 4.1.1 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)
4.1.2
Responsibilities
The committee will be responsible for: i. ii. the maintenance and enhancement of the academic standards of the Programme; the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students needs;
iii. ensuring the Programme operates in accordance with the approved programme scheme; iv. agreeing recommendations for changes to the Programme [content and structure] and on any matter affecting the operation of the Programme; v. considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to: the Programme, teaching and learning, the content of the curriculum; the assessment and examination of students [in conjunction with the Board of
Examiners]; criteria for admission of students; research, scholarship and Programme related staff development; the appointment of external examiners vi. advising the Academic Board on such matters as v. above; vii. ensuring the academic development of the Programme; viii advising the Head of Development and the Dean of Faculty through the Programme Leader on the resources needed to support the Programme; ix. 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. 4.1.3 Student Staff Consultative Committee
Each Programme has a Student Staff Consultative Committee that meets at least twice a year, in advance of Programme Committees. While students are represented on the Programme Committee this additional committee provides a further opportunity to gather student feedback concerning quality and standards. This is a student led forum and in terms of membership students should, wherever possible, outnumber staff.
Membership The Student Staff Consultative Committee will normally consist of the following members:
Two students elected from the programme. [one of whom will act as Chair and another as secretary]; Two academic staff members, one of whom should be the Programme Leader; Representative from the technical staff team. The Committee has the power to co-opt members, 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. Responsibilities The Committee [which reports to the Programme Committee] will be responsible for providing feedback on matters relating to: i. ii. iii. iv. v. vi. 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.
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4.2
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. 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. Responsibilities of the Programme Leader include: preparation of the definitive document [as and when appropriate] and the student handbook; overseeing formative and summative assessment arrangements; planning and co-ordinating the day to day running of the Programme; liaising with the Programme Team, the Head of School and the Head of Development and administrators through existing University/Faculty structures; ensuring the academic integrity of the Programme through dialogue with the Programme Team and students; convening and chairing the Programme Committee; participating in the implementation of MMU QME procedures at a Programme level; convening and contributing to cross-programme and Faculty discussions; recommending external examiners to the Head of School and liaising with external examiners; overseeing student recruitment and admission procedures; working with the Programme Team to ensure the maintenance and development of external and/or collaborative links appropriate to Programme needs; and any other duties agreed with the Head of School, the Head of Development and the Dean of Faculty.
4.3
Studio Route Leaders Studio Route Leaders will convene and lead Studios 1,2,3 and 4. Their responsibilities will include: preparation of the definitive course material relating to specialist research area; making formative and summative assessments and moderations; planning and co-ordinating the day to day running of the Studio Routes; liaising with the Programme Leader and Course Committee ensuring the academic integrity of the Studio Route in dialogue with the Programme Leader and students; Collecting feedback and feedback response sheets. recommending external examiners to the Programme Leader and liaising with external examiners; organising and overseeing any part time staff or visiting lecturers for the Studio Route.
4.4
Student Support Strategy 4.4.1 Tutors
Tutors will occupy and fulfil various roles within the course. In addition to teaching a broad range of interests, attending meetings and sitting on committees as required, the full time staff will provide a tutorial network across the course which will provide a forum for debating and
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concerns, also to offer support for students. Tutors will direct and contribute to lectures, seminars, work reviews, studio / workshop discussions etc. Tutors will also have a pastoral and record keeping responsibility. Tutors will debate with and inform/counsel students about possible potential developments they might pursue on the course. Tutors will, also, be responsible for monitoring student absence. Therefore, students should notify their personal tutor if they are absent due to illness or for other reasons. 4.4.2 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. Personal tutors will discuss developments in the theoretical work as well as the practical. These areas will be seen as a whole rather than as separate. Throughout the year, at specified times, students will have personal discussion with their personal tutor. These tutorials will highlight students strengths and weaknesses, offer potential strategies for future development and will deal with any problems or difficulties students have found in relation to the course, monitoring in turn, the strengths and weaknesses of the course. Personal tutors can be sought at other times if students find themselves in difficulty or seek clarification. 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 students academic development. Any serious problems, particularly those of a common nature, or those which in some way may detrimentally affect other students, should be discussed with the Course Leader, who will be responsible to, and may refer to, the Head of School. Personal tutors will have responsibility for a small number of students in each Level of the course. At least twice per semester, personal tutors will hold a group seminar for their tutees. These seminars will deal with academic/practical problems identified as being common or important. Tutors will informally meet after these seminars to discuss any problems or potential exciting developments. 4.4.3 Tutorial System
All students will be allocated a personal tutor who will monitor their development for the duration of the course. The tutor will arrange particular times, throughout the year, to see students with their work. 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, weaknesses and potential development possibilities. All collated information, on file, regarding individual students may be seen by them, discussed and updated at any time. The tutorial network is designed to give support to students. 4.4.4 Personal Development Planning This is progressively being implemented in the Manchester School of Architecture, and is carried out within the Faculty of Art and Design framework (see Appendix 2). It is currently progressing from first year last year to now encompass all BA(Hons) students for the first time. The intention is to continue this progression into the BArch course structure from 2006/7. This will be carried out within the Faculty of Art and Design framework (see Appendix 2)
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Appendix 1 Agreement with Partner institution
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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). This is to enable you to clarify what and how you are learning, to help you to understand what you want to achieve and how to set about attaining your goals. This is about more than career planning and employability. Its about you developing as an individual who has a sense of direction, the ability to communicate and interact with others and to think in an informed, reflective manner. 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). Your IDT may be part of other personal or teaching tutorials, or it may be separate. There are three strands of PDP that feed into your IDT. Before you have an IDT you will need to have pulled together and reflected on: 1) Your ongoing reflective thinking. 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. 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. 2) Any written or verbal feedback that you have been given following assessments or tutorials. 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. 3) Your development of skills specific to your subject area (contextual/professional studies), as well as key skills (e.g. communication, information technology, numeracy & learning how to learn). These will be developed through units in your programme of study, through other resources made available by the University (e.g. Learning Support and the Careers Service) and through resources external to the University. The agenda for your IDT and the content of your progress file (journal or equivalent) are your responsibility. 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. Further details of PDP in Art & Design are available electronically at http://www.artdes.mmu.ac.uk/pdp
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at The University of Manchester School of Environment and Development and The Manchester Metropolitan University Faculty of Art and

Bachelor of Architecture DEFINITIVE DOCUMENT 2010/11

Validation Date 07/08

The Manchester Metropolitan University

Programme Specification Form PS/1 1 Programme title

Mode[s] and duration

Type of collaborative provision

Date/outcome Last MMU review/approval

PS/1 effective date intake

DOCUMENT LAST MODIFIED ON 21 SEPTEMBER, 2010

QAA Benchmark Statement[s]

Date/outcome of last Subject Review

Professional or Statutory Body/[Bodies]

Date/outcome of last PSB approval[s]

Programme Aims and Learning Outcomes 19 Programme Aims

Programme Learning Outcomes

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Stage Learning Outcomes

Learning/Teaching and Assessment Strategies

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Assessment level descriptors % Qualitative description

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Programme structures, levels, credits, awards and curriculum map

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YEAR 1 (5th year)

YEAR 2 (6th year)

20 credits Positional Technology Parts A & B

Lectures: Professional practice lectures Visiting lecturers

Lectures: T&E Consultations (Tech and environment) Visiting lecturers

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Curriculum Design and Organisation

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Curriculum Design and Organisation

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Unit Syllabus Proformas

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The Manchester Metropolitan University Faculty of Art and Design

Manchester School of Architecture

Programme Leader / College Coordinators

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Unit Learning Outcomes

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Assessment criteria for unit/Elements of assessment

Additional notes and comments

Date of most recent consideration: May 2006

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The Manchester Metropolitan University Faculty of Art and Design

Manchester School of Architecture

Programme Leader / College Coordinators

DOCUMENT LAST MODIFIED ON 10 SEPTEMBER 2009

Unit Learning Outcomes

DOCUMENT LAST MODIFIED ON 10 SEPTEMBER 2009

DOCUMENT LAST MODIFIED ON 10 SEPTEMBER 2009

Assessment criteria for unit/Elements of assessment