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    BA (HONS) ARCHITECTURE This document is a hybrid version for 2016/171

    PROGRAMME SPECIFICATION 2016/17 This Programme Specification is designed for prospective students, current students, academic staff and potential employers. It provides a concise summary of the main features of the programme and the intended learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the teaching, learning and assessment methods, learning outcomes and content of each unit can be found in the Unit Descriptors.


  • Section A Material Course Information Validating Body

    University for the Creative Arts2

    Final Award Title and Type

    BA (Hons)

    Course Title


    Course Location and Length

    Campus: Canterbury

    Length: 3 years

    Period of Validation

    2012/13 to 2016/17

    Name of Professional, Statutory or Regulatory Body

    Architects Registration Board (ARB) Royal Institute of British Architects (RIBA)

    Type of Accreditation Accredited by the ARB for the purpose of a Part 1 qualification and eligibility for registration with that body. Validated by RIBA for the purpose of a Part 1 qualification and eligibility for membership of that body.

    Entry criteria and requirements3 Although there are no minimum age requirements to study on courses offered at the University for the Creative Arts, it is expected that applicants have met the required academic qualifications and portfolio selection criteria to gain entry onto their chosen course programme. GCSE Requirements Five GCSE passes at grade C or above, including English or Key Skills Communication Level 2 and Maths. Other relevant and equivalent UK and international qualifications are considered on an individual basis. UCAS entry profile Minimum entry criteria of 320 UCAS tariff points OR merit at UAL Foundation Diploma in Art & Design (Level 3) OR distinction, distinction, merit at BTEC Extended Diploma / National Diploma (Level 3) Other relevant and equivalent UK and international qualifications are considered on an individual basis. Minimum English language requirements: IELTS score of 6.0 (with a minimum of 5.5 in each individual component) or 2 Regulated by the Higher Education Funding Council for England 3 This should be the standard University Criteria unless otherwise approved by the Academic Board and include UCAS entry profile for undergraduate courses.

  • equivalent. Please note: All students attending an interview will be required to bring a portfolio of work. Overall methods of assessment4 Written

    exams: Practical exams:


    Stage 1 8.3% 16.7% 75.0%

    Stage 2 0.0% 18.3% 81.7%

    Stage 2 0.0% 1.7% 98.3%

    Overall Learning & Teaching hours5 Scheduled:



    Stage 1 33.8% 66.3% 0.0%

    Stage 2 26.7% 73.3% 0.0%

    Stage 3 32.8% 65.2% 2.1%

    General level of staff delivering the course6

    The Universitys current recruitment policy for Lecturers and Senior Lecturers states that they must have either an MA or equivalent professional practice in a relevant discipline or field. All lecturing staff are encouraged to work towards a teaching qualification or professional Recognition by the Higher Education Academy and this is a requirement for Senior Lecturers. Senior Lecturers are required to be professionally active or engaged in research in their discipline. All Lecturers and Senior Lecturers undertake scholarship in their disciplines. There are also Sessional Staff to link courses with professional practice and Technicians to provide technical support.

    Mode of Study



    Language of Study


    Subject/Qualification Benchmark Statement: Architecture Framework for Higher Education Qualifications (FHEQ)

    4 As confirmed for the KIS course stage data: the overall percentage in terms of Written exams; Practical exams and Coursework 5As confirmed for the KIS course stage data: the overall percentage by stage 6 Include general information about the experience or status of the staff involved in delivering the course, for example Professor, Course Leader, Senior Lecturer

  • The course structure The structure of all of the Universitys awards complies with the Universitys Common Credit Framework. All students are registered for a particular award. Exit awards are available to students in line with 6.7 of the Common Credit Framework.

    Unit codes and titles Level Credit value

    Elective/ Core

    If elective is this the most popular student choice?

    Year 1 CARC4001 - Projects 01 4 30 Core

    CARC4002 - Projects 02 4 30 Core CARC4003 - Communication 01 4 20 Core CARC4004 - Technology 01 4 20 Core CARC4005 - Cultural Context 01 4 20 Core

    Year 2 CARC5001 - Projects 03 5 30 Core CARC5002 - Projects 04 5 30 Core CARC5003 - Cultural Context 02 5 20 Core CARC5004 - Communication 02 5 20 Core CARC5005 - Technology 02 5 10 Core CARC5008 - Creative Practice 01 5 10 Core Study Abroad with Host Institution 5 60 Elective No Year 3 CARC6001 - Projects 05 6 30 Core CARC6007 - Creative Practice 02 6 10 Core CARC6006 - Research Thesis 6 20 Elective Yes CARC6004 Research Thesis 6 20 Elective No CARC6005 Projects 06 6 60 Core


    The course aims to:

    A1 provide a dynamic first degree in architecture, nurturing individual strengths for those who will continue in architectural education and go on to practice architecture and for those who will pursue related disciplines

  • A2 prioritise the research, understanding and critique of current social and political issues placing these at the forefront of brief preparation, interrogation and project development

    A3 use study of the history, current practice and future directions of architecture within its cultural and social context to develop knowledge and understanding of architectures role as a catalyst for change

    A4 use technology as a source of inspiration from the initial stages of projects

    A5 situate architecture in relation to fine art and promote dialogue and the acquisition of skills and techniques

    A6 develop skills in a range of haptic, digital, and space-transforming techniques and awareness of related critical discourse

    A7 situate architecture in relation to human, urban and landscape contexts and promote appreciation of the significance of immediate experience and of wider relationships

    A8 develop an understanding of the architect in society and the professional practice of architecture including the development and implementation of team skills

    A9 utilise all staff research areas in student related activity

    A10 promote the importance of a synoptic approach to spatial design and explore how different demands and opportunities might be prioritised critically.

    These aims describe the distinctive agenda of the course and relate to the requirements of UK academic and professional bodies such as the Architects Registration Board (ARB) and the Royal Institute of British Architects (RIBA) and to the relevant EU directive.


    Upon successful completion of the course, students are able to develop:


    LO1 an extensive knowledge of the history and theories of architecture and of related arts, technologies and human sciences

    LO2 an extensive knowledge of design methodologies, inclusive of technology, ranging in application from points of human contact to wider urban and landscape environments

  • LO3 an extensive knowledge of communication techniques

    LO4 an adequate knowledge of the profession, industries, organisations, regulations, and procedures involved in translating conceptual design work into realised projects


    LO5 demonstrate an understanding of the knowledge acquired by reflecting, analysing, testing, prioritising and practicing sensitively and effectively


    LO6 develop agendas and create architectural designs that exceed requirements in a synoptic manner inclusive of innovative approaches to cultural, technical, environmental and regulatory considerations

    LO7 identify individual learning needs and the personal responsibility required for further professional education.


    BA (Hons) Architecture prioritises the synthesis of critical propositional and action based work and our students, future architects, as active agents for change in society.

    The whole course team is engaged in research or professional practice and this constantly influences our programmes and discussions ensuring that students experience is relevant to employment today.

    Students work in studio and workshop environments that exceed the quality of most practice environments.

    The course has a wide network of contacts and friends developed over fifty years and thrives on local, regional and international relationships in industry and architectural education.

    Students actively engage in external events such as the London Architecture Festival and the American Institute of Architects Design Charrette, an open competition between schools that they have won twice in the past five years.

    International exchange takes place annually with our students travelling to Barcelona, the Bauhaus and Sydney, with their students travelling to study with us. School fieldwork trips have recently visited Warsaw, Vienna, Berlin, New York, Barcelona, Prague and Budapest.


    Learning and Teaching Strategy:

    Design Projects

    Students are taught in groups of a maximum of fifteen. Stage wide projects that respond to the unit descriptors are used as the basis to a range of approaches taken by different studio groups. This means that these approaches can be compared and evaluated by students. The nature of projects evolves according to a range of logics related to cultural context, locational difference, extent, complexity and expected degree of refinement of content and technical and communication content.

    Skill Threads

    The course initially differentiates between design projects and several skill threads before incrementally incorporating these into project work. This approach helps students to appreciate the potential of each thread and to gain basic knowledge and core skills before attempting holistic integration.

    The Skill Thread Subjects are: Cultural Context, Technology, Communication and Creative Practice.

    Personal Development Planning Contract

    The course is in the process of updating its PDP approach enabled in part by the new timetable arrangements.

    Students will complete a PDP contract at the beginning of each year, which starts the students personal development planning. The PDP contract will be an informal contract between the student and the course. It provides the student with an opportunity to write about their personal, educational and career objectives. It provides the personal tutor with an opportunity to meet and discuss the students objectives and to comment on how these can be achieved. The objectives are reflected upon and reviewed after each semester.

    Virtual Learning Environment

    The School of Architecture has been one of the first courses to make wide use of myUCA as a VLE. Course and project announcements, day to day housekeeping messages, project and course documents, hand outs, scanned library material and numerous links are provided. Information generated by students is also readily shared encouraging discussion and ownership.

  • Course Curriculum and Independent Learning

    The course is designed such that students progress through each stage by taking an increased responsibility for their independent learning. Briefs are constructed to progressively release greater developmental scope to students giving them the responsibility to prioritise the content of their project on the basis of their increasing familiarity, expertise and developing personal interests.

    The skill threads are gradually incorporated in the projects so that by the final project in stage 3 all the threads are combined. Earlier projects rotate and prioritise the inclusion of threads to allow focus on their successful inclusion.

    There is a steep learning curve in the course and students receive similar quantities of directed and part directed learning throughout the three years, alongside this they self-manage increasingly complex projects that incorporate escalating demands.

    Methods of Delivery

    The following methods of delivery are routinely carried out in the school:

    Lectures - lectures are formal teaching sessions to large groups. Lectures may be supported by audio/visual/film presentations, include interactive elements, provide written or digital handouts and offer question and answer sessions.

    Seminars - seminars provide the opportunity for smaller groups to discuss material in more detail than is possible in a lecture situation. Students may also lead seminars with a staff member present.

    Tutorial - a meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.

    Demonstration - a session involving the demonstration of a practical technique or skill.

    Practical class or workshop - a session involving the development and practical application of a particular skill or technique.

    Supervised time in studio/workshop - time in which students work independently but under supervision, in a specialist facility such as a studio or workshop.

    Fieldwork - practical work conducted at an external site.

    External visit - a visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of study.

    Work-based learning - structured learning that takes place in the workplace.

    Guided independent study - higher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'.

    Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, revision, etc. The relative

  • amounts of time that students are expected to spend engaged in scheduled activities and guided independent study varies between courses.

    Placement - learning away from the institution that is neither a year abroad nor work based learning.

    ERASMUS exchange - a semester spent at a partner institution typically in the second semester of Stage 2.

    Assessment Strategy:

    Common Credit Framework

    The common credit framework renders the assessment process explicit and transparent, noting credit achievement where it occurs and gives due recognition of transferable skills and related competencies. It is also designed to recognise achievement rather than to penalise failure, with progressive and incremental sanctions for poor performance within and across units, It also informs the basis for standard practice throughout the University for the calculation of progression and the recommendation of awards.

    The range of assessment methods and criteria deployed across the provision are designed to serve the following purposes:

    To measure performance over a specified part of the course in relation to the learning outcomes, work requirement and outcomes.

    To provide feedback about performance, helping students to identify strengths and weaknesses.

    To determine suitability to progress to the next stage of the course.

    To determine the award of an appropriate qualification.

    The assessment scheme is a two tier process, which operates throughout the students studies at unit and stage level through assessment.

    Unit Assessment

    The unit assessment is the basic component of assessment. The credit value of each unit is proportional to its study time, providing weighting for the unit and allowing each unit mark to contribute proportionately to the stage. Units are normally assessed within their duration.

    Assessment results are handed to students, posted on myUCA, written and verbal feedback is provided in accordance with institute benchmarks.

    Each Unit Handbook contains a timetable for assessment, a clear statement of assessment requirements, and the assessment methods appropriate to its outcomes and length of study. Assessment requirements will vary depending on the nature of the unit. They may be a specified list of assessment requirements or obtained by a portfolio of evidence, which

  • may include coursework, oral presentations, reflective learning journals, and written submissions.

    Student Presentations/Formative Reviews/Summative Reviews

    Students present their projects at various stages to both staff and to their peer groups to encourage the dissemination of good practice, information and experiences. Formative reviews support the student in receiving peer and staff comments at regular intervals through the course unit.

    Under our new proposals students will present their completed project at a final formative review at which they will receive detailed verbal feedback. They will then have a short period to enhance the material before submitting it in portfolio format for summative assessment.

    Formative Peer Feedback Comments

    Students are elected in turn to record their own comments and assessment of progress relative to the objectives set for the project at that point.

    Non-design Assessments

    Students submit a range of other materials including essays, reports, digital submissions, and physical model exercises which are double or team marked.


    The course is subject to the Universitys rigorous quality assurance procedures which involve subject specialist and internal peer review of the course at periodic intervals, normally of 5 years. This process ensures that the course engages with the national Subject Benchmarks in Art & Design and references the Framework for Higher Education Qualifications.

    All courses are monitored on an annual basis where consideration is given to:

    External Examiners Reports

    Key statistics including data on retention and achievement

    Results of the Student Satisfaction Surveys

  • Feedback from Student Course Representatives


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