PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE
BSc (Hons) Architecture and Environmental
Design
INTERMEDIATE AWARD TITLES
BSc Architecture and Environmental Studies
Dip HE Architecture and Environmental Studies
Cert HE Architecture and Environmental
Studies
Sheffield Hallam University
Name of the Teaching Institution
Mode(s) of Attendance
(e.g. FT/PT/SW/DL)
UCAS CODE
FT
K100
Professional/Statutory/Regulatory Royal Institute of British Architects
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Architecture
Date of Validation
April 2010
1
PROGRAMME AIMS
1.
Inspire creativity and develop problem solving skills in the formation of
environmentally responsible design proposals.
2.
Encourage an ethical stance in the practice of architecture and
environmental design informed by an awareness of the global,
regional and personal impact of construction and development.
3.
Instil an appreciation of the cultural context of architecture and its
relationship to the other arts and to historic precedents through study,
travel and reflection.
4.
Develop knowledge of scientific, technological and construction
principles in response to design challenges.
5.
Develop effective communication skills in a range of media to convey
ideas and share understanding among co professionals, clients and
the community.
6.
Introduce management principles, professional practice and ethics
relevant to architectural practice to enhance employability.
7.
Meet the professional and statutory body requirements to fulfil the
Royal Institute of British Architects (RIBA) and Architects Registration
Board (ARB) Part 1 stage of an architect’s education.
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PROGRAMME LEARNING OUTCOMES
2.1
Knowledge and understanding covered within the Programme. By the
end of the programme you will be able to
2.2

Research and critically evaluate ideas, information, theories and
precedents in the development of design proposals

Identify and articulate aesthetic theories, cultural history and precedent
in the development of design concepts

Demonstrate an understanding of the global context of environmental
design in architecture and construction

Identify relevant environmental parameters and responsive design
strategies in architectural design

Demonstrate an understanding of the cultural, social and artistic
context of contemporary architectural practice

Make judgements and justify them using theoretical arguments,
empirical knowledge and personal experience

Verbally present and debate ideas, research and propositions to
professional, co professional and public audiences

Research and present written reports and essays to convey
information, concepts and hypotheses

Demonstrate an understanding of architecture as a professional
practice working within codes, standards and regulatory frameworks

Demonstrate awareness of the potential impact of a design proposal
on existing and proposed communities.
Intellectual/Subject/Professional/Key skills covered within the
Programme: by the end of the programme you will be able to

Apply imagination and creativity to formulate design concepts in a
given context

Synthesise a wide range of knowledge, including cultural, social,
technical and regulatory, in a coherent design solution

Apply urban design and planning principles in the making of place

Integrate a knowledge of building science, structural principles,
materials and construction technology in coherent design proposals

Sketch, draw and use a range of graphic media to develop and convey
ideas and concepts
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
Demonstrate competence in a range of ICT applications for writing and
graphic illustration

Prepare designs which comply with user needs, planning policy and
building regulations

Employ analysis, logic and creativity to solve problems

Work autonomously to manage time and workload

Work effectively in a team

Critically reflect on working practice and learning.
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
Studio based design projects are at the heart of learning. Creativity in
problem solving is developed from the outset as a core curricular skill.
Students learn to conceptualise, analyse and develop their creative
imagination, bringing this to bear on specific design problems. Graphic
skills and visual awareness are central to the course and these are
developed through learning and teaching from the first year. Projects are
mainly undertaken individually though there are group projects at each
level. Peer support on both individual and group projects is encouraged and
facilitated with shared studio accommodation. Projects require the student
to make judgements and test solutions using laboratories, physical and
digital models. These will enable the student to define and analyse user
requirements and specific site characteristics to develop an original creative
solution to meet those requirements. Students are encouraged to apply
aesthetic, environmental and technical knowledge and understanding to
design solutions.
These principles are introduced through lectures, tutorials and independent
research using the Learning Centre, model making workshop and
laboratory facilities. Proficiency in the use of IT software for drawing,
visualisation and environmental modelling is taught across all years and the
skills applied to design testing and presentation. The social and cultural
context of architecture is studied through lectures, seminars and discussion
fora, following group and independent research on specific topics. Learning
in science, environment and technology is achieved through lectures,
workshops and tutorials. Subject based knowledge is reinforced where
possible through application in a related design project. Field study trips,
local and national, are a feature of taught modules and design studio.
3.2
The approach to Assessment and Feedback within the Programme
The studio design projects form the main vehicle for coursework
assessment. To support each student’s design development, one to one
tutorial guidance is provided on a weekly basis, in small groups where
feedback is shared. Projects are designed to achieve the specific learning
outcomes of each level of study. These projects range from one-week
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exercises in the earlier years to complex projects over a full semester in the
final year. The student presents a design solution at a critical review using
graphic and model making media as well as a verbal explanation.
Immediate formative feedback is offered from tutors and the student group.
The student uses this feedback to enhance the project before final portfolio
submission. The final assessment is based on the individual student’s body
of work as submitted in a portfolio at the end of each studio module.
The taught modules which run alongside design studio projects are also
assessed through coursework as well as a small number of exams in first
and second year. Assessment activities draw on and enhance knowledge
and skills. These include problem-solving, technical design and drawing
and case study research and analysis. Workshop, model making and IT
skills are also tested through coursework submission. For discursive
subjects such as culture, art and history, essays, reflective journals and
exams are used to assess knowledge and understanding. Student led
group seminars involve research and presentation on specific topics and
these are used to test knowledge and understanding in subjects first
introduced in the lecture series. Feedback, formative and summative, is
given in written and oral form during presentation and/or after submission.
4
PROGRAMME DESIGN AND STRUCTURE
BSc. (Hons) Architecture and Environmental Design is designed to satisfy
Part 1 of the RIBA validation and ARB prescription criteria and is currently
fully accredited.
The taught course is structured over three years in full - time mode only.
Each year is divided into two semesters of 60 credits each. Of these, at
least half are dedicated to design studio modules, to emphasise the
importance of the creative application of ideas and knowledge in the
development of design projects. The taught modules are in the subject
areas essential to an architectural education: Design, Communication,
Cultural Context, Environment and Technology and Professional Practice.
Themes such as Cultural Context, Communication, Environment and
Technology are introduced in first year and develop in complexity alongside
the design studio projects, over the three years. Communication is an
essential and transferrable skill, and develops competence in verbal and
graphic presentation, writing and ICT applications and group work.
As well as the broad syllabus of an architectural education, the curriculum
includes a specialism in Environmental Design. This is in recognition of the
imperative to reduce the environmental impact of energy use in building as
well as to reduce depletion of natural resources, and to create environments
which are healthy, comfortable and possess an aesthetic quality. The
student will gain a high level of knowledge and skills in this area which may
be applied in later practice.
The second semester in second year allows for the possibility of student
exchange and working overseas on a comparable course. The semester
abroad offers to broaden student awareness and provide a culturally
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enriching experience. The exchange is subject to agreement with the
University and the host institution.
The final undergraduate year is centred on in-depth studio design where
knowledge and skills from three years of study are synthesised in a
conceptually challenging design project. The outcome is a portfolio of work
which is used to secure a year out work placement or part time work and
progress to the Postgraduate Diploma, the Part 2 stage of an architect's
education. The subject of Professional Practice is introduced to prepare the
graduate for the world of work.
Some students may find at the end of second year that a professional
career as a practicing architect is not suited to them, and their interests,
talents and ambition lie elsewhere. Transfer is possible onto the
Architectural Studies award, designed to lead to a specialism in a cultural,
environmental or technological aspect of architecture, depending on one's
abilities and interests. Separate final year modules are taken, replacing
design with a dissertation in a chosen topic of interest. This may lead to an
allied career path related to architecture or to postgraduate study in a
related area such as planning, urban design, regeneration, construction
technology or environmental management.
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5
LEVEL 4
DESIGN STUDIO 1A
30 credits
CULTURAL CONTEXT 1
ENVIRONMENT
&
TECHNOLOGY 1
CONSTRUCTION
TECHNOLOGY 1
DESIGN STUDIO 1B
30 credits
20 credits
10 credits
10 credits
COMMUNICATION
10 credits
CAD 1
10 credits
LEVEL 5 semester one
DESIGN STUDIO 2A
CULTURAL CONTEXT 2
30 credits
10 credits
ENVIRONMENT &
TECHNOLOGY 2A
10 credits
CONSTRUCTION 2A
10 credits
sLEVEL 5 semester two
ARCHITECTURAL STUDIES ABROAD
60 credits
s
LEVEL 6
DESIGN STUDIO 3A
30 credits
DESIGN STUDIO 3B
40 credits
BSc ARCHITECTURE & ENVIRONMENTAL DESIGN
CULTURAL CONTEXT 3
ENVIRONMENT &
TECHNOLOGY 3
20 credits
20credits
ARCHITECTURAL
PRACTICE
10 credits
LEVEL 5 STUDY ABROAD SYLLABUS
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5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this
programme include
The course is primarily designed for those who wish to pursue a professional
career in architecture, and the successful graduate gains exemption from
RIBA Part 1 exams.
The typical professional route is to spend one year gaining work experience in
practice before progressing to a Part 2 course on a full-time (two year) or parttime (three year) mode of study. Graduates may choose from a number of
schools which accept them, normally by interview and based on portfolio and
academic achievement at Part 1.
Alternately, graduates may progress directly onto our Postgraduate Diploma
which is a three year practice-based course. Attendance is one day each
week with occasional block weeks for specialist learning and an overseas
study trip. In the normal situation, the student is working in practice, and so
may directly move from the Part 1 course onto the Diploma without the need
of a year of work based experience. The Postgraduate Diploma has Architects
Registration Board (ARB) prescription for exemption from the Part 2
examination and is a Candidate Course for Recognition by the RIBA, pending
a successful accreditation expected in 2011.
In all cases, on completion of a recognised ARB Part 2 course, graduates
must spend a further year in practice before taking final ARB Part 3 exams
and entering the profession.
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6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
Specific Entry Requirements for entry to the initial stage of this
programme are:
 Academic
Qualifications
(including A / AS level
grades and subjects,
where applicable)
Normally GCSE mathematics and English language at
grade C or above (excluding skills qualifications) plus
one of the following :
 Level of English
language capability
 Any other specific,
formally certified
qualifications
IELTS 6.5
300 points from at least two GCE/VCE A levels,
excluding General Studies, or BTEC National
qualifications.
AS levels and Key Skills qualifications will not count
towards these points. An electronically
submitted portfolio of art, graphics or design work will
be required from those not predicted grade A or B at A
level in an Art or Design subject. Details of the
portfolio requirements will be provided after
application.
Access – an Access to HE Diploma with at least 45
credits at level 3 from a QAA-recognised Access to HE
course, in an art and design-related programme, or an
equivalent Access to HE certificate. Applicants may be
required to attend an interview with a representative
portfolio of art or design work. This portfolio may be
compiled from drawing, sketching and painting outside
formal academic subjects.
Diploma in Foundation Studies (Art and Design) –
distinction. Applicants may be required to attend an
interview with a representative portfolio of art, graphics
or design work. This portfolio may be compiled from
drawing, sketching and painting outside formal
academic subjects.
 Previous relevant
work or work-related
experience
We welcome applications from people of any age. We
may be flexible in our normal offer if you can show a
commitment to succeed and have the relevant skills
and experience. This must show that you will benefit
from and finish the course successfully. An interview
with portfolio will normally be required.
 Professional
qualifications
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6.2
APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc.
required to enable you to benefit from, and succeed on the programme
of study are






6.3
An aptitude for art and design, as demonstrated in academic grades or a
personal portfolio
An interest in the arts, cultural pursuits and architecture
An interest in environmental issues
A creative enquiring mind, lateral thinking
Analytical and problem - solving skills
Self motivated to work independently and manage time.
The University will select non-standard entrants to the programme in the
following ways
Applicants with qualifications outside the standard criteria will be interviewed
with portfolio by the course leader/ admissions tutor. This route is available to
all candidates but especially appropriate to mature candidates who are not
coming directly from school. Mature students are especially welcome on the
course.
Direct entry to level 5 is possible for students who have successfully
completed level 4 on an RIBA accredited Architecture course elsewhere.
Other students credited with previous certificated or experiential learning,
where appropriate, subject to agreement of the Course Leader and
Admissions Tutor and subject to the entry threshold for each subject area of
the award will also be considered for entry at level 5. Direct entry at level 6 is
generally discouraged due to the specific curriculum of our programme. This
would also require the specific agreement of the RIBA in accordance with their
conditions for accreditation.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following
ways
Accreditation of prior certificated or experiential learning (APCL/APEL) may be
used to gain exemption from certain elements of the programme. This is at the
discretion of the Course Leader subject to interview with a portfolio and
academic/work references and approval by the Head of Quality &
Enhancement. The APEL process involves a fee. It is the student's
responsibility to complete the form detailing the experiential/certificated
experience for which the University will provide guidance.
Programme Specification produced by
Faculty
Development and Society
Department/Programme Area
Architecture and Planning/
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Undergraduate Architecture Programme
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