PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MArch Graduate Architectural Design
Final award (BSc, MA etc):
MArch
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2014
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Bartlett
Parent Department:
Architecture
(the department responsible for the administration of
the programme)
Departmental web page address:
www.bartlett.ucl.ac.uk
(if applicable)
Method of study:
Full -time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Strong Portfolio/ Degree in Architecture/6.5 IELTS
Length of the programme:
12 months
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Masters Level (Level 7)
Architecture, Architectural technology and Landscape
Architecture
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Professional body accreditation
(if applicable):
Students specialise in Architectural Design developing a
portfolio of post graduate standard work which is augmented
with a design report. Assessment is through written coursework,
design portfolio examination and verbal presentation
Name of Board of Examiners:
MArch Graduate Architectural Design
n/a
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to develop the student’s interest in, knowledge of and understanding of architecture
design, past and present, including its historical, theoretical and technological aspects to Masters level. In
so doing it offers society the resource of intellectually trained individuals capable of understanding
architecture and its relation to wider contexts of society. It is a fundamentally design centred course
available to students who already have professional qualifications.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Architecture and Urban History
Technical Skills and Concepts
Structures, Materials and forming
techniques, Architectural Design
Design Technology
Computing
Advanced Technology
All to post graduate level
Teaching/learning methods and strategies:
Includes:
Crits
Group working
Individual working
Lectures
Portfolio
Seminars
Site visits
workshops
Assessment:
Coursework Assignments, seminars and essays
portfolio examinations
crits
B: Skills and other attributes
Intellectual (thinking) skills:
Critical thinking
Creativity/innovation
Synthesis of data and testing of
hypotheses
Problem solving
Active learning
Research Skills
Project Management
Teaching/learning methods and strategies:
Intellectual skills are developed through the
teaching and learning programme outlined above.
Courses involve the discussion of key issues,
practice in applying concepts (orally, in writing and
in design), analysis and interpretation of material,
and individual feedback, sessions for students on
work produced.
All to post graduate level
Assessment:
The variety of assessment methods employed all
place great emphasis on the student’s ability to
demonstrate these skills through the production of
coherent design, written and oral responses.
C: Skills and other attributes
Practical skills (able to):
Conduct of field investigations
Research skills (eg library research)
Accuracy in observing, describing and
recording
Reflection on learning
Academic literacy
Information skills
Content/textural analysis
Design skills
Action planning/decision making
Time management/self discipline
Budgeting
Teaching/learning methods and strategies:
All students receive guidance on how to identify,
locate and use material available in libraries and
elsewhere. Comprehensive bibliographies, briefs
and other appropriate documentation are provided
for each course at the outset, as are guidelines for
the production of essays and other submitted work.
Classes and tutorials are given on appropriate
methodologies and working practices for history
and theory, professional practice, technology and
design.
All to post graduate level
Teaching/learning methods and strategies:
All students receive guidance on how to identify,
locate and use material available in libraries and
elsewhere. Comprehensive bibliographies, briefs
and other appropriate documentation are provided
for each course at the outset, as are guidelines for
the production of essays and other submitted work.
Classes and tutorials are given on appropriate
methodologies and working practices for history
and theory, professional practice, technology and
design.
D: Skills and other attributes
Transferable skills (able to):
Effective communication
Numeracy
Computer Skills
Oral/Visual presentation
Active listening
Understanding/Tolerance of others
Learn in familiar and unfamiliar
contexts
Group work/teamwork
Negotiation
Self Awareness/assessment
Peer Assessment
Initiative/proactive approach
Independence
Leadership
Management of Change/Adaptability
All to post graduate level
Teaching/learning methods and strategies:
All courses require regular written or design work,
and regular feedback on this is given to students to
develop not only their understanding but also their
powers of expression. In addition, the independent
design and research of each student in their design
portfolios tests a wide range of transferable skills.
Classes, seminars and tutorials, which rely on
discussion and interaction, as well as presentations
given by individuals or groups of students are also
conducted. IT skills are largely developed through
individual learning, and in relation to design
portfolios.
Assessment:
The variety of assessment methods and teaching
teaching/ learning strategies employed all place
great emphasis on the students ability to
demonstrate these skills through the production of
coherent design, written and oral responses. In
addition, considerable importance is given to nonassessed submissions, produced individually and/or
in groups, and assessed via tutorials, crits,
workshops etc.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
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 learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually by
UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Prof. Frederic Migayrou, Andrew Porter, Alisa Andrasek
Name(s):
Date of Production:
JAN2000
Date of Review:
MAY 2014
Date approved by Head of
Department:
July 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
May 2008
MAY 2008