Preface
Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated.
This subject benchmark statement, together with others published concurrently, refers to the bachelor’s degree with honours1. In addition, some subject benchmark statements provide guidance on integrated master’s awards.
Subject benchmark statements are used for a variety of purposes. Primarily, they are an important external source of reference for higher education institutions (HEIs) when new programmes are being designed and developed in a subject area. They provide general guidance for articulating the learning outcomes associated with the programme but are not a specification of a detailed curriculum in the subject.
Subject benchmark statements also provide support to HEIs in pursuit of internal quality assurance. They enable the learning outcomes specified for a particular programme to be reviewed and evaluated against agreed general expectations about standards. Subject benchmark statements allow for flexibility and innovation in programme design and can stimulate academic discussion and debate upon the content of new and existing programmes within an agreed overall framework. Their use in supporting programme design, delivery and review within HEIs is supportive of moves towards an emphasis on institutional responsibility for standards and quality.
Subject benchmark statements may also be of interest to prospective students and employers, seeking information about the nature and standards of awards in a given subject or subject area.
The relationship between the standards set out in this document and those produced by professional, statutory or regulatory bodies for individual disciplines will be a matter for individual HEIs to consider in detail.
This subject benchmark statement represents a revised version of the original published in 2000. The review process was overseen by the Quality Assurance Agency for Higher Education (QAA) as part of a periodic review of all subject benchmark statements published in this year. The review and subsequent revision of the subject benchmark statement was undertaken by a group of subject specialists drawn from and acting on behalf of the subject community. The revised subject benchmark statement went through a full consultation with the wider academic community and stakeholder groups.
QAA publishes and distributes this subject benchmark statement and other subject benchmark statements developed by similar subject-specific groups.
The Disability Equality Duty (DED) came into force on 4 December 20062. The DED requires public authorities, including HEIs, to act proactively on disability equality issues. The Duty complements the individual rights focus of the Disability Discrimination Act (DDA) and is aimed at improving public services and outcomes for disabled people as a whole. Responsibility for making sure that such duty is met lies with HEIs.
The Disability Rights Commission (DRC) has published guidance3 to help HEIs prepare for the implementation of the Duty and provided illustrative examples on how to take the duty forward. HEIs are encouraged to read this guidance when considering their approach to engaging with components of the Academic Infrastructure4, of which subject benchmark statements are a part.
Additional information that may assist HEIs when engaging with subject benchmark statements can be found in the DRC revised Code of Practice: Post-16 Education 5 , and also through the Equality Challenge Unit6 which is established to promote equality and diversity in higher education.
Foreword
This is a major revision to the subject benchmark statement for architecture which is expanded to include the description of the second and final stage of full-time architectural education, and to match the standard described in the European Union (EU) Directive 2005/36/EC on the Recognition of Professional Qualifications.
This benchmark statement is intended to strengthen the description of academic standards and levels of attainment in the education of an architect, and to give confidence to the regulatory body and the professional body that it meets all their objectives. In particular, students who gain the Final Award should demonstrate ‘an ability to rigorously and creatively generate and appraise complex design options using a systematic understanding and integration of subject knowledge, a developed aesthetic judgment, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of the academic discipline of architecture and its professional practice.’ 7
It is anticipated that the Final Award should be March, and that the Interim Award should be a bachelors degree with honours.
1 Introduction
1.1 This subject benchmark statement describes the broad subject of architecture as both academic and vocational. The revision to the original statement, published in 2000, responds to the need for flexibility in delivery of academic programmes driven by changes in the national and world economies, and, in the interests of broadening access to higher education (HE) and professional qualification, the need to promote diversity in both modes of study and the ability of students to transfer between institutions, EU member states and other countries.
1.2 The statement seeks to encapsulate the nature of a rich and diverse academic discipline and the Final Award which is a prerequisite to the final professional examination for entry to the profession. It is not a curriculum, but defines the broad intellectual territory within which individual higher education institutions (HEIs) will locate their programmes of study in architecture.
1.3 While the benchmark statement is primarily intended to guide lecturers and course leaders in the design and validation of academic programmes leading to professionally recognised qualifications in architecture, it will also be useful to those developing other related programmes and those that provide interim awards that may, or may not, lead to the Final Award in architecture.
1.4 This revised benchmark statement describes the Final Award with a level of attainment at master’s level. It notes that qualifications in architecture must maintain a balance between the theoretical and practical aspects of architectural training as expressed in 11 succinct clauses in the EU Professional Qualifications Directive 2005 (Directive 2005/36/EC of the European Parliament and of the Council on the recognition of professional qualifications, article 46 1a-k) 8.
1.5 The revised statement reflects an integrated 600 credit programme of learning, and which should be designed by a HEI as a deliverable academic programme within their own terms, mission and expertise. This benchmark statement also describes an Interim Award equivalent to a BA or BSc honours degree (for which HEIs may seek separate validation by the professional body) within the 600 credit programme of learning.
1.6 The benchmark statement published in 2000 described the graduate award for architecture. This was the first stage of the typical education of an architect: a three-year undergraduate honours degree (known as part 1). However, part 1 architectural education is also followed by 12 months of logged and monitored professional experience (known as the year out) followed by a two-year graduate award (usually a graduate Diploma) comprising a mix of undergraduate and post-graduate learning (known as part 2), followed by a further 12 months of logged and monitored professional experience, and, finally, a professional examination (known as part 3). All of parts 1, 2 and 3 must be prescribed and validated by the regulatory and professional bodies. To be eligible for registration and for membership, a candidate would be required to demonstrate that they had been successful in all three parts.
1.7 The revised benchmark statement has been expanded to include what has been known as part 2 (and by implication the year out). This revised benchmark statement expects that the requirements previously expected in part 1 are subsumed into those required of part 2. These are described as a single Final Award at master’s level that also meets the EU Directive. The Final Award thus completes the stage of full-time university-level education that enables the student to go on to take the professional examination. The subject benchmark statement describes the Final Award being achieved in 600 credits, and while this may equate to five years of 120 credits, HEIs may construct alternatives to enable flexibility of student learning and of HEI delivery.
1.8 The drafting of the new statement has been informed by the original subject benchmark statement; the criteria for validation and prescription held jointly by the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB) (effective from September 2003); the related RIBA validation and ARB prescription procedures; and the Framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) (QAA, 2001). Subject benchmark statements in other subjects that are close to architecture have also provided useful comparisons.
2 Nature and extent of architecture
2.1 The study of architecture draws on knowledge and skills from the natural and social sciences, mathematics, humanities and the creative arts. The discipline is concerned with the accommodation of human activity in the full range of natural, historical, social and virtual environments. The creative practice of design is the defining central focus of architectural education and scholarship. The varied and complex intellectual skills of design are fundamental to the conception, elaboration and production of the spaces, buildings, cities and landscapes that make up the built environment. Architectural education is therefore rich, varied and by definition interdisciplinary, involving intellectual and practical complexity. While architectural education must be concerned with the constraints of the physical world and historical and cultural dimensions, it must also constantly adapt to a changing social, economic and environmental context exemplified by climate change, globalisation, cultural diversity, artistic practices, information exchange and new social relationships.
2.2 The creative activity of design that lies at the core of architectural education is characterised by diversity of method, theoretical underpinning and aesthetic expression. The contested nature of design gives rise through debate to the advancement of the subject. Design is a complex process that brings together creative conception and highly pragmatic detailed development and is closely related to other important aspects of architectural study: technology and environment; cultural context; management, practice and law; and communication. It is, therefore, the interaction of ideas, intentions and operations that gives architecture its distinctive character, and allows for the variety of university programmes. All of these programmes must reach the standards defined in this document, and, in addition, Final Award programmes must provide ‘the opportunity to pursue related, specialised and optional studies’9 in order that students may gain a particular expertise relevant to professional architectural practice.
2.3 Students entering architecture courses often have little experience of design or other subjects that contribute to architectural study at university. This has, however, many benefits. Students come to architectural education from a wide range of backgrounds, bringing with them the very diversity of disciplines and modes of inquiry that an architecture course requires. In addition, many of those studying architecture do so with the intention of becoming a professional architect, or of pursuing a related career. But the knowledge, understanding and skills that an architecture education imparts is broad, holistic and of value, and students often go on to work in a number of different fields.
3 Professional prescription and validation
3.1 Courses that are designed to meet the threshold standard of the Final Award described in this subject benchmark statement will do so with the intention that they meet the professional standards required of a student who wishes to become an architect. Course providers must apply for the award to be prescribed by the ARB and to be validated by RIBA or the Royal Incorporation of Architects in Scotland (RIAS) or the Royal Society of Ulster Architects (RSUA). On successful completion of such a prescribed and validated Final Award, the candidate must complete a period of professional work experience and a further professional examination in order to be eligible for registration on the UK Register of Architects and for corporate membership of RIBA, RIAS or RSUA.
3.2 The Prescription of qualifications: ARB Criteria are jointly held with RIBA, and those qualifications are scrutinised in accordance with their procedures for prescription while validation is carried out in accordance with the RIBA Procedures for Validation (or RIAS, or RSUA).
3.3 Historically, the ARB and the RIBA criteria were met within courses typically described with named awards that were prescribed and validated as part 1, 2 and 3. This subject benchmark statement describes the threshold standard Final Award as matching the criteria for part 2, which is the standard of the EU Directive, and it thus subsumes the requirements of a separate part 1 and the standards of the Interim Award.
3.4 The Final Award is the prerequisite for the professional examination historically known as part 3. Twenty-four months of logged and monitored professional experience is also a prerequisite of the professional examination. Although both the professional examination and the professional experience (of which at least 12 months must be taken after the Final Award) are outside the scope of this subject benchmark statement, courses are encouraged to include periods of work-based learning.
3.5 The title of Architect is protected and may only be used by those whose name is contained in UK Register of Architects.
4 UK, EU and wider international context
4.1 The subject of architecture is global, crosses cultural boundaries, and embraces diversity. The international construction industry and its constituent professions are also multi-cultural, and both people and their professional skills are mobile and transferable. However, the practice of architecture and the role and title of an architect is locally described and approved within national boundaries.
4.2 As an EU member state, the UK is required to adhere to the Directive 2005/36/EC on the Recognition of Professional Qualifications. The ARB is the UK’s designated competent authority for the purposes of registering architects who have qualified within other EU member states. Under the Architects Act 1997, the ARB is required to maintain a local UK Register of Architects.
4.3 Outside Europe, many schools of architecture, including those in Commonwealth countries, seek RIBA validation for their programmes to enable their candidates to be eligible for RIBA membership. This should not be confused with the need to satisfy the ARB if the individual wishes to join the UK Register of Architects.
5 Subject knowledge and skills
5.1 The programmes leading to Interim and Final Awards should be devised so as to progressively build subject knowledge and develop the necessary skills for entry to the architectural profession. These should be explicit about the requirements for subject knowledge and skills for students who transfer into the programme at later stages.
Final Award
Subject knowledge areas
5.2 The subject knowledge areas below are based on the 11 points of the EU Directive
1 Design: the ability to create and critically appraise architectural designs that satisfy both aesthetic and technical requirements.
2 Cultural context: the history and theories of architecture and the related arts, technologies and human sciences.
3 Fine arts: as an influence on the quality of architectural design.
4 Urban design: planning and the skills involved in the planning process.
5 Human needs: the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale.
6 Profession of architecture: the role of the architect in society, in particular in preparing briefs that take account of social factors.
7 Briefing: the methods of investigation and preparation of the brief for a design project.
8 Structure and construction: structural design, constructional and engineering problems associated with building design.
9 Environment and technology: the physical problems and technologies related to the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.
10 Cost and regulatory constraints: the necessary design skills to meet building users' requirements within the constraints imposed by cost factors and building regulations.
11 Procurement: the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning.
Abilities and skills of the Final Award graduate
5.3 Each HEI will have articulated its own ‘skills strategy’, which may be expressed in course handbooks and/or programme specifications.
5.4 Typically, holders of the Final Award qualification will be able to:
- systematically and creatively formulate coherent architectural designs, working effectively when required as a group leader, design team member and autonomously; make sound judgements for the application and integration of knowledge and understanding, including in the absence of complete data; and communicate conclusions clearly to specialist and non-specialist audiences using a variety of media
- formulate a complex set of values associated with architecture and resolve any conflicts between these values
- demonstrate self-direction, originality in identifying and creatively solving design problems, and act autonomously in devising and implementing tasks at a professional or equivalent level
- continue to advance their knowledge and understanding, and to develop new skills to a high level.
5.5 Graduates will also have the following qualities and transferable skills necessary for professional employment, including the ability to:
- exercise initiative and personal and professional responsibility
- make decisions in complex and unpredictable situations.
- undertake independent learning up to and beyond the point of professional registration.
5.6 When designing programmes that deliver the knowledge and skills set out above, the following general requirements should be met:
i ‘design’ is to be weighted as at least 50 per cent of overall assessed work; the weightings of all other areas in the 11 points are to be determined by the HEI when designing their programme
ii programmes which meet the requirements of the 11 points must also provide an opportunity to pursue related specialised or optional studies. The form and content of related, specialised and optional studies are a matter for each institution, but would normally be expected to cover up to 120 credits of those which lead to the Final Award.
Interim Award
5.7 HEIs may choose to offer an interim award, such as an undergraduate bachelors degree with honours, which covers some or all of the subject areas as set out in the EU Directive, but not to the required standard of the Final Award. HEIs should refer to the FHEQ and its associated level descriptors for guidance.
5.8 Graduates of the Interim Award will demonstrate their employability upon conclusion of the degree and, if it is an undergraduate honours degree, demonstrate graduate transferable skills.
5.9 The Interim Award may be utilised as an exit qualification before the Final Award, allowing students who so wish to leave university with appropriate formal recognition of their achievement.
Abilities and skills of the Interim Award graduate
5.10 Each HEI will have articulated its own ‘skills strategy’, which may be expressed in course handbooks and/or programme specifications.
5.11 Typically, holders of the Interim Award qualification will be able to:
- apply the methods and techniques they have learned to review, consolidate, integrate, extend and apply their knowledge and understanding, and to initiate and carry out simple and coherent architectural designs
- critically evaluate arguments, assumptions, concepts and data, to make architectural judgements and to frame appropriate questions to achieve a solution, or identify a range of solutions, to a problem or situation
- demonstrate the values that underpin architecture, and a willingness to incorporate these values into their own work
- communicate information, ideas, problems and solutions within architectural designs and academic portfolio to both specialist and non-specialist audiences.
5.12 Graduates will also have the following qualities and transferable skills necessary for professional employment, including the ability to:
- exercise initiative and personal responsibility
- make decisions in complex and unpredictable situations
- undertake further education (or training) of a professional (or equivalent) nature.
6 Teaching, learning and assessment
Programme design and operation
6.1 Architects have a unique conceptual and integrative role in the making of buildings and places, working in cooperation with other professionals in the context of a large complex construction industry. The defining skill of the architect is design - the ability to conceive of and elaborate physical artefacts that meet human needs and evoke aesthetic response. The extensive body of technical and cultural knowledge that is required to enable the architect to meet the pragmatic requirements of practice and to give designs cultural resonance complements this core skill.
6.2 Just as the practice of designing and making buildings revolves around the idea of the project, architectural education is typically based upon a sequence of design projects in which students integrate knowledge of the natural and social sciences, mathematics, humanities and the creative arts to satisfy particular requirements in a particular place. It is an established requirement that at least half of a course leading to professional qualification should be devoted to design project work. While many aspects of the body of theoretical, historical, technical and professional knowledge required for effective practice may be effectively learned in the context of the design project, most programmes include a variety of subject-based courses that enable students to gain an understanding of the coherent nature of particular bodies of knowledge. Such courses may beneficially be shared by students of other professional disciplines.
6.3 The early stages of an architectural education are concerned with the development of new intellectual frameworks, abilities, conceptions and values. Project work at this stage is commonly divided into small elements with regular assessment and feedback. As the student progresses, the size and level of complexity of each element of study increases. While many of the matters covered are similar at both Interim and Final Award stages, the complexity of the problems addressed, the level of sophistication of design response, and the degree of technical resolution will be greater in the Final Award.
6.4 Engagement with practice is essential to the education of the architect. Many teachers of architecture are also active in practice, and the contribution of visiting tutors and critics is invaluable. Monitored workplace experience is a prerequisite for registration and RIBA membership. It offers students the opportunity to apply their skills and knowledge and to develop their understanding of practice and the roles and responsibilities of architects and other professionals. A period of workplace experience may be a compulsory element of the academic programme or it may be a requirement for progression to the Final Award.
6.5 In addition to the professional requirements for students to engage in personal development planning during periods of workplace experience, architectural education promotes a continuous process of reflective practice through its studio, tutorial and assessment processes. Students are encouraged to produce sketchbooks, learning journals or reflective diaries related to their work. The progressive assembly of an academic portfolio (comprising design project work, written and other assignments) represents an important aspect of personal development planning.
Teaching and learning
Design projects
6.6 Through a process of learning-by-doing, students develop the skills required to produce architectural designs, gain an understanding of the application technical knowledge to design situations, and explore how theory and action inform each other.
6.7 The scale and subject matter of design projects is varied, but the general pattern is constant. Students respond (usually individually but sometimes in groups) to a brief or proposition. Ideas are developed using a variety of graphic and computer-based methods supported by discussion with tutors, fellow students and others. Proposals are presented using drawings, sketchbooks, physical models, computer models and digital images, often accompanied by explanatory text.
6.8 An important element of this method of learning and teaching is the verbal presentation and critique of work in a variety of settings ranging from individual tutorial to formal public review. Part-time tutors, visiting lecturers and critics play a key role in these settings, and the contribution of student peers to the educative process is also important.
6.9 While academic studio projects share some general characteristics with project work undertaken by professional architects, they vary widely in length, focus and subject matter. Each project is designed to fit into a coherent sequence that runs throughout a validated programme of study. Sometimes a project seeks comprehensive and detailed responses, at other times a project may address broad conceptual issues or focus on matters of detail.
6.10 There is never a single ‘correct’ answer in design. Students’ responses are likely to be unique and individualistic, owing as much to interpretation and intuition as to a logical process or established practice. In many cases, the initial response is the generation of a further set of questions.
6.11 In formulating their proposals, students will be engaged in a process of research, interpretation, proposition, reflection, critical analysis and synthesis, and will take into account site and cultural context, user needs, philosophical values, economics and technical resolution. The inherent complexity and open-ended nature of design require students to make a considerable investment in the time devoted to project work.
Other methods
6.12 While the design project is central to architectural learning (as it is in other creative disciplines), other pedagogical methods are also essential to the development of the knowledge and skills required in the practice of architecture.
6.13 Some aspects of architectural knowledge - including history, theory, legislation, the regulatory system and the principles of structure, environmental science and construction - are often best learned through coherent linear or block courses based on structured reading, lectures and seminars.
6.14 Research and writing skills are essential to professional practice, and courses include, at all levels, elements aimed at developing students’ abilities in these areas, including essay and report writing assignments. It is not a requirement that all students undertake a dissertation, but a specialised research study or other extensive piece of writing is generally considered essential. Distance-learning and interactive computer-based study are increasingly available to support the development of skills and knowledge. Group work is an important means of developing team-working skills that are essential in practice. Live project work that gives students experience of working closely with clients and users and develops team working skills is also an important aspect of some architectural programmes.
6.15 Study visits in the UK, Europe and further afield offer students the opportunity to experience a wide range of architecture and contrasting cultural contexts. Visits to construction sites and component factories complement more formal teaching.
Environment and resources
6.16 Design project work is generally considered by teachers and practitioners to be the most effective means of learning the essential skills of architectural design. Closely associated with the recognition of the design project as the core learning experience is the idea of the design studio. Artists and architects have often chosen to work in large well-lit rooms with large tables for drawings and models, and this prototype was consequently adopted as the preferred learning and teaching environment.
6.17 But the word studio means much more in architectural education than a convenient workroom. It evokes an image of creative co-operative working in which the outcome – the architectural design and the educational benefit in terms of skill development – is greatly superior to that which could be achieved by the individual student working alone.
6.18 Implicit in this view of studio teaching is the very direct relationship between student and tutor involving frequent one-to-one and small group tutorials. It is resource-intensive in terms of physical space as well as staff time. Ideally, studios should be purpose-designed with good natural lighting, extensive pin-up surface and large floor areas to accommodate appropriate furniture. To be fully effective, studio space should be dedicated to architectural teaching and students who should have access to it for long periods of intense co-operative activity. There is a strong correlation between consistent participation in the life of the studio and the quality of designs produced by students - and consequently the acquisition of design skills.
6.19 The studio is the setting for the creation, display and discussion of design work in individual and group tutorials as well as in more public reviews. In addition, the studio is increasingly used as a setting for the learning and teaching of theoretical, historical, professional and technological aspects of architecture. It is generally recognised that the existence of convenient and accessible studio space makes a decisive contribution to the specific and intensive qualities of architectural education and professional culture, and that the studio is essential to the maintenance of the integrity and strength of the discipline of architecture.
6.20 Although traditional drawing skills remain important in the development of design abilities, computer-aided design (CAD) techniques are essential in the development and presentation of design work. The rapid development of information and computer technology in architectural and construction practice presents a challenge to HEIs which need to be able to offer facilities comparable to those that students will work with in practice. They need access to up-to-date software, to the high specification hardware needed to run complex graphic and analytical programmes, and to high quality, large format printers, plotters and 3-D output devices.
6.21 Access to well-equipped workshops that allow the construction of physical models and full size mock-ups also remains an important resource for architectural education. The availability of well qualified technical support staff is essential for the efficient and productive use of computer facilities and workshops.
6.22 Architecture students need access to a comprehensive collection of technical literature, statutory instruments and standards as well as an up-to-date library of books and journals. The continuous and iterative nature of the design process suggests that this collection is best located close to where students are working on design project work, rather than in central library facilities.
Assessment
Assessment of design work
6.23 The regular formative review of students’ design project work is an important part of the learning process. At the end of a project, and sometimes at intermediate stages, each student presents his or her work to an audience of fellow students, tutors and visiting critics. Feedback may be given to students in verbal, written and graphic forms.
6.24 In many cases all students present actively participate in the discussion and feedback. The regular review of student work in a public arena is important in the development of self-reflection, a key skill in the acquisition and application of all architectural knowledge.
6.25 The summative assessment of design work is carried out by multiple assessors at project reviews and/or at a separate portfolio review. While summative assessment should be based on clear and explicit criteria, the marking process relies heavily on the expert judgments of discerning markers and examiners who seek to objectify the complexity of architectural design.
Assessment of other work
6.26 Other elements of the programme are assessed using methods of formative and summative assessment appropriate to HE, including coursework, essays, laboratory reports and examinations. Courses are expected to include substantial requirements for written texts at all levels, and range from notation on drawings to report writing and scholarly dissertations.
6.27 Besides a range of practical and academic skills, architecture graduates are often expected to display commitment, artistry, personal expression, imagination and creativity. While these attributes may not always appear in course or project objectives, they are nonetheless recognised and valued when presented.
7 Benchmark standards
7.1 Each HEI will determine the forms of evidence required to establish levels of student achievement. Levels of achievement will be in accordance with the FHEQ and associated level descriptors. External verification of these levels of achievement will be assured through the external examiner system and subject or institutional reviews, including those undertaken by QAA. Such reviews may also be used to support applications to prescription of the awards by the ARB and/or to seek validation of the awards by the RIBA.
Final Award
7.2 Programmes leading to the Final Award will ensure that students who aspire to be architects will have demonstrated that they have reached the standard set out in the EU Directive. The 11 points of the EU Directive are set out below in bold with examples of how each of the standards may be demonstrated.
1 An ability to create architectural designs that satisfy both aesthetic and technical requirements, demonstrated by:
- preparation and
presentation of complex building design projects, conceptualised for a variety
of contexts, and of diverse scale, complexity,
and type - drawn, modelled, and written studies investigating and integrating materials technologies, constructional systems, environmental, and structural strategies within a major design project.
2 An adequate knowledge of the history and theories of architecture and the related arts, technologies and human sciences, demonstrated by
- studies critically evaluating differing cultural, social and intellectual contexts influencing the conceptualisation and production of architecture
- building design projects reflecting the influence of history and theory on the spatial, social, and technological organisation of architecture.
3 A knowledge of the fine arts as an influence on the quality of architectural design, demonstrated by:
- studies investigating and incorporating theories, practices, and technologies of art and its production, and their relationship to architecture
- presentations of architectural design projects using a diversity of 2-D, 3-D, and AV media.
4 An adequate knowledge of urban design, planning and the skills involved in the planning process, demonstrated by:
- studies critically evaluating the role of theories of urban and community planning as determinants of architectural design
- studies examining contemporary planning theories and legislation, and their relevance to studio design projects.
5 An understanding of the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale, demonstrated by:
- studies critically evaluating natural landscapes and civic spaces, and their application to architectural design projects
- environmental studies critically evaluating the impact of architectural design projects on the surrounding built environment, realised within relevant precepts of sustainable design.
6 An understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors, demonstrated by:
- studies critically evaluating the nature of professionalism and the responsibilities of architects to clients, building users, and society as a whole
- projects examining the impact of design on environments and communities.
7 An understanding of the methods of investigation and preparation of the brief for a design project, demonstrated by:
- studies critically evaluating precedent studies relevant to function, arrangement, and technological strategy of studio design projects
- studio design projects of diverse scale and type, researched and analysed in response to defined user requirements.
8 An understanding of the structural design, constructional and engineering problems associated with building design, demonstrated by:
- precedent studies investigating and critically appraising alternative spatial, constructional, structural, and material systems
- 2-D, 3-D, AV presentations, and analytical reports presenting constructional and structural proposals for a major studio design project.
9 An adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate, demonstrated by:
- precedent studies investigating and critically appraising alternative systems for environmental comfort, realised within relevant precepts of sustainable design
- drawings and analytical report outlining environmental service strategies for a major design project.
10 The necessary design skills to meet building users' requirements within the constraints imposed by cost factors and building regulations, demonstrated by:
- written coursework examining financial implications implicit in varying building types, systems, and specifications, and the impact of these on architectural form
- written and drawn coursework investigating consequences on a major studio design project of compliance with defined elements of construction legislation.
11 An adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning, demonstrated by
- written coursework investigating and evaluating the professional responsibilities of the members of the construction team, and their relationships with each other
- written coursework examining the statutory responsibilities of the architect, and the essential processes for the negotiation and approval of architectural designs.
7.3 In addition to meeting the 11 points of the EU Directive, a graduate of the Final Award should have demonstrated the following general learning outcomes.
FA1 An ability to rigorously generate and appraise complex and creative design options using a systematic understanding and integration of subject knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of the academic discipline of architecture and its professional practice.
FA2 A comprehensive understanding of the techniques appropriate and applicable to architectural design and production; and how these are used to inform, critically appraise, support and communicate their own work and the work of others.
FA3 Originality and creativity in the application and integration of subject knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and formulate design proposals.
FA4 Conceptual understanding that enables the student:
- to evaluate critically current research, advanced scholarship and practice in the discipline
- to evaluate and critique methodologies, and, where appropriate, to propose new hypotheses and speculations.
Interim Award
7.4 Students who gain the Interim Award in architecture will have demonstrated awareness in all of the 11 points of the EU Directive set out below in bold, with knowledge, understanding and ability to be demonstrated by defined learning outcomes.
1 An ability to create architectural designs that satisfy both aesthetic and technical requirements, demonstrated by:
- preparation and presentations of simple coherent building design projects conceptualised for a variety of contexts, and of diverse scale, complexity, and type
- drawn, modelled, and written studies investigating and integrating materials technologies, constructional systems, environmental, and structural strategies within a design project,
2 An adequate knowledge of the history and theories of architecture and the related arts, technologies and human sciences, demonstrated by:
- studies of differing cultural, social, and intellectual contexts influencing the conceptualisation and production of architecture
- studies of building design projects that reflect the influence of history and theory on the spatial, social, and technological organisation of architecture.
3 A knowledge of the fine arts as an influence on the quality of architectural design, demonstrated by:
- studies of theories, practices, and technologies of art and its production, and their relationship to architecture
- presentations of architectural design projects using a diversity of 2-D, 3-D, and AV media.
4 An adequate knowledge of urban design, planning and the skills involved in the planning process, demonstrated by:
- studies of the role of theories of urban and community planning as determinants of architectural design
- studies examining contemporary planning theories and legislation, and their relevance to studio design projects.
5 An understanding of the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale, demonstrated by:
- studies of natural landscapes and civic spaces, and their application to architectural design projects
- environmental studies of the impact of architectural design projects on the surrounding built environment, realised within relevant precepts of sustainable design.
6 An understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors, demonstrated by:
- studies of the nature of professionalism and the responsibilities of architects to clients, building users, and society as a whole
- projects examining the impact of design on environments and communities.
7 An understanding of the methods of investigation and preparation of the brief for a design project, demonstrated by:
- studies of precedents relevant to function, arrangement, and technological strategy of studio design projects
- studio design projects of diverse scale and type, researched and analysed in response to defined user requirements.
8 An understanding of the structural design, constructional and engineering problems associated with building design, demonstrated by:
- studies of precedents relevant to the appraisal of alternative spatial, constructional, structural, and material systems
- 2-D, 3-D, AV presentations, and analytical reports presenting constructional and structural proposals for a major studio design project.
9 An adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate, demonstrated by:
- studies of precedents relevant to the appraisal of alternative systems for environmental comfort, realised within precepts of sustainable design
- drawings and analytical report outlining environmental service strategies for a design project.
10 The necessary design skills to meet building users' requirements within the constraints imposed by cost factors and building regulations, demonstrated by:
- written coursework relating cost factors to building users requirements
- written and drawn coursework investigating consequences on a design project of compliance with defined elements of construction legislation.
11 An adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning, demonstrated by:
- written coursework on the professional responsibilities of the members of the construction team, and their relationships with each other
- written coursework on the statutory responsibilities of the architect, and the processes for the negotiation and approval of architectural designs.
7.5 In addition, the graduate of the Interim Award should have demonstrated the following general learning outcomes.
IA1 An ability to generate and appraise design options using 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 particular aspects of the academic discipline of architecture.
IA2 An ability to deploy appropriate techniques of analysis and enquiry within the discipline.
IA3 Conceptual understanding that enables the student:
- to devise and sustain arguments, solve problems and formulate design propositions using ideas and techniques, some of which may be at the forefront of the discipline
- to describe and comment upon particular aspects of current research, theory and practice (or equivalent scholarship) in the discipline.
IA4 An appreciation of the uncertainty, ambiguity and limits of knowledge.
IA5 The ability to manage their own learning, and to make use of scholarly reviews and primary sources appropriate to the discipline.
Entry standards
7.6 Entry to the programmes leading to the Final Award need not be limited to those who have obtained an undergraduate honours degree in architecture in the UK. Entry procedures to both the Interim and Final Award will be set by individual institutions. Where entry to the Final Award is from a non-cognate undergraduate degree, or from RIBA validated courses overseas, or other educational provision outside of the EU, institutions may wish to consider offering a bridging programme so as to ensure that entrants to the Final Award have the adequate base skill and knowledge across the required range of subjects. This may take the form of a Graduate Certificate or other form of intensive programme. Institutions are encouraged to make full use of the opportunities for prior accredited learning and prior accredited experiential learning in accordance with the guidance offered by QAA.
Appendix A - Definitions of terms
Definitions are given here for the terms used within section 7 of this subject benchmark statement.
Ability
Skill in relating specific information to the accomplishment of tasks appropriate to the discipline of architecture. Students can correctly select information that is appropriate to a situation and apply it to the solution of specific problems.
Academic portfolio
A comprehensive chronological record of a student's design project work together with all types of coursework that have been assessed as part of the course.
Awareness
Acquaintance with general concepts, topics, rules, methods or procedures appropriate to the discipline of architecture, without necessarily being able to paraphrase or summarise information. Students can identify the limits of their awareness and are able to refer to source material for more in depth knowledge.
Coherent architectural designs
Qualitative 3-D spatial configurations that are well planned and that meet user needs and context.
Integrate
To incorporate with appropriate consideration of the student’s design projects and coursework.
Knowledge
Familiarity with specific information (including facts, definitions, rules, methods, process or settings) appropriate to the discipline of architecture, without necessarily being able to see its fullest implication or application.
Understanding
Identification, assimilation and comprehension of information. Students can correctly paraphrase or summarise information and can relate it to other material, including its practical application.
Appendix B - Additional sources of Information
The following websites may also provide useful sources of information and reference:
ARB - www.arb.org.uk
ARCHAOS - www.archaos.org
CEBE - www.cebe.heacademy.ac.uk
European Union - www.europa.eu
QAA - www.qaa.ac.uk
RIBA - www.architecture.com and www.riba.org
SCHOSA - www.schosa.org.uk
SCQF - www.scqf.org.uk
Appendix C - Membership of the review group for the subject benchmark statement for architecture
Professor Iain Borden - University College London
Caine Crawford - National Student Architectural Society (ARCHAOS)
Judy Farren-Bradley - Kingston University
Katharine Heron (Chair - University of Westminster
Professor Richard Parnaby - University of the West of England
Professor David Porter - Glasgow School of Art
Dr Andy Roberts - The Higher Education Academy Subject Centre for Education in the Built Environment (CEBE)
Richard Saxon - Building Design Partnership and RIBA
In attendance:
Dr Laura Bellingham - QAA
Mr Chris Cross - Standing Conference of Heads of Schools of Architecture (SCHOSA)
Ms Emma Matthews - ARB
Mr David Gloste - RIBA
Ms Sarah Lupton - ARB
Mr Alan Crane - ARB
Appendix D - Membership of the original benchmarking group for architecture
Details below appear as published in the original subject benchmark statement for Architecture (2000)10.
Ms A Boddington - University of Brighton
Mr D Clews - University of North London
Professor D Dunster (Chair) - University of Liverpool
Dr M Fraser - Oxford Brookes University
Professor J Low - University of Central England in Birmingham
Professor S Spier - University of Strathclyde
1 This is equivalent to the honours degree in the Scottish Credit and Qualifications Framework (level 10) and in the Credit and Qualifications Framework for Wales (level 6). (back to text)
2 In England, Scotland and Wales (back to text)
3 Copies of the guidance Further and higher education institutions and the Disability Equality Duty, guidance for principals, vice-chancellors, governing boards and senior managers working in further education colleges and HEIs in England, Scotland and Wales, may be obtained from the DRC at www.drc-gb.org/library/publications/disabilty_equality_duty/further_and_higher_education.aspx (back to text)
4 An explanation of the Academic Infrastructure, and the roles of subject benchmark statements within it, is available at www.qaa.ac.uk/academicinfrastructure (back to text)
5 Copies of the DRC revised Code of practice: Post-16 Education may be obtained from the DRC at www.drc-gb.org/employers_and_service_provider/education/higher_education.aspx (back to text)
6 Equality Challenge Unit, www.ecu.ac.uk (back to text)
7 Benchmark standards are in section 7 of the statement. (back to text)
8 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications. (back to text)
9 Foreword to Prescription of qualifications: ARB Criteria 2002 (back to text)
10 Published as Architecture, architectural technology and landscape architecture (2000). (back to text)
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