Architecture - UH-000427

Candidates must be able to satisfy the general admissions requirements of the University of Huddersfield and the specific requirements of the course in one of the following ways:
 
School/College leavers to have reached the age of 17.5 years on admission.
 
Minimum entry requirements fall within the University regulations. The students apply for the course through UCAS.  The minimum entry requirements for the course are normally:
 
1)         Satisfactory completion of an interview, and
 
2)         Submission of a portfolio of design work, and
 
3)        
(a)        Passes in five subjects at GCE/ A levels/GCSE which must include a minimum of 12 units of 136-120 UCAS tariff points, including at least 2 A levels
 
AND/OR          (b)        Satisfactory completion of a diploma in foundation studies in (Art and  Design).
AND/OR          (c)        A Scottish Certification of Education with passes in 5 subjects including passes in four subjects at the higher level
AND/OR          (d)        National Diploma awarded by Ed Excel Foundation (formerly BTEC) in relevant subject area – Distinction, Distinction, Distinction
AND/OR          (e)        The Irish Leaving Certificate with grades BBCC in 4 subjects at higher level
AND/OR          (f)         An European Baccalaureate
AND/OR          (g)        An International Baccalaureate
AND/OR          (h)        Qualifications deemed equivalent to the above
AND/OR          (i)         A national certificate awarded by Ed Excel Foundation (formerly BTEC) in relevant subject area Distinction or above and 1 A-level at grade B or above.
 
Mature students with no, or few, formal qualifications will be considered for admission but will be expected to show their aptitude and suitability for the course.
 
Applicants with prior learning or prior experiential learning will be considered individually by the School APLA/APEL panel (a student seeking credit within the structure of the course may claim accreditation for prior learning (APLA) and/or prior experiential learning (APEL) which is equivalent to that arising from the relevant modules of study).  The School APLA/APEL panel will look at each applicant individually to assess whether the applicant has acquired the necessary skills and knowledge deemed appropriate to be granted credit where applicable on the Courses.
 
Holders of an EdExcel/BTEC Higher National Diploma (or equivalent) may be considered for entry to year two with a specific credit.  Students seeking entry via this route may be given directed studies in certain subjects.
 
Holders of a Foundation Degree may be considered for entry to advanced stages of the course with a specific credit.  Students seeking entry via this route may be given directed studies in certain subjects.
 
Exceptionally, the Admissions Panel may admit an applicant whose qualifications do not conform to the above requirements.
 
Mature and Overseas Students (considered on an individual basis)
Students whose first language is not English will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent will be considered acceptable.
 
Students from courses elsewhere in the University of Huddersfield who wish to transfer to BA (Hons) Architecture/Architecture (International) in the Second or Third Year will be required to attend an interview and to discuss the work in their portfolio.  At the discretion of the Course Leader they may be required to undertake up to an additional 20 credit Foundation or Intermediate level module during the subsequent year of study.
 
Applicants who believe they can demonstrate their suitability for the course are encouraged to apply. Applicants with prior learning or prior experiential learning will be considered individually.

An overview of assessment details are provided in the Student Course Handbook and a full assessment brief provided within Module Guides
 
The minimum pass mark is 40% for each module.
 
Normally full-time students must achieve 120 credits in each stage in order to progress. Exceptionally, in the light of good overall performance elsewhere, students may be allowed to trail one 20-credit module into the following year. 30-credit Design Studio modules cannot be trailed into the following year.
 
In relation to courses the role and responsibilities of External Examiners is to advise the Course Assessment Board with regard to standards and fairness of assessment and, when appropriate, to consider the results of individual students in the context of the University’s current regulations.
 
To qualify for the award of honours degree, students must complete all course requirements.

UH-000427 - Architecture

Foundation Core

Foundation Optional

new node

Foundation Compulsory

Foundation Level

Sandwich Year Out

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Honours Compulsory

Honours Core

Honours Optional

Honours Level

Structure

Certificate of Higher Education

Bachelor of Arts

Diploma of Higher Education

Global and regional ecologies and the utilisation of appropriate environmental and material technologies in different climatic and socio economic regions. 

Openness to new ideas and sensibilities and active curiosity and enquiry. 

Client and user requirements and the physical, contextual and economic parameters that contribute to the development of an architectural design brief. 

Use techniques of representation critically as part of the process of design and the communication of ideas to others. 

Be motivated towards quality and excellence. 

Use innovative thinking, creativity and invention to approach problem solving. 

Design buildings that consider environmental sustainability and provide comfortable internal environments. 

The practical and professional environment in which architecture is produced and the changing roles and responsibilities of the architect and the other professions within it. 

Formulate and articulate reasoned responses to the critical judgements of others. 

The historical and contextual issues of urbanisation and development. 

Critically appraise precedent in order to inform design development. 

Design buildings of moderate complexity which exhibit a well considered technological strategy and which integrate structural, constructional and environmental systems with the formal qualities of design. 

Environmental, constructional and structural technologies and their relationship to the design and production of architecture. 

Work independently, with initiative and self-motivation, set goals, manage workload and meet deadlines. 

Identify personal strengths and needs, through reflective practice and review and assume responsibility for continuing professional education. 

Discover, source and collate pertinent information, to analyse evaluate, and critique it objectively and subjectively, and to employ and synthesise it to an end, either defined or undefined. 

Make presentations to audiences in a range of situations, express and articulate them comprehensibly and convincingly in visual, verbal and written forms. 

The history of architecture, art and design and associated theories. 

Anticipate and accommodate change and be able to work within contexts of ambiguity or unfamiliarity. Respond and adapt to changing circumstances with flexibility and confidence. 

Work co-operatively as part of a team, interact effectively with others through collaboration, collective endeavour and negotiation. 

The alternative materials, processes and techniques available to architects in a variety of contexts. 

Establish own objectives and pursue them through a logical and creative process. 

The economic factors that relate to the design and construction of buildings and mechanisms for controlling building costs. 

Professionally communicate research, documentation, ideas and proposals, appropriately and creatively, using a variety of manual and digital media and other information technologies. 

The building regulations, planning procedures and other statutory legislation, including issues of health and safety in relation to the design and construction of buildings. 

Design buildings which demonstrate a commitment to their social purpose and a response to the needs of their users. 

Design buildings which respond to their environmental, urban or rural context and which acknowledge the considerations and potential of external space. 

A considered theoretical approach to the design of buildings arising from a sound philosophical and historical perspective. 

The University’s Teaching and Learning Committee has the ultimate responsibility for quality and standards of teaching and learning in the University;
 
Validation takes place under the University regulations and Quality Assurance Procedures for taught courses.  Periodic subject reviews take place on a rolling quinquennial programme and focus inter alia on the arrangements for quality assurance management and enhancement, assessment and teaching and learning opportunities, C&amp;IT strategies, the articulation and assurance of standards, external examiner reports and evaluation, links with professional bodies, employers and other external organisations;
 
University ensures that arrangements for approval, validation and quality assurance of collaborative provision are of the same level as those expected for campus-based courses;
 
Staff development priorities in the University are based on achieving excellence in learning, teaching and scholarship;
 
Annual Evaluation of Courses is the responsibility of the School Board.  The Course Committee prepares an annual evaluation report that includes information under the following headings:
 
<ul>
<li>Outstanding issues from the previous year</li>
<li>Student achievement</li>
<li>Standards</li>
<li>Student learning opportunities/experience</li>
<li>Teaching and curriculum development</li>
<li>Student applications/enrolment</li>
<li>Management and resources</li>
<li>Summary of actions required</li>
</ul>
 
Reports are considered by the Annual Evaluation Committee, which includes a nominated representative of the University’s Teaching and Learning Committee.  The School Board considers the minutes and identifies any actions required at School level.  The School Board reports to the University’s Teaching and Learning Committee that, in turn, identifies any actions required at University level.
 
Amendments to courses and to course and module documents are considered by the School Accreditation and Validation Panel.
 
A course evaluation questionnaire is distributed annually to students and the results considered by Course Committee.
 
Each module is evaluated on an annual basis and a short report considered by the Course Committee
 
School Teaching and Learning Committee overseas the development of teaching and learning in the school and offers small grants to staff to support research and innovation in teaching and learning
 
University strongly encourages student representation on all major committees within the University. Students are also invited to be representatives on Student Panel, Course, School Teaching and Learning and School Board committees. The Student Panel meets once a term and matters of concern are reported to the Course Committee.

UAH0000007

Course validated by the University of Huddersfield on 8th June 2010
 
Professional Body reviews:    ARB prescription supported by professional body validation (requested by institution in a four yearly cycle) in accordance with ARB Criteria for Prescription published April 2002. (see also <a href="http://www.arb.org.uk/">www.arb.org.uk</a>)
 
QAA review of Architecture made of:
<ul>
<li>Curriculum Design Content and Organisation</li>
<li>Teaching Learning &amp; Assessment</li>
<li>Student Support &amp; Guidance</li>
<li>Student Progression &amp; Achievement</li>
<li>Learning Resources</li>
<li>Quality Management and Enhancement</li>
</ul>
 
The University as a whole institution initially achieved Investors in People status in October 1999 and was reaccredited ‘unreservedly’ as an Investors in People in 2003, 2005 and 2008.
 
The report of the University Institutional Audit carried out in March 2010 stated that “there can be confidence in the soundness of the University’s current and likely future management of the quality of its academic courses and the academic standards of its awards”.
 
Please note: This specification provides a concise summary of the main features of the course 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 module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
 
Key sources of information about the course can be found at
<a href="http://www.hud.ac.uk/">http://www.hud.ac.uk</a>
<a href="https://www.hud.ac.uk/media/policydocuments/Quality-Assurance-Procedures-for-Taught-Courses-and-Research-Awards.pdf">https://www.hud.ac.uk/media/policydocuments/Quality-Assurance-Procedures-for-Taught-Courses-and-Research-Awards.pdf</a>

<ul>
<li>Induction packs sent to students prior to arrival at University followed by an induction programme for orientation and introducing study skills at the beginning of term.</li>
<li>Student handbook and on-line module guides.</li>
<li>Studio Culture and Workshop facilities.</li>
<li>Fieldtrips (optional).</li>
<li>Specialist PC &amp; CAD facilities.</li>
<li><a href="https://huddersfield.brightspace.com/d2l/home">Virtual learning environment, University VLE</a>.</li>
<li>Print Bureau</li>
<li>Personal Academic Tutor System. <a href="https://students.hud.ac.uk/studies/study-resources/academic-skills/contact/">Academic Skills Tutor</a>.</li>
</ul>
Personal Development Planning (PDP)
Personal Development Planning will be used to enhance student ability to reflect upon their own learning within and across modules. The process includes self-reflection, recording, target setting, action planning, and monitoring. It will be formally introduced to students as part of module TFA1440 Personal Development 1 and will underpin the subsequent Modules TIA1440 Personal Development 2 and THA1440 Personal Development 3
It is embedded within the course so that students are asked to think about their own work and the work of colleagues and to reflect upon feedback at tutorials, reviews/discussions and so on. In this way each student will be asked to consider how they might plan their personal development more effectively
 Students will keep a personal development file which will include relevant material stored in a safe and organised fashion.  The PDP file will be discussed with personal tutors at key points throughout the year. Prior to each of these discussions student will be asked to complete a pro forma that allows for specific reflection on progress in each module.

Architecture

Term 2

Term 1

Year 2

Year 3

Year 1

BA (Hons) Architecture FT Sept start

This course is run from the School of Arts and Humanities which has dedicated Academic Skills Tutors who deliver a range of skills based sessions on academic skills, writing, language and research. You will also be supported by our student guidance team on non-academic related matters.
The School operates a Personal Academic Tutor System (PATS) which provides you with access to a personal tutor. This system is designed to give you’ academic and pastoral support. Your Personal Academic Tutor may also refer you for specialist support and assessment e.g. for dyslexia.
Across the School’s facitlities you can access excellent a wide range of industry standard software, equipment and specialist workshops resource and school technicians to support a breadth of digital and physical fabrication methods.