• Extensive workshop work to develop skills
• On site practice
• Professional skills
• International approach to subject
• Very experienced teaching staff
• Four year programme
• Associated development of professional English Language proficiency

Architecture is the art and science of design and constructing buildings, monuments and other structures.

The programme integrates key aspects of architecture. Subjects studied include Design, Construction, Technology, Environmental Design, Graphic Skills, Professional Studies and History and Theory of Architecture and Urban Design.  

Four year programme with advanced entry possible by APL (Accreditation of Prior Learning).

There are no options. It is a four year programme, covering levels 0,1, 2, and 3. Years 0, 1 and 2 are assessed in Russian. Year 3 is assessed in English.

Most modules are assessed by a mixture of coursework, examination and portfolio. In some cases there is a 50:50 weighting. It is necessary to pass all modules to proceed to the next year. Architecture is an integrated subject and each module is comprised of several components. Some components are assessed through reports. Others are assessed through exams or tests. The portfolio is the means to assess all of the Learning Outcomes through a Design Project. All components must be passed in order to pass the module and proceed to the next year.

Students are presented with many opportunities to develop own ideas/work in groups and research specific topics. In the final year this takes the form of a 40 credit dissertation.

By studying a double award and gaining proficiency in English students greatly enhance their future prospects

The built environment, the complexities of providing the infrastructure necessary for modern life, the, way technology can help society and how to understand the needs of users

Solving problems creatively by using thinking skills, materials and practical techniques

To understand how modern infrastructure can be created to meet the needs of a global society

Students might find employment with municipal and national government bodies, specialist consultancies of various kinds and construction companies. Students might also take further, masters level qualifications or undertake a PhD.

• Development tutors
• Professional skills training
• Research skills training
• Development of a profile attractive to potential employers
• Extensive laboratory and practical activities throughout the course

• Opportunities for London based summer schools
• Language development
• Development of international perspectives

• Acquire up to date professional knowledge and skills
• Develop an innovative forward looking world view
• Develop both qualitative and quantitative research skills
• Enhance your employability

All learning outcomes are covered in the programme’s single honours route as shown against a learning outcome.

Knowledge

• Physical characteristics of the materials used in building and construction
• Relevant history, philosophy and context
• Different methods of assembly in construction and the built environment         

Thinking skills

• Analysis of complex situations
• Integration of information from different sources
• Problem definition and problem solving

Subject-Based Practical skills

• Drawing and representing objects and concepts ideas
• Surveying and planning
• Testing material and concepts

Skills for life and work (general skills)

• Team based working
• High Level computing skills
• Time and Resource Management

The expected duration of this programme is 4 years when attended in full-time mode.  

 A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year.  In an academic year, Semester A begins in September and runs until January. Semester B starts in February and runs until June.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules (or fewer, if any are 40 or 60 credit modules) per year.  An honours degree student will complete modules totalling 120 credits at level zero, 120 credits at level one, modules totalling 120 credits at level 2 and modules totalling 120 credits at level 3.

 Modules are defined as:

Core:                                    Must be taken

Option            :                        Select from a range of identified module within the field

In order to gain anhonoursdegree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain anordinary degree  you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain aDiploma of Higher Educationyou will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher. (Please note this award is in Russian)

In order to gain aCertificate of Higher Educationyou will need to obtain 120 credits at level one or higher. (Please note this award is in Russian)

In order to gain an Associate Certificate you will need to obtain a minimum if 20 credits at level one or higher. (Please note this award is in Russian)

Degree Classification

Where a student is eligible for an Honours degree, and has gained a minimum of 240 UEL credits at level 2 or level 3 on the programme, including a minimum of 120 UEL credits at level 3, the award classification is determined by calculating:

and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

Knowledge is developed through

• ·         Lectures
• ·         Seminars and Workshops
• ·         Self directed Learning

Thinking skills are developed through

• Design exercises
• Case study analysis
• Written, 2D and 3D assignments and examinations

Practical skills are developed through

• Workshops
• Model-making and Material Experimentation
• Formative feedback

Skills for life and work (general skills) are developed through

• Group Work
• Real world problem solving

Knowledge is assessed by

• Course work
• Examinations
• Portfolio

Thinking skills are assessed by

• Examinations
• Technical Report Writing
• Dissertation

Practical skills are assessed by

• echnical reports
• Examinations
• Portfolio

Skills for life and work (general skills) are assessed by

• Group Technical Reports
• Use of IT within other assessed elements
• 2D and 3D skills curriculum modules

Before this programme started, the following was checked:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning  and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards);
• statistical information (considering issues such as the pass rate);
• student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the quality assurance procedures.

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future.

The following methods for gaining student feedback are used on this programme:

• Module evaluations
• Student representation on programme committees (meeting 2 times year)

Students are notified of the action taken through:

• Circulating the minutes of the programme committee

The following methods are used for gaining the views of other interested parties:

• Annual student satisfaction questionnaire
• Questionnaires to former students