UDATTEFY - BSc (Hons) Architectural Technology (including foundation year)

Skilled Architectural Technologists are in high demand both in the UK and globally. The BSc (Hons) Architectural Technology with Foundation Year at the School of the Built Environment at London Metropolitan University is designed to provide students with a solid foundation in the key areas of Architectural Technology, preparing them for a successful career in the Construction and Design sectors. This programme ensures that students are equipped with the essential skills and knowledge to meet the challenges of the rapidly evolving architectural and built environment landscape, particularly in relation to sustainability, Equality, Diversity and Inclusion (EDI), and the use of advanced technologies like AI and generative AI (Gen-AI).

The Foundation Year (Level 3) ensures that students who may not have a background in Construction or related fields are equipped with the essential knowledge and skills required for further study. You will explore topics such as Project Management, Construction Technology, Building Materials, Sustainability Practices, and the Built Environment, all aimed at developing both your technical expertise and design skills. The BSc (Hons) Architectural Technology with Foundation Year is specifically designed for students who have the potential to study the BSc (Hons) in Architectural Technology but do not meet the entry requirements for direct entry into the degree programme. It offers an alternative route into higher education, particularly for candidates who do not have traditional qualifications, such as mature students or those who cannot meet the entry requirements for a standard three-year undergraduate degree. The Foundation Year aligns with the University’s Education for Social Justice Framework, with a strong emphasis on developing students’ essential study skills, problem-solving abilities, and technical knowledge, while promoting inclusive practices and sustainability.

As a student on this course, you will engage in authentic learning and assessment on real-world projects, working with established national and international organisations operating within the Construction, Real Estate, and Architectural Technology sectors. You will have opportunities to visit live and completed projects, allowing you to experience first-hand the challenges, excitement, and opportunities a career in Architectural Technology can offer.

The course places particular emphasis on sustainability and EDI, ensuring that you understand how to design, develop, and manage built environments in a way that supports both the social and environmental sustainability of the communities they serve. You will explore how architectural technology can help reduce environmental impacts, from energy efficiency to sustainable material choices and low-carbon design practices. Throughout the course, you will engage with critical issues such as climate change, resource depletion, and the need for sustainable construction practices. The programme encourages you to think critically about how architecture and urban planning can address environmental and social challenges, preparing you for a career in which you will contribute to more sustainable and inclusive built environments.

Assessment types will be varied and will reflect the diversity of the sector. For example, some modules such may include assessment choices, where students can agree with the module team on the format of the presentation. These could range from live in-person presentations to recorded talking-head videos or recorded PowerPoint presentations with commentary, giving students the flexibility to choose the format that best suits their communication style and strengths. These assessments encourage creativity, innovation, and inclusivity, preparing students for professional environments where diversity of thought and collaborative approaches are essential.

The programme also incorporates AI and generative AI tools into both the design and research processes. As AI continues to revolutionise the Architectural sector, students will gain experience with Building Information Modelling (BIM) software, allowing them to create detailed, data-rich architectural designs that are informed by sustainability and efficiency considerations. BIM helps students to model and visualise buildings digitally, providing insights into the environmental impact of their designs before construction begins. Additionally, students will explore parametric design tools, enabling them to generate complex, sustainable design solutions through AI-driven algorithms. These tools not only foster creativity but also enhance the potential for developing energy-efficient, cost-effective, and sustainable buildings.

The course’s commitment to EDI will be reflected throughout the curriculum. In several modules, students will have the opportunity to engage in discussions and projects that explore how cultural diversity, accessibility, and inclusivity impact design. By exploring a variety of international perspectives on architecture, students will better understand how EDI considerations shape the built environment. Projects and case studies will highlight the importance of designing spaces that cater to diverse populations, ensuring that students develop a holistic understanding of architectural technology that embraces all users, regardless of background, ability, or identity.

The programme also provides students with the opportunity to explore real-world issues and develop critical thinking skills through global perspectives on sustainability and built environment challenges. This approach encourages students to engage with issues such as the United Nations Sustainable Development Goals (SDGs) and understand how their work as future architectural technologists can help achieve these global targets. Through modules such as Level 6 Sustainable Built Environments, students will engage with complex issues such as resource conservation, waste reduction, and sustainable urban development.

The course adopts a blended learning approach, combining traditional in-class teaching with the flexibility afforded by online learning and web-based technology. Through the Virtual Learning Environment (VLE), students will have access to lecture materials, recorded content, and resources such as academic journals, e-books, and industry-specific databases. This allows for a flexible learning experience while maintaining the support of a structured curriculum. The VLE will also be used to facilitate collaborative learning and discussions around current topics in architectural technology, sustainability, and EDI.

Several 30-credit modules have been designed to allow for in-depth engagement with practical, hands-on learning. Modules like Level 4 Construction Technology and Building Services, Level 5 Advanced Construction Technology and Structures, and Level 5 Environmental Science and Sustainability provide an opportunity for students to engage with the practical application of sustainable technologies, construction systems, and the analysis of environmental impact.

London Metropolitan University is deeply committed to social justice, and this is central to the learning and teaching on this course. The focus on sustainability and EDI ensures that all students are equipped to contribute to a more equitable and environmentally responsible built environment. The course has been designed with the aim of removing barriers to learning, enabling all students to succeed and contribute to a community of learners that is diverse, inclusive, and supportive. Through this inclusive approach, students will be empowered to realise their potential and engage with the challenges of the modern built environment.

The aim of the BSc (Hons) Architectural Technology with Foundation Year at the School of the Built Environment at London Metropolitan University is to provide students with a comprehensive foundation in Architectural Technology, focusing on the technical and practical aspects of building design, construction, sustainability, and inclusive practice. The course offers a broad understanding of key areas within the Built Environment sector, including development, design, construction, and the integration of sustainable and equitable approaches that support the needs of diverse users and communities.

Students will engage in problem-based learning and case studies to apply their theoretical knowledge to real-world scenarios, enhancing their understanding and enabling them to transfer their skills to a range of professional contexts. The course encourages critical thinking and promotes inclusive, ethical, and environmentally responsible decision-making that reflects contemporary practice in Architectural Technology.

The Foundation Year is specifically designed to support students who may not have a background in Architecture, Construction, or related design fields, ensuring they develop the essential knowledge and skills needed to progress onto the full degree programme. Students will explore fundamental topics such as Construction Technology, Building Design, Architectural Design, and the Principles of Sustainability and Inclusive Design. This will provide them with both the technical knowledge and contextual awareness required for success in Architectural Technology, with a strong emphasis on social responsibility and environmental impact.

Key areas covered during the Foundation Year include the principles of construction technology, building materials, sustainable and inclusive design practices, and an introduction to the economic, legal, and ethical factors influencing the built environment. These subjects will help students develop core study and problem-solving skills, alongside an understanding of the role that equality, diversity and inclusion (EDI) play in shaping better, fairer built environments.

Throughout the course, students will gain the knowledge and skills needed to work as Architectural Technologists, including the technical aspects of building design, construction detailing, and the application of building regulations. They will examine architectural technology within the wider context of development, considering legal, economic, environmental, and social factors that influence design and construction processes. Students will also develop the ability to assess building performance, manage projects, and understand the environmental and social implications of design decisions.

A strong emphasis is placed on sustainability and inclusive design throughout the course, encouraging students to consider how buildings can be created to reduce environmental impact, improve accessibility, and contribute to a low-carbon, socially responsible built environment. Ethical practice, professional standards, and the role of professional bodies will also be explored to ensure students are prepared for responsible, inclusive, and future-focused professional practice.

Ultimately, this course aims to produce graduates who are proficient in the technical and professional skills required for a career in Architectural Technology, with a strong focus on sustainability, ethical practice, and inclusive design.

On successful completion of this course, you should be able to:
1. demonstrate confidence, resilience, ambition, and creativity and act as inclusive, collaborative, and socially responsible practitioners/professionals in your discipline, promoting Equality, Diversity, and Inclusion (EDI) in all aspects of practice.
2. communicate effectively in a number of different written, digital and oral formats considering diverse audiences and inclusive communication strategies.
3. critically engage with a broad range of Built Environment subject area, social responsibility, and sustainability topics.
4. evaluate the contributions of diverse stakeholders, including communities, towards achieving and maintaining a sustainable and inclusive built environment.
5. critique the technology and innovations underpinning the design, construction, and performance of the built environment, with consideration of environmental impact and social equity
6. appraise the contributions of design, materials, construction technology, innovation and engineering elements, processes, and practices towards a sustainable, inclusive and resilient built environment.
7. propose appropriate solutions to complex problems relating to the built environment, accounting for regulatory, legal, social, risk management, environmental, and professional body frameworks.
8. formulate proposals using data collected from activities including laboratory experiments, design activities, site surveying, case studies, site visits, and research including primary and secondary sources, in the context of Sustainable Development Goals (SDGs).
9. engage in research and development proposals for sustainable and socially responsible practice in the Built Environment.
10. demonstrate the ability to communicate complex information in an appropriate, inclusive and accessible manner.
11. generate effective solutions to unfamiliar and/or complex problems that address environmental, social, and technological challenges.
12. discuss Equality, Diversity, and Inclusivity, Health and Safety, and Wellbeing in the Built Environment, and identify examples of the implementation of ethical, inclusive, and sustainable change and practice.
13. evaluate personal self-development and practice, and create plans for personal, professional, and ethical development.
14. competently use technology to support the resolution of complex issues within Architectural Technology, incorporating sustainable and inclusive design strategies.
15. critically evaluate and apply appropriate technological solutions to suit project contexts, cultures, sectors, and countries, with consideration of cultural sensitivity, environmental sustainability, and social inclusion.
16. use appropriate methodologies to create holistic, resilient, inclusive, and sustainable design solutions.
17. formulate a response to a complex problem in an area specific to Architectural Technology, embedding principles of sustainability, EDI, and social responsibility.

https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-land-construction-real-estate-and-surveying

The course uses a variety of assessment methods and modules are generally assessed using more than one type of assessment.

The overall strategy for assessments in the Foundation Year is designed to support students in developing both their academic skills and practical understanding of Architectural Technology. A range of assessment methods, including formative and summative assessments, will be employed to ensure that students can demonstrate their learning at various stages throughout the year. These assessments will include project-based tasks, written assignments, group activities, and individual reflective journals. The emphasis will be on continuous feedback, allowing students to engage in self-reflection and track their progress. This approach ensures that students not only acquire the necessary knowledge but also develop the skills needed for independent learning, problem-solving, and professional growth.

As mentioned in Section 9, modules such as Level 6 Inclusive Teamwork and Leadership and Level 5 Building Pathology and Refurbishment will include assessment choice, whereby students can agree with the module team the format of the presentation, which, for example, could be live in-person, a recorded talking head video, or a recorded PowerPoint presentation with commentary. If recorded, then there will still be a scheduled Q&A.

Key pieces of assessment are the Design Portfolio and Technical Report, which sit within the 60-credit final year Level 6 Design, Technology and Practice Studio 2 module. This module’s assessment reflects real industry experience of collaborative working in Architectural Technology, presenting students with scenarios that require group interrogation of the subject to produce innovative and novel solutions. The assessment of this module is based on a portfolio of design projects developed during the Studio, with a focus on demonstrating the student's growth as an Architectural Technologist, which includes demonstrating competence in a range of knowledge and skills related to design, technology, and practice. Students will be supported throughout their assessment preparations by having access to formative feedback available throughout the module, during lectures, studios, seminars, and workshops.

The course assessments will allow students to evidence their knowledge of the core course learning materials, their intellectual and problem-solving abilities, their awareness of the impact of issues relating to diversity in ethnicity, culture, and nationality of an Architectural Technologist, and the skills they have gained during the course. Each module will provide an opportunity for formative assessment, which will be provided ahead of any summative submissions to enable the students to learn and benefit from this feedback, improving their overall performance. The delivery of formative assessment will be different across modules and may sometimes form part of a timetabled seminar or class session.

In modules where problem-based learning is used, industry-inspired scenarios will form the basis of the assessment, sometimes using a live project as the vehicle for the assessment.

Assessment types will include:
Debates: Group debates will be conducted around a particular topic or subject area. A proposition will be offered and defended within the group context. These are often used as the vehicle for formative feedback sessions and occur during scheduled workshops.

Essays: A focused piece of writing in which the student is required to inform or persuade through argument, explanation, narrative, or description.

Examinations: Time-limited open-book examinations will be used to test knowledge and understanding.

Practical: These will include working in laboratories to explore the performance of materials and building structures.

Portfolios: Typically, a portfolio brings together several related pieces of work, which together form the basis of a response to a problem set. These form major submissions in the Design, Technology, and Practice Studio modules at both Levels 5 and 6.

Project and Coursework: These will be based on a scenario that relates directly to the construction industry and will require an objective solution to the problem that has been set.

Presentations: These may be live (face-to-face or online) or recorded, including video format. Whether the presentations are synchronous or asynchronous, there will be an opportunity for live Q&A scheduled into the assessment timetable.

For the Design, Technology, and Practice Studio modules at both Levels 5 and 6, the assessment is based on a substantial, individual project produced by the student. Throughout the project, formative feedback and guidance will be available to all students via their group studio work and work with their supervisors, including opportunities for 1:1 supervision meetings.

In broad terms, the assessment strategies adopted on the course will require students to provide evidence of the following:

Analysis – have key concepts been understood and the relationship between them articulated?

Integration of theory and practice – has evidence from both academic research and professional practice been effectively related to each other, and have theoretical concepts been appropriately applied to practical situations?

Critical thinking – has information been used in a critical way rather than simply reproduced and accepted as fact?

All assessment briefs will provide students with a clear and unambiguous guide to the assessment requirements and the applied marking criteria. Assessments will be spread across the whole academic year to minimise assessment bunching, and any feedback issued will be in a timely manner, which, where applicable, will help inform subsequent submissions.

All students are required to submit assignments through Turnitin links via relevant WebLearn sites. These are marked and made available to second markers and external examiners in all cases, and all students are informed of these procedures through module discussions as well as during induction undertaken by the Course Leader.

A 15-credit work-based learning module is available as an option at Level 6. The work-placement activity needs to take place during the period between Week 1 of your Level 5 Summer Semester and Week 4 of your Level 6 Spring Semester. This is to give you sufficient time to prepare your coursework submissions once your work-placement is completed. Exact dates will be issued to you in advance. Students who wish to take the module will receive advice from the course team regarding support available to them to secure an opportunity before the end of Semester 2 ahead of the Summer from when they are able to undertake the placement. This module will require the students to produce a piece of reflective work based on their placement experience, and further details can be found in the module descriptor.

Standard University Academic Regulations apply. All modules pass on aggregate except for the L6 Design, Technology and Practice – Studio 2 which requires a minimum 40% pass mark in each of the 2 coursework.

Preparatory Certificate (60 credits at L3)

Preparatory Diploma (120 credits at L3)

Certificate of Higher Education (120 credits at L4)

Diploma of Higher Education (240 credits, minimum 120 at L5)

BSc (Ord) (300 credits – 120 credits at Level 4, 120 at Level 5 and min 60 at Level 6)

The BSc (Hons) Architectural Technology including Foundation Year course is designed to equip students with a strong grasp of the fundamental concepts and academic skills essential for their academic progression in Architectural Technology.

The Foundation Year feeds into various subject pathways within the School of the Built Environment, providing students with a broad introduction to the field of Architectural Technology. As in many academic disciplines, acquiring this basic knowledge is crucial, and students will primarily gain it through the course material, including online resources, complemented by their own independent research. However, it is understood that this foundational knowledge alone will not be sufficient to develop the high-level intellectual skills expected at degree level. To address this, the course incorporates extensive use of problem-based learning, a pedagogical approach that enhances critical thinking and problem-solving abilities, providing students with an opportunity to apply these fundamentals in practical architectural technology scenarios.

In problem-based learning, students from the Foundation Year will be presented with real-world architectural technology scenarios that offer multiple possible solutions, allowing for a variety of responses. During the Foundation Year, students will reflect on learning and feedback, drawing on existing knowledge and developing independent learning skills, while identifying areas where further learning is needed. Staff members act as facilitators throughout this process, offering guidance and support. Tasks are completed through both group and independent study, fostering skills in analysis, evaluation, and synthesis, with a particular focus on Architectural Technology. Students collaborate, utilising the wide array of resources available to them to explore the problems presented, enhancing their understanding of both theory and practice within the Foundation Year.

This student-centred approach in the course encourages students to take responsibility for planning their research, formulating solutions, and communicating their findings, all while emphasising project-based and interdisciplinary learning. The carefully designed scenarios ensure that there is no single correct answer, reflecting the complexity and varied nature of challenges faced by Architectural Technology professionals. Through these activities and the accompanying feedback, students gain a deeper understanding of the material, simultaneously developing their social, cultural, and employability skills, which are essential foundations for their future success in the field.

Both in regular class activities and through module assessments, students will receive feedback, from which they are encouraged to reflect upon and learn. Opportunities for synchronous and asynchronous feedback will be available, and at every level of study, including the Foundation Year, students will be required to maintain a weekly Professional Development Journal (PDJ). This reflective journal will serve as part of the assessment process and provide students with an opportunity to reflect on their learning, identify knowledge gaps, and track their progress. This approach mirrors industry practices, where professionals are expected to maintain records of their Continuous Professional Development (CPD), a practice that students on the Foundation Year will begin to develop early on.

The Foundation Year feeds four subject pathways in the School of the Built Environment. In their initial year students gain the skills and subject knowledge for study at Level 4 at London Metropolitan University, or other HE institutions. Employability and career development skills are built into the course.

As an Architectural Technology graduate, your technical, management, and professional skills will be valued by employers in a range of sectors. The Private Sector is a major source of employment, and within the Public Sector, both central and local government bodies offer graduate employment opportunities in this area.

Typical employers include:
• Architectural, Architectural Technology, and Design practices
• Major UK and international construction companies and consultancies
• Residential and commercial property developers
• Construction and civil engineering contractors
• Social housing organisations
• Public Sector organisations
• Specialist consultants, including cost consultants, engineering, and environmental consultancy.

The technical, management, and professional skills you will gain during your studies are also valued by employers in other sectors, such as Renewables, Engineering, and Manufacturing.

The School of the Built Environment has a range of industry-linked postgraduate courses available on a full-time and part-time basis in construction, engineering, project management and real estate. These courses would be ideal for postgraduate progression:

Construction Project Management - MSc
Global Human Resource Management - MA
Project Management - MSc
Quantity Surveying - MSc
Real Estate - MSc

In addition to the University's standard entry requirements, you should have:

• 48 UCAS points
• GCSE English Grade 4/C or Level 2 Functional Skills in English
• GCSE Mathematics Grade 4/C or Level 2 Functional Skills in Mathematics
• Applications from students who are taking higher qualifications not on the UCAS tariff calculator or have relevant work experience in the construction industry are welcome and will be assessed on a case-by-case basis.