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Students work in Live Project groups with a range of clients including local community groups, charities, health organisations and regional authorities. Live Projects include design/build, master planning, building feasibility studies, sustainability strategies, online resources and participation toolkits. In every case, the project is real, happening in real time with real people. Specific projects vary on an annual basis, but are chosen to develop students' skills in design, team building, briefing, client liaison, community engagement and project management. The projects in these modules are entirely group based, with students working mostly in teams of 13-15 people. Live Project 1 module is closely integrated with the Ethical Practice module.

During Y5 emphasis is upon the development of research by reflective design where practice based learning becomes a tool to rigorously investigate lines of enquiry. The aim is to research, analyse, reflect the students current practice project and develop alternative outline proposals. Specific programmes and projects vary on an annual basis. The projects are chosen (in liaison with your practice mentor and course leader) to develop students' research by design skills. There is an emphasis on students being able to participate in a meaningful dialogue with design methodologies as used in contemporary practice. 

This module explores the ethical responsibilities and professional values that underpin the role of the architect in society. Architects must navigate complex social, environmental, and economic challenges while maintaining integrity, accountability, and a commitment to the public good. Through lectures, seminars, and case studies, students will examine the ethical dimensions of architectural practice, including professional conduct, client relationships, human and non-human interests, and the broader impacts of design decisions.

Emphasis is placed on the architect's role as both a creative professional and a responsible practitioner—balancing the needs of clients with the welfare of communities, ecological stewardship, and the promotion of inclusive and equitable environments. Students will critically engage with topics such as honesty in communication, the responsible use of resources, managing conflicts of interest, and the long-term consequences of architectural interventions.

The module encourages students to reflect on their personal values and develop a clear ethical framework to guide their future practice. By the end of the module, students will have a robust understanding of the ethical landscape of the profession and the importance of acting with fairness, respect, and integrity in all aspects of architectural work.

The module is an introduction to the rich and diverse research cultures in architecture, encouraging an interdisciplinary, integrated and ethical approach. Architectural Research Methods introduces students to the idea of design theory and method and encourages them to start to develop a praxis through their ongoing coursework. 

Taught content draws from a wide range of theories, methodologies, and methods on themes relevant to contemporary architectural research and practice. 

Lecture content is expanded by a Theory Forum. The forum provides engagement with current developments in theory, history and contemporary architectural research by inviting external researchers and practitioners.

The module will allow you to develop your own design proposals. The process will encourage design development using necessary physical and digital tools. The final outcome will be a digital portfolio which includes analysis of the existing practice project, alternative brief, site analysis,design development, final resolution using orthographic drawings and visualisations. 

You will be encouraged to develop a whole building project which is resolved at a minimum scale of 1:200. There should be an understanding and resolution in plan, section and elevation which responds appropriately to your given context and brief as developed in semester 1. 

The module is delivered primarily through distance learning to students based within architectural practice. A module in architectural environmental design technologies and techniques developed around a sustainable framework. The module is grouped around broad environmental and natural themes to encourage an integrated and holistic approach to architectural technology within the design process. An emphasis is placed upon the application and understanding of these approaches in real world architectural practice contexts.

During Y5 emphasis is upon the development of research of everyday practice experience, where practice based learning becomes a tool to rigorously investigate lines of enquiry. 

This module involves students regularly reflecting on their experience in practice and comparing it to their experience of design within a school of architecture. The unit will be broad ranging, looking at the influence of factors including: briefing, design philosophy, design development, marketing, human resources, budgets, sustainability and regulatory requirements. Assessment will be tailored to student's individual experiences and situations through a personal Reflective Journal. The work will also relate to the Professional Experience and Development record (PEDR) as required by the RIBA

Students work in Live Project groups with a range of clients including local community groups, charities, health organisations and regional authorities. Live Projects include design/build, masterplanning, building feasibility studies, sustainability strategies, online resources and participation toolkits. In every case, the project is real, happening in real time with real people. Specific projects vary on an annual basis, but are chosen to develop student's skills in design, team building, briefing, client liaison, community engagement and project management. The projects in these modules are entirely group based, with students working mostly in teams of 13-15 people.

The module is the third of 3 sequential studio-based design and design-based research modules that make up the core of the MArch course. Building directly on the design and research grounding established in the preceding design-based modules, students apply their learning to the development of coherent research-led spatial design proposals.

Students first critically investigate complex real-world issues, using design based research skills to analyse the diverse global, environmental, social, technological, economic, and professional contexts that influence architectural production. This includes developing research groundings in the context of the climate emergency and decolonisation.

Students then guide iterative spatial design development through continued engagement with client and user needs, ensuring culturally specific responses appropriate to site, use, and available resources. Students should complete the module with well-resolved architectural designs that integrate complex physical, social, political, cultural, economic, and professional contexts.

Specific studios (which vary on an annual basis) have their own teaching approaches and methods but each will support students to develop their design-based research into coherent spatial design proposals. All studios enable the integration of a wide range of architectural strategies, theoretical approaches, and methodologies.

Students explore the full role of architectural representation, critically appraising appropriate techniques to effectively communicate their developing and completed architectural design projects.

The Design Manifesto is a part of the Y6 thesis project and is integral to the development of the final year studio design work. 

The Design Manifesto presents the processes, decision-making and ambitions that have informed the development of the thesis project to date and will continue to inform and define the development of the project.

Although the spatial design may be at a preliminary stage, the manifesto should engage with both spatial design and research in order to envisage a provocation or clear ambition for the development of the thesis project.

This module engages through lectures and seminars with a range of materials for low impact buildings. The aim is to give students in depth theoretical knowledge about the environmental performance, practical applications and historical use of materials for low impact buildings.  Students will be introduced to criteria and frameworks for critically evaluating material choices and supported to develop a coherent and evidenced argument about the appropriateness of materials for low impact buildings in relation to climatic contexts, the environment, societal expectations, and human wellbeing.

An advanced course in architectural environmental design technologies and techniques developed around a sustainable framework. The course is grouped around broad environmental and natural themes to encourage an integrated and holistic approach to architectural technology within the design process.

This module forms part of the core curriculum requirement for sixth year MArch students. The module expects students to reflect on Management and Practice issues in relation to and within the framework of their major design project. 

The module develops students' understanding of the complexities associated with project delivery. It explores their responsibilities as architects during the design stages which will impact on the performance of the design project and on their responsibility to appropriately advise their client(s). The module will help students understand the influences that capital cost, lifecycle costs, health and safety, inclusivity, procurement and the climate emergency will have on their design proposals and their relationship with the client, end user and contractor. 

Three core themes of communication, responsibility and enterprise in an evolving built environment will be explored. Students are encouraged to be self-critical, reflective and innovative in their approach to real life issues affecting the built environment and their design ideas.

Weekly topic areas will be explored in lecture and interactive discussion formats, with contributions from external professionals. The intention is to ensure students are aware of the critical topics to be addressed through their management report and also to signpost further information sources to support independent learning. The lecture series will illustrate the complexities involved in delivering a design proposal and provide contextual information, to support students in understanding their own role and responsibility in making choices.