Architecture MArch

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.

The module is the first of 3 sequential studio-based design and design-based research modules that make up the core of the MArch course. Students apply the learning from this Autumn Semester module directly to the subsequent Spring Semester design module. 

Teaching is delivered primarily through studios and studio tutors; these vary on an annual basis but are chosen to develop students' skills in developing design based research. Different studios have their own teaching approaches and methods.



Students critically investigate complex real-world issues, using design based research skills to analyse 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.

Teaching fosters an awareness of a wide range of architectural strategies, theoretical approaches, and methodologies, embracing opportunities for rich and creative outputs, and where design and research are synthesised. 

Students carry out iterative spatial design based research, including brief development, which is informed by clients and users; this guides students to culturally specific responses appropriate to site, use, and available resources. 

Students explore the role of architectural representation, appraising appropriate techniques to communicate their underlying research foundation.

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

Students engage their developed research grounding, using design skills to iteratively generate, rigorously test, and appraise diverse spatial, technical and environmental propositions in the context of the climate emergency.

Students also 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.

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.

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.

The MArch Special Study is a critical written study on an architectural subject chosen by the student. It is seen as an opportunity to investigate an aspect of architecture in which the student is interested and would like to explore in more depth. The Special Study may involve original research and contribute to the subject area through reasoning and critical analysis. The Special Study is undertaken with expert advice from the staff. Students work under the guidance of individual tutors throughout both semesters of the 'First Year' of the MArch course.

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 unit focuses on socio-political, economical, ideological and cultural factors shaping and influencing buildings and cities. In a tradition of critical theory, this module analyses hidden aspects of built environment causing social exclusion / inclusion and oppression / emancipation. Through lectures and group seminars, the module will provide an introduction to critical analyses of built environment in a global context. Each session is organised around a particular issue analysed in diverse contexts.

This unit provides an introduction to the diverse concepts, theories and practices of urban design, illustrated by examples and case studies from different historical, political, geographical and environmental periods and areas. Using theoretical lenses, rather than a chronological approach, the course explores how similar urban forms have been used and reused, reinterpreted, adapted and challenged by different social, economic and political groups in different localities across different geographies and scales to meet differing needs, behaviours and rituals. The emphasis is on developing a situated and grounded understanding of urban design.

This module introduces a range of theoretical and practical approaches to architectural design interventions in the historic built environment. It will explore conceptual and philosophical debates within architectural conservation and heritage studies, addressing the conflicting and complementary approaches that have historically been employed. You will be encouraged to develop a critical understanding of conservation and built heritage issues and to evaluate the role of architectural conservation in historical rural and urban regeneration.

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.