Queen's University, as part of the Russell Group, is one of the best places to study Architecture in the UK. Supported by a diverse group of academic staff and external tutors engaged in international, award-winning research and practice, over 80 per cent of our students regularly graduate with a 1st Class or 2.1 degree. All students, many of whom come from outside Northern Ireland, receive a high degree of personal tuition in a strong studio culture in which every student has dedicated personal studio space.
Our established reputation generated over 50 years means that our graduates are often placed with leading employers from around the world. They are those who will be leaders in their fields, creatively rethinking the past, present and particularly the future of the built environment.
ART PORTFOLIO:
Candidates who do not have an acceptable Art qualification may be invited for a portfolio interview. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio
ACADEMIC LITERACY FOR BSC ARCHITECTURE
An optional, complementary module for non-native speakers of English. Designed to support English language and academic skills development with a focus on specific academic skills related to the students' area of study.
Architecture highlights
Professional Accreditations
This is a Russell Group University Architecture Part 1 degree that is accredited by the Royal Institute of British Architects (RIBA) and Architects Registration Board (ARB) in the UK as well as the Board of Architects Malaysia (LAM).
www.architecture.com
www.arb.org.uk
www.lam.gov.my www.architecture.com
Career Development
BSc Architecture has strong links with RIBA, ARB, RSUA (Royal Society of Ulster Architects) and RIAI (Royal Institute of the Architects of Ireland). Practicing architects join studio tutors on a weekly basis. We also have our graduates working in international practices in the UK and beyond. Through these collaborations, our students are well placed in terms of career development.
Student Experience
The programme attracts local, national and international students; friendships and architectural collaborations last well beyond the duration of the course. In Queen's, architecture studio culture and peer learning are established early on. Each year group has their own studio space and each student gets a desk. Students enjoy living in Northern Ireland with easy access to Britain, Europe and America. They find Belfast affordable and safe, and they engage in outdoor activities.
Global Opportunities
Erasmus student exchange
IAESTE work placement
www.erasmusprogramme.com
www.iaeste.org www.erasmusprogramme.com
Industry Links
Queen's Architecture has strong links with a wide range of industry partners through teaching and research at local and global level. Students are tutored by practicing architects as well as experienced scholars. They are equipped with professional skills that prepare them both for practice and the application process.
Further Study Opportunities
BSc Architecture is the first step of a three partite education, and we offer a variety of postgraduate courses. After the practical experience year out, our graduates can apply for the Master of Architecture (MArch) and then continue their education via Architecture Part 3. We also have PhD opportunities.
'Creativity with Purpose' is the basis of Architecture at Queen's.
Students explore design in a studio environment, contextualised by courses in history/theory, technology/environment and professional practice. The course is modular in structure, allowing students to learn and develop their skills through an extensive range of topics, which grow in complexity throughout Stages 1, 2 and 3 of the degree. Topics include:
History and Theory of Architecture
Students are introduced to the historical and theoretical backgrounds to Architecture by exploring key buildings and spaces, as well as significant principles, texts and thinkers. Architectural and cultural theory, produced by both architects and theorists, are introduced and explored. Students are also provided with a platform for the development of skills, including research methods, essay writing and critical thinking.
Architectural Design and Communication
Students learn about architectural design and representation through design-based projects, which vary in scale and complexity as the course progresses. The urban physical context and the critical thinking processes in relation to the built environment and design are explored. Students also learn about structures and materiality and the importance of architectural communication, using mixed graphic media. Research of architectural precedents and presentation of analytical studies both verbally and in the form of models and drawings are key features.
Technology and Environment
Students learn the principles of building technology, including structural behaviour, building construction and materials, within the context of the building process, sustainability, and the use of descriptive and performance specifications. The topic also deals with the environmental performance of buildings and the use of passive design strategies where natural light, heat and ventilation are used to inform the design of buildings, their forms and structure.
Students have four modules they need to pass each year, and the degree result is cumulative, with 10, 30 and 60 per cent for Stages 1, 2 and 3, respectively.
Architecture sits in the School of Natural and Built environment, with Planning, Geography, Archaeology and Civil Engineering. This gives Architecture students the chance to collaborate with the students of these disciplines on design or technology projects.
Stage 1
Stage 1 focuses on our belief that our students benefit from a smooth transition into university, and thus we strongly support students in learning to draw architecturally, make models and to begin the process of forming and communicating positions on Architecture.
Stage 1 modules are outlined below:
Technology and Environment 1
History and Theory of Architecture 1
Architectural Design and Communication 1(i)
Architectural Design and Communication 1(ii)
Stage 2
Stage 2 acts as a laboratory for testing creative and critical ideas and the process of creating. We continue to support students' increasing levels of confidence and independence through developing more complex architectural skills and understanding of technology.
Stage 2 modules are outlined below:
Technology and Environment 2
History and Theory of Architecture 2
Architectural Design and Communication 2(i)
Architectural Design and Communication 2(ii)
Stage 3
Students in this Stage are both speculative thinkers and accomplished designers, able to deliver detailed, resolved proposals. They operate independently, drawing on previous learning and personal interests. In this final year, they consider the many possible career paths presented to them over the course of their studies.
Stage 3 modules are outlined below:
Technology and Environment 3
History and Theory of Architecture 3
Architectural Design and Communication 3(i)
Architectural Design and Communication 3(ii)
Natural and Built Environment Clare is a Chartered Architect, lecturer and programme director in Architecture. She teaches architectural design studio, and architectural Technology and Environmental studies for architecture. Her research focuses on architecture and planning in post conflict cities, specifically, city planning, architectural design, spatial practices, socio-spatial integration, and community participation in the design process.
Contact Teaching Hours
Medium Group Teaching
8 (hours maximum) Typically 8 hours of practical classes, workshops or tutorials including pin-up sessions
Large Group Teaching
4 (hours maximum) Typically 4 hours of lectures
Personal Study
20 (hours maximum) Typically 20 hours studying and revising in your own time and/or with your group, including some guided study using design briefs, coursework hand-outs, etc.
Small Group Teaching/Personal Tutorial
1 (hours maximum) Typically 1 hours of desk tutorials and project tutoring
Learning and Teaching
The BSc Architecture Programme adopts a year structure with each year (or ‘stage’) adopting both architectural and teaching/learning aims. The design studio is a well resourced focus of the programme, with each student having over twenty hours of contact time each week of both of the twelve-week teaching semesters. Whilst Architecture is understood as an intellectual discipline, it also relies heavily on a range of skills, the most obvious of which are drawing, model-making, written and verbal communication skills and design. Around these core representational skills sit other skills such as time-management and critical reflection. This programme attracts academically able students, but typically their intellectual capabilities exceed their skills. The staff have heavily invested in first year skill-based teaching to increase students' capabilities in such areas as technical drawing, model making and writing, whilst at the same time reinforcing the students’ own responsibility to progress their skills through self-directed learning.
Additional Information
We emphasise to students that much of their learning and skill development occurs away from the formalised areas of the course. We use the metaphor of the iceberg in respect to learning -- the small visible section above the water line is contact teaching time with staff whilst the much larger section below the water line is a student’s own self-led learning time. We also encourage students to learn outside formal teaching environments, including external lectures and exhibitions and service projects as well as international study visits that take place every year.
We have numerous academic awards and prizes, many of which are funded through trusts and industry sponsors. The support and guidance we give students often contributes to them receiving other external scholarships, grants and awards. Nearly all of our students are members of the student society - ArcSoc, which is very active arranging social events and an evening guest lecture programme. Our students are regularly placed in national and international competitions and award programmes.
Stage 1
Stage 1 focuses on bringing students into university level education, marrying the development of skills to self-reflection. Students in Stage One begin to understand the importance and responsibility of practising skills: graphic, design, written, verbal, thinking, self-evaluation, group working. In addition to this transition and acquisition of skills, Stage 1 focuses on the architectural issue of context in all its complexity and how it impacts on programme, materiality and form.
Stage 2
Stage 2 focuses on the development, by each student, of personal, holistic, and viable design skills. Students are encouraged to develop maturity in analysing design problems and in broadening their understanding of the relationship between architecture, technology, construction, theory, history and the wider social context. Building upon the skills and applications learnt in Stage 1, students investigate urban housing in Semester 1. Combining housing with the consideration of context and integration of technology, students are encouraged to personalise the design process to reflect their own individual interests and concerns in architecture. This learning is supported with field trip to European city. In semester 2, joint vertical studios bring Stage 2 and 3 students together to work in thematic studios where each studio investigates set design brief and site.
Stage 3
Stage 3 is recognised both as an end point to undergraduate studies and as the beginning of a student’s future development. Stage 3 asks students to deliver completed, resolved proposals, drawing on all of their learning throughout the course. Students are encouraged to advance their own personal areas of enquiry in preparation for professional life and further learning. The focus of Stage 3 is on more complex contexts and agendas for architecture in the city. Semester 1 projects are usually based in a European city and enriched with a weeklong study trip. Semester 2 is joint with Stage 2 in the vertical studies. The themes of these studios range from landscape to social context, and from tradition to visual arts.
Assessment
Assessment occurs through 100% coursework in Architecture. There are no examinations.
Specific methods of assessment are chosen to suit the learning outcomes of each module, and the nature and balance of the assessment is outlined in the module guide.
In studio-based modules, the assignments are mainly architectural design projects, and the marks allocated to the projects are roughly proportional to the time allocated to each project, although individual work is normally weighted more heavily overall than group work. The projects are compiled in a design portfolio by the end of the semester.
Lecture-based modules span the entire year and are also assessed through coursework. In History and Theory of Architecture, the main assignment is essay writing. There are also smaller components such as reading discussions, seminar presentations, and theory-based design assignments. The work is compiled in a writing portfolio by the end of the year. In Technology and Environment, assignments require research, analysis and/or design and they are related to students' design projects in studio. Precedent studies are also common.
Feedback, both verbal and written, is a main part of learning and assessment in Architecture. Students get feedback related to their coursework throughout the year in the form of tutorials, reviews and feedback sheets. Peer-review is also encouraged.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of studies and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments, guidance grades and marks relating to work that you, as an individual or as part of a group, have submitted.
Verbal feedback. This usually takes place in studio during design and technology tutorials.
Online or emailed comment.
General comments or question and answer opportunities at the beginning or end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of sample work which you can review in your own time.
Feedback and outcomes from practical classes
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
Our design studios and review/exhibition spaces are located in Chlorine Gardens and David Keir Building on Queen’s campus in South Belfast. The architectural workshop for laser cutting, model making and 3D printing is also in DKB. For lectures and seminars we use all kinds of lecture theatres and classrooms at Queen’s.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
History & Theory of Architecture gives a theoretical background to architecture by exploring key buildings and spaces as well as significant principles, texts and thinkers. Architectural and cultural theory, produced by both architects and theorists alike, will be introduced and explored. The course also provides a platform for development of skills, including research methods, essay writing and critical thinking.
Learning Outcomes
At the end of this module, students will be able to/have:
Developed an awareness of the history and theory of architecture, its significance at the time & development over time.
An understanding of the influences of history and theory on spatial social and technological aspects of architecture.
Presented elementary information on historical examples in written and drawn form in a coherent and critical manner.
An ability to reflect on the influence of history, theory, arts and human sciences on the spatial, social, and technological aspects of architecture;
An understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human scale and needs.
An ability to structure critical views of architecture through reflective writing with appropriate referencing, research methods and use of intellectual language.
Skills
Visual analysis. Basic research and referencing skills. Essay writing skills. Critical thinking. Teamwork. Plagiarism awareness.
An introduction to architectural design and representation through design based projects varying in scale. Introduction to the urban physical context and critical thinking in relation to the built environment and design. Introduction to structures and materiality. Architectural communication in appropriate graphic media. Research of architectural precedents and presentation of analytical studies both verbally and in the form of models and drawings.
Learning Outcomes
On completion of this module, students should be able to:
Demonstrate an understanding of aspects of spatial configuration, scale, size and basic structural considerations.
Engage in critical debate about building designs, processes of production and the impact architecture has on the built environment and its context.
Understand and reflect on the process of design and the way it develops in its context, appreciating potentials and constraints
Understand the needs and aspiration of building users.
Having fair understanding of conventional communication skills and drawing techniques, sketching and modeling to document the building and the space.
Ability to use accurate communication mediums (2D & 3D) to effectively investigate the layers of space and its environment.
Use of experimental methods of visual and verbal representation of precedents through the analysis of architectural language, style and philosophy.
Introduction to the skill of self-reflection about design process in written form and in online interfaces.
Skills
Acquired Personal Skills.
See above and Introduction and development of group working skills.
A series of design based projects growing in complexity. Introduction to methodology of design research through description an analysis of site and precedent. Introduction to the understanding of the brief and the needs of building users in terms of functional space and facilities. Introduction of architectural form making skills and their impact on context. The design of a building for public use introducing the selection and development of appropriate technology for design within a sustainable approach. The module further develops representation skills. It will introduce a range of learning skills, from self assessment to time management.
Students will learn about the built environment in Belfast and beyond through field trips.
Learning Outcomes
On completion of this module, students should be able to:
- Develop a coherent design process in response to specific contextual constraints in terms of human, technical, and environmental issues.
- Critically study, analyse and develop layers of spatial configurations, accessibility and circulation requirements for a clearly defined programme within specific context (natural or built scapes).
- Investigate a problem, propose, evaluate and refine solutions through a process of representation, critique and informed judgement.
- Have an awareness of the potential impact of the building projects on local communities and society.
- Have the ability to utilise manual and computer graphic techniques and representation as method of analysis, enquiry and professional communication in the context of a design project.
- Acquire and practise basic skills of self-driven management and skill-development to enhance the personal capacity and abilities.
- Acquire basic understanding of professional organisations, structures and relationships within professional contexts.
Skills
Ability to find and process information, define problems, propose and evaluate solutions, refine and present, appropriately and effectively in a range of media.
Development of architectural design and analytical skills.
Development of representation techniques through drawing, model making and verbal presentation of design process in context. Ability to self assess and lead on own skill development.
An introduction to the principles of building technology, including structural behaviour, building construction and materials. The studies are set within the context of the building process, sustainability, and the use of descriptive and performance specifications. The course will include sufficient basic information to assist students in the constructional design of a small scale building.
The contents of this module deals with the environmental performance of buildings through passive design strategies for natural light and ventilations and the way these factors inform the design of buildings, their forms and structure.
Learning Outcomes
On completion of the module, students will have developed:
- Understanding the basic principles of building construction, structural systems, and components.
- Awareness of basic sustainability & environmental considerations related to the appropriate choice of systems, materials, and technologies in a simple building.
- Understanding the structural stability/equilibrium in buildings through the experimentation and acting forces, structural assembly and analysing the role of structural members.
- Understanding the principles associated with design for environmental comfort realised within relevant precepts of sustainable design (visual, thermal and acoustic).
- Researching and analysing precedents/case studies to explore the role of structural systems and environmental performance to inform design and form of a building.
Skills
Students will be able to demonstrate basic understanding of principles of structure, environmental science and sustainable strategies related to the design and construction of a simple building. Students will be able to develop structural models and drawings that communicate principles of building construction, structural analysis and details.
The module is composed of two parts. These are (i) Building Science and (ii) Structure & Building Construction.
Building Science will concentrate on active environmental design strategies, acoustics and daylighting. Structure/Building Construction will concentrate on the basic principles of structure, materials and the practice of building construction. Structures material develops the principles from Level 1.
The course emphasizes the integration of all components into the design studio by applying building simulation and construction detailing into Level 2 design projects.
Learning Outcomes
On completion of this module, students should be able to:
- Demonstrate an understanding of the principles of active design systems: fundamentals of artificial illumination, ventilation and sound systems within special environments. (Semester one & two)
- Have the ability to critically appraise and select effective structural and material arrangements for buildings as well as their detailing. (Semester one)
- Have an awareness of the sources of design and effective building performance criteria for building envelope construction, interior environments and components with specific reference to sustainable design. (Semester two)
- Demonstrate an understanding of the principles of how to successfully integrate technology, construction within architectural design through analysis of precedents. (Semester one & two)
- Demonstrate an understanding of the implications of building regulations requirements on design constraints, fire safety, accessibility and structure. (Semester two)
Skills
On completion of this module, students will be able to:
1. Apply principles of active building systems /services and sustainable strategia to the creation of built environments.
2. Select, analyse and size structural system and materials for medium sized buildings.
A series of studio based design projects, which act as a laboratory for testing creative and critical ideas, and supporting students to develop fundamental architectural skills. The range of projects develops in scale and complexity from those encountered in the first year. Consideration is given to the design process, aspects of space and form, the relation of buildings to their urban context and built environment. The technical aspects of the work aim to further develop an understanding of building structure and construction in relation to the overall design concept. This module encompasses skills for analytical architectural drawing and means of representation. It aims to consolidate and expand upon the culture of manual and digital representation as conventional communication skills. It supports students to elaborate on their cognitive analytical skills with special focus on urban analysis and enquiry.
Students will also learn about the architectural context via a study trip.
Learning Outcomes
On completion of the module, students should be able to:
Architectural design
1. Demonstrate the ability to respond to site constrains within the urban condition through informed decisions about space and form throughout the design development.
2. Demonstrate an understanding of how materials & structural system can inform architectural space and form, with reference to technical resolution and structural performance.
3. Demonstrate an ability to critically discuss, analyse and respond to user's needs, theoretical context and fine arts through initial design proposals.
4. Demonstrate an understanding of how the building fabric, envelope and skin can be assembled and oriented to permit for effective building performance and efficient energy strategy.
Skills
1. Have the ability to develop a range of skills to critically analyse, discuss and communicate aspects of design in response to a context and users’ needs.
2. Having the skills to produce well‐coordinated set of drawings and representational material that communicate design ideas in a clear and professional manner.
On the completion of this module, students will have:
Developed a range of creative thinking and drawing skills in response to a series of situations and site contexts. These will develop in respect to design, construction and technology, and demonstrated though drawings, models and computer modelling.
The second architectural studio in Stage 2 focuses on architectural design in relation to urban context by considering spatial, social, sustainable, and technical aspects. It also aims to develop the resolution of form, materiality, structure and detailing, and their integration at all levels into design. The studio consists of analytic projects that look at specific design issues to develop contextual and material awareness, which in turn advance spatial awareness.
Learning Outcomes
On completion of this module, students should be able to:
Develop architectural proposals that contribute effectively to the built environment physically, culturally and socially through its alteration of the existing spatial and visual experience.
Develop a clear approach to design that addresses a brief and the needs of the users.
Use computer modelling to communicate design ideas and proposals in different forms (2-D and 3-D).
Use different techniques and presentation media (written, oral, and visual) to explore and communicate arguments, designs, and theoretical debate.
Through lectures, assignments, reading discussions, essay writing, and examination, this module attempts to improve students' historical and theoretical comprehension of architectural discourse, mainly in the areas of architectural design, communication, art, and the city.
Learning Outcomes
On completion of this module, students should be able to:
Build coherent narratives of the architectural developments and their significance in certain periods/contexts.
Understand the influences, which gave meaning and value to architectural design and in association with socio-cultural situations.
Present in a well-structured way and analytically evaluate the characteristics of architecture that are sound and critically reflective.
Have the knowledge of theories and practices of the fine arts as an influence on the quality of architectural design.
Understand general principles of urban history and theory and the influence their complex economic, socio-cultural contexts have on architecture.
Develop a critical approach to the role of theory in the design and communication of architecture, and to develop methods to transfer theory into practice.
Skills
Academic research, reading, writing and discussion, critical thinking, turning theory into practice, presentation, group work and (inter)active learning.
This module will provide an introduction to urban history and theory. It will present key ideas about the cultural, social, economic and political factors that shape the spatial and built structure of cities. It will highlight the significance of historic urban landscapes while interpreting the practice of urban design aesthetics and technologies. The focus will be on the relationship between architecture and the city, the role of buildings in the urban fabric and the complexity of context.
Learning Outcomes
On completion of this module, students should be able to:
Have an understanding of the complexity of contemporary urban landscapes and their historical and theoretical encounters.
Have a knowledge and understanding of how cultural, social and intellectual histories as well as urban history and theory can impact on practice and design.
Demonstrate an understanding of architectural and urban developments with special reference to specific themes and movements.
Demonstrate an understanding of the contribution of the architect and co-professionals to the formation of briefs in diverse scales including building and urban scale.
Have an ability to describe, analyse and synthesise structured arguments and present them in written, graphic and oral form using scholarly research methods (including essay writing, bibliography and referencing).
Skills
Ability to describe, analyse and synthesise concepts and ideas and communicate them in written form;
Ability to carry out basic research methods;
Ability to correctly reference and compose a bibliography;
Ability to present a conceptual development to an audience;
The module is composed of two parts. These are
(i) Architectural Design 3(i) and
(ii) Architectural Skills (Professional Skills).
Architectural Design 3(i) will concentrate on three elements through a series of design based projects, these being
(i) Observation: learning directly from the city, both in Northern Ireland and on a foreign study tour.
(ii) Enquiry: critical analysis of the city.
(iii) Examination: meaningful development of individual design proposals in the city.
Architectural Skills will concentrate on the architect in practice; their role, duties, contractual and professional (and ethical) obligations. This will include principles of management and leadership within business, developing an understanding of team working, career planning, time management and personal marketing, and the role and purpose of ARB and RIBA.
Learning Outcomes
On successful completion of this module each student should be able to:
Demonstrate an understanding of the cultural, societal and architectural parameters of urban design intervention in communities, through brief development.
Demonstrate an ability to design architectural space and form as well as structure in response to context, using technology and construction as a way to manifest conceptual thinking and theory.
Demonstrate an understanding of the interrelationship between urban planning, building design-users, environment and society.
Demonstrate an awareness of the professional relationships of individuals and organisations involved in the preparation and delivering of architectural projects.
Demonstrate an understanding of the design issues related to environmental comfort and building services as well as financial factors and costing.
Demonstrate an awareness of regulatory and legal aspects of architecture as a profession and as a practice and how these are defined through contractual and business relationships.
Demonstrate an ability to critically review design procedures and constraints through design reports that address the economics and management of a project.
Skills
On successful completion of this module, the student will have:
Developed the ability to apply appropriate creative practice to place-making in an urban environment.
Developed the ability to self-critically analyse, understand and then apply appropriate design strategies in response to the multi-layered demands of context, construction and technology.
Developed advanced skills to represent architectural space and form in drawings and models.
Developed skills to manage self-learning, self-promotion and time management.
Comprising lectures and seminars focusing on selected elements of Building Technology and the Internal Environment. This component is assessed through both assignment and written examination.
Building Construction: Modular co-ordination, principles of advanced facade construction, and component assembly.
Building Structure: Review of principles, elements, assembly, structural systems and stability in steel, concrete and timber, foundations and soil mechanics. Critical appraisal of appropriate structural, constructional and material systems.
Environment and Sustainability: relating to medium scale buildings. Selection, spatial requirements and integration and coordination of active and passive building service strategies and low energy systems with the structure and fabric of a medium and large scaled building, The technology required for environmental control of heat loss and heat gain and in particular instances a fully controlled environment. Examine issues of renewable energy and its position within sustainable planning of cities.
Learning Outcomes
On completion of this module, students should demonstrate:
An ability to undertake research precedent studies that critically examine environmental systems and technological strategies.
An understanding of decision-making behind the integration of structure, facade and spatial layout.
An understanding of material choice, assembly and sustainability with the design and construction process of medium and large buildings.
An understanding of advanced building envelope systems, their functional and economical and environmental implications
An understanding of the impact of building services and science in the integration of design and construction in architecture
An ability to compile an analytical report outlining the constructional and environmental strategies that also demonstrates detailed resolution of a significant element of a design project.
An understanding of UK legislation, building regulations, and the responsibilities of an architect, including the ones related to health and safety.
Skills
On successful completion of this module, each student should be able to:
Demonstrate an ability to propose structural, environmental and services strategies and arrangements for a medium to large scale building.
Demonstrate competency in accessing relevant technical information and its application to design.
The ability to conceive and develop a design proposal with the critical incorporation of building services technologies so as to achieve sustainable visual, thermal and acoustic environments.
(i) Architectural Design
(ii) Architectural Skills (Professional Practice) including architectural conservation.
(I) Architectural Design: Comprising; lectures, seminars, design tutorials, site visit(s), group work, private study and design reviews. Architectural Design is assessed through coursework submission (design portfolio) upon completion.
Students develop a detailed design proposal for a medium scale building within a given context. The project requires thorough investigation and development, culminating in a detailed design that includes the successful integration of structure, material and technology. Designs must respond successfully to both urban and environmental conditions.
(ii) Architectural Skills: Comprising lectures and seminars focusing on selected elements of Professional Practice, including architectural conservation. This component is assessed through assignment(s).
The lecture programme is designed to consider a range of skills benefitting architectural practice beyond that of the design studio. It will include investigation into aspects of conservation practice and legislative frameworks. Lectures will include input from different professions.
Learning Outcomes
On completion of this module, students should be able to demonstrate:
A) Architectural Design:
- An ability to develop sound design methodologies and investigations that are informed by analysis and research, supported by a coherent theoretical framework.
- An ability to design a building with technical, environmental and spatial complexity in a given context and within the constraints of a given or designed brief.
- A critical design process, supported by a sustained conceptual framework that integrates environmental and social performance.
- An ability to select appropriate means to test and communicate design intent and architectural quality to a range of audiences, including users.
B) Architectural Skills (Professional Practice):
- An ability to engage with professional practice through coherent outcome and have an understanding of professional procedures and responsibilities.
- An awareness of regulatory and legal aspects of architecture as profession and practice and how these are defined through contractual and business relationships.
Skills
On successful completion of this module, each student should be able to:
A) Architectural Design:
- Accurately communicate coherent design proposals by a variety of appropriate means.
- Think judiciously and time-manage efficiently when dealing with multiple design challenges.
- Be reflective and self-critical when considering place-making within design.
B) Architectural Skills (Professional Practice):
- Clearly articulate and communicate well-informed responses to conservation challenges.
- Better appraise the role of the wider architectural profession
- Be reflective and self-critical when considering architectural conservation within design.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level.
Applicants with a grade C/4 in GCSE Art or no Art at GCSE/A-level may be invited to submit a digital art portfolio. Guidance for applicants preparing an art portfolio can be found at the link below. Neither Technology and Design nor Craft, Design and Technology are considered an alternative to Art. http://go.qub.ac.uk/k100portfolio
Irish leaving certificate requirements
H2H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
Applicants with a grade C/Merit in Junior Certificate Art/Visual Art, or no Art at Junior/Leaving Certificate, may be invited to submit a digital art portfolio. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio.
Access Course
Successful completion of Access Course with an average of 75%. GCSE Mathematics grade C/4 or equivalent in Access Course.
Art requirements as above.
International Baccalaureate Diploma
36 points overall, including 6,6,6 at Higher Level + if not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics.
Art requirements as above.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades D*D*D* + GCSE Mathematics grade C/4
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades D*D*D* + GCSE Mathematics grade C/4
Art requirements as above.
Graduate
A minimum of a 2:1 Honours Degree, provided any subject requirement is also met
All applicants
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
A broad spread of scientific, creative and language-based subjects is desirable, since high scores in specific subjects do not necessarily indicate suitability for the wide-ranging demands of the degree. Evidence of broad general intelligence, a hardworking nature and a genuine motivation and interest in architecture is also required. Applicants are encouraged to appreciate the demands of studying architecture and the combined scientific and creative nature of the subject.
The entrance requirements outlined above reflect the demands of the BSc, but acknowledge that the highest A-level performance is not always an indicator of an applicant's suitability for the degree.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of receipt by the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Offers are initially made to applicants for Architecture offering A-level/BTEC Level 3 qualifications who achieved at least one GCSE pass at grade B/6 or above plus four GCSE passes at grade C/4 or above, to include English Language and Mathematics. The final threshold varies from year to year depending on competition for places.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. The initial Junior Certificate profile to qualify for an offer is one grade B/Higher Merit plus four grade C/Merits. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. The final threshold varies from year to year depending on competition for places.
All applicants must provide evidence of artistic ability, and this requirement is satisfied by GCSE Art grade B/6 or above, or Junior Certificate Art/Visual Art grade B/Higher Merit or above. Candidates who have not met this requirement will be considered for an invitation to submit a digital portfolio. The information provided in the applicant’s personal statement and the academic reference are important factors for candidates who do not have the required level of qualification in Art. Unless there is clear evidence of motivation and commitment to Architecture, candidates may not be invited to submit a digital portfolio. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS are also considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
Applicants offering other qualifications, such as Higher National Certificates and Higher National Diplomas, will also be considered, provided the Mathematics and Art requirements are also met.
For applicants offering an HNC, the current requirements are successful completion of the HNC with 4 Distinctions and remainder Merits. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile, but this must include grade C/4 or better in GCSE Mathematics. To be eligible for consideration, the grades obtained in the first year of the HND must allow the overall offer to be achievable. Where offers are made for Stage 1 entry, these are currently conditional on successful completion of the HND with 6 Distinctions and 10 Merits overall.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants who have been made an offer will be given the opportunity to attend a taster session to meet with staff and students in the department. This is an opportunity to get insight into what studying Architecture at Queen’s University Belfast is like, to see working practices within the school and to speak with current students about their experiences.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 6.0 in Speaking and Listening and 5.5 Reading and Writing, or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
This first degree on Architecture (RIBA/ARB Part 1) leads to the postgraduate Part 2 and 3 programmes, which can be taken at our institution or elsewhere. Many of our graduates return to our Master of Architecture programme.
Our graduates can be found involved with a surprisingly wide range of activities. Many continue to work in private architectural practices ranging in size from two or three people to a staff of over 100, providing a general practice service to private and institutional clients, designing individual houses, social housing, commercial developments, civic buildings, concert halls, theatres and galleries. Many commissions are won through architectural competitions.
Although primarily intended as a first degree for those wishing to undertake postgraduate studies and become professionally qualified architects, the course offers a wide-ranging general education in design, visual appreciation and problem solving, which is valuable in its own right.
A much higher proportion of our QUB graduates progresses to being registered architects, with a certain number of our graduates diversifying and moving into related careers and roles. They may work in stage set design, town planning or housing policy, conservation of historic buildings, interiors, furniture design or specialist building physics such as acoustics. They may provide technical assistance to voluntary and community groups tackling difficult social and economic problems. Our graduates work in many different parts of the world, have their work published and receive awards.
Employment after the Course
4th for “career after six months” of 55 UK-based schools of Architecture in the 2023 Guardian League Table
Alumni Success
Queen’s Architecture Graduate and Lecturer Alan Jones elected RIBA President 2019-21.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
There are additional costs for both materials (model making and printing) as well as for the yearly study trips to cities outside Belfast. The amount for materials and equipment will vary depending on how students decide to represent their work, but a budget of £1,080 for the three-year course is appropriate. The costs for study trips will vary upon location, but students should budget £1,100 for the three-year course.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
