Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG

Postgraduate Certificate in Professional Practice in Architecture

Course Handbook and Examination Information

Seventh Year – ARC9001

2013-2014

* Candidates satisfactorily completing this course and examinations and the required periods of professional training are exempted from the ARB/RIBA Part 3 Professional Examinations and are eligible to apply for registration with the Architects Registration Board for the United Kingdom.

(In addition to this Handbook, supplementary guidance notes for the assistance of candidates may be issued.)

CONTENTS

Page No

Addendum ...... i

Introduction ...... 1

Eligibility for the Examination ...... 3

Preparation for the Examination ...... 4

Contents of the Post-Graduate Certificate in Professional Practice and Practical Experience Examination Providing Exemption from ARB/RIBA Part 3 ...... 10

Guidance and procedures - Office Based Examination ...... 12

Guidance Notes for Candidates Curriculum Vitae and Evaluation of Professional Experience . .. 14

Case Study – Guidance Notes ...... 17

Learning Outcomes, ARB/RIBA Criteria ...... 21

Award Classifications & Conceptual Equivalents Scale ...... 27

Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

Addendum to the Course Handbook and Examination Information ______

For the assistance of candidates, the following information has been provided as a method and means of updating the Handbook:-

(i) RIBA ARB Codes of Professional Conduct

In January 2005, the Royal Institute of British Architects published the new Code and new Guidance Notes for Architects. In addition, in January 2010, the Architect’s Registration Board (ARB) updated and issued the Architects Code: Standards of Conduct and Practice. Candidates are expected to be aware of the new RIBA and ARB Code and where it differs from the previous Codes.

(ii) ARB/RIBA Part 3 Criteria

In September 2011, ARB published the revised Prescription of qualifications: ARB Criteria at Parts 1, 2 and 3. The ARB Professional Criteria at Part 3 are also used by the Royal Institute of British Architects and the Royal Incorporation of Architects in Scotland for the purposes of admission to membership. The requirements for Part 3 are specific UK requirements for registration.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

INTRODUCTION ______

This guide aims to describe the nature and content of the Professional Qualification Examination in Architecture, together with the components of academic educational attainment and professional experience which candidates are expected to hold in order to be eligible to take the examination.

Various terminologies and descriptions are used in the sequential pattern of architectural education and professional training. Typically this Professional Qualification Examination is known as the Part 3. A candidate might very well ask why 3? The origin of this terminology and the other Parts 1 and 2 emerge from the historical sequence of architectural education. The Royal Institute of British Architects initially established this as early as 1837, then in the 1950’s academic institutions began to align these Parts with academic awards. Subsequently when institutions adopted the sequence and candidates completed the pattern, the RIBA, and the Architects Registration Council of the United Kingdom (ARCUK (1931-1996), later the Architects Registration Board (1997 - ), accepted these Stages and Parts and recognised them as meeting professional and legislative requirements.

Candidates may find that other disciplines and professions have similar stages and in several instances, more stages, for example, the Institute of Landscape Architects has a Part 4.

In Architecture, the Part 3 represents the final stage of academic education and professional training and the last formal assessment for candidates. Successful attainment of the Professional Qualification is recognised as the peak of the candidates’ formal architectural education and professional training, enabling candidates to apply to the Statutory Register of Architects (UK) via ARB and eligible to apply for full professional membership of the voluntary bodies of the architectural profession, including: the Royal Institute of British Architects (RIBA), the Royal Incorporation of Architects in Scotland (RIAS), the Royal Society of Ulster Architects (RSUA) (in alliance with RIBA) and the Royal Society of Architects in Wales (RSAW). Upon satisfactory registration with ARB, candidates are also eligible to apply for reciprocal membership of the Royal Institute of Architects of Ireland (RIAI), subject to their current requirements for evidence of equivalence.

Under the European Union Directive 85/334, reciprocal arrangements for the mutual recognition and acceptance of architectural qualifications enables architects to be mobile and practice across the member states of Europe.

Candidates should be aware that the successful attainment of Part 3 can never be taken as the architect knowing all there is to know about architectural practice. Listen to the views of an experienced practitioner and candidates will quickly appreciate the complexity and change that rapidly takes place across the sector.

Successful completion of Part 3 by a candidate is accepted as a threshold of competence to undertake the practise of architecture, in compliance with statutory legislation in the

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Architects Act 1997 and the charters of the professional bodies and the Professional Codes/Standards of Conduct.

Architects who have ‘qualified’ must continue to re-educate themselves, keep up-to-date with current legislation and developments in the profession and construction sector and maintain their professional awareness through completion of Continued Professional Development (CPD). The ARB and RIBA both have guidance on how architects can successfully achieve this and monitoring does take place! These requirements align with other professions and disciplines whose members provide and deliver professional services.

The content of this guide includes: advice on eligibility for the examination, preparing for the examination, the contents and components of assessment within the office based examination, information on the Curriculum Vitae and Evaluation of Professional Experience and preparation of the Case Study. This guide also includes learning outcomes and the descriptors adopted and jointly agreed by the ARB and the RIBA, as the Criteria for Part 3, together with reading references and sources of information.

This guide should be read in conjunction with the General University Regulations, which cover matters such as plagiarism, appeals and conditions of fees attached to part-time enrolment with the University.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

Eligibility for the Examination ______

For candidates to be eligible to sit the examination for the Postgraduate Certificate in Professional Practice in Architecture, they have to satisfy the RIBA and ARB requirements and the University regulations. These include successful completion of Parts 1 and 2 with academic awards which are validated (RIBA) and prescribed (ARB) together with approved periods of practical training experience.1

Candidates will be expected to have undertaken and been assessed in Professional Studies during their previous academic programmes.

Candidates with Academic Awards from other Institutions (non QUB Part 1 and Part 2)

Candidates considering the QUB examination and who hold academic awards from other institutions will be required to provide evidence of their academic achievements and confirmation that they are validated/prescribed by the RIBA and ARB.

Candidates who hold non recognised awards should apply to RIBA and ARB for information and guidance on their assessment procedures. These candidates will be expected to demonstrate to the School that they have covered equivalent levels of input and assessment in professional studies and the appropriate range of practical training experience. All non QUB candidates will be asked to complete a brief questionnaire and may be invited to a short interview.

Professional Experience

In certain circumstances candidates (QUB and non QUB) may be counselled and advised to augment their working/applied knowledge of professional studies through personal reading and research and may be advised to extend their period of professional practical experience and/or vary the scope and content of their professional practice experience.

Candidates with QUB awards who may have been away from the University for an extended period since completing Part II may also be interviewed.

Candidates need to seriously consider their readiness to take the final qualification examination. The Professional Studies Advisor (PSA) can give advice and counsel, however, the final decision must rest with the candidate.

1 At Part 3 level 12 months post Part 2 practical training experience (24 months overall minimum) is required as preparation for the examination. See RIBA Practical Experience Eligibility Criteria on the PEDR website (www.pedr.co.uk) for a description of all criteria options and requirements.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

Preparation for the Examination ______

PROFESSIONAL STUDIES In accordance with ARB / RIBA criteria, Professional Studies/Skills are taught and examined at Part 1, Part 2 and Part 3. In the first and third year BSc Course a series of lectures and seminars take place. Examination is an essay type and course work on a range of subject topics.

At Part 2, the 1st year Postgraduate MArch Course includes a series of lectures on Professional Studies with a written examination paper and course work as assessment.

At Part 3, a series of lectures within scheduled two day seminar sessions and group exercises augment the previous undergraduate and postgraduate professional skills input. Visiting expert speakers deliver taught course elements as an essential part of this input. Candidates are encouraged to participate in study groups of their own arrangement. In addition, participation in regional CPD events is expected. Where a candidate perceives a gap in their knowledge this should be covered by personal study undertaken by the candidate.

Applicants from other institutions must normally be able to demonstrate that they have taken and successfully completed Professional Studies at RIBA/ARB Part 1 and RIBA/ARB Part 2 to the satisfaction of Faculty and the University.

For further information on candidates with non QUB academic awards refer to the section on Eligibility in this Handbook.

The range of study topics set out below aligns closely with the RIBA ARB criteria for Part 3 and, as stated above, some of these will have been included in the Professional Studies Content in Parts 1 and 2 (QUB). Candidates are expected to augment their knowledge with personal reading and research where a topic is not covered by formal input or where they perceive a gap in their own awareness of the subject.

Outline of the Postgraduate Certificate in Professional Practice Examination • Overview of the professional Qualification and Examination • Feedback from external examiners • Period of experience and PEDR submissions • CV and Evaluation of Experience • Purpose of the Case Study • Discussions on Case Study Selection • The Interview • Using the office and other sources of information

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The Context of Architectural Practice • Why practice? • The construction industry in a national context • The architect’s role in the construction industry • Organisations and government bodies • The role of specialist panels • Human and technical resources required and their organisation • Technical standards and sourcing information • National and international trends • Competitions • Employment law • Equal opportunities • Society, economic and political pressures • Investment in the built environment • Group exercises Architectural Practice Matters • Marketing • Expansion • Contraction • Diversification v specialisation • Diversity in practice • Appointment processes • Feasibility studies • Project planning • Feedback techniques and assessment after completion • Maintenance manuals and as-built information • Competitions • Employment law • Management in Architecture – ISO9001, ISO14001, DQI, Performance Professionalism • Definition of professionalism and its relevance in today’s world • Current & future position • Professional characteristics • Duties to clients and others • Professional liabilities • Codes of Conduct - RIBA and ARB Forms of Trading • Sole principal • Working from home • Partnership • Limited Liability Partnership • Limited or unlimited liability company • Public Company • Co-operative • Group Practice • Developer/architect/builder

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Office Practice and Management • Letter writing – when, why, how • Reports – types, structures • Meetings – types, agendas, running • Work programming • Management issues – delegation, motivation, leadership, management by exception, cost effectiveness, etc Accounting • Accountancy methods • Cash forecasting • Business plans • Accounts • Audits • Taxation • VAT Fees • Timesheets as the building blocks • Fee estimating • Fee bids • Terms of engagement • Relationship of cost of resourcing, overheads and profits • Imponderables – potential unknown costs • Analysis and benchmarking • Monitoring ‘live’ fee expenditure and forecasting • Learning from inefficient projects The Architect and the Law • Duties in tort and contract • Collateral warranties and duty of care agreements in respect of professional, sub-contract and supply arrangements • Copyright • Latest legislation and case law Professional Indemnity and Other Insurances • Completing the proposal form, pitfalls • Cover, exclusions, premiums • Claims and their causes • Premises and contents • Public and employer’s liability • BUILD insurance Case Study Seminar • Discussion on preparation and progress • Information • Access to files • Tackling the partners/supervisors on specific issues • Feedback and compilation

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Procurement, Forms of Contract and Related Matters • Deciding procurement routes and forms of contract – JCT, NEC3 etc Traditional, design & build, design & manage, management contracting, construction management, PFI, PPP, Partnering, prime contracting, integrated supply chain management • Implication on cost, time, risk, control, quality • Pros and cons • Systems of tendering and codes of procedure Project Management • Role of project manager • Architect as project manager • Quality standards and management • Quality assurance procedures and their application to design, inspection, time and money • Risk assessment • Value engineering (introduction) • Lean construction • Tools and techniques Contract Administration • JCT 2011 • Brief overview of ECC NEC contract forms and comparison with JCT • Architect’s powers and duties • Employer’s powers and duties • Contractor’s powers and duties • Importance of notices • Architect’s instructions • Programming and management of information • Variations and their valuation • Certification: financial, practical completion and defects • Dealing with defects • Insurance • Clerk of works • Other consultants Contractor’s Claims • Delays and extension of time • Liquidated damages • Loss and/or expense Architect as Inspector • Terms of appointment • Client’s expectations • Inspection v supervision • Importance of documents • Checklists • Inspection records • Inspecting • Reasonable skill and care • Opening up and testing • Remedial works 7

• Resources • Competency of builder Resolution of Disputes • Arbitration • Litigation • Adjudication • Alternative dispute resolution • Pros and cons • The parties involved Design and Build • Design and construct • Develop and construct • Turnkey contracts • Package deals • Contractor’s role • Employer’s role • Key features • Difference between design and build and traditional contracts Cost Estimates and Tendering • Cost estimating and budgets • Pre-tender estimates • Life-cycle cost analysis • Cost planning • Value engineering • Contingencies • Competitive and negotiated tenders • Single and two stage tendering • Checks and adjustments • Tender reconciliation • Cost monitoring and control • Group exercises Statutory Requirements including Building Regulations and Local Authority Procedures • Overview of legislation – Building Control Act Technical Booklets, DDA • Functions of building regulations • Procedures and applications • Relaxations and dispensations • Conversion and adaptation of buildings for accessibility • Planning procedures • Development control, procedures, applications and approvals • Listed buildings • LA administrative procedures • Statutory enforcement powers • Appeals to the Department of the Environment, Planning Appeals Commission • Financial, programming and quality implications

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Health and Safety Legislation • The role of the CDM Co-Ordinator • Responsibilities of architect, client and contractor • Health and safety in relation to each stage of design and execution • Health and safety in general • The CDM regulations in particular Fire Safety in Building • Means of escape principles • Engineering principles • Fire legislation • Applications and administrative procedures • Project assessment • Enforcement powers • Duties and responsibilities of the architect CPD • Concept to reality • Background and current position • Implications for the recently qualified architect • Personal development plan • Regional initiatives • ARB requirements, RIBA requirements • RSUA/RIBA student membership • Involvement in the profession

The content of the taught course will be subject to continuous improvement to reflect emerging best practise and new areas of interest in support of the ARB RIBA criteria. QUB SPACE reserves the right to update accordingly without notice.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______Contents of the Postgraduate Certificate in Professional Practice Examination Providing Exemption from RIBA/ARB Part 3 ______In accordance with the RIBA ARB requirements, the format and content of the ‘final qualification’ examination at this School consists of five elements. Candidates must pass all of the elements and satisfy the Examiners in order to qualify.

Office Based Examination Open Book Case Study On a chosen project(s). Refer to Guidance Notes Professional Experience The periods of professional training at Stage I + II should Development Record (electronic) be recorded using the on line RIBA PEDR Sheets New Form – September 2011 (Candidates must register at www.pedr.co.uk), or a certificate of practical experience, but with a completed PEDR for the year the Part 3 is undertaken CV & Evaluation of Experience Refer to the Guidance Notes on Preparation of CV and Evaluation of Experience ORAL – Professional Inverview External Professional Examiners

Office Based Examination – Open Book Scenario Based Paper Undertaken and supervised by your Office Mentor 10 questions - Answer 10 Undertaken and supervised at your Office.

Case studies should be chosen with care. It should be a study of a project or projects which are undertaken in the practice where the candidate has been employed. The project(s) should be one(s) in which the candidate has undertaken a particular role. There should be an opportunity for the candidate to demonstrate their comprehension of project and contract administration, both pre-tender and post tender operations. The project(s) should have a contract. Guidance notes for setting out the contents of the case study are available and should be referred to. RIBA PEDR (New version issue - September 2011) – Basically, this comprises a log of professional involvement with projects taking place in the office. It should be completed on a regular basis, signed by the Employment Mentor (see Information Note) and submitted on a quarterly basis. Normally the examiners will expect a minimum period of 12 months since obtaining Part 2, making a total of 24 months since Part 1. When applying to enrol on the course and examinations, candidates are expected to declare those periods in order to satisfy regulations. The period of professional training since completion of Part 2 should be

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recorded using RIBA PEDR system. PEDR sheets are to be issued for review by the PSA on a quarterly basis during the second period of practical training. Both the RIBA and the ARB publish guidance notes (see www.pedr.co.uk), which describe the range and depth of Professional Practice experience that is relevant to the examination. These provide useful reading for all candidates intending to register for the examination and preparing for the examinations. Satisfactory completion of the required period of professional experience encountering the appropriate scope, range and extent of architectural practice is a requirement of the examination and the ARB RIBA criteria for Part 3.1 This record of professional experience must be undertaken in accordance with the practical experience guidelines published by the RIBA. See www.pedr.co.uk. Contract work, freelance work and shorter working week guidelines can also be found on the RIBA/PEDR web sites. Candidates are reminded to familiarise themselves with the wording of the Architects Act 1997 which sets out clearly the dangers of describing oneself as an architect, when not on the register, nor eligible to join. Mature students with a lengthy period of professional training are advised to contact the Professional Studies Advisor to enquire about certificates in professional training. Information is also available on the RIBA / PEDR web site. The Oral – professional interview lasts for approximately 45-50 minutes per candidate. There are two external Professional Examiners. Candidates are advised to prepare for the Oral and are permitted to bring their own spiral bound copy of essay, case study and evaluation of experience. The examiners will have had the opportunity to study the candidate’s submitted documentation in detail. Candidates may expect to be questioned on any aspect of that documentation, the case study, CV/Evaluation of experience and the two written paper answer scripts and questions. In addition, the examiners may raise other aspects of professional practice relating to the RIBA and ARB criteria and relevant to competence in architectural practice and the candidate’s knowledge of current developments in the construction sector. Candidates are reminded that this is a professional interview and an assessment is being made of the candidate’s ability to deal with situations and scenarios in a professional manner as demonstrative evidence that they are eligible to qualify for inclusion on the Register of ARB (under the 1997 Act) and voluntary membership of the Professional Body RIBA, RIAS, RSUA, RSAW. Candidates are strongly advised to re-read their copies of the submitted documentation and written paper questions. When preparing the documentation, candidates should not refer to themselves as ‘Architect’. This term can only be used, within the UK, when the person using the term is qualified and entitled to be registered with the Architects Registration Board. This is in accordance with the contents of the Architects Registration Act 1997. The Professional Examiners will be very concerned if the term ‘Architect’ is misused or misrepresented by any candidates presenting themselves for examination.

______1 Further information on Practical Experience requirements refer to the Architects Act. 1997 Chapter II Section 4. Registration and the guidance information available from the RIBA.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG

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Guidance and procedures - Office Based Examination ______

1. The office based examination is set by the examiners within Queen’s University Belfast and is in the form of a series of scenario based questions related to architectural practice. An office based examination has become part of the assessment of a number of part 3 programmes validated by ARB and RIBA.

2. The office based examination has to be written by the candidate in their normal place of work under the direction and supervision of the person nominated and registered as the candidate’s office based exam supervisor. Normally the supervisor is a partner, director or associate within the practice and is often the candidate’s Part 3 mentor.

3. The questions are issued to the supervisor prior to the date when the exam is to be undertaken by all the candidates enrolled on the programme. The exam is unseen with candidates receiving the exam at the beginning of the first day via their official Queen’s university email address.

4. In writing the responses, the candidate may make reference to material issued in connection with the Part 3 course, personal notes and records, but any references and information sources used in the preparation of the responses must be cited.

5. Reference material, standard documents, the office library, and the normal office aids including computers, photocopiers, stationery and standard documents in the office may be used, subject to the agreement of the candidate’s employer.

The candidate should be aware that the availability of more substantive reference information will require a more comprehensive and professional response. The Office Based Examination is designed to more closely resemble the dynamics of the ‘live’ practise environment to enable candidates to demonstrate awareness and skill in the application of knowledge applied to scenario based problem solving.

6. The candidate may not seek the assistance of other persons inside or outside of the office.

7. The office based examination must be written in the office and within the allocated time. Day one - 9.00am – 5.00pm. Day two - 9am – 5.00pm. Day three - 9am – 5.00pm. Normally a conference room or quiet corner of the office is used as the base for the candidate. Lunch, comfort breaks and refreshment periods are assumed to be within the allocated time.

8. At the end of the allocated periods, Day 1 and Day 2, the candidate is responsible for taking a copy of the answers generated, placing them in an envelope which must be sealed, signed and dated and handed to the office examination supervisor for safe keeping. These are referred to as “Day 1 Draft” and “Day 2 Draft”. The copy may be 12

in the form of a photocopy or a hard copy where the answers are stored on a computer. The sealed and unopened envelopes containing the copy of the answers generated in day 1 and day 2 to be returned as part of the candidate’s submission.

9. The third day of the office based examination is solely for the purpose of word processing/typing, proofing reading and typographical correction, collation and binding of the documentary submission, which has to be dispatched by registered post by 5.00pm on the third day, together with the sealed envelopes containing the “Day 1 Draft” and “Day 2 Draft” and the Declaration from the office based examination supervisor certifying that the whole of the submission is the candidate’s own unaided work to:

Hilary Noble Education Office School of Planning, Architecture and Civil Engineering Queen’s University Belfast David Keir Building Stranmillis Road Belfast BT9 5AG

10. Where there is more than one candidate taking the office based examination in the same office, they may share reference material within the office, but they may not discuss the questions and their responses to them until after the submissions have been dispatched.

11. The Professional Studies Advisor, Examiner or other staff member from Queen’s may carry out a spot visit to the office where the candidate is sitting the exam.

NOTE:

• Spelling and grammar to be checked. This will be an assessed criteria where multiple errors are prevalent.

• All questions to be answered within the time allowance. All questions carry equal marks.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______Guidance Notes for Candidates Curriculum Vitae and Evaluation of Professional Experience ______A component of the documentary evidence required for submission is described as the CV and Evaluation of Professional Experience. This is a document, which is personal to each candidate and is part of the assessment material read by internal and external examiners. The document is treated as confidential, compiled for the Professional Examination and is normally discussed between candidate and examiners in the professional interview. These guidance notes for candidates are intended to assist in the preparation of the document and will be referred to by examiners in the assessment process.

CURRICULUM VITAE – CV This professional CV is intended to provide the examiners with a summary overview of each candidate covering the following:- • Factual information on the extent of educational achievements in architecture and should include the title of the academic award and the appropriate stage/part in Professional Recognition (RIBA) and Statutory (ARB) Prescription.1 • It is vital to remember that this is an important document. It is the first impression that any employer or examiner will have of you, so it matters! The CV should include examples of your work and it should illustrate your ability to demonstrate your professional competency in both visual and written forms. • The summary should also include the periods of recorded Practical Experience in Architectural Practice e.g.:- The following is an example of the format and contents for illustration purposes only. Bachelor of Arts in Architecture (name title of award RIBA, ARB Part 1 BArch & University) Central University 1996 Part I Practical Training - (enter name & address 1996-1997 of employer) Diploma in Architecture RIBA, ARB Part 2 DipArch Northern University 1999 Travelled in Europe, worked in casual 1999-2000 employment to fund rail tickets and subsistence Part II Practical Training – (enter name & address Feb 2000-Dec 2002 of employer) Moved offices to obtain variety of project experience and responsibilities. (name & address of employer) Dec 2002-2004 • Participation with additional CPD/Events/Seminars/Programmes

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Update on Fire Safety Regulations 1 day – Institute of Fire Safety CPD Event March 2003 The New Disability Regulations ½ day Regional Building Control Authorities September 2003 • Competitions, Design Awards, Prizes in Architecture Entered (with two other Architects) the short design competition for small transport interchange. Lucern, Switzerland – joint third prize January 2000

EVALUATION OF PROFESSIONAL EXPERIENCE The structure and pattern of architectural education and training established in the United Kingdom combines academic study with direct experience of the practice of architecture. The typical sequence is a layering of academic achievement followed with a layer of professional experience providing candidates2 with a seven year cycle. Several of the validated (RIBA) and prescribed (ARB) education centres operate different cycles and part- time programmes. It is important preparation for the professional qualification examination for each candidate to reflect upon their professional training and undertake an analysis of that experience. The analysis of experience is a summary overview covering key factors. This is not a repetition of the PEDR though reference can be made to that record. This evaluation is qualitative and is intended to provide candidate(s) and examiners with a demonstration of the scope and nature of professional experience and what has been gained by this process. The evaluation should be reflective documenting experience gained, experience required and future aspirations. Key factors should embrace the areas outlined in the RIBA ARB validation/prescription criteria and include the following: • Demonstration of an understanding of the organisation of architectural practice and the ways in which an architect’s business can be structured. • An awareness of the resources required to provide and deliver professional services in architecture and could cover: human resources, financial resources, ICT resources, equipment resources, accommodation resources. • The range of professional services encountered and the direct lessons learnt from first hand participation. This could cover the architect’s role(s), responsibilities and relationships and the key players in the process. This can cover good and bad processes with an analysis of the reasons underlying the outcomes. • Demonstration of the various levels of personal responsibility encountered and how the candidate responded in each scenario. • An appreciation of interfaces which the qualified architect will engage with including; clients, funders, consultants, contractors (main and sub) manufacturers, suppliers, statutory authorities and their representatives reflecting on communications and interactivity(s). EXTENT OF PREPARED DOCUMENTATION In total, the CV and Evaluation of Professional Experience should aim to be 2500-3000 words. The CV should normally be covered in 2 A4 pages with the Evaluation making the balance of word content.

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The text should be carefully written and examiners will expect to read a professionally prepared document that has been spell/grammar checked and compiled in a readable manner.

______1 Candidates are responsible for ensuring the status of their academic awards and the equivalent stage/level recognised by the RIBA and prescribed by ARB. Candidates should also be aware that as and from September 2003 the RIBA and ARB ceased processing architectural programmes under the Joint Validation Panel System. The system is now a separate process. 2 Assumes entry to tertiary programmes at 17/18 years. Mature candidates may have a variety of work experience before, during, University programmes.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

Case Study - Guidance Notes ______

CASE STUDY – GUIDANCE NOTES The case study is the document that is primarily included for your demonstration of the roles, responsibilities and obligations upon the architect when managing a building project(s) through the stages of professional service from inception to completion.

The content of each case study will generally reflect the individual choice of subject and your employer's normal administrative policy and procedure within the office. It is useful to set out the core of the study along the lines of the RIBA Plan of Work, even if the project covers a small proportion of the full range of services. Where you have been concerned with several smaller projects each should be described with relevance to your personal involvement, responsibilities and site experience. It is important to remember that you must demonstrate a full understanding of project and contract administration. The document should avoid becoming a job diary with no critical appraisal.

For the purposes of demonstration of knowledge, awareness and understanding of the roles, responsibilities and obligations of the architect and in the absence of direct project experience, it is possible for candidates to undertake a combined desk based project file review and project shadowing study of another suitable project within the practice. This will allow candidates to augment those RIBA stages of the project that could not be directly experienced during the period leading to examination at Part 3. It should be noted that this is a last resort and direct project experience at all RIBA stages is the recommended route.

The methodology for gaining the required experience and scope of project engagement should be discussed with your office mentor at the commencement of your appointment within the practice. This will be monitored by the PSA during the review of PEDR sheets during the year in practice and may be subject to an office visit to assess actual experience gained.

The following notes are intended for guidance and highlight specific areas, which should be included in the case study.

Introduction The first three or four pages of the study should immediately inform the reader of the content, scale, personal involvement and role of the author in the project. Brief summary of the project, cost, stage of work and form of contract are important. You may wish to mention here the size of the practice, the type of work and services offered by the practice. There should be a small location map showing the site with the region and/or its position within an urban area. This helps the cold observer to place your study in context. A photograph of the project whether external or internal can also assist at this stage. Photographs and drawings should be relevant to the study and your report, not merely inserted as padding.

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Client Brief description of client, whether individual, local authority, private commerce, housing associations, it may also be necessary to clarify the funding client and the end user. Complex projects may have a mix of stakeholders involved in the procurement process. You should attempt to analyse the directions taken and the influences on the project as it evolved. Where a Project Manager is involved you should attempt to explain the role of the Project Manager and their line of responsibility and communication.

Appointment Method and means by which the commission came into the practice and if accessible some notion of what fees and terms of engagement were considered. This item has been particularly mentioned by examiners looking at the extent of professional awareness for future members of the profession. It may also be referred to by visiting lecturers.

Consultants, Sub-consultants, Design Team Members Appointment, co-ordination and authority of design/project team consultants whether as package deal or individuals. There should be a brief explanation of this, not just a list of names. Particularly important to the reader to know where the architect stands, who instructs, who responds, who is in charge.

Health and Safety There should be a brief explanation covering the requirements of the Construction (Design and Management) CDM regulations, who was appointed CDMC, the preparation of the Pre- Tender Health & Safety Plan and co-ordination with all members of Design Team.

Project Costs/Cost Planning/Cost Control This area is very important. There should be general indication of how budget costs were prepared at outline stage, scheme design and final decision to go to tender. Checks against pre-tender estimates and actual tender figures to clearly establish the extent of differences and if necessary why and where inaccuracies occurred. Examiners have expressed concern that authors should know the implications of cost pruning exercises undertaken post-tender stage and how the client should be kept informed on the future quality and performance of the completed building. Equally, the risks associated with tenders well below pre-tender estimates should be evaluated.

If the project has reached final account stage this should be appraised against tender figures. This is where the preparation of the case study can assist the learning process of actually researching into the background and recognising patterns or trends which may re- occur in another scheme.

Building Contracts Reference to the form of contract is important in the case study. Comparison of types of contracts and suitability for specific projects with an explanation of how a risk based choice was made. Sometimes the client will have a preferred form, sometimes the office will prefer a particular form, occasionally the Quantity Surveyor is asked what his/her opinion might be. The content of the project may determine the form.

Whatever the situation you should seek to explain or find out the background and if necessary appraise the usefulness of the document in getting the project completed, on time and at a cost agreed within the clients budget.

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Particular concern should be addressed to those clauses in the forms where the architect has a duty and where he/she must act in administrative capacity and provide impartial judgement.

You should avoid voluminous extracts of standard documents but indicate the specific importances of relevant clauses and schedules.

Where the project embraces non-traditional procurement methods this should be explained and the reasons analysed. The balance of risk between the parties should be outlined.

Insurances and Performance Bonds Most of the forms of contract include provision for insurance and performance bonds. Try and establish in the case study what actions were taken, where responsibility needed definition between client, contractor, supplier and sub-contractor.

There may be aspects of collateral warranties which need descriptions.

Conclusions It is probable that your involvement in the project will not coincide with submission dates for the case study. There comes a point where the text has to finish but the project runs on, hopefully to a successful conclusion.

If the text does not reach final stages of the contract it is helpful to outline what should normally be undertaken at the close of the job. Describe the difference between final certificate and practical completion, making good defects and client not accepting the building, partial possession and release of retention etc. (depending on contract type). This could be included as an annexe.

Examiners will expect candidates to demonstrate an ability to write clearly, to set out a explanation of the project and the examiners will look for evidence of informed and critical comment to demonstrate awareness, particularly where office procedures have differed from best practice!

It is good policy to allow the senior staff member(s) of the practice, either principal or partner to read the document for careful scrutiny.

EXTENT OF PREPARED DOCUMENTATION In total, the Case Study should aim to be 8000-10,000 words maximum. The text should be carefully written and examiners will expect to read a professionally prepared document that has been spell/grammar checked and compiled in a readable manner. The Case Study is submitted in advance of the orals. It is a wise precaution to hold a photocopy for your own use as revision before the interviews. Three copies are required, spiral bound with your name clearly to view on the cover.

Summary Aims of the Case Study(ies) The aims of the Case Study at Part 3 Level is for the candidate to demonstrate to the examiners that they have:

An understanding of how a project brief is compiled, the influences on briefing and requirements of users. 19

A cognate knowledge of the administration and management of a project. A personal experience of the roles, relationships and responsibilities which the architect undertakes in the execution of a commission. A knowledge of how project commissions are obtained/achieved within architectural practice, competitive bid, select list, competition winner, reputation and framework agreements. A knowledge of the methods and means by which design sub-consultants are retained by the architect/appointed by the client/other arrangements, including liability for non- performance, payment of fees and professional indemnity insurance cover. A knowledge of the roles, responsibilities and relationships of sub-consultants during the Pre-Tender Design Process and the Post Tender Project process. An understanding of the selection process for main contractor(s) and sub-contractors. An appreciation of the diverse routes available for project procurement and the architect/client discourse to arrive at the most appropriate method for the subject project. An understanding of contract specific duties and obligations placed upon the architect when appointed as contract administrator, including: • Nomination/Naming procedures • Insurance provisions • Payment certificates • Progress and completion of the works • Defects, defects liability period • Non-completion of defects A knowledge of statutory legislation across the broad range of Acts, including, • Planning • Fire and building regulations • Health and Safety/CDM Regulations/duties on the parties • Environmental/Energy • DDA An understanding of the resources required within an architectural practice to deliver a project on time, to a programme, cost and quality agreed with the commissioning client. This includes professional expertise, CAD/draughting resources, secretarial, administrative and premises. All of this brings together the candidate's grasp of the many aspects of the management of architectural practice together with the management of project(s).

The essence of the text should be reflective. This does not imply hyper-criticism nor mis- representations. The Case Study is not an assessment of the employees practice. Examiners at Part 3 level are keen to know what course of action/decisions the candidate would take, under similar circumstances, even if those actions/decisions taken at the time may have been those of senior management influenced by extraneous factors.

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG ______

Learning Outcomes, RIBA ARB Criteria for the Part 3 ______

LEARNING OUTCOMES – THE PROFESSIONAL EXAMINATION

The Professional Practice Examination RIBA ARB Part 3 is directly related to competence to practise the profession of architecture in the jurisdiction of the United Kingdom. The criteria and the background to the content of professional studies and the professional qualification examination have been developed over a considerable period and reviewed periodically by a number of bodies, authorities and academic institutions. This includes: the Royal Institute of British Architects (RIBA), the Architects Registration Board (ARB), the Standing Conference of Heads of Schools of Architecture (SCHOSA), the Association of Professional Studies Advisers in Architecture (APSAA), the Burton Report, the Stansfield Smith Report and the Report Commissioned by ARB. In addition to these bodies, each provider of the Professional Qualification Programme and the Examination has evaluated the provision and assessment methods to meet the academic requirements and the professional experience requirements. When a provider seeks RIBA validation and ARB prescription, that process reviews the programme input, assessment methods and quality of standards. The cycle for these procedures are normally 4/5 year intervals. Contained in other sections of this Handbook is reference to the typical sequential pattern of academic studies and professional experience, which normally extends the cycle to 7/8 years, with the final qualification examination as the culmination of that complete period of architectural education and training. The attainment of the Part 3 qualification embodies academic achievements of the Part 1 and Part 2 together with the professional experience (24 months total) gained within the context of practical training, normally 12 months post Part 1 and 12 months post Part 2. The personal development by each individual candidate to meet the Part 3 professional examination requirements will reflect that candidate’s choices, both in academic circumstances and professional practice scenarios. For such a professional examination it follows that the learning outcomes encompass a much wider scope than one academic year, or one module, or component of the system or one job/project within the office context.

ARB RIBA Criteria

The Architects Registration Board published the Prescription of Qualifications ARB Criteria, a document which includes information on Part 3, in September 2011, with an effective date of January 2012. This document confirms that the criteria “have also been adopted and approved by the Royal Institute of British Architects.”

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Providers of Part 3 programmes and examinations who receive RIBA validation and ARB prescription take both of the published documents into account in co-ordinating, managing and assessing the professional qualification examination. Copies of these documents can be downloaded from the respective ARB and RIBA websites for reference. Within both documents certain words are used as “descriptors” and these are as follows:- “Terminology - The terms ‘awareness’, ‘knowledge’, ‘understanding’, and ‘skills’ are used in the Professional Criteria to indicate the nature of the achievement required. The following guidance is given on the definition of these four terms: Awareness acquaintance with general concepts, topics, rules, methods or procedures, without necessarily being able to paraphrase or summarise information. Students should be able to identify the limits of their awareness and be able to refer to source material for more in depth knowledge. Knowledge familiarity with specific information, including facts, definitions, rules, methods, process or settings, without necessary being able to see its fullest implication or application. Understanding identification, assimilation and comprehension of information. Students can correctly paraphrase or summarise information and can relate it to other material, including its practical application. Skills skill in relating specific information to the accomplishment of tasks. Students can correctly select information that is appropriate to a situation and apply it to the solution of specific problems.”

Source: RIBA ARB Criteria Sept 03

ARB / RIBA Criteria – Learning Outcomes, Teaching Methods and form of Assessment The following criteria have been reproduced from the RIBA ARB Part 3 Prescription of Qualifications jointly adopted by both bodies and effective from September 2011.

Learning Outcomes: Knowledge and Understanding On completion of this programme a student will demonstrate

A knowledge of:

K1 The briefing process K2 Forms and terms of appointment K3 The means of professional remuneration K4 Methods of dispute resolution, conciliation, adjudication, arbitration, and litigation K5 The execution of appropriate programmed and coordinated project tasks. K6 Relevant law, legislation, guidance and controls relevant to architectural design and construction. K7 The nature of legal business entities, office systems, administration procedures and the relevant legislation.

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K8 Site organisation, mobilisation and the establishment of appropriate lines of communication in relation to the specific responsibilities of the building team K9 Legislation on health and safety and its application to design and construction K10 The range of ongoing specialist panels of advisory, consultative or government bodies which have the responsibility for developing policies which guide or control construction industry practices K11 The size and relative importance of the construction industry to other sectors of the national and international economy and the role of the profession relative to the industry K12 The overlapping interests of organisations representing the built environment and their relation to the role of the architect

An awareness of :

A1 The various techniques for the marketing of professional services and how architects commissions are obtained A2 National and international trends for the distribution and commissioning of architectural projects

PC1 – Professionalism

An understanding of:

1.1 Professional ethics 1.2 The architect's obligation to society and the protection of the environment 1.3 professional regulation, conduct and discipline 1.4 institutional membership, benefits, obligations and codes of conduct 1.5 attributes of integrity, impartiality, reliability and courtesy 1.6 time management, recording, planning and review 1.7 effective communication, presentation, confirmation and recording 1.8 flexibility, adaptability and the principles of negotiation 1.9 autonomous working and taking responsibility within a practice context 1.10 continuing professional development.

PC2 - Clients, users and delivery of services

2.0 The range of services offered by architects and delivering those services in a manner prioritising the interests of the client and other stakeholders: 2.1 types of clients, their priorities and the management of the relationship 2.2 briefing, organising and the programming of services appropriate to appointment 2.3 architects' contracts, terms of engagement, scope of services and relevant legislation 2.4 obligations to stakeholders, warranties and third party rights 2.5 communication, progress reporting and the provision of appropriate and timely advice 2.6 budget and financial awareness and cost monitoring or control 2.7 responsibility for coordination and integration of design team input 2.8 invoicing, payment of fees and financial management 2.9 intellectual property rights and copyright law 23

2.10 duty of care, professional liability, negligence and professional indemnity including insurance. PC3 - Legal framework and processes 3.0 The legal context within which an architect must operate, and the processes undertaken to ensure compliance with legal requirements or standards. 3.1 the relevant UK legal systems, civil liabilities and the laws of contract and tort 3.2 Planning and Conservation Acts, guidance and processes 3.3 building regulations, approved documents and standards, guidance and processes 3.4 land law, property law and rights of other proprietors 3.5 terms within construction contracts implied by statute 3.6 health and safety legislation and regulations 3.7 statutory undertakers and authorities, their requirements and processes 3.8 environmental and sustainability legislation 3.9 historic buildings legislation 3.10 accessibility and inclusion legislation.

PC4 - Practice and management 4.0 Business priorities, required management processes and risks of running an architectural practice, and the relationship between the practice of architecture and the UK construction industry. 4.1 the roles of architectural practice in the construction industry 4.2 external factors affecting construction and practice at national and international levels 4.3 practice structures, legal status and business styles 4.4 personnel management and employment-related legislation 4.5 practice finance, business planning, funding and taxation 4.6 marketing, fee calculation, bidding and negotiation 4.7 resource management and job costing 4.8 administration, quality management, Quality Assurance (QA) systems, recording and review 4.9 staff development, motivation, supervision and planning 4.10 team working and leadership.

PC5 - Building procurement 5.0 UK construction and contract law, construction procurement processes and the roles of built environment professionals, contractual relationships, the obligations upon an architect acting as contract administrator, job-related administrative systems and the management of projects in the context of the candidate's professional experience 5.1 procurement methods, including for public and larger projects and relevant legislation 5.2 the effect of different procurement processes on programme, cost, risk and quality 5.3 collaboration in construction and provisions for team working 5.4 tendering methods, codes, procedures and project planning 5.5 forms of contract and sub-contract, design responsibility and third party rights 5.6 application and use of contract documentation 5.7 roles of design/construction team members and their interaction 5.8 duties and powers of a lead consultant and contract administrator 5.9 site processes, quality monitoring, progress recording, payment and completion 24

5.10 claims, litigation and alternative dispute resolution methods.

Teaching and Assessment Methods: Knowledge and Understanding Teaching : Lectures, seminars and workshops. Assessment: Written papers, case study, practical training record, CV, evaluation of experience and oral examination.

Learning Outcomes: Subject-specific Skills

On completion of this programme a student will demonstrate the necessary skills to: S1 Behave with integrity, in the ethical and professional manner appropriate to the role of architect. S2 Provide a competent service, both singly and as part of a team, including understanding of client needs, appropriate communication, programming, coordination and competent delivery. S3 Positively interact with statutory and private bodies or individuals, and competently deliver projects within diverse legislative frameworks. S4 Engage in business administration and ability to resource, plan, implement and record project tasks to achieve stated goals, either individually or within a team. S5 Plan project-related tasks, coordinate and engage in design team interaction, execute effective contract communication and resolve construction-related challenges and disputes.

Teaching and Assessment Methods: Subject-specific Skills Teaching: Lectures, seminars and workshops. Assessment: Written papers, case study, practical training record, CV, evaluation of experience and oral examination.

Learning Outcomes: Cognitive Skills On completion of this programme a student will have the necessary skills that demonstrate:

CS1 An appreciation of the architect's obligation to society and the profession, CS2 A sufficient awareness of the limits of their competence and professional experience to ensure they are unlikely to bring the profession into disrepute CS3 An overall competence and the ability to behave with integrity, in the ethical and professional manner appropriate to the role of architect.

Teaching and Assessment Methods: Cognitive Skills Teaching: Lectures, seminars and workshops. Assessment: Written papers, case study, practical training record, CV, evaluation of experience and oral examination.

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Learning Outcomes: Transferable Skills On completion of this programme a student will have necessary skills that demonstrate: TS1 effective communication and presentation TS2 effective personal organisation and self-management TS3 an ability to work autonomously

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Architecture School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG

______

Award Classifications & Conceptual Equivalents ______

Award Classifications

Candidates must pass all of the elements to the satisfaction of the examiners in order to qualify. A certificate will be awarded to successful candidates.

Three categories of award are possible –Pass, Pass with Commendation or Pass with Distinction, with Conceptual Equivalents used as reference for the relative markings. The conceptual equivalents are outlined.

Candidates who pass all elements of the module and have achieved an aggregate award mark of 50% to 59% will be awarded the Certificate (Pass) at the satisfactory completion of the Certificate.

Candidates who pass all elements and have achieved an aggregate award mark of 60% to 69% will be awarded the Certificate (Pass with Commendation) at the satisfactory completion of the Certificate.

Candidates who pass all elements and have achieved an aggregate award mark of 70% or greater will be awarded the Certificate (Pass with Distinction) at the satisfactory completion of the Certificate.

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Conceptual Equivalents Scale Postgraduate

Determinator Module Descriptor Mark Band Criteria within grade band • Thorough and systematic knowledge and understanding of module content; • Clear grasp of issues involved, with evidence of innovative and original use of learning resources A Originality of argument 80–100 • Knowledge beyond module content (Outstanding) • Clear evidence of independence of thought and originality • Methodological rigour • High critical judgement and confident grasp of complex issues • Methodological rigour

• Originality A 70–79 Methodological rigour • Critical judgement (Clear) • Use of additional learning resources. • Very good knowledge and understanding of module content • Well argued answer Extent of use of additional or non-core learning B 60–69 • Some evidence of originality and critical judgement resources • Sound methodology • Critical judgement and some grasp of complex issues • Good knowledge and understanding of the module content • Reasonably well argued C 50–59 Understanding of the main issues • Largely descriptive or narrative in focus • Methodological application is not consistent or thorough • Lacking methodological application • Adequately argued Marginal Fail 40–49 Relevance of knowledge displayed • Basic understanding and knowledge • Gaps or inaccuracies but not damaging • Little relevant material and/or inaccurate answer or incomplete • Disorganised Weak Fail 0–39 • Largely irrelevant material and misunderstanding Weakness of argument • No evidence of methodology • Minimal or no relevant material

*module content should be interpreted as the topic or area of research being undertaken in the study in keeping with the learning outcomes for the module. The above criteria can be applied to both taught modules at M-level and the M-level dissertation (ignoring reference to module content).

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